# Search TEKS

TEKS Number STAAR Student Expectation
A(1)(A)

describe independent and dependent quantities in functional relationships;

Resource ID Author Select Subject(s) Grade Title
A1M1L1b IPSI Mathematics 9–12

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### Analyzing Functional Relationships: Dependency Statements

Given a problem situation represented in verbal or symbolic form, the student will write a dependency statement using a variety of sentence structures.

A1M3L1 IPSI Mathematics 9–12

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### Writing Expressions and Equations to Solve Problems (verbal/pictorial symbolic)

The student is expected to write the symbolic representation of  expressions and equations to solve problems given the verbal/pictorial.

A1M1L1 IPSI Mathematics 9–12

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### Describing Independent and Dependent Quantities (verbal/symbolic)

Given a verbal and/or symbolic representation of a function the student will describe the independent and dependent quantities.

A(1)(B)

gather and record data and use data sets to determine functional relationships between quantities;

Resource ID Author Select Subject(s) Grade Title
A1M1L2b IPSI Mathematics 9–12

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### Gathering Data and Determining Functional Relationships

Given an experimental situation the student will gather and record data and use the data to determine functional relationships.

A1M1L2 IPSI Mathematics 9–12

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### Writing Equations to Describe Functional Relationships (table → equation)

Given data in the form of a table the student will write equations to describe the functional relationships.

A(1)(C)

describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;

Resource ID Author Select Subject(s) Grade Title
A1M1L5 IPSI Mathematics 9–12

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### Writing Inequalities to Describe Relationships: Verbal → Symbolic

Given a problem situation represented in verbal form, students will construct an inequality that can be used to represent the situation. Students will also create problem scenarios to match a given inequality.

A1M1L4 IPSI Mathematics 9–12

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### Using Equations to Describe Functional Relationships

Given a problem situation represented in verbal form, students will construct an equation that can be used to represent the situation. Students will also deconstruct an equation, analyzing the operations being performed to the variable, and create problem scenarios to match the equation.

A1M1L3a IPSI Mathematics 9–12

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### Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship the student will verbally describe the functional relationship that exists.

A(1)(D)

represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

Resource ID Author Select Subject(s) Grade Title
A1M1L10 IPSI Mathematics 9–12

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### Determining the Graphical Representation of a Function (symbolic → graph)

Given the symbolic representation of a linear or quadratic function the student will determine the graph of the function.

A1M1L9 IPSI Mathematics 9–12

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### Writing the Symbolic Representation of a Function (Graph to Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.

A1M1L8 IPSI Mathematics 9–11

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### Connecting Multiple Representations of Functions

Given a function in one or more of the following forms – table, graph, mapping diagram, function notation, verbal description, or a set of ordered pairs – the student will represent the function in the missing forms.

A1M1L7 IPSI Mathematics 9–12

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### Writing Inequalities to Describe Relationships (symbolic -> graph)

Describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations.

A1M1L6 IPSI Mathematics 9–12

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### Writing Inequalities to Describe Relationships (graph -> symbolic)

Given the graph of an inequality students will write the symbolic representation of the inequality.

A(1)(E)

interpret and make decisions, predictions, and critical judgments from functional relationships.

Resource ID Author Select Subject(s) Grade Title
A1M1L13 IPSI Mathematics 9–12

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### Interpreting Functional Relationships (verbal/symbolic descriptions)

Given verbal and/or symbolic representations of functions, the student will interpret and make decisions, predictions, and critical judgments from the functional relationships.

A1M1L12 IPSI Mathematics 9–12

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### Describing a Relationship (verbal -> graph)

Given a verbal description of a relationship, the student will create a graph to describe the relationship

A1M1L11 IPSI Mathematics 9–12

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### Describing a Relationship (graph -> verbal)

Given a graph of a relationship, the student will verbally describe the relationship.

A(2)(A)

identify and sketch the general forms of linear (y = x) and quadratic (y = x²) parent functions;

Resource ID Author Select Subject(s) Grade Title
A1M2L1 IPSI Mathematics 9–12

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### Determining Parent Functions

Given a graph or verbal description of a function, the student will determine whether the function is related to linear (y = x) or quadratic (y = x2) parent functions.

A(2)(B)

identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;

Resource ID Author Select Subject(s) Grade Title
A1M2L2 IPSI Mathematics 9–12

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### Determining Reasonable Domains and Ranges (verbal/graph)

Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges, and determine reasonable domain and range values for the given situations.

A(2)(C)

interpret situations in terms of given graphs or creates situations that fit given graphs; and

Resource ID Author Select Subject(s) Grade Title
A1M2L3 IPSI Mathematics 9–12

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### Interpreting Graphs: Identify the Over-Arching Theme or Main Objective

Given a graph, the student will interpret situations in terms of the given graph or create situations that fit the given graph.

K2KA101 TEA Mathematics 8–10

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### Interpreting Graphs

Kid2Kid video on interpreting graphs

A(2)(D)

collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

Resource ID Author Select Subject(s) Grade Title
A1M2L6 IPSI Mathematics 9–12

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### Conducting Experiments and Analyzing Data

Given an Experimental situation the student will conduct the experiment, collect and organize data using tables and scatterplots, and make decisions and critical judgments about the relationships

A1M2L5 IPSI Mathematics 9–12

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### Making Predictions and Critical Judgments (table/verbal)

Given verbal descriptions and tables that represent problem situations, the student will model, predict and make decisions and critical judgments about the situations.

A1M2L4 IPSI Mathematics 9–12

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### Interpreting Scatterplots

Given scatter plots that represent problem situations, the student will interpret the scatter plots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

A(3)(A)

use symbols to represent unknowns and variables; and

Resource ID Author Select Subject(s) Grade Title
OT131 TEA Mathematics 8–10

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### Writing Expressions and Equations to Solve Problems (verbal or pictorial to symbolic)

The student is expected to write the symbolic representation of expressions and equations to solve problems given the verbal/pictorial representation.

A(3)(B)

look for patterns and represent generalizations algebraically.

Resource ID Author Select Subject(s) Grade Title
A1M3L2 IPSI Mathematics 9–12

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### Writing Expressions to Model Patterns (table/pictorial → symbolic)

Given a pictorial or tabular representation of a pattern, the student will write an algebraic expression that describes the situation or that could be used to determine any term in the sequence.

OT1321 TEA Mathematics 8–10

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### Writing Expressions to Model Patterns

Given a pictorial or tabular representation of a pattern the student will write an algebraic expression that describes the situation or that could be used to determine any term in the sequence.

A(4)(A)

find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations;

Resource ID Author Select Subject(s) Grade Title
A1M3L5B IPSI Mathematics 9–12

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### Solving One-Variable Inequalities

Students will solve one-variable inequalities using a variety of representations, including tables, graphs, and symbolic representations.

A1M3L6 IPSI Mathematics 9–12

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### Factoring to Solve Problems

Given a verbal or symbolic representation of problem situation, the student will factor to solve.

A1M3L5 IPSI Mathematics 9–12

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### Solving Equations and Inequalities

Given verbal and symbolic representations in the form of equations or inequalities, the student will transform and solve the equations or inequalities.

A1M3L4 IPSI Mathematics 9–12

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### Simplifying Polynomial Expressions

Given verbal and symbolic representations of polynomial expressions, the student will simplify the expression.

A1M3L3 IPSI Mathematics 9–12

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### Finding Specific Function Values (verbal/symbolic)

Given a verbal and symbolic representations of a function, the student will find specific function values.

A(4)(B)

use the commutative, associative, and distributive properties to simplify algebraic expressions; and

Resource ID Author Select Subject(s) Grade Title
A1M3L7 IPSI Mathematics 9–12

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### Simplifying Algebraic Expressions (symbolic)

Given a symbolic representation of an algebraic expression, the student will use the commutative, associative, and distributive properties to simplify the expressions.

A(4)(C)

connect equation notation with function notation, such as y = x + 1 and f(x) = x + 1.

Resource ID Author Select Subject(s) Grade Title
A1M3L8 IPSI Mathematics 9–12

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### Connecting Function Notation and Equation Notation

Given equation notation and function notation such as y=x+1 and f(x) = x+1, the student will make connections between the two notations.

OT1383 TEA Mathematics 8–10

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### Connecting Function Notation and Equation Notation

Given equation notation and function notation such as y=x+1 and f(x) = x+1, the student will make connections between the two notations.

A(5)(A)

determine whether or not given situations can be represented by linear functions;

Resource ID Author Select Subject(s) Grade Title
A1M4L2 IPSI Mathematics 9–12

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### Determining Linear Functions (Verbal/Symbolic)

Given a symbolic description of a relationship, the student will determine whether the relationship represents a linear function.

A1M4L1 IPSI Mathematics 9–12

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### Determining Linear Functions (Verbal/Symbolic)

Given a verbal description of a relationship, the student will determine whether the relationship can be represented by a linear function and if so, write the function.

A(5)(B)

determine the domain and range for linear functions in given situations; and

Resource ID Author Select Subject(s) Grade Title
A1M4L3 IPSI Mathematics 9–12

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### Determining the Domain and Range for Linear Functions

Given a situation that can be modeled by a linear function or the graph of a linear function, the student will determine the domain and range of the function.

A(5)(C)

use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

Resource ID Author Select Subject(s) Grade Title
A1M4L4 IPSI Mathematics 9–12

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### Connecting Multiple Representations of Linear Functions

Given algebraic, tabular, graphical, or verbal representations of linear functions, the student will use, translate, and make connections among the representations.

K2KA102 TEA Mathematics 8–10

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### Connecting Multiple Representations of Linear Functions

Kid2Kid video on connecting multiple representations of linear functions

A(6)(A)

develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

Resource ID Author Select Subject(s) Grade Title
K2KA103 TEA Mathematics 8–10

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### Determining the Meaning of Slope and Intercepts

Kid2Kid video on determining the meaning of slope and intercepts

A(6)(B)

interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs;

Resource ID Author Select Subject(s) Grade Title
A1M4L7b IPSI Mathematics 9–12

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### Determining the Meaning of Intercepts

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the intercepts of the function and interpret the meaning of intercepts within the context of the situation.

A1M4L7 IPSI Mathematics 9–12

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### Determining the Meaning of Slope and Intercepts

Given algebraic, tabular, graphical, or verbal representations of linear functions in problem situations, the student will determine the meaning of slope and intercepts as they relate to the situations.

A(6)(C)

investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b;

Resource ID Author Select Subject(s) Grade Title
A1M4L12 IPSI Mathematics 9–12

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### Direct Variation and Proportional Change

Given verbal, graphical, and tabular representations of situations involving direct variation, the student will relate direct variation to linear functions and solve problems involving proportional change.

A1M4L8 IPSI Mathematics 9–12

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### Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions, the student will investigate, describe, and predict the effects of the changes in m and b on the graph of y = mx + b.

A(6)(D)

graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept;

Resource ID Author Select Subject(s) Grade Title
A1M4L9 IPSI Mathematics 9–12

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### Writing Equations of Lines

Given characteristics such as two points, a point and a slope, or a slope and y-intercept, the student will graph and write equations of lines represented by the given characteristics.

A(6)(E)

determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations;

Resource ID Author Select Subject(s) Grade Title
A1M4L10 IPSI Mathematics 9–12

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### Determining Intercepts and Zeros of Linear Functions

Given algebraic, tabular, or graphical representations of linear functions, the student will determine the intercepts of the graphs and the zeros of the function.

A(6)(F)

interpret and predict the effects of changing slope and y-intercept in applied situations; and

Resource ID Author Select Subject(s) Grade Title
A1M4L11b IPSI Mathematics 9–12

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### Predicting the Effects of Changing Slopes in Problem Situation

Given verbal, symbolic, numerical, or graphical representations of problem situations, the student will interpret and predict the effects of changing the slope in the context of the situations.

A1M4L11a IPSI Mathematics 9–12

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### Predicting the Effects of Changing Y-Intercepts in Problem Situations

Given verbal, symbolic, numerical, or graphical representations of problem situations, the student will interpret and predict the effects of changing the y-intercept in the context of the situations.

A(6)(G)

relate direct variation to linear functions and solve problems involving proportional change.

Resource ID Author Select Subject(s) Grade Title
OT14122 TEA Mathematics 8–10

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### Direct Variation and Proportional Change

Given verbal and tabular representations of situations involving direct variation, the student will relate direct variation to linear functions and solve problems involving proportional change. This interactive demonstrates how the slope of a line changes when the line between the points changes.

A(7)(A)

analyze situations involving linear functions and formulate linear equations or inequalities to solve problems;

Resource ID Author Select Subject(s) Grade Title
A1M5L2 IPSI Mathematics 9–12

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### Formulating Linear Inequalities to Solve Problems

Given problem situations involving linear functions, the student will analyze the situations and formulate inequalities to solve the problems.

A1M5L1 IPSI Mathematics 9–12

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### Formulating Linear Equations to Solve Problems

Given problem situations involving linear functions, the student will analyze the situations and formulate equations to solve the problems.

OT15131 TEA Mathematics 8–10

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### Formulating Linear Equations to Solve Problems

Given problem situations involving linear functions, the student will analyze the situations and formulate equations to solve the problems.

A(7)(B)

investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; and

Resource ID Author Select Subject(s) Grade Title
A1M5L4b IPSI Mathematics 9–12

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### Solving Linear Inequalities

The student will represent linear inequalities using equations, tables, and graphs. The student will solve linear inequalities using graphs or properties of equality, and determine whether or not a given point is a solution to a linear inequality.

A1M3L5B IPSI Mathematics 9–12

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### Solving One-Variable Inequalities

Students will solve one-variable inequalities using a variety of representations, including tables, graphs, and symbolic representations.

A1M5L4 IPSI Mathematics 9–12

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### Solving Linear Equations and Inequalities

Given verbal, graphical, and symbolic representations of linear equations and inequalities the student will solve the equations or inequalities.

A1M5L3b IPSI Mathematics 9–12

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### Selecting a Method to Solve Equations or Inequalities

Given an equation or inequality the student will select a method (algebraically, graphically or calculator) to solve the equation or inequality.

A1M5L3 IPSI Mathematics 9–12

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### Investigating Methods for Solving Linear Equations and Inequalities

Given linear equations and inequalities the student will investigate methods for solving the equations or inequalities.

A(7)(C)

interpret and determine the reasonableness of solutions to linear equations and inequalities.

Resource ID Author Select Subject(s) Grade Title
OT1564 TEA Mathematics 8–10

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### Determining Reasonableness of Solutions (linear inequalities)

Given verbal descriptions of situations involving linear inequalities the student will determine the reasonableness of the solutions to the inequalities.

A(8)(A)

analyze situations and formulate systems of linear equations in two unknowns to solve problems;

Resource ID Author Select Subject(s) Grade Title
OT1573 TEA Mathematics 8–10

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### Formulating Systems of Equations (verbal to symbolic)

Given verbal descriptions of situations involving systems of linear equations the student will analyze the situations and formulate systems of equations in two unknowns to solve problems.

A(8)(B)

solve systems of linear equations using concrete models, graphs, tables, and algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
OT15114 TEA Mathematics 8–10

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### Solving Systems of Equations with Algebraic Methods

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using algebraic methods.

OT1593 TEA Mathematics 8–10

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### Solving Systems of Equations with Graphs

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using graphs.

OT1583 TEA Mathematics 8–10

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### Solving Systems of Equations (concrete models)

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using concrete models.

A(8)(C)

interpret and determine the reasonableness of solutions to systems of linear equations.

Resource ID Author Select Subject(s) Grade Title
OT15121 TEA Mathematics 8–10

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### Determining Reasonableness of Solutions (System of Equations)

Given a verbal and/or symbolic representation of a function the student will describe the independent and dependent quantities.

A(9)(A)

determine the domain and range for quadratic functions in given situations;

Resource ID Author Select Subject(s) Grade Title
OT1611 TEA Mathematics 8–10

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### Determining the Domain and Range for Quadratic Functions

Given a situation that can be modeled by a quadratic function or the graph of a quadratic function the student will determine the domain and range of the function. Determining the Domain and Range for Quadratic Functions

A(9)(B)

investigate, describe, and predict the effects of changes in a on the graph of y = ax² + c;

Resource ID Author Select Subject(s) Grade Title
OT1693 TEA Mathematics 8–10

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### Quadratics: Connecting Roots, Zeros, and x-intercepts

Given a quadratic equation the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.

OT1631 TEA Mathematics 8–10

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### Analyzing the Effect of the Changes in c on the graph of y = ax^2 +c

Given verbal, graphical or symbolic descriptions of the graph of y = ax^2 + c the student will investigate, describe and predict the effect of changes in c on the graph.

OT1621 TEA Mathematics 8–10

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### Analyzing the effects of the changes in a on the graph of y = ax^2 +c

Given verbal, graphical or symbolic descriptions of the graph of y = ax^2 + c the student will investigate, describe and predict the effect of changes in a on the graph.

A(9)(C)

investigate, describe, and predict the effects of changes in c on the graph of y = ax² + c; and

A(9)(D)

analyze graphs of quadratic functions and draw conclusions.

Resource ID Author Select Subject(s) Grade Title
OT1641 TEA Mathematics 8–10

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### Analyzing Graphs of Quadratic Functions

Given the graph of a situation represented by a quadratic function, the student will analyze the graph and draw conclusions.

A(10)(A)

solve quadratic equations using concrete models, tables, graphs, and algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
OT1654 TEA Mathematics 8–10

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### Solving Quadratic Equations (concrete models)

Given a quadratic equation the student will use concrete models to solve the equation.

OT651 TEA Mathematics 8–10

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### Solving Quadratic Equations (more concrete models)

Given a quadratic equation the student will use concrete models to solve the equation.

A(10)(B)

make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.

A(11)(A)

use patterns to generate the laws of exponents and apply them in problem-solving situations;

A(11)(B)

analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
OT16131 TEA Mathematics 8–10

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### Analyzing Situations Involving Inverse Variation (graphs)

Given verbal and symbolic descriptions of situations involving inverse variation, the student will analyze the situation using graphs.

A(11)(C)

analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

2A(1)(A)

identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations; and

Resource ID Author Select Subject(s) Grade Title
A2M1L5 IPSI Mathematics 9–12

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### Domain and Range - Contextual Situations

The student will be able to identify the domain and range from any given contextual situation.

A2M1L4 IPSI Mathematics 9–12

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### Domain and Range - Verbal Description

The student will be able to identify the domain and range from any given verbal description.

A2M1L3 IPSI Mathematics 9–12

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### Domain and Range - Function Notation

Given a function in function notation form, identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

A2M1L2 IPSI Mathematics 9–12

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### Domain and Range - Graphs

Given a function in graph form, identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

A2M1L1 IPSI Mathematics 9–12

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### Domain and Range – Numerical Representations

Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

2A(1)(B)

collect and organize data, make and interpret scatterplots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.

Resource ID Author Select Subject(s) Grade Title
A2M1L7 IPSI Mathematics 9–12

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### Modeling Data with Linear Functions

Given a scatterplot where a linear function is the best fit, the student will interpret the slope and intercepts in terms of the situation; determine an equation using two data points; identify the conditions under which the function is valid for the situation; and use the linear model to predict data points that are not already part of the scatterplot.

2A(2)(A)

use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations; and

2A(2)(B)

use complex numbers to describe the solutions of quadratic equations.

2A(3)(A)

analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems;

2A(3)(B)

use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities; and

2A(3)(C)

interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.

2A(4)(A)

identify and sketch graphs of parent functions, including linear (f(x) = x), quadratic (f(x) = x²), exponential (f(x) = a to the x power), and logarithmic (f(x) = log of a(x)) functions, absolute value of x (f(x) = |x|), square root of x (f(x) = square root of x), and reciprocal of x (f(x) = 1/x);

2A(4)(B)

extend parent functions with parameters such as a in f(x) = a/x and describe the effects of the parameter changes on the graph of parent functions; and

Resource ID Author Select Subject(s) Grade Title
A2M3L4 IPSI Mathematics 9–12

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### Transformations of Exponential and Logarithmic Functions

Given an exponential or logarithmic function, the student will describe the effects of parameter changes.

A2M3L3 IPSI Mathematics 9–12

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### Transformations of Square Root and Rational Functions

Given a square root function in the form f(x) = a√(x − h) + k, or a rational function in the form f(x) = a/(x − h) + k, the student will describe the effect of changes in a, h, and k using graphs, tables, and verbal descriptions as compared to the parent function.

2A(4)(C)

describe and analyze the relationship between a function and its inverse.

2A(5)(A)

describe a conic section as the intersection of a plane and a cone;