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TEKS Number STAAR Student Expectation

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.

1(F19)(A)

establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

1(F19)(B)

1(F19)(C)

monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);

1(F19)(D)

make inferences about text and use textual evidence to support understanding;

1(F19)(E)

retell or act out important events in stories in logical order; and

1(F19)(F)

make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

2A(1)(A)

apply mathematics to problems arising in everyday life, society, and the workplace

2A(1)(B)

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

2A(1)(C)

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

2A(1)(D)

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

2A(1)(E)

create and use representations to organize, record, and communicate mathematical ideas

2A(1)(F)

analyze mathematical relationships to connect and communicate mathematical ideas

2A(1)(G)

display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication

2A(2)(A)

graph the functions f(x)=√x, f(x)=1/x, f(x)=x3, f(x)= 3√x, f(x)=bx, f(x)=|x|, and f(x)=logb (x) where b is 2, 10, and e, and, when applicable, analyze the key attributes such as domain, range, intercepts, symmetries, asymptotic behavior, and maximum and minimum given an interval

Resource ID Author Subject Grade Title
A2M3L3 IPSI Mathematics 9–12

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### Transformations of Square Root and Rational Functions

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

2A(2)(B)

graph and write the inverse of a function using notation such as f -1 (x)

2A(2)(C)

describe and analyze the relationship between a function and its inverse (quadratic and square root, logarithmic and exponential), including the restriction(s) on domain, which will restrict its range

2A(2)(D)

use the composition of two functions, including the necessary restrictions on the domain, to determine if the functions are inverses of each other

2A(3)(A)

formulate systems of equations, including systems consisting of three linear equations in three variables and systems consisting of two equations, the first linear and the second quadratic

2A(3)(B)

solve systems of three linear equations in three variables by using Gaussian elimination, technology with matrices, and substitution

2A(3)(C)

solve, algebraically, systems of two equations in two variables consisting of a linear equation and a quadratic equation

2A(3)(D)

determine the reasonableness of solutions to systems of a linear equation and a quadratic equation in two variables

2A(3)(E)

formulate systems of at least two linear inequalities in two variables

2A(3)(F)

solve systems of two or more linear inequalities in two variables

2A(3)(G)

determine possible solutions in the solution set of systems of two or more linear inequalities in two variables

2A(4)(A)

write the quadratic function given three specified points in the plane

2A(4)(B)

write the equation of a parabola using given attributes, including vertex, focus, directrix, axis of symmetry, and direction of opening

2A(4)(C)

determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values of a, b, c, and d

Resource ID Author Subject Grade Title
A2M3L3 IPSI Mathematics 9–12

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### Transformations of Square Root and Rational Functions

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

2A(4)(D)

transform a quadratic function f(x) = ax2 + bx + c to the form f(x) = a(x - h)2 + k to identify the different attributes of f(x)

2A(4)(E)

formulate quadratic and square root equations using technology given a table of data

Resource ID Author Subject Grade Title
MATH_ALGII_SQRT ESC13 Mathematics 9–12

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### Formulating and Solving Square Root Equations

This activity provides an opportunity for students to use a square root equation to model a situation and then use the model to make predictions.

2A(4)(F)

solve quadratic and square root equations

Resource ID Author Subject Grade Title
MATH_ALGII_SQRT ESC13 Mathematics 9–12

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### Formulating and Solving Square Root Equations

This activity provides an opportunity for students to use a square root equation to model a situation and then use the model to make predictions.

A2M6L2A IPSI Mathematics 9–12

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### Solving Square Root Equations Using Tables and Graphs

Given a square root equation, the student will solve the equation using tables or graphs - connecting the two methods of solution.

2A(4)(G)

identify extraneous solutions of square root equations

2A(4)(H)

2A(5)(A)

determine the effects on the key attributes on the graphs of f(x) = bx and f(x) = logb (x) where b is 2, 10, and e when f(x) is replaced by af(x), f(x) + d, and f(x - c) for specific positive and negative real values of a, c, and d

Resource ID Author Subject 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.

2A(5)(B)

formulate exponential and logarithmic equations that model real-world situations, including exponential relationships written in recursive notation

2A(5)(C)

rewrite exponential equations as their corresponding logarithmic equations and logarithmic equations as their corresponding exponential equations

2A(5)(D)

solve exponential equations of the form y = abx where a is a nonzero real number and b is greater than zero and not equal to one and single logarithmic equations having real solutions

2A(5)(E)

determine the reasonableness of a solution to a logarithmic equation

2A(6)(A)

analyze the effect on the graphs of f(x) = x3 and f(x) = 3√x when f(x) is replaced by af(x), f(bx), f(x - c), and f(x) + d for specific positive and negative real values of a, b, c, and d

Resource ID Author Subject Grade Title
MATH_ALGII_ABSVAL ESC13 Mathematics 9–12

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### Absolute Value Inequalities

This activity provides an opportunity for students to examine how to find solutions to an absolute value inequality.

2A(6)(B)

solve cube root equations that have real roots

2A(6)(C)

analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x), f(bx), f(x-c), and f(x) + d for specific positive and negative real values of a, b, c, and d

2A(6)(D)

formulate absolute value linear equations

2A(6)(E)

solve absolute value linear equations

2A(6)(F)

solve absolute value linear inequalities

2A(6)(G)

analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x), f(bx), f(x-c), and f(x) + d for specific positive and negative real values of a, b, c, and d

Resource ID Author Subject Grade Title
A2M3L3 IPSI Mathematics 9–12

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### Transformations of Square Root and Rational Functions

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

2A(6)(H)

formulate rational equations that model real-world situations

2A(6)(I)

solve rational equations that have real solutions

2A(6)(J)

determine the reasonableness of a solution to a rational equation

2A(6)(K)

determine the asymptotic restrictions on the domain of a rational function and represent domain and range using interval notation, inequalities, and set notation

Resource ID Author Subject Grade Title
A2M7L0 IPSI Mathematics 9–12

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### Rational Functions: Predicting the Effects of Parameter Changes

Given parameter changes for rational functions, students will be able to predict the resulting changes on important attributes of the function, including domain and range and asymptotic behavior.

2A(6)(L)

formulate and solve equations involving inverse variation