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TEKS/TAKS HIGH SCHOOL MATHEMATICS ALIGNMENT
GRADES 9, 10 AND (EXIT)
Alg. 1-Obj. 1-5
Obj 1: The student will
describe functional
relationships in a variety of
ways.
Obj 2: The student will
demonstrate an
understanding of the
properties and attributes of
functions.
Accountable for:
Obj. 3: The student will
demonstrate an
understanding of linear
functions.
Accountable for:
Gathering and recording
data
Writing

Using

Equations and
inequalities to
answer questions
Identifying and sketching the
general forms of :

linear (y=x), and
quadratic (y=X2)
functions
Identifying:

domain and range
Interpreting:

graphs

scatter plots
Collecting and organizing
data
Concrete models,
tables, graphs,
diagrams, and
verbal descriptions
Interpreting and making
inferences

Collecting data

Finding equations
through patterns

Graphing linear
and quadratic
functions

Identifying a valid
decision or
judgment based on
a given set of data

Writing an
expression or
equation describing
a pattern

Recognizing linear
equations in
numerous forms
such as:
-slope-intercept,
-standard form, etc
Obj. 5: The student will
demonstrate an
understanding of quadratic
and other nonlinear
functions: How?
Accountable for:
Accountable for:
Determining:

Dependent and
independent
quantities
Obj. 4: The student will
formulate and use linear
equations and inequalities.
Modeling, predicting and
making decisions and critical
judgments:







Using symbols to
represent unknown
and variables
Looking for
patterns
Making
generalizations
algebraically
Finding specific
function values
Simplifying
polynomial
expressions
Transforming and
solving equations
and factoring as
necessary
Using commutative,
associative and
distributive
properties to
simplify algebraic
expressions
Determining:
If a situation is a linear
function
 identifying domain and
range.
 Using graphs, tables and
algebraic
representations to
find slope.
 The intercepts of linear
functions.
Translating
 Among and using
algebraic, tabular,
graphical or verbal
descriptions of linear
functions.
 Linear relationships
among various forms
Developing
 Concepts of slope as a
rate of change
Interpreting
 Meaning of slope and
intercepts in situations
using data, symbolic
representation, or graphs
Predicting
 The effect of changing
slope and y-intercepts
Investigating, describing,
and Predicting:
 Changes of y-intercept
Graphing and Writing:
 Equations of lines given
characteristics such as
two points and a point
and a slope
Relating:
 Direct variations to linear
functions.
Solving:
 Problems involving
proportional change.
Recognizing:
 Linear equations in
numerous forms, such as
slope-intercept, standard,
etc.
 Working with both X and
Y-intercepts, and
proportional change, with
or without the key words
“varies directly” in the
item.
Formulating and using:

Linear equations and
inequalities
Analyzing:

Situations involving
linear functions

Situations and
formulating systems
of linear equations
Investigating:

Methods for solving
linear equations and
inequalities using
concrete models,
graphs, and
properties of equality
Interpreting and determining:

The reasonableness
of solutions to
equations and
inequalities

Reasonableness of
solutions to systems
of linear equations.
Solving:

Systems of linear
equations using
concrete models,
graphs, tables, and
algebraic methods
Recognizing:

Linear equations in
numerous forms
such as slope
intercept, standard,
etc.
Selecting:

an equation or
inequality to find the
solution
Finding:

A solution expressed
as a number or a
range of numbers
Looking:

At solutions in terms
of a given context
and determine
whether the solution
is reasonable
TEKS/TAKS HIGH SCHOOL MATHEMATICS ALIGNMENT
GRADES 9, 10 AND (EXIT)
50
Accountable for:
Demonstrating:

Understanding of
quadratic and other
nonlinear functions
By investigating, describing,
and predicting:

The effects of
change in the graph
of Y=ax2
Analyzing:

Graphs of functions
and drawing
conclusions
Solving:

Equations using
concrete models,
tables, graphs, and
algebraic methods
Relating:

Solutions of
equations to the
roots of their
functions
Geometry Objectives 6-8
Obj. 9 -Percents, proportional, relationships, probability and statistics
Obj. 10 – Processes and tools used in problem solving
Obj. 6: The student will
demonstrate an
understanding of geometric
relationships and spatial
reasoning.
Obj. 7: The student will
demonstrate an
understanding of two and
three-dimensional
representations of geometric
relationships and shapes.
Accountable for:
Obj. 8: The student will
demonstrate an
understanding of the
concepts and uses of
measurement and similarity.
Generating:
Similar shapes using dilation,
including enlargements and
reductions
Drawing:
Solids from different
perspectives
Graphing:
Dilations, reflections, and
translations on a coordinate
plane
Using:
Pictures or models to
demonstrate the Pythagorean
theorem
Drawing:
Solids from different
perspectives
Geometric concepts and
properties to solve problems
including in fields such as art
and architecture
Numeric and geometric
patterns to make
generalizations about
geometric properties
Properties of transformations
and their compositions to make
connections between
mathematics and the real world
Congruent transformations to
make conjectures and justify
properties of geometric figures
Locating and naming:
Points on a coordinate plane
using ordered pairs of rational
numbers
Identifying and applying:
Patterns from right triangles to
solve problems
Identifying and using:
Formal geometric terms
Justifying and applying:
Triangle properties of
geometric figures
Obj. 10: The student will
demonstrate an
understanding of the
mathematical process and
tools used in problem
solving.
Accountable for:
Accountable for:
Selecting:
Appropriate forms of rational
numbers to solve real-life
problems including those
involving proportional
relationships
Estimating and Finding:
Solutions to application
problems involving percents
and proportional relationships
such as similarity and rates
Finding:
The probability of compound
events (dependent and
independent)
Using:
Theoretical probabilities and
experimental results to make
predictions and decisions
Selecting:
Appropriate measures of
central tendency to describe a
set of data for a particular
purpose
Constructing:
Circle graphs, bar graphs, and
histograms without technology
Recognizing:
Misuses of graphical or
numerical information and
evaluate predictions and
conclusions based on data
analysis
Choosing:
A proportion that can be used
to solve a problem situation
Understanding and
distinguishing:
Between theoretical
probability and experimental
results
Understanding and
Distinguishing:
Among mean, median, mode
and range to determine which
is most appropriate for a
particular purpose
Matching:
A given set of date in the form
of verbal description, chart,
tally, graph, etc. with its circle
graph, bar graph, or histogram
or vice versa
Identifying and Applying:
Mathematics to everyday
experiences, to activities in and
outside of school, with other
disciplines and with other
mathematical topics
Accountable for:
Accountable for:
Using:
Geometric concepts, properties
and theorems to solve
problems including in fields
such as art and architecture
Obj. 9: The student will
demonstrate an
understanding of percents,
proportional relationships,
probability, and statistics in
application problems.
Top, front, side, and corner
view of 3D objects to create an
accurate and complete
representation and solve
problems
One and two-dimensional
coordinate systems to represent
points, lines, etc.
Slopes and equations of lines
to investigate geometric
relationships
Locating and naming:
Points on a coordinate plane
using ordered pairs of rational
numbers
Describing and drawing:
Cross sections and other slices
of 3D
Finding:
Area of regular polygons and
composite figures
Surface Area and volumes of
prisms, pyramids, etc. in
problem situations
Area of sectors and arc lengths
circles using proportional
reasoning
Developing, extending and
using:
Pythagorean theorem
Identifying and using:
Formal geometric terms
Describing:
As a verbal expression or
mathematical solutions, the
effect on perimeter, area, and
volume when any
measurement of a 3-D solid is
changed
Using:
Geometric concepts,
properties, theorems, formulas
and definitions to solve
problems
Interpreting and matching:
A set of date to a statement
describing a prediction or
conclusion
Formulating and testing:
Conjectures about the
properties and attributes of
polygons and their component
parts
Matching:
Two-dimensional
representations of the same
solid using the top, front, side,
or corner views of the solid
Identifying and using:
Formal and geometric terms
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Using:
A problem solving model that
incorporates understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution for
reasonableness.
Selecting or developing:
An appropriate problem
solving strategy from a variety
of different types including:
Drawing a picture, looking for
a pattern, systematic guessing
and checking, sorting it out,
making a table, working a
simpler problem, or working
backwards to solve a problem.
Communicating:
Mathematical ideas, using
language efficient tools,
appropriate units, and
graphical, numerical, physical,
or algebraic mathematical
models.
Making:
Conjectures or sets of
examples or non-examples.
Validating:
His/Her conclusions using
mathematical properties and
relationships