How do I ……..

on a CASIO ClassPad II?

First published in 2013.

Reprinted in 2016 and 2021.

Questions about this publication should be directed to [email protected]

Copyright © 2022, Elena Zema and Anthony Harradine.

ISBN 978-0-9807619-5-5

All rights reserved. Except under the conditions specified in the Copyright Act 1968 of
Australia and subsequent amendments, no part of this publication maybe reproduced,
stored in a retrieval system or be broadcast or transmitted in any form or by any means,
electronic, mechanical, photocopying recording or otherwise, without the prior written
permission of the copyright owners.

This publication makes reference to the CASIO ClassPad. This model description is a
registered trademark of CASIO COMPUTER CO., LTD.
CASIO® is a registered trademark of CASIO COMPUTER CO., LTD.

‘Diver’ image courtesy of Dennis Barnes.

www.dennisbarnes.com

Capsicum by Taryn.
 Contents

1. Out of the box 7

1.1 What’s what… 7
The basic overview 7
1.2 Straight out of the box 9
1.3 Not straight out of the box 10
1.4 To use the stylus or not to use… 12
1.5 Some first steps 13
1.6 Keyboards and the Interactive menu 16
1.7 The basics about variables 19
1.8 Defining variables to have a numerical value 20
1.8.1 All about variables 21
1.9 Basic function calculations 24
1.10 Working with angles 24
1.10.1 Output: degrees and decimal approximation 25
1.10.2 Degrees to degrees, minutes and seconds 25
1.10.3 Degrees, minutes and seconds to degrees 25
1.10.4 Convert angles in degrees to radians 26
1.10.5 Convert angles in radians to degrees 26
1.11 Basic trigonometric calculations 26
1.12 Basic random number generation 28
rand function 28
randList function 29
RandSeed function 30
randBin function 30
randNorm command 31
1.13 Basic symbolic calculations 31
Simultaneous Equations 34
1.14 Active windows, menus and tool bars 35
1.15 Default K key assignments 36
2. How do I… in Graph & Table? 37
2.1 Create a table of values 37
Customising your plot view 38
2.2 Enter & plot functions 38
2.2.1 Using the trace function 39
2.3 Finding significant points on a graph 40
2.3.1 Finding the x intercept(s) 40
2.3.2 Finding y intercept(s) 41
2.3.3 Finding stationary point(s) 41
Maximum point(s) 41
Minimum point(s) 42
Point(s) of inflection 42
2.3.4 To find an x-value given a specific y-value 43
2.3.5 To find a y-value given a specific x-value 43
2.4 Finding the intersection point(s) of two graphs 44
2.5 Finding the distance between two points 44
2.6 Configuring graph view window parameters 45
2.7 Zooming the graph window 46
3
 2.8 Scrolling and panning the graph view window 47
Scrolling the graph view window 47
Panning the graph view window 48
2.9 Plotting functions using parameters 48
2.10 Graphing an inequality 49
2.11 Graph functions defined in terms of other functions 50
2.12 Draw the inverse of a function 51
2.13 Restrict the domain of a function 52
2.14 Graphing hybrid (mixed or piecewise) functions 53
2.15 Graphing reciprocal functions 53
2.16 Graphing rational functions 54
2.17 Graphing sum and difference functions 54
2.18 Graphing absolute value (modulus) functions 55
2.19 Graphing product functions 56
2.20 Graphing composite functions 56
3. Statistics with the spreadsheet application 58
3.1 Mean, SD (and quartiles) 58
3.2 Mean and SD using frequency 60
3.3 Least squares regression line 62
3.4 Transforming to linear 65
3.5 Three-median smoothing 67
3.6 Moving average smoothing 70
4. Calculus 71
4.1 Limits 71
4.2 Rates of Change 72
4.2.1 Average rates of change 72
4.2.2 Instantaneous rates of change 72
4.3 Derivatives 73
4.3.1 Sketching the derivative function 75
4.3.2 Sign of the derivative 75
4.3.3 Tangent and normal to a curve 76
4.4 Integration 77
4.4.1 Indefinite integrals 77
4.4.2 Definite integrals (without a graphical display) 78
How do I solve for an unknown in an equation involving a definite integral? 79
4.4.3 Definite integrals (with a graphical display) 80
4.5 Area bound by a curve and the x-axis 80
4.6 Area between two curves 82
4.7 Mean value of a function 83
4.8 Second derivative 83
4.9 Volumes of solids of revolution 84
4.10 Direction field for a differential equation 85
5. Matrices 87
5.1 Inputting matrix data 87
5.1.1 Matrix calculations 87
Addition 88
Subtraction 88
Multiplication 88
Computing a given power of a matrix 89
Inverse Matrix 89

4
 Determinant 89
5.2 Solving simultaneous equations using matrices 90
5.3 Geometric transformations using matrices 90
5.4 Transition matrices (Markov chains) 90
6. Sequences 91
6.1 Define, tabulate & plot a sequence 92
6.2 Summing of a sequence 93
6.3 Difference equations 94
7. Probability distributions 95
7.1 Discrete probability distributions 95
7.1.1 Finding probabilities, the mean, variance & standard deviation associated with discrete
random variables 95
7.1.2 Finding probabilities, the expected value, the variance & the standard deviation
associated with the binomial distribution 97
7.2 Continuous probability distributions 101
7.2.1 Finding k, graphing and finding the mean and variance 101
7.2.2 Standard normal distribution 102
7.2.3 Inverse cumulative normal distribution 103
7.2.4 Equating probabilities 106
8. Financial Calculations - TVM 107
9. Complex Numbers 109
9.1 Complex calculations 109
9.2 Regions in the complex plane 110
10. Vectors 111
10.1 Viewing vectors 111
10.2 Operating with vectors 113
10.3 Vectors that are functions of time 114
11. Graphing relations, circles and ellipses 115
12. Using the Geometry application 118
How do I build it? How do I measure it? How do I animate it? 118
12.1 Introduction 118
12.2 Drawing 118
12.3 Measuring the properties of objects 119
12.4 Moving objects around 120
12.5 Setting a constraint 120
12.6 Drawing other objects 121
12.7 How do I animate? 122
12.8 How do I display measurements? 122
12.9 How do I do a calculation? 123
13. Algy 2: Checker of students’ working 125
14. Managing your ClassPad II 126
14.1 Touch Panel Alignment 126
14.2 Operating System (OS) 126
14.3 Updating your ClassPad to latest OS 126
14.4 Types of memory 127
14.5 Connecting a ClassPad to a computer (via USB) 127
14.6 Backing up and restoring the ClassPad 128
5
 14.7 Add-in applications 129
14.8 Displaying pictures 130
14.9 File and data transfer 131
14.9.1 Complete contents transfer 131
14.9.2 Individual variable transfer via USB 131
14.9.3 Individual variable transfer via 3pin 132
15. Solving equations 133
15.1 Solving equations using numerical iteration 133
15.2 Solving equations using CAS 134
15.3 When CAS cannot solve an equation 135
15.4 When CAS takes some time 135
15.4 The moral of the story with equations 136
Appendix 1 – Statistics with the Statistics application 137
A1.1 Univariate data 137
A1.1.1 Working with ungrouped univariate data 137
A1.1.2 Working with grouped univariate data 138
A1.1.3 Histogram 139
A1.1.4 Box plot 140
Box plot with outliers 140
(Modified box plot) 140
A1.2 Cumulative frequency curves (or ogives) 141
A1.4 Bivariate data 142
A1.4.1 Scatter plot 143
A1.4.2 Correlation coefficient, r and coefficient of determination, r 2 144
A1.4.3 Calculating the Least-squares line 145
A1.4.4 Sketch Least-squares line 145
A1.4.5 Making a residual plot 145
A1.4.6 Using the Least-squares line 146
A1.4.7 Logarithmic transformation of data 147
Appendix 2 – Numerical Solver Application 148
A2.1 Using the numeric solver 148
Index 149

6
1. Out of the box
1.1 What’s what…
Before we get started, let me introduce you to the ClassPad II!

The basic overview

Front
Touch Screen Icon panel
This is the view screen of the ClassPad. Use The icon panel contains seven permanent
your finger or the supplied stylus to tap on the icons. These applications can be executed by
touch screen to input data, perform selecting an icon with the stylus.
calculations and so on.
Cursor Keys k key
These keys work in the same manner as This key turns on and off the display of the
computer cursor keys. soft keyboards.

Stylus o key
The stylus has been designed to perform This is the delete key. This key can also be used
various touch screen operations (by pressing to pause the processing of various operations.
the stylus against the touch screen).

7
c key K key
Turns the ClassPad on and off (press K This key is used to access the second function
first to action off). of each key on the hard keyboard. (See Section
It also clears all data in the current working 1.15 for the default key assignments.)
line. This key can also be used to interrupt the
processing of various operations.
Keypad E key
This is the ‘hard’ keyboard. The execute key.

Top
3-pin data communication port. 4-pin mini USB port. Stylus storage.

Back
Restart button Battery compartment –four AAA batteries
This is not a reset button. This button restarts (either alkaline or rechargeable Ni-MH).
the ClassPad. No settings are changed and no
data is lost.

8
1.2 Straight out of the box
When you first take your ClassPad from its box you will need to do a series of things:

Insert the four AAA batteries. Either alkaline or Ni-MH (Nickel-metal hydride) batteries.

Turn the ClassPad over and see if it has turned on. If it has
you will see the Touch Panel alignment screen. Remove the
stylus from the rear of the ClassPad and use it to accurately
touch (once), the centre of each of the four target crosses.
Once touched they will grey-out.

Tap Set to select the language in which you wish the

menus to be displayed.

Select the keyboard format you wish to be displayed.

Select the Battery Settings. Be sure to select the correct type

of batteries that you have loaded into the ClassPad.

9
 Note: A Warning window will appear to ensure the correct
selection.

The ClassPad Application MENU should now be visible.

You are ready to start!

1.3 Not straight out of the box

If your ClassPad is not straight from the box, some of its settings may be different to the factory
(or default) settings. This may hinder your progress if you are a first time user of the ClassPad.

If you are a first-time user of the ClassPad, we suggest you reset your ClassPad before working
through this book. Note that resetting will erase information saved on the ClassPad by previous
users. If you do not wish to erase the information then do not carry out the steps shown below.
Alternatively, back up the information on the ClassPad first and then reset it. See Chapter 14,
Managing your ClassPad II, for details on how to backup your ClassPad’s saved information.

Do the following to reset the ClassPad.

Press the c button to turn the ClassPad on.

10
Use your finger (or stylus) to either tap the screen selector
or scroll the screen in order to view other icons in the
Application MENU.

Launch the application.

Tap the ; icon.

Select Variable/Program and tap Reset.

Note that any eActivities and/or files/pictures in the

Storage Memory saved on the ClassPad will not be deleted.
They will not hamper your progress if you are a first-time
user.

Tap OK.

11
 The ClassPad will return to the Application MENU

If you are having problems using the stylus on the touch screen, or if you wear glasses, it is
suggested you realign the touch screen.

To realign the touch screen:

Tap MENU then select Touch

Panel Alignment.

Use the stylus to touch the center

of each cross on the screen.

You are ready to start!

Note
If the ClassPad does not seem to be responding at any time, use a thin blunt object to gently
press the RESET button on the back of the ClassPad to restart it.

1.4 To use the stylus or not to use…

ClassPad II is designed to be ‘finger driven’, however for ‘fine detail’ work, as in the Geometry
application, the stylus is available and very useful.
Now before we continue, let’s explain how the screen works.
You can ‘tap’, ‘double tap’ and ‘drag’ with either your finger or the stylus.
When you tap your finger or the stylus onto the screen to execute an operation, the operation is
performed as your finger comes off the screen. It works similar to a computer mouse click.

12
1.5 Some first steps
Excited and scared all at the same time?
Take that cover off and let’s get started.

Press the c button to turn the ClassPad on.

Tap m on the icon panel to show the ClassPad Menu.

This is your ‘desktop’.

Use your finger (or stylus) to

either tap the screen selector or
drag/slide the screen in order to
view other icons in the
Application Menu.

To launch an application, simply

tap the icon.

Tap the icon to launch the Main

application.

13
 Once launched, the Main application window will be
displayed. The screen consists of the following
components:
Menu bar

Toolbar

Work area – input

displayed on left,
output displayed on
the right.

Status bar – displays

current mode
settings

If the work area is filled with

calculations you may want to
clear it.

To clear the work area:

Tap Edit followed by Clear

All.

The Clear All dialogue box

will appear.
Tap OK .

The calculation history will now

be cleared from the work area.

Look at the status bar (bottom of the screen). Do you see

the words Alg, Standard, Real and Rad? If different
words are visible, tap each word until they are as stated
above.

An almost empty screen awaits

you.

Notice that the cursor is flashing

to the left of an empty box. This
signifies the calculator is ready
for you to enter a calculation.

14
Calculate 325 ÷ 31.
Enter 325/31

To have a calculation performed and the result displayed, press

the blue E key at the bottom right corner of the calculator.

The result is shown on the right side of the screen. Not such a
helpful result I hear you thinking!

Note the word Standard at the bottom of the screen. Tap the
word Standard and note it changes to Decimal. Now all
answers will be displayed in decimal form.

Press E again.
Note ans will appear on the next input line. The ClassPad
assumes you want to calculate the same result again.
We now see the result of 10.48387097.

To see the fractional form of this decimal, tap once on the output
and notice that the entire output is selected.

Now tap u. Now the fractional form is displayed.

To change the mode that the ClassPad is currently operating in, you can simply tap on the mode
name in the status bar to change it. Alternatively, tap O on the menu bar.

Status Bar Mode Indicators

15
1.6 Keyboards and the Interactive menu
Up until now, we have only utilised the hard keyboard.

Where are all the ‘other’ buttons?

Press the k button.

There are three main soft keyboards; ), 9, and

-.
Tap each tab in turn to see what the keyboards offer.

16
 3
5
 
3

Use the hard keyboard to enter the calculation.

The calculation can also be entered using natural input templates

from the ) soft keyboard.

This is the preferred method and will be used throughout the

remainder of this book.

However, we are not limited to

only these ‘buttons’, there are
more options available in the
Interactive menu (can be
found on the Menu bar).

Also, commands not found in

here can be found in the
(ue.

Is 6 4 < 4 6 ?

The judge( function will judge the validity of an equality or

inequality. Use the (ue soft keyboard to enter
judge(or just type it in.

Use the - soft keyboard in order to enter the inequality

sign.

17
Find prime factors of 360?

Key in the number and select it.

Tap the Interactive option

on the menu bar, tap
Transformation, factor
and then select factor.

Evaluate log10 324

The calculation can be entered using natural input via the

) soft keyboard.
Note: Logarithms of bases other than 10 can be computed using
the V button.

 1 
Calculate lim−  .
x →2  x − 2 

 1 
In the application, enter the expression   . Then select it by
 x−2
dragging across the expression with the stylus. Then tap the Interactive menu, select
Calculation and then lim.
You can see that a dialogue box appears prompting you to input the required information – no
recall of syntax required. Entering the correct inputs and tapping OK returns the result.

18
1.7 The basics about variables
You will notice on the hard keypad the keys x y Z.
When pressed they input an italic letter.

ClassPad understands xyz to be x × y × z , thus removing the

need to enter multiplication signs all the time.

This feature helps us to enter algebraic expressions as we see

and write them (without multiplication signs).

However, you can also input letters using the 0 soft

keyboard. Note that when doing this, the letters are not bold.
ClassPad understands xyz to be the name of a variable. If we
include multiplication signs (x× y× z) the ClassPad will
interpret the input as three variables multiplied together.

We are not restricted to just x

y and Z on the hard
keyboard.
The _ soft keyboard holds
52 variables for you to use.

19
1.8 Defining variables to have a numerical value

Example: h
a) Find the hypotenuse, h. 4
θ
b) Find the angle, θ .
11

Using Pythagoras’ Theorem, assign the following; a = 11, o = 4, h = (a 2

)
+ o 2 . The angle, θ
 opp 
can be found using θ = sin −1   .
 hyp 
Use the variable assignment key W, to assign a numerical value to a variable (from the _
soft keyboard). This key can be found on the ), 9, - and r soft
keyboards.

The value of entering the calculation in this way is that the values of a and o can be changed and
the cursor placed in the first line and E pressed all calculations below will be re-calculated.

Note that variables need to be clear of defined numeric values

before doing symbolic calculations.

To be sure the variables a to z (both lower and upper case) are

not defined as a numeric value, use the Clear All
Variables command in the Edit menu.

20
1.8.1 All about variables
Numbers, lists, matrices can be
stored as a ‘name’ using variables.

There are 52 single alphabet

variables that can be found on
the _ soft keyboard.

However, you can make you own

‘names’ with the 0 soft
keyboard.

Where are they stored?

Variables are stored in the current working folder.

Where do I find the current working folder?

Tap Settings O, then Variable Manager. In this instance, the current working folder is
main. You can see that there are four variables currently stored in this folder (you may have
more or less).
If you double tap on this folder, it will open and you can view the stored variables.

21
How do I clear a variable?
There are four different ways to
delete a variable.

Method 1:

Tap Edit then;

Clear All Variables

This method clears all assigned

variables.

A dialogue box will appear to

make sure you want to clear all
variables.

Method 2:

Tap Action, Command then;

Clear_a_z

Tap E.

This method clears all ‘single

letter’ variables.

Method 3:

Tap Action, Command then;

DelVar (enter variable)

Tap E.

This method clears only the

variables you enter to be cleared.

In the example opposite, only

matrix A has been cleared (from
the current working folder).

22
Method 4:

Tap Settings O, then

Variable Manager.

In this instance, the current

working folder is main. You can
see that there are four variables
currently stored in this folder
(you may have more or less).
If you double tap on this folder,
it will open and you can view and
delete the stored variables.

Select the variable(s) you wish to

delete by checking the box in
front of the variable.

Tap Edit, then Delete.

A dialogue box will appear to

make sure you want to delete the
selected variable(s).

Tap OK and the folder will be

clear of the deleted variable(s).

23
1.9 Basic function calculations
Evaluate x 2 + 2 x + 2 when
x = 4.
Method 1:
Raise the -soft keyboard.

Tap d ,f and key in the

equation and press E.

Now type in f(4) and press E.

(You could also use the text f on

the 0 soft keyboard to define
the function, but not a variable.)

Method 2:

Key in the equation and

highlight.

Tap Interactive on the

menu bar, then tap Define.

Enter the function name and

variable/s into the Define
dialogue box. (The
Expression should already be
entered.) Tap OK.

Now type in f(4) and press E.

1.10 Working with angles

When working with angles, always begin by checking that the ClassPad is set to compute in the
angle units you are working with. Look at the status bar to find out which angle the ClassPad is
set to use. The default setting is radians.
Note: The ClassPad utilizes r, not , as a notation for the units of radians.
c

It may be useful, when working with degrees (or when you require a decimal approximation and
not an exact value), to set the ClassPad to output the approximate decimal answer. See the next
section for details.

24
1.10.1 Output: degrees and decimal approximation
To change the angle mode the calculator is operating in, simply
tap on the angle unit in the status bar.

Similarly, tap the word Standard in the status bar to change

it to Decimal.

Notice the status bar has changed, and the ClassPad will now
be operating in degrees and return outputs that are decimal
approximations (rather than exact values.)

1.10.2 Degrees to degrees, minutes and seconds

Express 34.65° in degrees, minutes, seconds.

Tap T on the ) soft keyboard.

Enter the angle and press E.

1.10.3 Degrees, minutes and seconds to degrees

Express 34°39′ as a decimal degree value.

Tap \ (dms key) on the ) soft keyboard.

Enter the angle and press E.

25
1.10.4 Convert angles in degrees to radians
Express 34°39′ in radians.

Tap \ (dms key) on the ) soft keyboard.

Tap on the angle unit in the status bar to change to Radians.

Enter the angle, including the degree symbol, S, and press

E.

Note
It is in this situation that the inclusion of the degree symbol is
critical. It tells the ClassPad your input is in degrees. Without
this, it would assume the input is in radians as the ClassPad is set
to radian mode.

1.10.5 Convert angles in radians to degrees

c
5π
Express in degrees, minutes, seconds.
11

Tap on the angle unit in the status bar to change to Degrees.

Tap T and enter the angle, including the radian symbol, R,

and press E.

Note:
It is in this situation that the inclusion of the radian symbol is
critical. It tells the ClassPad your input is in radians. Without
this, it would assume the input is in degrees as the ClassPad is
set to degree mode.

To convert from the exact value to the decimal approximation, highlight the answer and tap
.. (Or, tap Standard on the status bar. This will change the settings to Decimal.
Then recalculate.)

1.11 Basic trigonometric calculations

When working with angles, always begin by checking that the ClassPad is set to compute in the
angle units you are working with. Look at the status bar to find out which angle the ClassPad is
set to use. The default setting is radians.
Note: The ClassPad utilizes r, not , as a notation for the units of radians.
c

It may be useful, when working with degrees (or when you require a decimal approximation and
not an exact value), to set the ClassPad to output the approximate decimal answer.

This section assumes you have read Section 1.10.

26
Evaluate sin( 25°42' ) .

Set angle mode to degrees.

On the ) soft keyboard, tap S, then \ (dms key).

Enter the angle and press E.

 5π c 
Evaluate cos 
7 
 

Set angle mode to radians.

Use the ) soft keyboard to enter the trigonometric
function and enter the angle.

Press E.

Find θ in radians if sin θ = 0.3 .

Set angle mode to radians.

Use the r soft keyboard to key in expression.

Press E.

27
Find θ in degrees, minutes and seconds if cosθ = 0.75 .

Set angle mode to degrees.

Tap T on the ) soft keyboard.

Then use the r soft keyboard to key in expression.

Press E.

1.12 Basic random number generation

The random number generator on the ClassPad can generate:
• Non-sequential random numbers.
• Sequential random numbers.
The ClassPad has five ‘random’ functions:
• rand – generates random numbers.
• randList – generates a list of random numbers.
• RandSeed – configures settings for random number generation (i.e. switch between non-
sequential and sequential). The ClassPad can generate nine different patterns of sequential
random numbers – this function is also used to choose a specific pattern.
• randBin – generates binomial random numbers based on the number of trials, n and the
probability, p.
• randNorm – generates a 10 digit normal random number given mean, µ and standard
deviation, σ.

rand function
Generate random numbers between 0 and 1.

Type in, or locate in the (ue, rand(.

Press E.

To generate more random numbers, simply press E again.

28
Generate random integers between 25 and 50 inclusive.

Type in, or locate in the (ue, rand(. Enter the start and
end values separated with a comma.

Press E.

To generate more random numbers using these limits, simply

press E again.

randList function

Generate 20 random numbers between 0 and 1.

Type in, or locate in the (ue, randList(.

Enter the number of random numbers you wish to find and

close with a bracket.

Press E.

Generate 20 random integers between 1 and 100 inclusive.

Type in, or locate in the (ue, randList(

Enter 20,1,100 and close with a bracket.

Press E.

29
RandSeed function
This command requires an integer between 0 and 9 for the argument.

RandSeed (0) results in non-sequential random number generation.

RandSeed (integer from 1 to 9) results in that particular value as the seed for sequential random
number generation.

Generate sequential random numbers using 4 as the seed value.

Type in RandSeed (and a space) or locate it in the

(ue. Enter 4, then press E.
To generate random numbers - Type in/ or locate rand( in
the (ue. Press E.

To generate more random numbers, simply press E again.

randBin function
Example:
It is claimed that 1 in every 10 plastic bags made by a company
are not water tight – they leak. The bags are sold in packets of
50 bags.

If I was to buy 100 packets, how many ‘leakers’ might I expect

in each of my 100 packets?

Generate a binomial list of 100 random numbers, where p=0.1

and n=50.

Type in, or locate in the (ue, randBin(.

Enter 50,0.1,100 and close with a bracket.

Press E.

Search the list.

You can also generate this list in the application which makes investigating the list
simpler.

30
randNorm command

Using a normal distribution with standard deviation 20, mean

60, sample 100 values.

Type in, or locate in the (ue, randNorm(.

Enter 20,60,100 and close with a bracket.

Press E.

You can also generate this list in the application

which makes investigating the list simpler.

1.13 Basic symbolic calculations

When entering variables it is good practice to use the italic
letters available on the hard keyboard and on the _ soft
keyboard. See the Section 1.7 for reasons.

To achieve answers in the same

format as those displayed in the
following examples, tap O and
select Basic Format.

Under the Advanced options,

tick Descending Order.

Tap Set.

Variables that are defined with a numerical value can cause

problems when doing symbolic calculations.

To be sure the variables a to z are not defined as a numeric

value use the Clear All Variables command in the
Edit menu.

31
Simplify 3 x + 2 x + ax

Enter the expression and press

E.

Simplify
(x 2
− y2 )
(x + y )
Key in the expression and
highlight.

Tap Interactive on the

menu bar,
Transformation, then tap
simplify.

Expand
a. ( x + y ) 2
b. ( x + y ) 4

To save time when entering b),

highlight the input of a), drag and
drop it into a new working line
and then edit the 2 to be a 4.

Press E.

Factorise x 2 − 16

32
Factorise x 2 − 6 :
a) over Q – the rational
numbers
b) over R – the real numbers

Divide 5 x + 1 by x − 2 .

Find the partial fraction

7x + 3
expansion of .
( x + 3)( x − 6)

Enter the fraction, highlight it

and then from the
Interactive menu and the
Transformation sub-menu,
select expand.

Enter x as the variable and check

Partial Fraction.

Tap OK.

5 3
Express + as a single
2x 3y
fraction.

33
 1
Solve sin 2 x = ,
2

a) for all x.
b) for 0 < x < 2 .

Enter in the equation and

highlight.

Select Interactive,
Equation/Inequality
then solve.
Use the “for” operator, U, to
key in the condition.
(The - tab, holds the “for”
operator.)

Tap q on the icon panel to

view the solution in widescreen.

Simultaneous Equations

Solve the following simultaneous

equations:
− x + 3 y = 15
y = 2x + 5

Key in the function, using the

~ template on the ) soft
keyboard.

Note: To enter a system with

more than 2 equations, repeatedly
tap the ~ template.

34
 9
Solve F = C + 32 for C.
5

Enter in the equation and

highlight.

Select Interactive,
Equation/Inequality
then solve.

Set the Variable (you are solving

for) to C.

Tap OK.

1.14 Active windows, menus and tool bars

The ClassPad has a large screen. It allows us to have two applications visible the same time.
For example we can have the application and the application
visible at once. You will make use of this in this section.

Solve x 2 − 7 < 0 for x.

The ClassPad can display the

solution to this inequality
both numerically and
graphically.

To see the solution

graphically:

Tap $ to open the graph

application. Select the
inequality, then “drag and
drop” it from Main to the
Graph window. The graph
window will illustrate the
values of x for which the
inequality is true.

We now have two windows open, one with the bold blue boundary and one not. The blue
border indicates which is the active window. Notice that the menu bar options and the tool bar
change depending which windows is active. The menu bar options and the icons on the tool
bar belong to the application whose window is active. This is an important thing to remember
as we proceed.

35
1.15 Default K key assignments

Even though it may not look like it, each key on the hard keyboard has a second function.
Press K first to access the second function of a key. The defaults seconds functions are as
follows:

= : Copy x : Cut y : Paste Z : Undo

(:t ):θ ,:| z:B
1 : sin( 2 : cos( 3 : tan( 4:Q
5 : ln( 6:V 7 : no assignment 8 : no assignment

9 : no assignment 0:π .:i e:∞

E : Ans ^:5 /:N * : no assignment

- : no assignment + : no assignment

To change the default settings for the K key; launch the application.

Tap the s icon.

The Shift Key Assign
dialogue box will appear.

Tap n to select the hard key to

which you want to assign a shift
mode operation.

Specify the operation you wish to

assign (choose from the soft
keyboards), tap Set then tap OK.
The operation assigned to the
hard key is displayed in the
status bar.

36
2. How do I… in Graph & Table?
2.1 Create a table of values
Tap m on the icon panel .

Open the application.

Tap in the working line of y1 (or

an empty line). Define y1 to be
3x + 5 .

Press E to complete the

process. Notice the box in front
of the function is now ticked.

Tap 8 on the tool bar. This

will display the Table Input box.

Enter the domain you are

interested in as well as the steps
within the domain to be
displayed, and then tap OK.

Select # on the tool bar . This

will generate a table of values and
will be displayed in a Table
window. (Note that the menu
bar and tool bar options change
when the table window is
active).

Note: This process is a helpful guide to choosing sensible settings for the graph view window.

37
Customising your plot view
Tap O on the menu bar, or
Settings on the icon panel .

Select Graph Format.

Check settings.

Tap Set.

2.2 Enter & plot functions

There are two pathways that can be taken to plot functions:
1. via the application.
2. via the application.

Method 1.
Tap m on the icon panel .
Open the application.

Tap in the working line of y1 (or

an empty line). Define y1 to be
3x + 10 .
Press E to complete the
process. Notice the box in front
of the function is now ticked.

Check the view window settings

by tapping 6 located on the
tool bar. If necessary, change
your window settings, and then
tap OK.

Tap $ to have a graph of the

function appear. (Note that the
menu bar, tool bar options and
status bar change when the
graph window is active).

38
Method 2
Tap M on the icon panel .

Input the function. (In this

example, y = 3x + 10 .)
Press E.

Insert a graph window by

selecting $ from the tool bar.
A graph window should appear.
(Note that the menu bar, tool
bar options and status bar
change when the graph window
is active).

Highlight the entire function and

drag it into the graph window.
The graph of the function will
appear in this window.

2.2.1 Using the trace function

The trace function allows you to move a cursor along a graph. The coordinates of the position
of the cursor are displayed in the graph view window.

To operate the trace function, the

graph view window needs to be
active, tap in this window.

Tap the Analysis menu on

the menu bar and select Trace.

Alternatively, tap = on the tool

bar.

The cursor will automatically be placed at x = 0. The cursor can be moved along the graph by
pressing the cursor key , left or right, or by tapping the left or right graph controller arrows (on
the edges of the graph window).

If multiple graphs are sketched, press the cursor key , up or down, (or tap the up or down graph
controller arrow) to jump between graphs.

39
If you wish to move the cursor to
a specific x -value, after
activating the Trace function,
press a number key to display the
Enter Value box.

Key in the value and tap OK.

2.3 Finding significant points on a graph

At times, you will be required to do the following:
• Find x and y intercepts
• Find stationary points (i.e. Maximum/minimum points, points of inflection)
• Calculate an x-value given a specific y-value or vice versa.

The following instruction will assume that you have already drawn a graph of the function.

2.3.1 Finding the x intercept(s)

The graph window needs to be
active in order to use the
appropriate tool bar.

Tap the Analysis option on

the menu bar.
Tap G-solve, and then select
Root.

Alternatively, tap u on the tool

bar to scroll and view other
options. Tap Y

This will locate and display the x

intercept. Where there is more
than one x intercept to be found,
simply use the cursor key (left
and right) to allow the next
intercept to be located.

40
2.3.2 Finding y intercept(s)
Tap the Analysis option on
the menu bar.
Tap G-solve, and then select
y-Intercept.

This function will locate and

display the y intercept.

2.3.3 Finding stationary point(s)

Maximum point(s)
Tap the Analysis option on
the menu bar.
Tap G-solve, and then select
Max.

Alternatively, tap u on the tool

bar to scroll and view other
options. Tap U.

This function will locate and display the local maximum point of the function within the
bounds of the screen. Where there is more than one maximum point to be found, simply use
the cursor key (left and right) to allow the next maximum point to be located.

41
Minimum point(s)
Tap the Analysis option on
the menu bar.
Tap G-solve, and then select
Min.

Alternatively, tap u on the tool

bar to scroll and view other
options. Tap I.

This function will locate and display the minimum point of the function. Where there is more
than one minimum point to be found, simply use the cursor key (left and right) to locate the
next minimum point

Point(s) of inflection
Tap the Analysis option on
the menu bar.
Tap G-solve, and then select
Inflection.

This function will locate and

display the point of inflection of
the function. Where there is more
than one point of inflection to be
found, simply use the cursor key
(left and right) to locate the next
point of inflection.

42
2.3.4 To find an x-value given a specific y-value
Tap the Analysis option on the menu bar. Tap G-solve, x-Cal/y-Cal, and then
select x-Cal.

This function will locate and display the x and y coordinates. Where there is more than one x-
value given for a specific y-value to be found, simply use the cursor key (left and right) to allow
the next x-value to be located.

2.3.5 To find a y-value given a specific x-value

Tap the Analysis option on the menu bar. Tap G-solve, x-Cal/y-Cal, and then
select y-Cal.

This function will locate and display the y coordinates for a given x coordinate.

43
2.4 Finding the intersection point(s) of two graphs
Tap the Analysis option on the menu bar. Tap G-solve, and then select
Intersection.
This function will locate and display the intersection point of the graphs. Where there is more
than one intersection point to be found, simply use the cursor key (left and right) to allow the
next intersection point to be located.

Note : If three or more functions are drawn and the intersection of two is required, the ClassPad
will flash the cursor on one function. Use the up and down cursor keys to select the functions
you require and press E when the required function is selected.

2.5 Finding the distance between two points

This function will locate and display the distance between two specific points.
Tap the Analysis option on the menu bar, tap G-solve, and then select Distance.
Press a number key to display the Enter Value dialogue box. Key in the coordinates and
tap OK. The coordinates will be displayed in the graph window and the distance calculated in the
message box . Alternatively, you can use the stylus to tap the two points on the screen.

44
2.6 Configuring graph view window parameters
Tap 6 located on the tool bar. Graph
(Or, tap O, then select View Editor
Window.) This feature displays Window
the View Window dialogue box.

Graph
View
Window

Message box

If necessary, make the

appropriate changes, depending
on the nature of the intended
graph. Tap OK.

(Note: The menu bar, tool bar

options and status bar change
when the graph window is
active).

Brief explanation of View Window parameters (rectangular coordinates):

xmin – minimum value of x-axis ymin – minimum value of y-axis
xmax – maximum value of x-axis ymax – maximum value of y-axis
xscale – marker spacing of x-axis yscale – marker spacing of y-axis
xdot – value of each screen pixel ydot – value of each screen pixel vertically
horizontally

The x/y dot and x/y dot values will change automatically when the x/y maximum and
minimum values are changed.

A number of View Window

configurations are saved in the
memory of the ClassPad. Tap the
Memory drop down menu when
the view window setting input
box is open.

You can also save your own

settings using the File drop
down menu.

45
2.7 Zooming the graph window
The ClassPad features an extensive selection of Zoom
commands that can be used for either a specific region of a
graph or to enlarge and/or reduce an entire graph.

Below is a brief explanation of some of the Zoom commands:

Initialize

This command allows you to

quickly return to the default view
window settings.

Box
Select the Box zoom option from
the Zoom menu or tap Q, and
then select a region of the graph
you want enlarge with the stylus
by dragging a rectangle on the
screen.

Once the stylus has been taken

off the screen, the selected region
will be enlarged to fill the entire
graph window display.

46
Quick
There are six of these commands:
Quick Trig
Quick log(x)
Quick e^x
Quick x^2
Quick –x^2
Quick Standard

These quick zoom commands

will redraw the graph using preset
built-in View Window
parameters.

2.8 Scrolling and panning the graph view window

Scrolling the graph view window
Once a graph has been sketched, it can be scrolled left, right, up or down using the cursor key
or the graph controller arrows.

Note
The graph controller arrows will
only be visible if the Graph
Format settings are set with the
G-Controller box ticked.

47
Panning the graph view window
To operate this function, the graph view window needs to be active. Panning is always on, so
position your finger (or the stylus ) on the graph view window, and drag the window to an
appropriate location. Once removed, the graph will be redrawn at that particular location.

2.9 Plotting functions using parameters

Let f ( x) = a ( x − b) 2 + c , where
a, b and c are integers.

How is the function f ( x) = x 2

transformed under the following
conditions?

a) a = 1, b = 0 and c varies
b) a = 1, b varies and c = 0
c) a varies, b = 0 and c = 1

Method:
a. Key the following into y1:
1( x − 0) 2 + {−2,−1,0,1,2}
a)
Use the ) soft keyboard
and tap to enter the
parameter list.

b. Key the following into y2:

1( x − {−2,−1,0,1,2}) 2 + 0

c. Key the following into y3:

{−2,−1,0,1,2}( x − 0) 2 + 1

You could also define a list as a

variable in the Main application and
use that variable.

b) c)

48
2.10 Graphing an inequality
It is always good practice to check the Settings of the
Graph Format before undertaking any graphing
activities.

When graphing inequalities, make sure Inequality

Plot is set to Intersection.

Sketch y ≤ 2 x + 1 .

Method:
Tap n next to d on the tool
bar and select the appropriate
type of graph.

Key in the inequality and ensure

the box is checked.

Tap $ to graph the region.

Sketch the region bounded by the

following:
• y ≤ 2x + 1
• y > 3− x
• x≥0
• y ≥0.

49
2.11 Graph functions defined in terms of other functions
Sketch f ( x) = x 2 .
Explain graphically, the outcome of the following
transformations
a. − f (x)
b. f ( x) + 2
c. 2 f ( x)
d. f ( x − 4)

In the application tap d on the

- soft keyboard.
Key in the function and press E.
Be sure to use a text f, not a variable f.

Launch the
application. Make y1 be f(x).
Press E after each entry.

Tap $ to graph the function.

Functions can be sketched
simultaneously or individually,
depending on whether the check
box is ticked.
You can also specify the graph
line style. Simply tap the line
style next to the function and the
Style Settings window will
appear. Select your desired type
and press OK.

Alternative method.
Make y1 = x 2 .

Then define the remaining

functions in terms of y1(x).

Be sure to use a text y, not a

variable y.

50
2.12 Draw the inverse of a function
Sketch f ( x) = x 2 and its inverse.

Method:
Enter the function into y1. Press
E.

Select the Analysis option,

tap Sketch followed by
Inverse.

The inverse of the function will

automatically appear in the
Graph View Window.

The inverse function will also be

displayed in the message box.

Alternative method:
Key the function into the Main
application window. Highlight
the function and the select
Interactive on the menu
bar; tap Assistant, followed
by invert.

Check the variables in the

invert window and press OK.

The function and its inverse of

the function will appear on the
right hand side of the screen
(work area).

This can be sketched if required,

by opening a graph view
window. (Tap $ on the tool
bar.) Select each in turn and
“drag and drop” them into the
graph view window.

51
2.13 Restrict the domain of a function
Sketch y = x , where x ≥ 0 .

Key in the function, using the

“for” operator, U, on the
- soft keyboard followed
by the restricted domain.

Sketch y = x , where − 2 < x < 2 .

Note that the “for”, U, can be used in conjunction with the solve command to find solutions
to an equation on a given domain.

52
2.14 Graphing hybrid (mixed or piecewise) functions
Sketch the graph of
( x + 2) 2 , x ≤ −2

f ( x) =  x + 2, − 2 < x < 0
 x, x ≥ 0


Key in the function, then the

“with” operator, U, followed
by the restricted domain. (This
can be found on the - soft
keyboard, as are the inequality
operators.)

Tap $ on the tool bar.

An alternative way to plot a

piecewise function is to use the
} template that can be found
on the - soft keyboard.

2.15 Graphing reciprocal functions

Sketch the graph of
f ( x) = x + 1 and the reciprocal
1
function, .
f ( x)

Key in the function into y1 and

the reciprocal function into y2.
Tap $ on the tool bar.
Alternatively, the function
f ( x) = x + 1 could also be
defined in the
application.
Then go to the Graph &
Table application to graph the
defined function.

53
2.16 Graphing rational functions
Sketch the graph of
x 2 − 5x + 6
f ( x) = , showing axis intercepts and asymptotes.
x−4

Key in the function into y1.

Tap $ on the tool bar.

Check your graph view window settings by tapping 6 located

on the tool bar. If necessary, change your window settings, and
then tap OK.

Alternatively, you can use the Zoom commands to resize the

graph view.

Use the Table function to help you find any asymptotes.

Select # on the tool bar. This will generate a table of values
and will be displayed in a Table window.

2.17 Graphing sum and difference functions

1
Sketch the graph of y = x + .
x
To sketch the graph of the sum (or difference) function, the
individual functions are sketched onto the same set of axes.
Using the method of addition of ordinates, the sum (or
difference) function can then also be sketched.

Key in the sum (or difference) function into y1.

y2 = x
1
y3 =
x

54
Use the Table function to help you use the method of
addition of ordinates. Select # on the tool bar.

This will generate a table of values and will be displayed in a

Table window. By adding the y-coordinates of y2 and y3 will
give the y-coordinate value of the sum function, in this case y1.

Graph (and view the table of) all three functions to check your
answers.

2.18 Graphing absolute value (modulus) functions

Sketch the graph of y = 2 sin 2 x
on the domain [0, 2π ] .

Key in the function, using

absolute value 4 (9 soft
keyboard) then the “with”
operator, U, (- soft
keyboard and inequality
operators) followed by the
restricted domain.

Check your graph view window

settings by tapping 6 located
on the tool bar. If necessary,
change your window settings, and
then tap OK.

Alternatively, you can use the

Zoom commands to resize the
graph view.

55
2.19 Graphing product functions
Sketch the graphs of
i) f ( x) = x
ii) g ( x) = sin x
iii) f ( x) g ( x) .

Check your graph view window

settings by tapping 6 located
on the tool bar. If necessary,
change your window settings, and
then tap OK.

Alternatively, you can use the

Zoom commands to resize the
graph view.

Use the Table function to help

you. Select # on the tool bar.

This will generate a table of

values and will be displayed in a
Table window. By multiplying
the y-coordinates of y1 and y2
will give the y-coordinate value of
the product function, in this case
y3.

Graph (and view the table of) all

three functions to check your
answers.

2.20 Graphing composite functions

For the functions f ( x) = sin x
and g ( x) = x :
Sketch and state the domain of
i) f ( g ( x))
ii) g ( f ( x))

Define the functions first in the

Main application. This way you
can easily key in calculations
and/or graph the functions.
Use the Table function to help
you visualise the domain.

56
Check your graph view window
settings by tapping 6 located
on the tool bar. If necessary,
change your window settings, and
then tap OK.

Alternatively, you can use the

Zoom commands to resize the
graph view.

57
3. Statistics with the spreadsheet application
3.1 Mean, SD (and quartiles)
A company owns a chain of supermarkets Australia-wide. They evaluate three different types of
advertising:
Type 1: no advertising
Type 2: weekly advert in the local newspaper
Type 3: Type 2 plus a weekly letter box drop
Forty-two supermarkets are chosen to take part and fourteen are randomly assigned to try out
each type. The table below gives the gross turnover (thousands of $) for each supermarket in the
month during which the types of advertising were used.
Type 1: 232, 243, 255, 256, 263, 264, 265, 265, 270, 273, 274, 282, 282, 295.
Type 2: 253, 255, 261, 264, 274, 275, 289, 289, 289, 292, 292, 304, 307, 310.
Type 3: 252, 263, 271, 272, 283, 284, 290, 293, 295, 298, 299, 299, 304, 309.
Complete the table below.
Type 1 Type 2 Type 3
mean ( x )
standard deviation (s)
minimum 232 253
quartile 1 256 264
median 265 289
quartile 3 274 292
maximum 295 310

Tap the icon to launch the application.

If data is already present, from the File menu choose New and
tap OK.
We will only enter the data for Type 3 in our demonstration.
Enter each value in column A.
Tap on the heading of column A to select all cells in column A.
From the Calc menu choose One-Variable.

58
A second scrollable window (bottom half of screen) will appear
and in that will be the summary statistics of the data in column
A. With this window active, tap r on the icon panel to view
summary statistics full screen.
The sample mean is labelled 𝑥̅ .
The sample standard deviation is labelled 𝑠𝑥 .
Scroll down to see other summary statistics. The summary
statistics can be pasted into the spreadsheet.

The spreadsheet can be saved.

To do this, tap Output.

You can then choose where to paste these into the spreadsheet.
The defaults will locate empty cells for pasting. Tap Paste.
All the summary statistics are pasted into the spreadsheet.

You can now complete the fourth column (Type 3) in the table
given in the question. Note you could have calculated the quartiles
without the ClassPad in this example.

From the File menu choose Save.

Tap { to create a new folder.

59
Tap in the name SSheet. I plan to save more spreadsheets into
this folder.

Tap OK.

Now to save the file into the folder SSheet, first select SSheet by
tapping on it and then type in the file name super.
Tap Save.
To open the file at a later date, simply launch the Spreadsheet
application and from the File
menu choose Open.
To open the SSheet folder,
tap the small black arrow.
Select the file and Open.

3.2 Mean and SD using frequency

John is a candle maker and makes a certain type of candle called large scented. On each candle’s
label he wants to display how long the candle is expected to last. To determine the expected time
he burns a sample of 15 candles and records the number of hours each burned for (rounded to
the nearest hour). The data is given below.

Calculate the sample mean (𝑥̅ ) and the sample standard deviation (𝑠).

60
Tap the icon to launch the application.

If data is already present, from the File menu choose New, tap
OK.
To save time, enter the data as a frequency table. You do not
need the headings time and freq.
Note that you could enter each of the 15 values in column A and proceeded
without a frequency column. See section 4.1.
Tap on the heading of column A and drag across to the heading
of column B to select all cells in column A and B.
From the Calc menu choose One-Variable.

A second scrollable window (bottom half of screen) will appear,

and in that will be the summary statistics of the data in
column A. With this window active, tap r on the icon panel
to view summary statistics full screen.
The sample mean is labelled 𝑥̅ .
The sample standard deviation is labelled 𝑠𝑥 .
Scroll down to see other summary statistics. The summary
statistics can be pasted into the spreadsheet.

The spreadsheet can be saved.

To do this, tap Output.

You can then choose where to paste these into the spreadsheet.
The defaults will locate empty cells for pasting. Tap Paste.

All the summary statistics are pasted into the spreadsheet.

61
From the File menu choose Save.

Now to save the file into the folder SSheet, first select SSheet by
tapping on it and then tap in the file name candle.

Tap Save.

To open the file at a later date,

simply launch the Spreadsheet
application and from the File
menu choose Open and proceed.
To open the SSheet folder,
tap the small black arrow.
Select the file and Open.

3.3 Least squares regression line

1948 was the first year that General Motors Holden (GMH)
made the first Holden (aka the Humpy or 48-215 or FX).
Prior to that GMH assembled other car brands. From 1948
onwards, the number of non-Holden cars assembled
declined as the number of Holden cars made increased.

The table below shows the number of non-Holden cars (N thousands) assembled in each year
from 1948 to 1959. In the table, year 1 represents 1948.

year 1 2 3 4 5 6 7 8 9 10 11 12

N 25.2 22.2 23.9 20.3 15.4 14.4 19.3 20.6 15.1 10.9 13.8 13.2

a) Using N as the independent variable, find the equation of the least squares regression
line.

b) Determine the size of the residual for 1953 and interpret this value.

c) Use the equation to predict how many non-Holden cars would have been made, if the
trend seen above continued, in 1974.

62
Tap the icon to launch the application.

If data is already present, from

the File menu choose New, tap
OK.
Enter the data as seen opposite.
Tap on the heading of column A
and drag across to the heading of
column B to select all cells in
column A and B.

From the chart wizard (n) tap

X to make a scatter plot.

To calculate the equation of the least squares regression line, tap d.

You can see below that the line is drawn on the scatter plot and the details of the line are given
in a scrollable window.
• a – slope of the least squares regression line
• b – y-intercept of the least squares regression line
• r – Pearson’s product-moment correlation coefficient
2
• r – coefficient of determination.

Tap Output to paste the details into the spreadsheet (tick Residuals) and then tap Paste and
then Close.

63
So the equation required is: 𝑁 = −1.06 × 𝑦𝑒𝑎𝑟 + 24.77

Cell E6 displays the residual for 1953, -3.99, so approximately

4000 less non-Holden cars were assembled than predicted by the
model.

We can calculate the predicted number of non-Holden cars

assembled in 1974 (year 27) in the spreadsheet.
Click on C8 and enter 27 and press E.

Then, in cell C9 enter the formula =D1 × C8+D2 and press E.

(Note that you can tap on the cells to enter them as part of a
formula.)

So the model predicts a negative number of cars (actually 6000

were assembled).

Save this spreadsheet for potential use at a later point.

Note:
You can now change the value in
cell C8 (then press E) and the
predicted value in C9 will
automatically be recalculated.

64
3.4 Transforming to linear
The current study design requires that you know how to use the square, log and reciprocal transformation. In this book we illustrate the log
transformation. The other two can be carried out in an equivalent manner using the ClassPad.

Following on from the previous section, the table below shows the number of Holden cars
(N thousands) assembled in each year from 1950 to 1958. In the table, year 3 represents 1950.
year 3 4 5 6 7 8 9 10 11
N 20.8 25.4 32.8 44.5 54.7 63.3 70.2 95.6 111.3

a) Apply a log N transformation to linearise this scatter plot. Determine the equation of the
least squares regression line for the linearised data.

b) Use your answer to part (a) to predict the number of Holden cars made in 1970.

Tap the icon to launch the application.

If data is already present, from the File menu choose New, and
tap OK.
Enter the data as seen opposite using columns A and B.
In cell C1 put the heading log N.
Press k.
In cell C2 enter the formula =log10(B2) and then press E

65
We now need to copy the formula entered in C2 and paste it into the range of cells C3:C10.

To do this, select cell B2 and then tap Edit (menu bar), Fill and then Fill Range.
Enter the Range to be filled. Tap OK.

Alternatively, you could have used the Copy and Paste features. These exist in both the menu
bar under Edit OR on the soft keyboards (Copy = G; Paste = H.)

Now select all cells in columns A and C by tapping on the A at the top of column A and at the
top of column C.
From the chart wizard (n) tap X to make a scatter plot.

66
To calculate the equation of the least squares regression line, tap d.

So the equation required is: log10 𝑁 = 0.09 × 𝑦𝑒𝑎𝑟 + 1.06

Tap Output to paste the details (including the residuals into the spreadsheet.
In cells D7, 8 and 9 we have calculated the predicted number of cars manufactured in 1970 (year
23). About 1.4 million! Actually, about 200,000 were manufactured that year.

Save your spreadsheet for use at another time.

3.5 Three-median smoothing

The following process offers a very efficient and accurate method to calculate all values associated with three-median smoothing, potentially
saving time in the examination. However, this method does not illustrate how the process works, which some exam questions require.

Consider the following data and the graph of P vs t.

t 24 28 45 53 68 75 82 94
P 130 155 150 280 345 398 410 500

Calculate each smoothed data point for this time series if three-median smoothing is used.

67
Tap the icon to launch the application.

If data is already present, from the File menu choose New, tap OK.
Enter the data as seen below using columns A and B.
It is wise to make a scatter plot to double check you entered the data correctly.
Select the data and from the Calc menu, Regression, then choose MedMed Line.

The slope and the y-intercept of the three-median-fit line are

given.

Tap Output and then Paste as you have been shown in earlier
sections.

68
In calculating the slope and intercept, the ClassPad also calculates and stores the three-median
points used in the calculation.
To display the values, press k and from the (ue tab locate the commands starting
with ‘me’, specifically medx1 and so on.
In cell C4 enter the formula =medx1 (use the INPUT button)

In D4 enter =medy1 and so on to display the three-median points.

The real value of this spreadsheet is having it built and saved

before the exam so that you can just enter the data, fit the line
and display the results.
Save the spreadsheet and call it threemed.

Caution
1. Be sure not to leave any data points from the previous
problems in columns A and B. Select the cells and from the
Edit menu choose Cut to clear the cells.
2. The pasted values of a and b will not update when a new fit is
calculated, remove them before calculating the new fit.
3. The display of the three-median points will NOT
automatically update when a new fit is calculated. Do not Cut
them though, rather from the File menu choose
Recalculate to ensure the new values are displayed.

69
3.6 Moving average smoothing
The following process offers a very efficient and accurate method to carry out all the calculations required with this process which will
potentially save time in the exam.

The following table displays the share prices for a given company on the first 12 days of
February.
Date (Feb.) 1 2 3 4 5 6 7 8 9 10 11 12
Price (AUD) 2.40 2.55 2.50 2.60 2.79 2.65 2.55 2.60 2.59 2.65 2.65 2.55
Find the smoothed value for February 5 using four point moving average smoothing, with
centering.

Tap the icon to launch the application.

If data is already present, from the File menu choose New, tap OK.
To calculate this value we need the data point for Feb 5 and two points on either side of it, 5 in
total.

Enter the 5 data points in columns A and B as shown below. Drag the dividing lines in between
the column headers to narrow the columns so you can see columns A to D.
In cell C2 enter the formula =sum(B1:B4)/4
[the range can be entered by dragging across the cells].
In cell C4 enter the formula =sum(B2:B5)/4.
In cell D3 enter the formula =(C2+C4)/2.

The smoothed price for Feb 5 - $2.64. Save it as fourmean.

The real value in this spreadsheet is that you can now save it and have it ready for the exam question that may
come. You can then simply type in the five values and all the other cells will update automatically.
Suggestion
You might like to make similar spreadsheets (and save them) for the calculations involved with:
• the 3 point moving average
• seasonal indices.

They might improve accuracy and save time in the exam.

70
4. Calculus
4.1 Limits
1 1 1
Find a) lim  b) lim+   c) lim−  
x →∞ x x →0  x  x →0  x 
 

In the
application key in the limit
statement, using the limit
template, ;, on the 9
soft keyboard.

To enter the direction of the

limit, use the + and - operators
available on the 0 soft
keyboard, tap Math tab to
view/select. (Note: you can also
use the standard + and –
operators.)

Alternatively, the limit statement could be entered using the lim option in the Calculation
sub-menu of Interactive .

The lim dialogue box allows you to check/enter details regarding the limit statement.

Note that the Direction input can be -1 if you want the limit approaching from the left, 1 for the right and 0 for
both.

71
4.2 Rates of Change
4.2.1 Average rates of change
Calculate the average rate of
change for
f ( x) = x 2 + 2 x + 2 on the
intervals:
a. x = 3 and x = 3.1
b. x = 3 and x = 3.05
c. x = 3 and x = 3.001
d. x = 3 and x = 3 + h

Define the function, press E.

Calculations can be easily

performed by selecting the
previous input, dragging and
dropping it into the next working
line and then editing it.

4.2.2 Instantaneous rates of change

Calculate the instantaneous rate of change where
f ( x) = x 2 + 2 x + 2 at x = 3.

To find the instantaneous rate of change, find the limit (as h

approaches 0) of the average rate of change for the interval
[3, 3+h].
Define the function, press E.
Key in the function, using the limit feature, ;, on the 9
soft keyboard.

72
4.3 Derivatives
Find
a. the derivative of
f ( x) = x 2 + 2 x + 2
b. f ′(2)
c. f ′(−3)

Define the function, press E.

Key in the problem, using the

derivative feature, ], on the
9 soft keyboard. Use the
“for” operator, U, followed by
the condition.

Alternative method:
Key in and select the function.

Tap Interactive, then

Calculation, followed
diff.

Select Derivative at
value. Enter variable, order
and value into the diff dialogue
box. Tap OK.

This feature helps you to use

syntax to solve the task.

73
Using the application, find f ′(2) where f ( x) = x 2 + 2 x + 2 .

In this example the function has

been defined f(x) in the Main
application
Key in the function as f(x) into
the graph editor window. Press
E.

Tap $ to graph.

Tap O, then Graph Format.

Make sure
Derivative/Slope is
ticked. Tap Set.

With the graph view window active, tap Analysis, then Trace.

Press 2. The Enter Value box will appear. Tap OK.

The derivative at x=2, along with the coordinates of the function will be displayed in the graph
window.

74
4.3.1 Sketching the derivative function
Sketch f ( x) = x 2 + 2 x + 2 and its
derivative f ' ( x) .

In this example the function has

been defined and stored as f(x).

Key in the function as f(x) into

the graph editor window. Press
E.

Key in the derivative function,

using the derivative template,
], on the 9 soft
keyboard. Press E.

Tap $ to graph.

4.3.2 Sign of the derivative

How do I calculate when a derivative is negative / positive / zero?

Find when the derivative of y = 4 x 3 + 27 x 2 − 30 x + 10 is

negative.

In the application, find an expression for

the derivative function.

Tap $ to show the graph view window.

‘Drag and drop’ function in the graph view window. The graph
of the function will automatically appear in this window. Adjust
view window as required.

We can now see when the derivative is less than zero.

75
Select the derivative and drag it
to an empty input box.

Set the derivative to be <,

using the - keyboard.
Select the inequality.
Tap Interactive,
then Equation,
then solve,

then OK.

4.3.3 Tangent and normal to a curve

Sketch f ( x) = x 2 + 2 x + 2 the
tangent and normal at x = −2 .
Find the equation of the tangent
and normal.

In this example the function has

been previously defined as f(x) in
the Main application.

Key in the function into the

graph editor window. Press
E. Tap $ to graph.
With the graph view window
active, tap Analysis, then
Sketch, followed by
Tangent.

Enter -2 and the Enter

Value box will appear. Tap OK.

Crosshairs will appear at that

point. You must press E in
order for the tangent to appear.

The tangent at that point, along

with the coordinates of the
function will be displayed in the
graph view window.

The equation of the tangent appears in the message box.

76
To find the normal at that point,
make the graph view window
active, tap Analysis, then
Sketch, followed by Normal.

Enter -2 and the Enter

Value box will appear. Tap OK.

Crosshairs will appear at that

point. You must press E for
the normal equation to appear.

The normal at that point, along

with the coordinates of the
function will be displayed in the
graph view window.
The equation of the normal appears in the message box.

4.4 Integration
4.4.1 Indefinite integrals
Find the integral of
f ( x) = 10 x 4 + 6 x 3 + 2 .

In the Main application, key in

the calculation, using the integral When working with
indefinite integrals,
feature, P, on the 9 soft don’t forget you will
keyboard. need to include the
constant of
Note: Do not enter lower & upper integration, c , when
terminals for indefinite integrals. writing down your
answer.

Alternative method:
Key in and select the function.
Tap Interactive, then
Calculation, followed by
∫ (the integral sign).
Select Indefinite
integral. Enter the variable
you are integrating with respect
to into the variable box. Tap OK.
The answer will appear on screen.

77
4.4.2 Definite integrals (without a graphical display)
4 x
5
Calculate ∫1 x + e 2 dx .
Key in the function, using the
integral feature, P, on the
9 soft keyboard.
Note: Don’t forget to enter lower
& upper limits for definite
integrals.

Alternative method:
Key in and select the function.

Tap Interactive, then

Calculation, followed by
∫ (the integral sign).
Select Definite integral.
Enter the variable you are
integrating with respect to, the
lower and upper limits into the
∫ input box. Tap OK.
Note: This method will provide
an ‘exact’ result, if possible.

78
How do I solve for an unknown in an equation involving a definite integral?
Calculate the value of b if
1
7
∫b x dx = 7 .
Launch the Note :
application. After entering the x
in dx, press :
Use the 9 keyboard (right cursor key) to
to enter P. ensure the cursor is
flashing alongside the
You will need the _ whole integral
keyboard to enter the b. expression (not just
the dx) before
entering the ‘=7’.
Complete and select the
equation.

Tap Interactive,
Equation/Inequality,
then solve.

Change the variable to be solved

for to b, using the _
keyboard.

Tap OK.

Two solutions, in exact form are

provided.

It may be that only one of the

solutions is suitable, depending
on the requirements of the
question you are answering.

79
4.4.3 Definite integrals (with a graphical display)

Using the application,

4 x
5
compute the value of ∫ + e 2 dx
1
x
and display an interpretation of it.

Key the function into the graph

editor window. Press E.
Tap $ to graph.

With the graph view window

active, tap Analysis, then
G-Solve, Integral,
followed by ∫ dx .

Press 1 and the Enter Value

box will appear. Key in the lower
and upper intervals and tap OK.

The function, along with the area

interpretation of the integral, will
be displayed in the graph view
window. The decimal
approximation of the integrals
value will be displayed at the
bottom of the screen.

Note that this method will return a decimal approximation for the integral.

4.5 Area bound by a curve and the x-axis

Find the area bound by the x-axis and the graph of the function,
f ( x) = 1 − x 2 .

Define the function in .

Tap $ to show the graph view window.
‘Drag and drop’ function in the graph view window. The graph
of the function will automatically appear in this window.

Check your graph view window settings by tapping 6 located

on the tool bar. If necessary, change your window settings, and
then tap OK.

Or, you can use the Zoom commands to resize the graph view.

80
With the graph view window
active, tap Analysis, then G-
Solve, Integral, followed
by ∫ dx Root.

This method uses x-intercepts

that exist is the view window.

A pink cursor will flash at the

Lower x-intercept (or use your
cursor key to move to the correct
lower limit). Press E.

The pink cursor will flash waiting

for the Upper x-intercept , use
your cursor key to move to the
correct upper limit). Press E.
The function, along with the area
interpretation of the integral will
be displayed in the graph view
window. The decimal
approximation of the integrals
value will be displayed at the
bottom of the screen.

The final screen shot also contains the solution to the problem using the Main application.
This method uses the sketch to help you determine the x-intercepts. It is good practice to use
graphs to assist in problems involving the calculation of areas under curves.
It is solved by using the method as shown in Section 5.4.2.

81
4.6 Area between two curves
Find the area enclosed by f ( x) = 1 − x 2 and g ( x) = 1 − x for
the interval [0, 1].

Define the functions in the Main application.

Tap $ to show the graph view window.
‘Drag and drop’ functions in the graph view window. The
graphs of the functions will automatically appear in this window.

Check your graph view window settings by tapping 6 located

on the tool bar. Or, you can use the Zoom commands to resize
the graph view.

With the graph view window

active, tap Analysis, then
G-Solve, Integral,
followed by ∫ dx
Intersection.

This method uses intersection

points that exist is the view
window.

A pink cursor will flash waiting

for the Lower intersection point
(use your cursor key to move to
the correct lower limit). Press
E.
The pink cursor will flash waiting
for the Upper intersection point
(or use your cursor key to move
to the correct upper limit). Press
E.

The function, along with the area

interpretation of the integral will
be displayed in the graph view
window. The decimal
approximation of the integrals
value will be displayed at the
bottom of the screen.

The final screen shot also contains the solution to the problem using the Main application.
This method uses the sketch to help you determine which function needs to be ‘subtracted’. It is
good practice to use graphs to assist in problems involving the calculation of areas under curves.
It is solved by using the method as shown in Section 5.4.2.

82
4.7 Mean value of a function
Find the mean value of the
function f ( x) = 6 x 2 over the
interval [0, 4].

Use the variable assignment key

W, to assign a numerical value
to a variable.

By using this method, you can

easily change the upper and lower
limits and/or the function.
Simply “highlight”, key in
changes and press E.

The final answer will appear

without having to re-input the
integral.

4.8 Second derivative

5
Find f ′′(x) if f ( x) = x 2 + 2 x

Key in the problem, using the

derivative feature, }, on the
9 soft keyboard.

83
Alternative method:
Enter the function and highlight.

Tap Interactive, then

Calculation, followed
diff.

Select differentiation. Enter

variable and order (2) into the
diff box. Tap OK.

The resultant screen will view as

in the previous method.

4.9 Volumes of solids of revolution

Consider the region bounded by the x-axis and the given lines for:
π
y = sin x; x = 0 and x = .
2
Find the volume of solid of revolution generated when the region is rotated about the x-axis.

Define the function in the Main

application.

Tap $ to show the graph view

window.

‘Drag and drop’ function in the

graph view window. The graph
of the function will automatically
appear in this window.

With the graph view window

active, tap Analysis, then
G-Solve, followed by
π ∫ f ( x) 2 dx .

84
Key in the lower value (press 0)
and the Enter Value box will
appear. Key in the lower and
upper intervals and tap OK.

The function, along with the

volume interpretation of the
integral will be displayed in the
graph view window. The
decimal approximation of the
volume will be displayed at the
bottom of the screen.

The final screen shot also contains the exact solution to the problem using the
.
It is good practice to use graphs to assist in problems involving the calculation of volumes of
revolution.

4.10 Direction field for a differential equation

Enter the application.

Enter the DE y ′ = 2 y .

Tap O to have a slope field

generated.

Tap r (on icon bar at base of

screen) to have the full screen
view.

85
Now tap r again and tap the
IC (Initial Conditions) tab.

Set some ICs and then tap the

O again.
This will plot a path through the
slope field, starting at (0,1) in this
case.

You can also plot the graph of a

function to test your conjecture
about the solution to the DE.

Tapping the 6 icon reveals the

View Window settings and
allows you to set at will.
Note the Steps setting.

Note that the Spreadsheet on the ClassPad has CAS capabilities and so making a spreadsheet to
display Euler’s Method numerically and graphically is quite simple.
An eActivity that does this is available from http://www.casio.edu.shriro.com.au/.

86
5. Matrices
5.1 Inputting matrix data
The examples below use the 6, 7 and 8 keys on the 9 soft keyboard to enter the
matrix using natural input.
To do this: Tap this button:
Create a new 1-row x 2-column matrix 6
Create a new 2-row x 1-column matrix 7
Create a new 2-row x 2-column matrix 8
Add a column to the currently displayed matrix 6
Add a row to the currently displayed matrix 7
Add both a row and column to the currently displayed matrix 8

Define the following matrices.

2 1
A= 
4 3
2 1 − 1 
B= 
0 − 4 2 
 − 1
 
C =  − 2
− 2
 2 1
D= 
 − 1 2

Key in the matrix, using the 6,

7 and 8 keys on the
9 soft keyboard.

5.1.1 Matrix calculations

This subsection will use the following exercise to demonstrate matrix calculations using the
ClassPad. It assumes you have defined matrices A to D as shown in the previous section.
Given the following matrices:
Calculate the following:
 − 1 a)

2 1 C = − 2 b)
A=  c)
4 3 − 2
d)
2 1 − 1   2 1 e)
B=  D=  f)
0 − 4 2   − 1 2

87
Addition
a) A + D

Subtraction
b) 2 A − D

Multiplication
c) BC

Note that using the BC from the

0 soft key board will not
give the result we want. B × C
will.
It is good practice to use the
letters on the _ soft
keyboard – the bold and italic
ones that denote a variable.

88
Computing a given power of
a matrix
d) A 2

Inverse Matrix
e) A −1

Determinant
f) det A

Enter A.

From the menu bar, tap

Interactive, then Matrix,
Calculation, followed by
det.

89
5.2 Solving simultaneous equations using matrices
Using matrices, solve 3 x − y = 10 and 2 x + 5 y = 1 .

We can express the simultaneous equations in matrix form:

3 − 1  x  10
2 5   y  =  1 
    

 x
And so   = A −1 × B
 y

3 − 1 10
Enter   as A and   as B and then compute A −1 × B
2 5  1

5.3 Geometric transformations using matrices

a) Determine the transformation matrix, Dx , y , for the
combination of transformations: a dilation by a factor of 5
parallel to the x axis followed by a dilation by a factor of 3
parallel to the y axis.

b) Find the coordinates of the transformed image of the point

(7,9) under Dx , y .

Note that we know that each point ( x, y ) is mapped onto its

x ′ = ax + by
image ( x′, y ′) by:
y ′ = cx + dy

 x ′  a b   x 
Therefore, in matrix form:   =   
 y ′  c d   y 

5.4 Transition matrices (Markov chains)

Claude has a coffee shop. He sells coffee and biscotti. He
realises that if a person buys (and enjoys) a coffee on a particular
day, there is a 75% probability that the person will return a buy
coffee the next day. In addition, if a person buys biscotti one
day then there is a 50% probability that they will purchase
biscotti the next day. On Monday, 90% of Claude’s patrons
bought coffee and 40% bought biscotti.

a) Determine a transition matrix, T that models this situation.

b) Determine the initial state matrix, S 0 .
c) What is the probability that a patron will purchase a coffee
on Tuesday?
d) What is the probability that a patron will purchase a coffee
on Friday?

90
6. Sequences
Various parts of the application are shown below.

Task Button
Create an ordered pair #
Create an arithmetic sequence table )
Create a geometric sequence table _
Create a progression of difference table +
Create a Fibonacci sequence table `
Draw a cobweb diagram on a graph z
Display the Sequence RUN window `
Specify 𝑎𝑛+1 𝑎0 as the recursion type ^
Specify 𝑎𝑛+1 𝑎1 as the recursion type &
Specify 𝑎𝑛+2 𝑎0 𝑎1 as the recursion type *
Specify 𝑎𝑛+2 𝑎1 𝑎2 as the recursion type (
Input n of a recursion expression ?
Delete the recursion expression in the current active line w
Display the Sequence Table Input dialogue box 8

91
6.1 Define, tabulate & plot a sequence
Consider the sequence
a n = n 2 + 3n, n > 1 .
a) Tabulate the sequence.
b) Plot the sequence.

This is an explicit relationship

and so tap the Explicit tab.

Enter the sequence using the B

available on the tool bar. Press
E.

To create a table for the

sequence, tap 8, to display the
Sequence Table Input
box. Enter the desired
conditions. Tap OK.

Tap #, to display the table.

To plot the sequence, the table

window must be active.

Tap ! to plot. (Or, select

Graph, then G-Plot on the
menu bar.)

(You may need to alter the View

Window settings, tap 6, to
gain a sensible plot.)

92
6.2 Summing of a sequence
Consider the arithmetic series: 13 + 26 + 39 + ...
a) Find the sum of the first 20 terms.
b) Find the sum of the first n terms.
c) The sum of how many terms first exceeds 4000?

We note that, a = 13, d = 13.

Therefore, a n = 13 + 13(n − 1) .
Open the Main application.
Use the 9 soft keyboard to
enter the [ template.

Using the expression found in

part (b), we can set it equal to
4000 and solve for n .

Obviously, the solution would be

a positive number.

Complete the equation, select the

equation and then:
Tap
Interactive menu, then tap
Equation/Inequality,
and then solve.

Be sure to enter the correct

variable, in this case n.

Converting to a decimal approximation (u) shows that

25 terms would first exceed 4000.

93
6.3 Difference equations
Consider the sequence defined by the difference equation:
t n +1 = t n + 2, t 0 = 1 .
a) Find the first seven terms of the sequence.
b) Find the 25th term.
c) Find the sum of the first 5 terms.
d) Plot the sequence.

Select the recursive tab (since this

difference equation is a recursive
relationship. Use the an available
in the n,an menu.
Press E.

To tabulate the sequence, tap

8, to display the Sequence
Table Input box. Enter the
desired conditions. Tap OK.

Tap #, to display the table.

To plot the sequence, the table

window must be active.

Tap ! to plot. (Or, select

Graph, then G-Plot on the
menu bar.)

(You may need to alter the View

Window settings, tap 6, to
gain a sensible plot.)

94
7. Probability distributions
7.1 Discrete probability distributions
7.1.1 Finding probabilities, the mean, variance & standard deviation
associated with discrete random variables
As is true in most sections, there are numerous ways to complete the computations outlined in
this section. We have chosen methods that keep the user working within the Main application.

Suppose a random variable X has distribution:

x 0 1 2
p(x) k2 4 − k3 2−k2
8 8 2

Find the value(s) of k and the values of p(x) in each case.

Define the three elements in the list as a

function p(x).

Find the sum of p(x).

Then set the sum equal to 1 and solve the

resulting equation.

Note:
If the distribution is given in the form:

p(x) = kx(14 − x), x = 1,3,5

proceed as shown opposite to find P(X>1).

95
Find the mean, variance and standard deviation of the discrete random variable with
distribution:
x(14 − x)
p(x) = , x = 1,3,5
91
Define p(x).

Compute the mean using the mean formula.

Note that two ways are illustrated opposite.

Store the mean value by defining a variable to have the value

attained.

Note that any letter may be used in place of µ (mu).

Compute the variance, using µ in your

working.

Finding the square root of the variance value

returns the standard deviation.

96
Find the mean, variance and standard deviation of the discrete random variable with
distribution:
x
1
p ( x) =   , x = 1,2,3,.......
4

Define p(x).

Compute the mean using the appropriate formula.

Compute the variance using the appropriate formula.

Note:
The use of the symbols µ (mu) and σ (sigma) are not necessary.

7.1.2 Finding probabilities, the expected value, the variance & the standard
deviation associated with the binomial distribution

Suppose a random variable X has binomial distribution with n = 10 and p = 0.4.

Find P(X =4).

Method 1:
Launch the
application.

From the Calc menu, choose

Distribution.

Then choose the Binomial

PD option and tap Next.

97
Enter the values for x,
Numtrial and prob.

Tap Next and the probability

value for P(X =4) is returned.

Note:
A nice histogram of the
distribution can be made by
tapping the graph icon $ in
the top left corner.

The plot can be traced to

compute any other individual
probabilities for this distribution.

Method 2:
An expedient method.

Enter the
application.

From the Interactive

menu and the
Distribution/Inv.
Dist sub-menu, choose
Discrete, then
binomialPDf command.

Enter the correct inputs, tap OK

and the probability value for
P(X =4) is returned.

98
Suppose a random variable X has binomial distribution with n = 10 and p = 0.4.

Find the P(X >6).

Method 1 – this method requires

us to determine 1- P(X <6).

Launch the
application.

From the Calc menu, choose

Distribution.

Then choose the Binomial

CD option and tap Next.

Enter the values for Lower,

Upper, Numtrial and prob.

Tap Next and the probability

value for P(X ≤ 6) is returned.

Note:
A nice plot of the distribution
can be made by tapping the graph
icon $ in the top left corner.

The plot can be traced to

compute any other cumulative
probabilities for this distribution.

Now return to the Main application and compute 1 minus the

probability value returned.
prob can be found in the (ue, or simply type it in.

99
Method 2:
An expedient method.

Enter the
application.
Enter 1 –

From the Interactive

menu and the
Distribution/Inv.
Dist sub-menu, choose
Discrete, then
binomialCDf command.

Enter the correct inputs, tap OK

and the probability value for
P(X >6) is returned.

Suppose a random variable X has binomial distribution with n = 10 and p = 0.4. Find the mean,
variance and standard deviation of X.

Enter the
application.

Enter the binomial formula.

Highlight the input and from the

Interactive menu, choose
Define and define
Bin(r,n,p).

Now apply the correct formula for the mean of a binomial

distribution, making use of the defined function Bin(r,n,p).
Similarly for the variance and then standard deviation.
Note:
More simply, for a binomial distribution, the mean can be
computed by calculating n × p and the variance by calculating
n × p × (1 − p ) .

100
7.2 Continuous probability distributions
7.2.1 Finding k, graphing and finding the mean and variance
A continuous random variable, X, has distribution described by f ( x) = ke −2 x , x ≥ 0 .
Find k, draw the distribution and then find the mean, variance and standard deviation.

Enter the
application.

Define the function f(x).

We know that the total area

under this curve is 1 (as it is a
probability distribution). So we
can find k as seen opposite.

We could now solve for k, but in

this case k is clearly 2.

A quick way to graph this

function is to tap the application
launcher icon and select $.
Then in Main Work Area, enter
f(x)|k=2 and press E.

Then ‘drag and drop’ the result

into the Graph View window.

Then utilise the correct formulae

for the mean and variance of a
continuous random variable.

Note
It is not necessary to use the
Greek symbols (followed by the
equal sign) in this computation.

101
7.2.2 Standard normal distribution
Find Pr( Z < 2) using the cumulative normal distribution.

Method 1:
Enter the application.

From the Calc menu, choose

Distribution.

Then choose the Normal CD

option and tap Next.

Enter the values for Lower and

Upper. (Check the values for
the standard deviation and mean.)

Tap Next and the probability

value for Pr( Z < 2) is returned
(see below).

The next screen will also give the

option to sketch the probability
region.

Tap $ to sketch the

probability region.

Method 2:
An expedient method.

Enter the
application.

From the Interactive

menu and the
Distribution/Inv.
Dist sub-menu, choose
Continuous, then normCDf
command.

Enter the correct inputs, tap OK

and the probability value for
Pr( Z < 2) is returned.

102
7.2.3 Inverse cumulative normal distribution
How do I calculate a boundary given a proportion/probability associated with a normal
distribution?

Suppose the girls aged between 10 and 12 years old in a given country have heights that can be
modeled approximately normally with mean 130 cm and standard deviation 2.7 cm.
If 35% of the girls fail to meet the height requirement for an amusement park ride, find the
minimum acceptable height of the ride.

Enter the application.

From the Calc menu, choose

Inv. Distribution.

Then choose the Inverse

Normal CD option and tap
Next.

Enter the values for the tail

setting, probability, standard
deviation and mean.

Tap Next.

The next screen will give the

boundary value and the option to
sketch the probability region.

Tap $ to sketch the probability

region.

103
How do I calculate unknown population parameters for a normal distribution?
The weights of a certain variety of squash are normally distributed. If 5% weigh more than 30 g
and 10% weigh less than 15 g, find the mean and standard deviation of the distribution of
squash weights.

Launch the
application.

From the Calc menu, choose

Inv. Distribution.

Then choose the Inverse

Normal CD option and tap
Next.

Enter the values for the tail

setting and prob. (Check
the values for the standard
deviation and mean.)

Tap Next and the Z-score will

be returned.

Repeat this process to calcualte

the Z-score associated with the
second statement about the
population.

Launch the M application.

Use the ) keyboard for the

simulaneous equations template
~.
Use the Z-score formula to enter
two equations in terms of µ and
σ (obtained from the 0
keyboard, under the symbol tab).

Use u, if required to see the

answer in decimal form.

104
Find the value of c if Pr(−c < Z < c) = 0.9370 .

Method 1:
Enter the application.

From the Calc menu, choose

Inv. Distribution.

Then choose the Inverse

Normal CD option and tap
Next.

Enter the values for the tail

setting and prob. (Check
the values for the standard
deviation and mean.)

Tap Next and the unknown Z

scores will be returned.

The next screen will give the

unknown z values and the option
to sketch the probability region
(this is always a very good idea).

Tap $ to sketch the probability

region.

Method 2:
An expedient method.

Enter the
application.
From the Interactive
menu and the
Distribution/Inv.
Dist sub-menu, choose
Inverse, then invNormCDf
command.
Enter the correct inputs, tap OK.

105
7.2.4 Equating probabilities

A continuous random variable, X, has distribution described by f ( x) = 0.05e −0.05 x , x ≥ 0 .

A second continuous random variable, Y, is distributed normally with mean 22 and standard
deviation 2. Find k such that P ( X > k ) = P(Y < k ).

This problem requires us to solve the following equation:

∞ k

∫
k
f ( x)dx = ∫ g ( y)dy where
−∞
g ( y ) is the ‘normal distribution’ function.

We can do this as follows:

In the application,
define the functions as shown.
Note the change of variables.

normCDf can be found in the

catalogue.

Choose a sensible view window,

tap 6.

Graph and then from the

Analysis menu and the G-
Solve sub-menu choose
Intersection.

So k = 21.2.

106
8. Financial Calculations - TVM
Launch the application; you will see it has an amazing array of options.

This is the Financial

Application Initial
screen. It appears if you
have not yet used the
application or when you
use the Clear All
command in the Edit
menu while using the
application.

To configure the settings,

tap O and then
Financial Format.

Tap Compound Interest.

You will see that the variables associated with compound

interest (including Annuity calculations) are laid out with input
boxes ready to be filled.

If you are not sure what a variable means, tap into that working
line and then tap Help at the bottom of the screen.

Suppose that we wish to

determine the size of the
repayments on a loan of $400 000
for which the interest rate is 6%
p.a. compounded monthly and
the term of the loan is for 30
years.

Enter the variables, as seen

opposite, and then simply tap the
variable we wish to compute; in
this instance tap .

107
Now tap the Calc(1) menu
and note the Amortization
option.

The appropriate values from our

previous problem are carried over
and now we can carry out some
‘what if’ exercises.

We can do this for any period

within the life of the annuity.

PM1 is the number of the first installment in the period being

considered and PM2 is the number of the last installment in that
period.

Tap BAL to have the balance calculated.

We can see that after the first 10 installments are paid, the
annuity has a balance of $395927.18.

108
9. Complex Numbers
9.1 Complex calculations
Launch the application.

To work with complex number calculations, the ClassPad needs

to operate in Complex mode.

To change the mode the calculator is operating in, you can

simply tap on the specific mode name in the status bar to
change it.

Alternatively, tap O (on the menu bar) then Basic

Format.

The Complex Submenu contains commands that can be used

in complex number calculations.

Explanation of the commands:

arg – will output the argument of a complex number.
cong – will output the conjugate complex number.
re – will output the real part of a complex number.
im – will output the imaginary part of a complex number.
cExpand – expands a complex expression to rectangular
form.
compToPol – converts a complex number into its polar
form.
compToTrig – converts a complex number into its
trigonometric form.
compToRect – converts a complex number into its
rectangular form..

For z = 1 + 3i , find the

following:
a) argument of z over [0, 2π ].
b) conjugate of z .
c) real part of z .
d) imaginary part of z .

Enter the equation by soft

keyboard input for i.
Tap Interactive, then
Complex, followed by arg.
Continue using the Complex
Submenu to complete the
complex calculations.

109
Note
Conversions from Cartesian form to polar form can be made
using the compToTrig and compToPol commands.
And vice versa using the cExpand command.

9.2 Regions in the complex plane

Sketch the subset of the complex
plane of S : {z : z − 1 = 5}.

Firstly, tap O (on the menu

bar) then Basic Format.
Make sure you tick the
Variable is Real check
box. Then tap Set.

Assign 𝑥 + 𝑖𝑦 = 𝑧.
Enter the equation by soft
keyboard input Math3 using
4and i.

Tap $ to open the graph view

window.

Highlight the answer, then drag

and drop into the graph window.

Therefore, S is the circle with

centre (1,0) and radius length 5
units.

110
10. Vectors
10.1 Viewing vectors
Enter the application.

To configure the settings, tap O and then Geometry

Format.

Tap Set once configured.

Tap Draw, Basic Object

and select Vector.

Then tap on the Cartesian Plane

in two different spots, the first
for the tail of the vector and the
second for the head.

A vector appears, labeled as r in

this case.

Now tap on the selection tool,

G and then on the vector
itself.

Next, tap the “take me around

the corner” icon, u to reveal the
measurement bar.

111
You can now edit the
components and change the
vector.

Now tap on the Cartesian Plane

in ‘free space’ to deselect the
vector and tap on the point
representing the vectors tail.

You can then edit its co-ordinate,

for example to (0,0).

Using the Zoom to Fit

option from the View menu
completes the task.

112
10.2 Operating with vectors
Enter the
application.
You can use 6and 7 keys
on the 9 soft keyboard to
enter vector quantities

Enter a vector by tapping 7,

the column matrix template.

Tapping it twice will allow you to

enter a vector with three
dimensions.

In the Interactive menu, you will see a Vector submenu

and all of the commands it contains.

Most of these uses are self-

explanatory; the following screen
shots illustrate some of the
functionality.

Enter the vector(s) first, highlight

and then choose
Interactive, Vector and
the command you require.

113
10.3 Vectors that are functions of time
Suppose r = i cos t + 2 j sin t where t is time. What path does this describe?
~ ~ ~

This path can be plotted by considering this as a function in parametric form, namely:
x = cos t
y = 2 sin t

Enter the application.

From the Type menu, tap

ParamType.

Enter the x and y components.

Tap the graph icon, $.

The path appears to be elliptical.

Note that the settings for the

values for t can be found in the
View Window settings (scroll to
the bottom) window.

Tap 6, to access when the

graph view window is active.

114
11. Graphing relations, circles and ellipses
This section explains how to graph circles and ellipses when the ClassPad is operating in the
application. (You can also use this application to graph parabolas, hyperbolas and
other general conics.)

When you open this application, the following will be displayed:

Conics Editor window

Note:
- You can only input one
conics equation at a time in
the Conics Editor window.
Conics Graph window - This application contains
various pre-set conic
formats making equation
input efficient.
- Various graph analysis tools
can be used when the
Conics Graph window is
active.

The following describes the purpose of each button that is located on the tool bar while the
Conics Editor window is active.
Draw a graph ^
Insert a Conics Form on the Conics Editor window q
Adjust the equation on the Conics Editor window so it fits a
Conics Form w
Display the View Window dialogue box to configure Graph
window settings 6

The following describes the buttons located on the tool bar while the Conics Graph window
is active.
Re-draw a graph

Makes the Conics Editor window active *

Display the View Window dialogue box to configure Graph
window settings 6
Activate the pan function for dragging the Graph window n
Enlarge the part of the screen bounded by a box Q
Configure View Window y-axis parameters and redraw the
graph so it fills the Graph window along the y-axis R
Display the coordinates at a particular point on a graph =

115
Sketch the graph of the circle
with centre (2, 2) and radius 1.

Enter the equation by using the

soft keyboard input or by using
the preset conics form menu –
tap q.

If using the preset menu, select

the form you wish to graph. Tap
OK.

If using the preset method, the

selected form will be displayed in
the Conics Editor window. The
equation can now be completed
by giving H, K and R numerical
values.

Once modified, tap ^ to

graph.

Note
Various graph Analysis tools can be used when the Conics
Graph window is active.

116
Sketch the graph of the ellipse
with equation
(x − 1)2 + ( y − 2)2 = 1 .
42 92

Enter the equation by using the

soft keyboard input or by using
the preset conics form menu –
tap q.

If using the preset menu, select

the form you wish to graph. Tap
OK.

If using the preset method, the

selected form will be displayed in
the Conics Editor window. The
equation can now be modified.

Tap ^ to graph.

Use the Zoom menu or change

the View Window settings, 6,
to be able to view the conic in its
entirety.

Note: Various graph analysis tools can be used when the Conics
Graph window is active.

117
12. Using the Geometry application
How do I build it? How do I measure it? How do I animate it?
12.1 Introduction
The ClassPad is the only hand-held device to be equipped with the unique constraint-based
application. While you are able to make constructions in a manner similar to that
employed by GSP or Cabri Geometre, setting constraints when forming objects is often far
more expedient and saves a lot of construction getting in the way of the key learning point at
hand.

This section focuses on building by setting constraints.

12.2 Drawing
Launch the
application.

The Draw menu contains many

tools for both drawing and
construction.

Icon shortcuts exist for many of

these options.

Select the Line Segment

option by tapping y.

The tool is selected when it is

highlighted blue.

A line segment is defined by two

points, so tap in two different
places on the screen.

Note that the line segment tool is

still selected. Tap the selection
tool G icon to activate the
selection tool.

So, we now have drawn three objects, a line segment and two points. Each object has a set of
properties that the ClassPad can measure.

118
12.3 Measuring the properties of objects
Tap the arrow pointing to the right at the end of the icon bar,
u
This takes you around the corner to the measurement bar – it will be
mostly empty to begin with.

Tap on the line segment (not one

of the end-points, but in the
centre of the line segment).

Note that the first option is for

the ClassPad to measure the
length of the line segment.

If you tap the small left-most

drop down arrow you will see
what else the ClassPad can
measure.

In order we have: length, slope,

angle (from the positive x-axis),
equation and the last option
offers the chance to name the
line.

Tap in free-space and you will see

that nothing is selected and so no
measurements are shown.

Now tap on a point and see what

is measured.

119
12.4 Moving objects around
Go around the corner, w and make
sure the selection tool is
highlighted.

Tap in free-space.

Now tap on the line segment and

then put the stylus back on the
line, but this time leave the tip on
the glass and then drag the stylus
across the glass, the line segment
should move.

Tap in free space and then tap on a point.

Then go back and put the stylus on the point, and drag across
the glass. Note that the point stays highlighted and so you
should be able to go back on it and move it again.

Tapping in free-space de-selects any object and allows you to re-

select from scratch.

12.5 Setting a constraint

Suppose we want to make ‘fred’ 5
units long and have a gradient of
zero and make these properties
fixed.
Tap in free space and then go
around the corner, u. Highlight
the line segment and measure its
length.
Change the length to 5 and tap
the R (or press E).

Note the T, indicating the

constraint has been set and the
length is fixed to be five units.

120
Now measure the line segments
slope.

Note the R, indicating the

slope is changeable (not
constrained).

Now change the value to 0 and

tap the R (or press E).

The R will change to T,

indicating the constraint has been
set and the slope is fixed to be
zero units.

12.6 Drawing other objects

Draw two other line segments to
form a triangle.

Then draw a circle within the

bounds of the triangle.

Now, to make this triangle an

incircle we can use the ‘tangency’
property.
Tap u to reveal the
measurement bar.
Select the circle and one side
ofthe triangle.
Note that the tangency property
says No. To make it say Yes and
constrain it to be so, tap the R
and it will change to T.
Tap in free space, select the circle
and one other side of the triangle
and repeat.

Repeat again for the third side Move the vertices and note the system is constrained so the
and an incircle is created. sides of the triangle are always tangential to the circle.

121
12.7 How do I animate?
Suppose I want to have point C
move along a line segment.

First draw the line segment.

Then constrain C to the line

segment using interest tool (select
both objects and tap R.

Then click in free-space.

Any point can be made to move

along any curve provided the
curve has a start and end. Hence,
an infinite line is of no use to us
when making an animation.

Select point C and the segment

IJ.

Then go to the Edit menu and

the Animate sub-menu and
choose to Add Animation.

Then return to the same menu

and choose one of the Go
options and the animation should
start.

12.8 How do I display measurements?

Three ways exist to display
measurements.
Once you have drawn an object
you can select it and then display
the measurement bar (tap u).
Note that the ClassPad can
measure different properties of
an object.
For a line segment, it can
measure length, gradient, angle
from the positive x axis, equation
and finally you can attach text to
the object.

122
You can take any measurement
and drag it onto the working area.

This allows you to watch the

measurements change as you
move or animate the structure.

You can edit the default word

‘length’ to make it what you like.

You can also attach a measure to

an angle.

Construct a second segment CD.

Select both segments and use the

Attached Angle command.

The angles measure will change

as you change the construction
by dragging or while animating.

12.9 How do I do a calculation?

You can perform a calculation
using the measurements you have
displayed.

Be sure the measurement bar is

visible (as opposed to all the
drawing tools) and then use the
Expression command from
the Draw menu.

This will result in the cursor

flashing in the measurement bar
waiting for input.

123
To add the two angles together,
tap on the number that precedes
the measure (1 and 2) in this case,
putting a plus in between.
Pressing E results in the
calculation being performed.

You can edit the text EXPR= to

be whatever you like.

The calculation will change in

response to the construction
being changed by dragging or
animation.

124
13. Algy 2: Checker of students’ working
Unlike most other mathematics software, Algy 2 does not compute and display answers to
calculations. Algy 2 checks the logic of the user’s:
• numeric computation,
• symbolic computation or
• algebraic manipulation.

Algy 2 is a checker of thinking, particularly symbolic

manipulation and exact numerical computation. The user can
input the results of their thinking and Algy 2 will check the
thinking and then report whether the thinking is correct or
incorrect.

The user is able to input single or multiple lines of related

working and Algy 2 will check each line against the top line or
each line against the previous line. The latter allowing the user to
identify which line of working contains an error.

By providing a way to check their logic, Algy 2 encourages

thinking, perseverance and experimentation with numerical
computation, symbolic computation and symbolic manipulation.

Where do I get it?

ALGY 2 will run on the Casio ClassPad and Windows equipped PCs. It can be downloaded from
www.stepsinlogic.com

It is free with every purchase of a ClassPad in Australia. Look for your voucher inside your
ClassPad box.

If you like ALGY 2 please tell us. If you do not, please tell us. Share your thoughts on the topic by
sending an email to [email protected]

125
14. Managing your ClassPad II
14.1 Touch Panel Alignment
To ensure perfectly accurate
tapping, the touch panel can be
aligned easily.

Tap MENU and then choose

Touch Pad Alignment.

Then use the stylus to tap in the

centre of each of the four
crosses.

14.2 Operating System (OS)

The ClassPad hand-held device consists of two elements, the hardware and the software.
Regular software updates will be supplied by CASIO as improvements to the software occur.

To determine the OS installed on your ClassPad, tap MENU and

then choose Version.

At the time of writing, the current OS was

Version 01.00.0000.0000

14.3 Updating ClassPad to latest OS

Visit http://edu.casio.com to determine the latest OS and if necessary download the latest OS.

The updating process is simple, run the update software on your computer, plug your ClassPad
into the computer via the USB port and follow the instructions on the update software.

However, please ensure that if you are using a laptop computer it is plugged into the mains
power supply. If the laptop loses power during the update process, the ClassPad may be
rendered unusable.

126
14.4 Types of memory
The ClassPad has two different storage memory ‘compartments’ inside the case:

1. ClassPad internal memory (5.5 MB), which holds all the data you generate on the
ClassPad (calculations, files, ….).

2. USB flash memory (24 MB), which can be thought of as a ‘USB flash drive’ and can
store many things including regular computer files.

14.5 Connecting a ClassPad to a computer (via USB)

The Classpad has a mini-USB port on its top edge. A USB to

mini-USB cable is supplied with each ClassaPad. When you plug
it into a computer (Mac or Windows) the screen seen opposite
will appear. A description of each option follows.

1. USB Flash
Tapping option 1 will result in the Flash memory part of your
ClassPad mounting on your computer. You can then add files to
it as required. More details are provided later in this chapter.

2. Screen Receiver
Computer software called Screen Receiver can be freely
downloaded at http://edu.casio.com
Once installed on your computer and launched, you can display
the screen of ClassPad on your computer screen and then
project that via a computer projector onto a big screen.

Screen capture can also be performed using this software. The

screen shot files can be saved as a picture file and/or pasted into
worksheets and other documents. Automatic prompts along the
way will help you with this process.

3. Screen Receiver (XP)

Use this option to connect to the Screen Receiver software if
you are using Windows XP.

4. Projector
The ClassPad can be directly displayed by some models in the
CASIO data projector range.

127
14.6 Backing up and restoring the ClassPad
The data you create on the
ClassPad may be important. So it
is not lost if the ClassPad
malfunctions, it is wise to
regularly backup your ClassPad.

Tap MENU and then choose

Save As.

This allows you to make a file

containing all the data inside your
ClassPad’s internal memory.

The file extension is .vcp

Rename the file to something

like:
backup04072013.vcp
and tap Save.

This file is now saved to the flash

drive section of the ClassPad.
For safe keeping, you should
transfer it to a computer.

Connect the ClassPad to a

computer via the USB port, select
the USB Flash option.

The drive will mount on your

computer like a normal memory
stick and you can drag the file to
a folder on your computer.

Safely disconnect the ClassPad

from the computer.

128
To restore the contents of a
ClassPad to the contents of a
backup file, make sure the
backup file is in the flash memory
(in this case a later backup) and
then tap MENU and then choose
Open.

Select the file you want to restore

from and tap Open.

Choose the appropriate option

with respect to erasing and over
writing.

Tap OK.

14.7 Add-in applications

Algy 2 is an example of an Add-in
application. It is not installed at
the factory, but can be installed
later. The fx-CP 400 is able to
accept .c2a Add-in files.

Algy2_0_1_CP400.c2a can be
retrieved from
http://www.stepsinlogic.com

To install, connect the ClassPad to

a computer, choose USB Flash
mode and then drag the .c2a file
into the root directory of the flash
memory.

Safely disconnect the ClassPad from the computer

and you will be able to locate the application on
the ClassPad’s Menu and launch it for use.

129
14.8 Displaying pictures
Pictures can be displayed on the ClassPad.

The ClassPad accepts a special picture file format, namely .c2p

File types like .jpg can be converted to .c2p.

Once the image you want to

display is converted, connect the
ClassPad to a computer, choose
USB Flash mode and then drag
the .c2p file(s) into the folder
named Picture on the flash
memory.

Safely disconnect the ClassPad

from the computer.

To view and work with a picture,

launch the application
and make the graph window
active by tapping in it.

Tap a and then tap Open

Picture.

Select the picture you want to

view.

Proceed as desired.

130
14.9 File and data transfer
The files and data created on the ClassPad can be transferred to another ClassPad, allowing
people to share files.

You can either:

1. Transfer the complete contents of one ClassPad to another ClassPad.
2. Transferring a variable (ClassPad language for a single file or other saved data) from
one ClassPad to another Classpad.

14.9.1 Complete contents transfer

The complete contents of the ClassPad can be saved as a .vcp file. This process is identical to the
backup process outlined in Section 14.6.

The advantage of this process is that you can email the .vcp file to the person with whom you
want to share the contents.

14.9.2 Individual variable transfer via USB

Launch the and select

Export Variables.

Tap Select.

Located the file or variable you

want to transfer. In this case it is
a spreadsheet file named cereal.

Check it and then tap Export.

The next window shows you the

directories in the Flash memory
of the ClassPad.

Tap OK to save the spreadsheet

in the form of a .xcp file with the
same name as the spreadsheet, in
this case cereal-(Mem).xcp, in
the root directory of the Flash
memory area.

You can now connect your

ClassPad to a computer, choose
USB Flash, locate the .xcp file
and email it to another person.

131
To import the contents of a .xcp file into a different ClassPad, first connect the ClassPad to a
computer and choose USB Flash. Copy the .xcp file into the root directory of the flash memory
folder.

Safely disconnect the ClassPad.

Launch the application

and check View Storage and
Import.

Tap Select.

Locate the .xcp file, in this case

named cereal-(MEM).xcp.

Check it and then tap Import.

Choose where you would like to

save the file.

The spreadsheet will now be

accessible in the Classpad’s
memory for use.

14.9.3 Individual variable transfer via 3pin

A second transfer port can be found on the top edge of the ClassPad. It is called the 3pin port.

Individual variables can be transferred from one ClassPad to another using the 3pin cable that is
supplied with each ClassPad.

The application is used to transfer variables using this method.

From the Setup menu choose 3pin as the Cable Type on both ClassPads.

Connect the ClassPads using the 3 pin cable. Ensure it ‘clicks’ when you insert it in the port.

From the Link menu, set one ClassPad to Receive and the other ClassPad to Transmit.

On the unit transmitting, select the items for transmission (multiple items can be selected).
Tap OK and the transmission will take place.

132
15. Solving equations
Equations may have none, one or more than one solutions. The solutions can be represented
graphically and can be expressed in ‘exact form’, meaning the number is expressed as a fraction, a
surd, in terms of pi or e or as a decimal approximation.

When a computer solves an equation it can use one of two methods:

1. Numerical iteration
2. CAS (Computer Algebra System) algorithm

Numerical iteration will result in solutions represented as decimal approximations and not all
solutions may be found.

A CAS algorithm will return all solutions in exact form – most of the time ! Sometimes however, it
may fail or give remarkably complicated results and take a long time to do it. Remember you can
always use your mind!

When solving equations using the ClassPad, it is suggested you first figure out if you
require solutions to be given in exact form. If you do, use CAS; if you do not, then use
numerical iteration.

15.1 Solving equations using numerical iteration

Solve the equation 5𝑥 2 𝑒 −𝑥 = 2 with solutions given as decimal approximations.

Launch .
Set the modes to Alg, Standard,
Real and Rad.

Enter the equation and select it.

Choose solve from the

Interactive menu.
Check Solve numerically.
Choosing Solve numerically results in
the machine using numerical iteration.

Tap OK.
Note the warning! Tap OK.

Three solutions are given.

It is wise to make a graphical

representation of the solutions to
get a sense of if anymore exist.

133
Tap $ and drag and drop each
side of the equation into the
graph window.

From the Analysis menu, the

Intersection command can be
chosen.

Three solutions can be seen, you

should be able to reason why
there are no more.

15.2 Solving equations using CAS

Solve the equation 4 cos2 (2𝑥 − 𝜋) = 1 for −𝜋 < 𝑥 < 𝜋 giving answer in exact form.

Enter the equation and select it.

Choose solve from the

Interactive menu.
Select Solve.

Choosing Solve results in the machine

using a CAS algorithm.

Tap OK.

Eight solutions are given, in exact

form.

It is still wise to make a graphical

representation of the solutions.

134
15.3 When CAS cannot solve an equation
Try to solve the equation 5𝑥 2 𝑒 −𝑥 = 2 using CAS.

In this case, even though we

‘request’ CAS to be used, the
ClassPad realized it could not use
CAS and switched to using
numerical iteration.

There is no analytical method

programmed into the
ClassPad to solve this
equation. Can you solve it
analytically?

As a result the ‘more solution’

warning appears and decimal
approximations are returned.

15.4 When CAS takes some time

Try to solve the equation 3𝑥 3 − 6𝑥 2 − 6𝑥 − 1 = 0 using CAS.

Well it turns out that the CAS can solve this

equation using an analytical method. But, it takes
some time, and the solution is ‘interesting’.

Watch the bottom right of screen for the

‘spinning wheel’, it indicates the ClassPad is
thinking hard!

If it spins for too long, tap Esc on the toolbar at

the bottom of the screen.
It is not likely you will need this sort of solution,
so solve such an equation using numerical
iteration.

135
15.4 The moral of the story with equations
It is possible you may enter an equation, try to solve it using CAS and an error message will be
retuned, e.g. Insufficient Memory. This is not a common occurrence, but if it does happen, it is
very unlikely you require solutions in exact form – so do not try to solve the equation using
CAS.

Each method of solving equations using a ClassPad has pros and cons.

Using numerical iteration via a graph requires you to set an appropriate view window as only
solutions that are visible will be found.

Using numerical iteration via ‘Solve numerically’ may not give you all the solutions to the
equation, and will give the solutions as decimal approximations.

Using CAS via ‘Solve’ may sometimes give you interesting solutions.

The moral is simple. Figure out whether or not you need solutions in exact form, if you do, use
CAS or your mind, if you do not, use numerical iteration.

136
Appendix 1 – Statistics with the Statistics application
In this section we use the application.

A1.1 Univariate data

A1.1.1 Working with ungrouped univariate data
The height of twenty Year 11 students from across Australia was recorded. The results, in
centimeters, are given below.
185, 176, 184, 175, 173, 183, 182, 184, 174, 174,
169, 179, 190, 175, 178, 203, 145, 188, 177, 162.
Calculate the five number summary (min, Q1, median, Q3, max.) for the sample and make a
histogram.

Enter data into list1 (or an

empty list).

Select Calc, then

One-Variable.

Select the list1 as the XList

using the drop down menu. Tap
OK.

The Stat Calculation

screen will appear containing a
basic statistical summary of the
selected listed data.

137
To draw a histogram of the data
tap SetGraph then choose
Setting ....

Set up Statgraph 1.
Set Draw to On.
Type to Histogram.
Xlist to list1
Freq to 1.

Tap Set.

Tap y to draw the histogram.

A1.1.2 Working with grouped univariate data

The following table shows the number of “Smarties” in each of 50 packets.
# of Smarties Frequency
40 1
41 8
42 29
43 7
44 4
45 1
a. Calculate the mean, median and mode.
b. Find the total number of Smarties in 50 packets.

Enter data into list1 and

frequency into list2 (or other
empty lists).

Select Calc, then

One-
Variable.

Select list1 for the XList

and list2 for the Freq using
the drop down menu. Tap OK.

The Stat Calculation

screen will appear containing a
basic statistical summary of the
selected listed data.
Note: You can rename the lists;
however, do so before entering your
data. Once named, the list is considered
to be a variable.

138
A1.1.3 Histogram
The frequency table shows the length (l) of 80 fish caught in a fishing competition.
Length (mm) Frequency
295 ≤ l <305 8
305 ≤ l <315 17
315 ≤ l <325 19
325 ≤ l <335 13
335 ≤ l <345 10
345 ≤ l <355 6
355 ≤ l <365 4
365 ≤ l <375 3
Draw a histogram.

Enter the midpoints of each class

into list1, frequency into
list2.

Tap G on the tool bar. (Or,

select SetGraph from the
menu bar, then Setting.)

Adjust the Set StatGraphs

options. Press Set.

Tap y on the tool bar to make

the graph.

The Set Interval box will

appear – set HStart to 300 and
HStep to 10 (this is critical). Press
OK.

The histogram will appear in the

StatGraph window. (Press
Analysis, then Trace, to
display the XList and Freq on
the histogram.)

139
A1.1.4 Box plot
The height of twenty Year 11 students from across Australia has been recorded. The results, in
centimeters, are given below.
185, 176, 184, 175, 173, 183, 182, 184, 174, 174,
169, 179, 190, 175, 178, 203, 145, 188, 177, 162.
1) Construct a box plot with this data.
2) Hence, state the five figure summary (min, Q1, median, Q3, max) for the sample.

Enter data into list1 (or an

empty list).

Tap G on the tool bar. (Or,

select SetGraph from the
menu bar, then Setting.)
Adjust the Set StatGraphs
options. Type: MedBox.
Make sure you do not tick the
Show Outliers box.
Tap Set.

Tap y on the tool bar to

sketch the boxplot.

The box plot will appear in the

StatGraph window.

Tap Analysis, then Trace.

Use the cursor key or graph
controller arrows (left/right) to
jump between values.

Box plot with outliers

(Modified box plot)
- utilises the 1.5 × IQR rule,
which defines limits for
“outliers”.
Set up StatGraph 2 as a modified
boxplot.
To make a modified box plot,
tick the Show Outliers box.

140
A1.2 Cumulative frequency curves (or ogives)
The frequency table shows the length (l) of 80 fish caught in a fishing competition.
Length (mm) Frequency
295 ≤ l <305 8
305 ≤ l <315 17
315 ≤ l <325 19
325 ≤ l <335 13
335 ≤ l <345 10
345 ≤ l <355 6
355 ≤ l <365 4
365 ≤ l <375 3
a. Add a cumulative frequency column to the table.
b. Represent the data using cumulative frequency curve.

Enter the midpoints of each class

into list1, frequency into
list2.

Use the formula cuml(list2) to

calculate the cumulative
frequency values in list3. Type
this formula into the Cal cell at
the bottom of list3.

Tap G on the tool bar. (Or,

select SetGraph from the
menu bar, then Setting.)

Adjust the Set StatGraphs

options. Press Set.

Tap y on the tool bar to

sketch the curve.

141
A1.4 Bivariate data
This section will use the following example to demonstrate bivariate data analysis with the ClassPad.

Swimming Pool Attendance and Daily Maximum Temperature

The operators of a local swimming pool record the following data:

Max. temp
Day °C Attendance
1 18 870
2 17 819
3 30 2168
4 16 714
5 20 1435
6 22 1458
7 16 819
8 12 406
9 14 231
10 15 572
11 16 603
12 17 839
13 15 572
14 15 806
15 18 1218
16 19 1007
17 23 931
18 21 1215
19 19 995
20 21 275
21 25 1894
22 29 2301
23 26 2207
24 24 2109
25 30 2564

a) Calculate the summary statistics for the two variables.

b) Construct a scatter plot to examine the relationship between attendance and temperature.
c) Calculate Pearson’s product–moment correlation coefficient, r.
d) Calculate the coefficient of determination, r2.
e) Calculate the equation of the least squares line.
f) Sketch the least squares line.
g) Make a table of residuals and a residual plot.
h) Use your equation to predict the attendance on a day of maximum temperature at 23°C and
compare your result to Day 17.

142
Task:
a) Calculate the summary
statistics for the two variables.

Enter temperature into list1

and attendance into list2.
Remember to rename the lists
first!

Select Calc then Two-

Variable.

Select main\temp for the

XList and main\attend for
the YList using the drop down
menu. Tap OK.

The Stat Calculation

screen will appear containing
summary statistics of the selected
two variable data. Scroll down to
see the y variable statistics

A1.4.1 Scatter plot

b) Construct a scatter plot to
examine the relationship between
temperature and attendance.

Tap G on the tool bar. (Or,

select SetGraph from the
menu bar, then Setting.)

Adjust the Set StatGraphs

options. Press Set.

Tap y on the tool bar to

sketch the curve.

143
A1.4.2 Correlation coefficient, r and coefficient of determination, r 2
c) Calculate Pearson’s product–moment correlation coefficient, r.

d) Calculate the coefficient of determination, r 2.

These tasks can be performed simultaneously, while also calculating the residuals.

With the List Editor window

active, select Calc from the
menu bar, Regression,
followed by Linear Reg.

Adjust the Set

Calculation options. (Be
sure to
a) change the Copy
Formula setting to y1
and
b) Copy Residual
setting to list3.)
Tap OK.

The Stat Calculation

screen will appear containing,
correlation coefficient, r, and the
coefficient of determination, r2.
(MSe is the mean square error.

Note: Once the Set

Calculation window is
closed by tapping OK, the least
squares line will automatically be
sketched in a Statgraph window.

Also, the residuals will appear in

list 3 in the List Editor window.

144
A1.4.3 Calculating the Least-squares line
e) Calculate the least squares
regression line.

The ouput screen from the

previous section also includes the
slope and intercept.

Note: Once the Set

Calculation window is
closed by tapping OK, the least
squares line will automatically be
sketched in a Statgraph window.

A1.4.4 Sketch Least-squares line

f) Sketch the least squares line.
An alternative to the method
seen above is:

To sketch the least squares line

tap G on the tool bar. (Or,
select SetGraph from the
menu bar, then Setting.)

Adjust the Set StatGraphs

options. Leave StatGraph 1 as is
and set up StatGraph 2 as shown.
Tap Set.

Tap y on the tool bar.

A1.4.5 Making a residual plot

g) Make a table of residuals and a
residual plot.

In part e) you will have calculated

the residuals and placed then in
list3.

145
To produce a residual plot,
tap G on the tool bar. (Or,
select SetGraph from the
menu bar, then Setting.)
Choose StatGraph3.
Adjust the Set StatGraphs
options.
Untick the Draw option for
StatGraph 1 & 2.
Set StatGraph 3 to be as shown,
be sure to select the residual list
(list3) for the YList.
Tap Set.

Tap y on the tool bar.

A1.4.6 Using the Least-squares line

h) Use your equation to predict the attendance on a day of maximum temperature at 23°C and
compare your result to Day 17.

There are many different ways to

achieve this – here is one
method:

With the List Editor window

active, select Calc from the
menu bar, Regression,
followed by Linear Reg.

Adjust the Set

Calculation options. (Be
sure to change the Copy
Formula setting to y1 and
Copy Residual setting to
list3.) Tap OK.

146
Tap M on the icon panel .

Key in y1(23). Press E.

Solve the equation

y1(x)=27.

A1.4.7 Logarithmic transformation of data

Consider the following data stored as the variables ‘time’ and
‘list2’ respectively.

The graph of list2 vs time suggests the possibility that the

variation may be described by an exponential function.

To transform, in the third column define a new variable

‘loglist2’ – any name can be used or simply use list3.
Tap in the Calculation cell at the bottom of this list.

Now type in the calculation you desire. Note that the full
calculation is seen in the edit bar . Tap E.
Make a graph of the log(list2) vs time.

147
Appendix 2 – Numerical Solver Application

This section assumes that the ClassPad is operating the

application.

Note: While this application can be launched from the Menu it

can also be from the Graph Editor, 3D Graph Editor and the
Main application. Simply tap O when in these applications.

Equations/formulae can be ‘dragged and dropped’ from the

above mentioned applications into the Numeric Solver window.

A2.1 Using the numeric solver

πr 2 h
The volume of a cone, radius r cm and height h cm, is given by: V = .
3
a) Find the volume of a cone with r = 12 cm and h = 7 cm.
b) Find the radius of a cone if h = 10 cm and V = 1500 cm3.

Tap in the equation:

(Use the soft keyboards to enter
the equation using natural input).
Tap E.
The list of expression’s variables
will appear. Enter the values.
Enter the values of the variables
you know and select the variable
you want to find by checking the
adjacent button.
Tap 1 on the tool bar.

Note that the Left-Right = 0 refers to the value of the right hand side of the equation subtracted
from the left hand side of the equation of the value of the variable computed. If this is 0, then
we confident the correct value of the variable has been computed.

The lower and upper bounds for

the solution can also be specified.
If the solution is not within the
specified range, an error will
occur – see opposite.

148
Index
Absolute value, 55 Defining a list, 21
Action, 22 Definite integral, 79
Active windows, 35 Definite integral, 78, 80
Add-in applications, 129 Degrees, 24
Algy 2, 125 Degrees to radians, 26
Amortization, 108 Degrees, minutes and seconds, 25
Angles, 24 Delete a variable, 22
Animate, 118, 122 Delvar, 22
Application menu, 13 Derivative at a point, 73
Area between two curves, 82 Derivative function, 75
Area bound by a curve, 80 Derivatives, 73
Argument, 109 Determinant, 89
Arithmetic, 93 Difference equations, 94
Attached angle, 123 Differential equations, 85
Average rates of change, 72 Direction/slope field, 85
Discrete random variables, 95
Backing up, 128 Display measurements, 122
Basic format, 31 Distance between two points, 44
Binomial distribution, 97 DMS key, 25, 26
Bivariate data, 142 Domain, 52
Box plot, 140 Drawing, 118, 121
Box plot with outliers, 140
Box zoom, 46 Ellipses, 115
Enter functions, 48
Calculation (geometry), 123 Entering functions, 38
Cartesian form, 110 Equating probabilities, 106
Cartesian plane, 111 Equation, 34
Cas, 133 Euler’s method, 86
Catalogue, 28, 29, 30, 71 Exact form, 133
Circles, 115 Expand, 32
Clear all variables, 20, 22 Expected value, 97
Clear_a_z, 22
Coefficient of determination, 144 Factorise, 32
Complex numbers, 109 Financial calculations, 107
Composite functions, 56 Find x-value given a y-value, 43
Compound interest, 107 Find y-value given a x-value, 43
Conics, 115 Formulae, 148
Conjugate, 109 Function, 24, 38
Constraints, 120 Functions in terms of other functions, 50
Continuous probability distributions, 101
Continuous random variable, 101, 106 Geometric transformations, 90
Correlation coefficient, 144 Geometry, 118
Cross product, 113 Graph, 37
Cumulative frequency curve, 141 Graph & table application, 37
Cumulative normal distribution, 102 Graph controller arrows, 47
Current working folder, 21 Graph format, 38
Graph line style, 50
Data transfer, 131 Graph style settings, 50
Default K key assignments, 36 G-Solve, 40
Define a sequence, 92
Define a variable, 20 Histogram, 139
Defining, 20 Hybrid function, 53
Defining a function, 24

149
Imaginary part, 109 Ogives, 141
Indefinite integrals, 77 Operating system, 126
Inequality, 49 Outliers, 140
Inflection, 42
Initialize, 46 Panning the graph view window, 47
Instantaneous rates of change, 72 Parameters, 48
Insufficient memory, 136 Parametric curve, 114
Integration, 77 Partial fraction, 33
Interactive, 16, 18, 51, 71, 73, 77, 78, 84, 89, Pictures, 130
93, 109, 110 Piecewise function, 53
Interactive menu, 16 Plot, 38
Intersection, 134 Plot a sequence, 92
Intersection point, 44 Plot functions, 38
Inverse function, 51 Polar form, 110
Inverse matrix, 89 Population parameters, 104
Inverse normal distribution, 103 Prime factors, 18
Probability distributions, 95
Judge, 17 Product functions, 56
Pythagoras’ theorem, 20
Least squares line, 145
Least squares regression line, 145 Quick zoom commands, 47
Least squares regression line, 62
Limits, 71 r, 144
Logarithmic transformation, 65, 147 r2, 144
Logarithms, 18 Radians to degrees, 26
Random number generation, 28
Main application, 14, 51, 93, 115, 148 Random numbers, 28
Managing your classpad, 126 Rates of change, 72
Markov chains, 90 Rational functions, 54
Matrices, 87 Real part, 109
Matrix, 87 Reciprocal functions, 53
Matrix calculations, 87 Regions in the complex plane, 109, 110
Maximum point/s, 41 Relation, 115
Mean, 95 Residual plot, 145
Mean value of a function, 83 Restrict domain of a function, 52
Measuring, 119
Memory, 127 Scatter plot, 63, 66
Menus, 35 Scatter plot, 143
Minimum point/s, 42 Screen receiver, 127
Mixed function, 53 Scrolling, 47
Mode indicators, 15 Second derivative, 83
Modified box plot, 140 Sequence, arithmetic, 93
Modulus, 55 Sequences, 91
Moving average smoothing, 70 Shift key assign, 36
Moving objects, 120 Sign of the derivative, 75
Multiplication signs, 19 Simultaneous equations, 90
Simultaneous equations, 34
Normal, 77 Sketch bounded region, 49
Normal distribution, 102 Sketch complex plane, 110
Normal to a curve, 76 Sketch probability region, 102
Numeric solver, 148 Slope/direction field, 85
Numerical iteration, 133 Soft keyboard, 16
Soft keyboard., 17, 18, 19, 20
Solve, 34, 35, 136
Solve numerically, 136
150
Solver, 148 Transition matrices, 90
Solving equations, 133 Trigonometric calculations, 26
Spinning wheel, 135 Trigonometric form, 109
Spreadsheet application, 58 TVM, 107
Standard deviation, 95
Stationary points, 41 Unit vector, 113
Statistical calculations, 137 Univariate data, 138
Statistical calculations using spreadsheet, 58 Univariate data, 137
Status bar mode indicators, 15 Update software, 126
Storage memory, 127 Updating classpad, 126
Stored variables, 21 USB flash, 127
Stylus, 12
Sum and difference functions, 54 Variable manager, 21
Summary statistics, 59, 143 Variables, 19, 20, 21, 51, 143, 148
Summary statistics in the spreadsheet Variance, 95
application, 59 Vector operations, 113
Summing of a sequence, 93 Vectors, 111
Symbolic calculations, 31 Vectors that are functions of time, 114
Syntax, 73, 126 View window. See
System application, 11 View window parameters, 45
Volumes of solids of revolution, 84
Table input, 37
Table of values, 37 Windows, 35
Tabulate a sequence, 92
Tangent to a curve, 76 x-Cal, 43
Three-median smoothing, 67
Tool bars, 35 y-Cal, 43
Touch panel alignment, 126
Touch panel alignment.. See Zoom, 46
Trace, 39 Zoom commands, 46
Transformations, 50 Zooming, 46

151
Notes

152