QuickClassPad II

Reference Guide

Press these keys for numbers, basic operations,and the most common variables
Tap any icon to select the application.
Tap m at any time to return to the menu screen.
Tap M at any time to return to the Main menu.
Tap to advance to the next page.
In any menu application, press k forthe onscreen keyboard.
Press c to power on. Then press c
to clear commands. Press Kc topower off.
Press these keys for numbers, basic operations,and the most common variables
Press E to execute commands.

Press these keys for numbers, basic operations,and the most common variables

White gradient t
Note this logo isQuickClassPad II
Chapter 1 Main Menu …………..................Page 3
Chapter 2 Numerical Solve Menu ……........Page 13
Chapter 3 Graph and Table Menu ……........Page 15
Chapter 4 Conic Menu ……........................Page 25
Chapter 5 Statistics Menu ….......................Page 32

Author:John Diehl
Casio Teacher Advisory Council
Editors:
Nathan Austin, Amber Branch, Amy Chow
Casio Education, Curriculum and Training Department

Reference GuideMain Menu
If an object, such as a ball, is dropped from a initial height, c, the height, h, in feet, as afunction of time, t, in seconds, can be modeled by h = -16t2 + c.
If the object is tossed upwards with an initial velocity, v, then the model becomes
h = -16t2 + vt + c. These models ignore air resistance.

1. If a ball is dropped from a height of 120 feet,compute the height after 2 seconds.
Tap M for the Main menu.
Press:
z16*2^2+120E.

For a more mathematical display, the raised exponent
template can be used from the Math1 Keyboard.
Press:
z16*2kO2:+120E.

This expression can also be evaluated using a variable forsubstitution. A command in the form expression | variable =value means evaluate the expression with the given value(s)substituted for the variable(s).
Pressz16k_[)O2:+120-U_[=2E.

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Main Menu
2. Compute the time when the height of the ball is
84 feet.
The value can be computed using the square root
and fraction templates from Math1.

Tap
k5N84120Cz16E.
The value can also be computed using a solvecommand from Math1. The format is(equation,variable) even if there is only one variablein the equation.

Tap)`z16_)O2:+120=84,_[)E.

3. A ball is tossed upwards with an initial velocityof 56 feet/second, from an initial height of 120 feet.
Compute the time and the height when the ball is ata maximum height.
Commands such as fMax are found under theInteractive and the Action menus. The Interactive commands open a dialogue box which gives
prompts for the input. The fMax command uses x
as the default variable, but another variable suchas t can be used.

4Getting Started with the Classpad IIMain Menu
Tap Interactive, Calculation, fMin/fMax, fMax
and complete the inputs as shown. (Part of the firstcoefficient, -16, has scrolled off the screen.)
Then tap OK.

4. Rewrite the expression from Question 3 infactored form.
Tap Interactive, Transformation, factor, factor.

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Main Menu
Enter the expression in the box. Then tap OK.

5. This model expresses height, or position, as afunction of time. Construct a model for velocity as afunction of time.
The velocity would be the derivative of the position
function.
Tap Interactive, Calculation, diff.

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Getting Started with the Classpad IIMain Menu
Enter the expression in the box. (Again, part of thefirst coefficient, -16, has scrolled off the screen.)
Then tap OK.

Alternately, the template for a derivative from
Math2 can be used; the result will look the same.

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Main Menu
6. Compute the instantaneous velocity at time
2 seconds.
The only difference is to tap the bullet for Derivative
at value, and to enter the value in the last box.

For a more intuitive display, use the derivative
template from Math2 and the “with” (U) commandon Math3.

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Getting Started with the Classpad IIMain Menu
7. Compute the total net distance that the balltravels.
The ball had an initial height of 120 and fell to heightof 0, so the net distance should be -120.
For a calculus connection, integrate the velocity
function.

Tap
k9P.
Enter the integrand, the variable, and the limits.
The variable t can be found at 9, then tap
E.
8. Compute the total distance that the ball travels.
The initial height and the maximum height areknown, so the total distance can be easilycomputed.
For another calculus connection, another integral
can be used. The traditional approach is to use twointegrals, but it is quicker to use the absolute value
template. The template is also in 9.

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Main Menu
The ClassPad has a symbolic algebra system, sometimes called a computer algebra system,
or CAS. An important distinction is a calculator using symbolic algebra can manipulate undeclared variables. The factoring example from Question 4 was an illustration. It is usually a goodidea to tap Edit, then Clear All Variables to ensure that the variables do not have a value
stored in memory. The next 2 questions illustrate additional symbolic algebra.
9. If a model for the height of a ball thrown upwards
as a function of time is given by h = -16t2 + vt + c,compute an expression for the time when the ballhits the ground.
Tap Interactive, Equation, solve.

Enter the equation in the box by pressing kand tap 0 to view the variables. The negative
sign is to the left of 16 and has scrolled off.
Enter the variable in the second box and tap E,or press the E key; then tap OK.

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Getting Started with the Classpad IIMain Menu
Both solutions are shown; the first solution would be
negative and is not in the domain.

10. If a model for the height of a ball, thrown
upwards, as a function of time, is given by
h = -16t2 + vt + c, compute an expression for
velocity as a function of time.
Pressk and tap 9].

Enter the expression and the variable and tap E,or press the E key.

Getting Started with the Classpad II11Numerical Solve
Menu
To use the Numerical Solve menu, tap the icon, enter the equation in the box, then enter values for the variables. Tap the bullet for the unknown variable and tap 1.
1. If a ball is tossed upwards with an initial velocityof 56 ft/sec, from an initial height of 120 feet,compute the times when the ball is at height
150 feet.
Enter the equation. Note that a times symbol isneeded between v and t to distinguish the productfrom a single variable named vt.
Enter the values of 150, 56, and 120, select the bullet
for t and tap 1.

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Getting Started with the Classpad IINumerical Solve
Menu
To compute the second value for t, enter an initial
estimate, say 4, for t and tap 1.

2. If a ball is tossed upwards from an initial height of
120 feet, and has height of 160 feet after 2 seconds,
compute the initial velocity.
Enter the values of 160, 2, and 120, select the bullet
for v and tap 1.

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Graph & TableMenu
1. If a ball is tossed upwards with an initial velocityof 56 ft/sec from an initial height of 120 feet, graphthe height of the ball, as a function of time.
From the Menu, select the Graph & Table icon.
Enter the function as y1.

To set a window tap 6, enter the values and tap
OK.

Tap $ to graph.

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Getting Started with the Classpad II

Graph & Table
Menu
Tap r to plot the graph in a full screen. To adjust
the window, use#"23 to scroll in any of
the four directions, + to zoom in, and to zoom out.

2. Compute the height of the ball at time 4 seconds.
To trace, tap =. To find a specific value, press any
one of the number keys; this will open a dialogue
box. Then tap OK.

Getting Started with the Classpad II15

Graph & Table
Menu

Press E to mark the point and keep thecoordinates on the display.

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Getting Started with the Classpad II

Graph & Table
Menu
3. Compute the times when the ball is at height
150 feet.
Tap Analysis, G-Solve, x-Cal/y-Cal, x-Cal.

Enter the value for y and tap OK.

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Graph & Table
Menu
Press E to mark the point and keep the coordinates on the display.
Press 3 to move to the second point.

4. Compute the time when the ball hits theground.
To compute an x-intercept, tap the 3 icon at thetop of the screen, then tap Y.

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Getting Started with the Classpad II

Graph & Table
Menu
5. Compute the coordinates of the maximum point.
For a maximum point, tap the 3 icon at the top of
the screen, then tap U.

6. Construct a table of values for times{0, 1, 2, 3, 4, 5}.
To set the table, tap 8.
Enter the values and tap OK.

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Graph & Table
Menu
To view the table, tap #.

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Getting Started with the Classpad II

Graph & Table
Menu
These examples have used the coefficient of -16 for the t2 term. The value of that coefficient
could be different, based on conditions such as altitude. It would also be different on themoon or another planet, and of course, if different units for distance and/or time were used.
1
A more general equation for the model would be h = − 2 gt2 + vt + c. This is an application of
the general quadratic y = ax2 + bx + c.
7. Explore the transformations of the graph of thefunction y = ax2 + bx + c as the coefficients a, b, c
are changed.
Enter the function y1 = 1x2 + 0x + 0. The threecoefficients are needed, as explained later.
Set the window to Default.
Graph the equation.

Getting Started with the Classpad II21

Graph & Table
Menu
Tap Analysis, Modify.

Enter 1 for the Step size and tap OK.

The word Modify appears on the graph screen,
the graph is thicker, and the function rule appears
in a dialogue box at the bottom. To explore thetransformations, tap any one of the 3 coefficientsand highlight it. Tap on the graph screen. Now use
3 and 2 to increase or decrease the coefficient,
respectively, and see the graph transform.

22

Getting Started with the Classpad IIGraph & Table
Menu
Alternately, to make changes without a step size, tap
any one of the 3 coefficients, highlight it, enter a newvalue and press E.

Getting Started with the Classpad II23

Conic Menu
The Conic Menu will graph conics in an (H, K) form, such as x = A(y – K )2 + H, a standardform such as x = Ay2 + By + C, or the general form, Ax2 + Bxy + Cy2 + Dx + Ey + F = 0.
The general form includes rotated conics. The easiest way to input the equation for therelation is to insert a form, and edit the coefficients.
The G-Solve commands will display important features related to conics, such as a center,vertices, foci, and asymptotes.
1. Graph .
Tap m, then the Conics icon.
Tap q.
Select the form for this hyperbola, and tap OK.

Edit the coefficients A, B, H, and K. Highlight theletter and press the key for the number. For K,also change from subtraction to addition.
Tap 6 to set the window, or use shortcuts aftergraphing.

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Getting Started with the Classpad II

Conic Menu
Tap ^ to graph.

Tap r to plot the graph in a full screen. You may
wish to adjust the window.
The window can be easily changed by using #"23 to scroll in any of the four directions,+ to zoom in, and - to zoom out.

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Conic Menu
2. Display the vertices, foci, and asymptotes.
For vertices, tap Analysis, G-Solve, Vertex.

Press E to mark the point and keep the coordinates on the display. Press w to display the othervertex.
Use G-Solve in the same manner for foci andasymptotes.

26Getting Started with the Classpad II

Conic Menu
3. Convert the equation to a standard form.
Tapr, then tap the equation window.
Tap w, then select the bullet for general form, thentap OK.

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Conic Menu
4. Graph the rotated conic
2x2 – 3xy +4y2 – 5x + 6y – 7 = 0.
Tap q.
Tap the bullet for general form, then tap OK.

Edit the coefficients and the signs. The addition signand the number can be highlighted together.

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Getting Started with the Classpad II

Conic Menu
Tap ^ to graph.

Again, you may tap r to plot the graph in a fullscreen.You may wish to adjust the window.
The window can be easily changed by using#"23 to scroll in any of the four directions,+ to zoom in, and- to zoom out.

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29

Conic Menu
G-Solve commands may be used on rotated conics.

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Getting Started with the Classpad II

Statistics Menu
Suppose one of the questions asked on a survey was “What type of pet do you have?”,and the results from 50 people are shown in this table.
Pet Category
Frequency

Dog
14Cat12Fish9Bird
6

Other4None
5

1. Construct a pie chart of these data.
It is easiest to work with categorical data from aspreadsheet. Tap m, then the Spreadsheet icon.
Enter the frequencies in the first column. Press E
to move to the next cell.

To construct the chart, tap Column A so it is selected. If the graph icon is Z, tap it. Otherwise tap the# near the top-right to open the graph menu andthen tap Z from the drop down list.

Getting Started with the Classpad II31

Statistics Menu

Tap any section of the chart to display the frequency.

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Getting Started with the Classpad II

Statistics Menu
Tap the chart and drag to Cell B1 to display therelative frequencies, shown as percents. (tap-anddrag is similar to click-and-drag with a mouse.)

2. Construct a bar chart for these data.
Select Column A again. Tap the # near the upperright corner to access the graph drop down menu.
Then tap H to construct a bar chart.

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Statistics Menu
The bar graph is displayed.

Tap any bar to display the frequency.

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Getting Started with the Classpad IIStatistics Menu
Plots and statistics for quantitative data can be created in either the spreadsheet or statistics
menu. The statistics menu will be used for this example.
The number of games won (out of 162) by a certain baseball team for the years 2002 – 2013
are shown in the table.
67
97

88
83

89
75

79
7166
6185
66

1. Construct a histogram for these data.
Tap m, then the Statistics icon. Enter the frequencies in list1. Press E to move to the next value.

Tap G to setup the plot. Select On, and use thedrop down menus to select Histogram, list1, and 1
as shown. Then tap Set.

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Statistics Menu
Tap y. Enter values for the starting value (HStart)
and the step (Hstep), the width of each bin; then tap
OK.

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Getting Started with the Classpad II

Statistics Menu
Tap Analysis, Trace to display the frequencies, using
the directional pad to move through the data values.

Getting Started with the Classpad II37

Statistics Menu
2. Construct a box and whisker plot for these data.
Tap the list editor window.
Tap G to setup the plot. Tap Off for StatGraph1,then tap the 2 tab to select StatGraph2.

Select On, Medbox, list1, and 1 as shown. Tap thebox to Show Outliers and tap Set.

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Getting Started with the Classpad II

Statistics Menu
Tap y to view the box and whisker plot.

Tap Analysis, Trace and use the directional pad toview the five number summary.

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Statistics Menu
3. Compute summary statistics for these data.
When the list editor window is selected (note the boldborder) the Calc command is the second command.
When the plot window is selected, the Calc command is the third command.
In either case, tap Calc, One-Variable.

Select list1 and 1, then tap OK.

One variable statistics are displayed; use the scroll
bar to see additional information.

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Getting Started with the Classpad II

NotesGetting Started with the Classpad II41

Notes42

Getting Started with the Classpad II

NotesGetting Started with the Classpad II43

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