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TEKS Number  STAAR  Student Expectation 

2A(5)(B) 
sketch graphs of conic sections to relate simple parameter changes in the equation to corresponding changes in the graph; 

2A(5)(C) 
identify symmetries from graphs of conic sections; 

2A(5)(D) 
identify the conic section from a given equation; and 

2A(5)(E) 
use the method of completing the square. 

2A(6)(A) 
determine the reasonable domain and range values of quadratic functions, as well as interpret and determine the reasonableness of solutions to quadratic equations and inequalities; 

2A(6)(B) 
relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions; and 

2A(6)(C) 
determine a quadratic function from its roots or a graph. 

2A(7)(A) 
use characteristics of the quadratic parent function to sketch the related graphs and connect between the y = ax² + bx + c and the y = a(x  h)² + k symbolic representations of quadratic functions; and 

2A(7)(B) 
use the parent function to investigate, describe, and predict the effects of changes in a, h, and k on the graphs of y = a(x  h)² + k form of a function in applied and purely mathematical situations. 

2A(8)(A) 
analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems; 

2A(8)(B) 
analyze and interpret the solutions of quadratic equations using discriminants and solve quadratic equations using the quadratic formula; 

2A(8)(C) 
compare and translate between algebraic and graphical solutions of quadratic equations; and 

2A(8)(D) 
solve quadratic equations and inequalities using graphs, tables, and algebraic methods. 

2A(9)(A) 
use the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describe limitations on the domains and ranges; 

2A(9)(B) 
relate representations of square root functions, such as algebraic, tabular, graphical, and verbal descriptions; 

2A(9)(C) 
determine the reasonable domain and range values of square root functions, as well as interpret and determine the reasonableness of solutions to square root equations and inequalities; 

2A(9)(D) 
determine solutions of square root equations using graphs, tables, and algebraic methods; 

2A(9)(E) 
determine solutions of square root inequalities using graphs and tables; 

2A(9)(F) 
analyze situations modeled by square root functions, formulate equations or inequalities, select a method, and solve problems; and 

2A(9)(G) 
connect inverses of square root functions with quadratic functions. 

2A(10)(A) 
use quotients of polynomials to describe the graphs of rational functions, predict the effects of parameter changes, describe limitations on the domains and ranges, and examine asymptotic behavior; 

2A(10)(B) 
analyze various representations of rational functions with respect to problem situations; 

2A(10)(C) 
determine the reasonable domain and range values of rational functions, as well as interpret and determine the reasonableness of solutions to rational equations and inequalities; 

2A(10)(D) 
determine the solutions of rational equations using graphs, tables, and algebraic methods; 

2A(10)(E) 
determine solutions of rational inequalities using graphs and tables; 

2A(10)(F) 
analyze a situation modeled by a rational function, formulate an equation or inequality composed of a linear or quadratic function, and solve the problem; and 

2A(10)(G) 
use functions to model and make predictions in problem situations involving direct and inverse variation. 

2A(11)(A) 
develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses; 

2A(11)(B) 
use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior; 

2A(11)(C) 
determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpret and determine the reasonableness of solutions to exponential and logarithmic equations and inequalities; 

2A(11)(D) 
determine solutions of exponential and logarithmic equations using graphs, tables, and algebraic methods; 

2A(11)(E) 
determine solutions of exponential and logarithmic inequalities using graphs and tables; and 

2A(11)(F) 
analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem. 

G(1)(A) 
develop an awareness of the structure of a mathematical system, connecting definitions, postulates, logical reasoning, and theorems; 

G(1)(B) 
recognize the historical development of geometric systems and know mathematics is developed for a variety of purposes; and 

G(1)(C) 
compare and contrast the structures and implications of Euclidean and nonEuclidean geometries. 

G(2)(A) 
use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships; and 

G(2)(B) 
make conjectures about angles, lines, polygons, circles, and threedimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic. 

G(3)(A) 
determine the validity of a conditional statement, its converse, inverse, and contrapositive; 

G(3)(B) 
construct and justify statements about geometric figures and their properties; 

G(3)(C) 
use logical reasoning to prove statements are true and find counter examples to disprove statements that are false; 

G(3)(D) 
use inductive reasoning to formulate a conjecture; and 

G(3)(E) 
use deductive reasoning to prove a statement. 

G(4)(A) 
The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. 

G(5)(A) 
use numeric and geometric patterns to develop algebraic expressions representing geometric properties; 

G(5)(B) 
use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles; 

G(5)(C) 
use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations; and 

G(5)(D) 
identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (454590 and 306090) and triangles whose sides are Pythagorean triples. 

G(6)(A) 
describe and draw the intersection of a given plane with various threedimensional geometric figures; 

G(6)(B) 
use nets to represent and construct threedimensional geometric figures; and 