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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 51 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