# Search TEKS

TEKS Number STAAR Student Expectation
2A(7)(A)

add, subtract, and multiply complex numbers

2A(7)(B)

2A(7)(C)

determine the quotient of a polynomial of degree three and of degree four when divided by a polynomial of degree one and of degree two

2A(7)(D)

determine the linear factors of a polynomial function of degree three and of degree four using algebraic methods

2A(7)(E)

determine linear and quadratic factors of a polynomial expression of degree three and of degree four, including factoring the sum and difference of two cubes and factoring by grouping

2A(7)(F)

determine the sum, difference, product, and quotient of rational expressions with integral exponents of degree one and of degree two

2A(7)(G)

rewrite radical expressions that contain variables to equivalent forms

2A(7)(H)

solve equations involving rational exponents

2A(7)(I)

write the domain and range of a function in interval notation, inequalities, and set notation

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 and determine reasonable values for the domain and range  from any given contextual situation.

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.

A2M1L4 IPSI Mathematics 9–12

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### Domain and Range - Verbal Description

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

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(8)(A)

analyze data to select the appropriate model from among linear, quadratic, and exponential models

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(8)(B)

use regression methods available through technology to write a linear function, a quadratic function, and an exponential function from a given set of data

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(8)(C)

predict and make decisions and critical judgments from a given set of data using linear, quadratic, and exponential models

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.

2(F19)(A)

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

2(F19)(B)

2(F19)(C)

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

2(F19)(D)

make inferences about text using textual evidence to support understanding;

2(F19)(E)

retell important events in stories in logical order; and

2(F19)(F)

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

3(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

3(F19)(B)

ask literal, interpretive, and evaluative questions of text;

3(F19)(C)

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

3(F19)(D)

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

3(F19)(E)

summarize information in text, maintaining meaning and logical order; and

3(F19)(F)

make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

4(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

4(F19)(B)

ask literal, interpretive, and evaluative questions of text;

4(F19)(C)

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

4(F19)(D)

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

4(F19)(E)

summarize information in text, maintaining meaning and logical order; and

4(F19)(F)

make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

5(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

5(F19)(B)

ask literal, interpretive, evaluative, and universal questions of text;

5(F19)(C)

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

5(F19)(D)

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

5(F19)(E)

summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; and

5(F19)(F)

make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence.

6(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

6(F19)(B)

ask literal, interpretive, evaluative, and universal questions of text;

6(F19)(C)

monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions);

6(F19)(D)

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

6(F19)(E)

summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and

6(F19)(F)

make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

7(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

7(F19)(B)

ask literal, interpretive, evaluative, and universal questions of text;

7(F19)(C)

reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images);

7(F19)(D)

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

7(F19)(E)

summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and

7(F19)(F)

make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.

8(F19)(A)

establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension;

8(F19)(B)

ask literal, interpretive, evaluative, and universal questions of text;

Resource ID Author Select Subject(s) Grade Title
E8RdM2L8 IPSI English Language Arts and Reading 8

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### Understanding Drama (English 8 Reading)

You will learn how to make complex inferences in a play and use textual evidence to support your understanding.