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TEKS Number STAAR Student Expectation
A(1)(A)

describe independent and dependent quantities in functional relationships;

Resource ID Author Select Subject(s) Grade Title
A1M1L1bS2 msheppard Mathematics 9–12

Analyzing Functional Relationships: Dependency Statements

This activity provides an opportunity for students to investigate independent and dependent variables using a variety of representations and sentence structures.

OT1114 TEA Mathematics 8–10

Describing Independent and Dependent Quantities (verbal/symbolic)

Given a verbal and/or symbolic representation of a function the student will describe the independent and dependent quantities.

A1M1L1 IPSI Mathematics 9–12

Describing Independent and Dependent Quantities (verbal/symbolic)

Given a verbal and/or symbolic representation of a function the student will describe the independent and dependent quantities.

A1M1L4b IPSI Mathematics 9–12

Interpreting Rates of Change and Starting Points in Problem Situations

This activity provides an opportunity for students to use rates of change and starting points, given in verbal form, to write symbolic equations.

A(1)(B)

gather and record data and use data sets to determine functional relationships between quantities;

Resource ID Author Select Subject(s) Grade Title
A1M1L2 IPSI Mathematics 9–12

Writing Equations to Describe Functional Relationships (table → equation)

Given data in the form of a table the student will write equations to describe the functional relationships.

A(1)(C)

describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;

Resource ID Author Select Subject(s) Grade Title
OT1211 TEA Mathematics 8–10

Determining Parent Functions (verbal to graph)

Given a graph or verbal description of a function the student will determine whether the function is related to linear or quadratic parent functions.

OT1142 TEA Mathematics 8–10

Writing Equations to Describe Functional Relationships (verbal to equation)

Given data in the form of a verbal description the student will write equations to describe functional relationships.

A1M1L5b IPSI Mathematics 9–12

Writing Inequalities to Describe Relationships

This activity provides an opportunity for students to explore the use of inequalities to describe real-world situations.

OT1155 TEA Mathematics 8–10

Writing Inequalities to Describe Relationships (verbal -> symbolic)

Given data in the form of a verbal description the student will write inequalities to describe functional relationships.

A(1)(D)

represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

Resource ID Author Select Subject(s) Grade Title
OT1181 TEA Mathematics 8–10

Connecting Multiple Representations of Functions

Given a function in one or more of the following forms – table, graph, mapping diagram, function notation, verbal description, or a set of ordered pairs, the student will represent the function in the missing forms.

A1M1L6 IPSI Mathematics 9–12

Writing Inequalities to Describe Relationships (graph -> symbolic)

Given the graph of an inequality students will write the symbolic representation of the inequality.

OT1174 TEA Mathematics 8–10

Writing Inequalities to Describe Relationships (Symbolic to Graph)

Describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations.

OT192 TEA Mathematics 8–10

Writing the Symbolic Representation of a Function (Graph to Symbolic)

Given the graph of a linear or quadratic function the student will write the symbolic representation of the function.

A(1)(E)

interpret and make decisions, predictions, and critical judgments from functional relationships.

A(2)(A)

identify and sketch the general forms of linear (y = x) and quadratic (y = x²) parent functions;

Resource ID Author Select Subject(s) Grade Title
K2K05 TEA Mathematics 8–10

Determining the Graphical Representation of a Function (symbolic -> graph)

Rochelle from the Algebra I Tutoring Club uses a graphing calculator to show parent functions, children of linear functions and quadratic functions.

A(2)(B)

identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;

Resource ID Author Select Subject(s) Grade Title
OT1223 TEA Mathematics 8–10

Determining Reasonable Domains and Range (verbal/graph)

Given a graph and/or verbal description of a situation, (both continuous and discrete) the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.

A(2)(C)

interpret situations in terms of given graphs or creates situations that fit given graphs; and

Resource ID Author Select Subject(s) Grade Title
K2KA101 TEA Mathematics 8–10

Interpreting Graphs

Kid2Kid video on interpreting graphs

OT1236 TEA Mathematics 8–10

Interpreting Graphs

Given a graph the student will interpret situations in terms of the given graph or create situations that fit the given graph.

A(2)(D)

collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

Resource ID Author Select Subject(s) Grade Title
OT1263 TEA Mathematics 8–10

Collecting Data and Making Predictions

Given an Experimental situation the student will conduct the experiment, collect and organize data using tables and scatterplots, and make decisions and critical judgments about the relationships.

OT242 TEA Mathematics 8–9

Interpreting Scatter Plots

Given scatterplots that represent problem situations the student will interpret the scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

A(3)(A)

use symbols to represent unknowns and variables; and

Resource ID Author Select Subject(s) Grade Title
OT131 TEA Mathematics 8–10

Writing Expressions and Equations to Solve Problems (verbal or pictorial to symbolic)

The student is expected to write the symbolic representation of expressions and equations to solve problems given the verbal/pictorial representation.

A(3)(B)

look for patterns and represent generalizations algebraically.

Resource ID Author Select Subject(s) Grade Title
OT1321 TEA Mathematics 8–10

Writing Expressions to Model Patterns

Given a pictorial or tabular representation of a pattern the student will write an algebraic expression that describes the situation or that could be used to determine any term in the sequence.

OT1324 TEA Mathematics 8–10

Writing Expressions to Model Patterns - Collecting Data

Given a pictorial or tabular representation of a pattern the student will write an algebraic expression that describes the situation or that could be used to determine any term in the sequence.

A(4)(A)

find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations;

Resource ID Author Select Subject(s) Grade Title
A1M3L5b IPSI Mathematics 9–12

Representing Solutions of Inequalities on Number Lines

This activity provides an opportunity for students to investigate shading, and the use of open and filled in circles, on number lines to represent solutions to inequalities.

OT1342 TEA Mathematics 8–10

Simplifying Polynomial Expressions (verbal/symbolic)

Given verbal and symbolic representations of polynomial expressions the student will simplify the expressions. 

OT1351 TEA Mathematics 8–10

Solving Equations and Inequalities

Given verbal and symbolic representations in the form of equations or inequalities, the student will transform and solve the equations or inequalities.

A(4)(B)

use the commutative, associative, and distributive properties to simplify algebraic expressions; and

Resource ID Author Select Subject(s) Grade Title
OT1372 TEA Mathematics 8–10

Simplifying Algebraic Expressions (symbolic)

Given symbolic representations the student will use the commutative, associative and distributive properties to simplify the expressions.

OT1375 TEA Mathematics 8–10

Simplifying Algebraic Expressions (symbolic) – Real World Geometry

Given symbolic representations the student will use the commutative, associative and distributive properties to simplify the expressions in a real world geometry example

A(4)(C)

connect equation notation with function notation, such as y = x + 1 and f(x) = x + 1.

Resource ID Author Select Subject(s) Grade Title
OT1383 TEA Mathematics 8–10

Connecting Function Notation and Equation Notation

Given equation notation and function notation such as y=x+1 and f(x) = x+1, the student will make connections between the two notations.

A(5)(A)

determine whether or not given situations can be represented by linear functions;

Resource ID Author Select Subject(s) Grade Title
OT1413 TEA Mathematics 8–10

Determining Linear Functions (verbal/symbolic)

Given a verbal description of a relationship the student will determine whether the relationship can be represented by a linear function and if so, write the function.

A(5)(B)

determine the domain and range for linear functions in given situations; and

A(5)(C)

use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

Resource ID Author Select Subject(s) Grade Title
OT144 TEA Mathematics 8–10

Connecting Multiple Representations of Linear Functions

Given algebraic, tabular, graphical, or verbal representations of linear functions, the student will use, translate, and make connections among the representations.

K2KA102 TEA Mathematics 8–10

Connecting Multiple Representations of Linear Functions

Kid2Kid video on connecting multiple representations of linear functions

OT1443 TEA Mathematics 8–10

Connecting Multiple Representations of Linear Functions - Examples

Given algebraic, tabular, graphical, or verbal representations of linear functions the student will use, translate, and make connections among the representations.

A(6)(A)

develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

Resource ID Author Select Subject(s) Grade Title
A1M4L6S3 IPSI Mathematics 9–12

Determining Slope

This activity provides an opportunity for students to investigate how to determine the slope of a line when they are given a table of values.

OT146 TEA Mathematics 8–10

Determining Slope from Equations, Graphs, and Tables

Given algebraic, tabular, and graphical representations of linear functions the student will determine slope from each of the representations.

K2KA103 TEA Mathematics 8–10

Determining the Meaning of Slope and Intercepts

Kid2Kid video on determining the meaning of slope and intercepts

OT1476 TEA Mathematics 8–10

Developing the Concept of Slope

Given algebraic, tabular, graphical, or verbal representations of linear functions in problem situations the student will determine the meaning of slope and intercepts as they relate to the situations.

A1M4L5 IPSI Mathematics 9–12

Multiple Representations of Rate of Change

This activity provides an opportunity for students to investigate the connections among multiple representations of rate of change.

A(6)(B)

interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs;

Resource ID Author Select Subject(s) Grade Title
OT1471 TEA Mathematics 8–10

Determine the Meaning of Slope and Intercepts - Real World Example

Given algebraic, tabular, graphical, or verbal representations of linear functions in problem situations the student will determine the meaning of slope and intercepts as they relate to the situations.

A1M4L7BS2 rhill Mathematics 9–12

Determining the Meaning of Intercepts

This activity provides an opportunity for students to investigate the meaning of intercepts in the context of problem situations.

A(6)(C)

investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b;

Resource ID Author Select Subject(s) Grade Title
OT1481 TEA Mathematics 8–10

Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions the student will investigate, describe, and predict the effects of the changes in m and b on the graph of y = mx + b.

A(6)(D)

graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept;

Resource ID Author Select Subject(s) Grade Title
OT1493 TEA Mathematics 8–10

Find the Equation of a Line Given Two Points

Given characteristics such as two points, a point and a slope or a slope and y-intercept the student will graph and write equations of lines represented by the given characteristics. This video explains how to write an equation for a line when you are given two points.

OT149 TEA Mathematics 8–10

Graphing the line y = mx + b

Given characteristics such as two points, a point and a slope or a slope and y-intercept the student will graph and write equations of lines represented by the given characteristics.

A(6)(E)

determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations;

Resource ID Author Select Subject(s) Grade Title
OT14106 TEA Mathematics 8–10

Determining Intercepts and Zeros of Linear Functions

Given algebraic, tabular or graphical, representations of linear functions the student will determine the intercepts of the graphs and the zeros of the function.

A(6)(F)

interpret and predict the effects of changing slope and y-intercept in applied situations; and

Resource ID Author Select Subject(s) Grade Title
OT1411 TEA Mathematics 8–10

Predicting the Effects of Changing Slope and y-intercept in Problem Situations

Given verbal and symbolic representations of problem situations the student will interpret and predict the effects of changing slope and y-intercept in the situations.

A1M4L11BS4 rhill Mathematics 9–12

Predicting the Effects of Changing Slopes in Problem Situations

This activity provides an opportunity for students to interpret and predict changes in slopes in the context of problem situations.

A1M4L11AS4 rhill Mathematics 9–12

Predicting the Effects of Changing Y-Intercepts in Problem Situations

This activity provides an opportunity for students to interpret and predict changes in y-intercepts in the context of problem situations.

A(6)(G)

relate direct variation to linear functions and solve problems involving proportional change.

Resource ID Author Select Subject(s) Grade Title
A1M4L12 IPSI Mathematics 9–12

Direct Variation

This activity provides an opportunity for students to investigate relate direct variation to linear functions and solve problems involving proportional change.

OT14122 TEA Mathematics 8–10

Direct Variation and Proportional Change

Given verbal and tabular representations of situations involving direct variation, the student will relate direct variation to linear functions and solve problems involving proportional change. This interactive demonstrates how the slope of a line changes when the line between the points changes.

A(7)(A)

analyze situations involving linear functions and formulate linear equations or inequalities to solve problems;

Resource ID Author Select Subject(s) Grade Title
OT15131 TEA Mathematics 8–10

Formulating Linear Equations to Solve Problems

Given problem situations involving linear functions, the student will analyze the situations and formulate equations to solve the problems.

A1M5L4b IPSI Mathematics 9–12

Solving Linear Inequalities Using Graphs

This activity provides an opportunity for students to investigate solving linear inequalities using graphs.

A(7)(B)

investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; and

Resource ID Author Select Subject(s) Grade Title
OT1542 TEA Mathematics 8–10

Interactive: Solving Linear Equations and Inequalities

Given verbal, graphical, and symbolic representations of linear equations and inequalities the student will solve the equations or inequalities. Work with an interactive applet to determine if the given points are solutions to the given equations.

OT1533 TEA Mathematics 8–10

Investigating Methods for Solving Linear Equations and Inequalities

Given linear equations and inequalities the student will investigate methods for solving the equations or inequalities.

A1M3L5b IPSI Mathematics 9–12

Representing Solutions of Inequalities on Number Lines

This activity provides an opportunity for students to investigate shading, and the use of open and filled in circles, on number lines to represent solutions to inequalities.

A1M5L4b IPSI Mathematics 9–12

Solving Linear Inequalities Using Graphs

This activity provides an opportunity for students to investigate solving linear inequalities using graphs.

A(7)(C)

interpret and determine the reasonableness of solutions to linear equations and inequalities.

Resource ID Author Select Subject(s) Grade Title
OT1564 TEA Mathematics 8–10

Determining Reasonableness of Solutions (linear inequalities)

Given verbal descriptions of situations involving linear inequalities the student will determine the reasonableness of the solutions to the inequalities.

A(8)(A)

analyze situations and formulate systems of linear equations in two unknowns to solve problems;

Resource ID Author Select Subject(s) Grade Title
OT1573 TEA Mathematics 8–10

Formulating Systems of Equations (verbal to symbolic)

Given verbal descriptions of situations involving systems of linear equations the student will analyze the situations and formulate systems of equations in two unknowns to solve problems.

A(8)(B)

solve systems of linear equations using concrete models, graphs, tables, and algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
OT1583 TEA Mathematics 8–10

Solving Systems of Equations (concrete models)

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using concrete models.

OT15114 TEA Mathematics 8–10

Solving Systems of Equations with Algebraic Methods

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using algebraic methods.

OT1593 TEA Mathematics 8–10

Solving Systems of Equations with Graphs

Given verbal and/or algebraic descriptions of situations involving systems of linear equations the student will solve the system of equations using graphs.

A(8)(C)

interpret and determine the reasonableness of solutions to systems of linear equations.

Resource ID Author Select Subject(s) Grade Title
OT15121 TEA Mathematics 8–10

Determining Reasonableness of Solutions (System of Equations)

Given a verbal and/or symbolic representation of a function the student will describe the independent and dependent quantities.

A(9)(A)

determine the domain and range for quadratic functions in given situations;

Resource ID Author Select Subject(s) Grade Title
OT1611 TEA Mathematics 8–10

Determining the Domain and Range for Quadratic Functions

Given a situation that can be modeled by a quadratic function or the graph of a quadratic function the student will determine the domain and range of the function. Determining the Domain and Range for Quadratic Functions

A(9)(B)

investigate, describe, and predict the effects of changes in a on the graph of y = ax² + c;

Resource ID Author Select Subject(s) Grade Title
OT1631 TEA Mathematics 8–10

Analyzing the Effect of the Changes in c on the graph of y = ax^2 +c

Given verbal, graphical or symbolic descriptions of the graph of y = ax^2 + c the student will investigate, describe and predict the effect of changes in c on the graph.

OT1621 TEA Mathematics 8–10

Analyzing the effects of the changes in a on the graph of y = ax^2 +c

Given verbal, graphical or symbolic descriptions of the graph of y = ax^2 + c the student will investigate, describe and predict the effect of changes in a on the graph.

OT1693 TEA Mathematics 8–10

Quadratics: Connecting Roots, Zeros, and x-intercepts

Given a quadratic equation the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.

A(9)(C)

investigate, describe, and predict the effects of changes in c on the graph of y = ax² + c; and

A(9)(D)

analyze graphs of quadratic functions and draw conclusions.

Resource ID Author Select Subject(s) Grade Title
A1M6L4 IPSI Mathematics 9–12

Analyzing Graphs of Quadratic Functions

This activity provides an opportunity for students to analyze the effects of changes in a on the graph of y = ax2 + c.

OT1641 TEA Mathematics 8–10

Analyzing Graphs of Quadratic Functions

Given the graph of a situation represented by a quadratic function, the student will analyze the graph and draw conclusions.

A(10)(A)

solve quadratic equations using concrete models, tables, graphs, and algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
OT1654 TEA Mathematics 8–10

Solving Quadratic Equations (concrete models)

Given a quadratic equation the student will use concrete models to solve the equation.

OT651 TEA Mathematics 8–10

Solving Quadratic Equations (more concrete models)

Given a quadratic equation the student will use concrete models to solve the equation.

A1M6L7 rhill Mathematics 9–12

Solving Quadratic Equations Using Graphs

Given a quadratic equation, the student will use graphical methods to solve the equation.

A1M6L6 IPSI Mathematics 9–12

Solving Quadratic Equations Using Tables

This activity provides an opportunity for students to investigate the use of tables to solve quadratic equations.

A(10)(B)

make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.

A(11)(A)

use patterns to generate the laws of exponents and apply them in problem-solving situations;

Resource ID Author Select Subject(s) Grade Title
A1M6L12 rhill Mathematics 9–12

Analyzing Situations Involving Inverse Variation

This activity provides an opportunity for students to investigate the use of tables to represent situations involving inverse variation.

A(11)(B)

analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods; and

Resource ID Author Select Subject(s) Grade Title
A1M6L12 rhill Mathematics 9–12

Analyzing Situations Involving Inverse Variation

This activity provides an opportunity for students to investigate the use of tables to represent situations involving inverse variation.

OT16131 TEA Mathematics 8–10

Analyzing Situations Involving Inverse Variation (graphs)

Given verbal and symbolic descriptions of situations involving inverse variation, the student will analyze the situation using graphs.

A(11)(C)

analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

2A(1)(A)

identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations; and

Resource ID Author Select Subject(s) Grade Title
A2M1L1 IPSI Mathematics 9–12

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(1)(B)

collect and organize data, make and interpret scatterplots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.

Resource ID Author Select Subject(s) Grade Title
A2M1L6S4 dgriffin Mathematics 9–12

Identifying Functions to Model Scatterplots

Given a scatterplot, the student will choose among a linear, quadratic, exponential, or logarithmic function to reasonably model the data.

2A(2)(A)

use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations; and

2A(2)(B)

use complex numbers to describe the solutions of quadratic equations.

2A(3)(A)

analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems;

Resource ID Author Select Subject(s) Grade Title
A2M2L1S2A dgriffin Mathematics 9–12

Formulating Systems of Equations

Given a contextual situation, the student will formulate a system of up to three linear equations with up to three unknowns to model the situation.

A2M2L2S1 dgriffin Mathematics 9–12

Formulating Systems of Inequalities

Given a contextual situation, the student will formulate a system of two linear inequalities with two unknowns to model the situation.

2A(3)(B)

use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities; and

2A(3)(C)

interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.

Resource ID Author Select Subject(s) Grade Title
A2M2L7S1 bcornell Mathematics 9–12

Using Systems of Equations to Solve Problems

Given the solutions to a system of equations, the student will a) identify the reasonable solutions based on the situation; and b) state them in terms of the situation. 

2A(4)(A)

identify and sketch graphs of parent functions, including linear (f(x) = x), quadratic (f(x) = x²), exponential (f(x) = a to the x power), and logarithmic (f(x) = log of a(x)) functions, absolute value of x (f(x) = |x|), square root of x (f(x) = square root of x), and reciprocal of x (f(x) = 1/x);

Resource ID Author Select Subject(s) Grade Title
A2M3L1S3 jfreeman Mathematics 9–12

Identifying Parent Functions

Given an equation, table, or graph of a Functional relationship (linear, quadratic, exponential, logarithmic, absolute value of x, square root, or reciprocal function), the student will identify and/or sketch the graph of the corresponding parent function.

A2M3L1B IPSI Mathematics 9–12

Transformations of Functions

Given symbolic, graphical, or tabular representations of a function, students will describe the effects of a parameter change on the resulting graph of the transformed function.

2A(4)(B)

extend parent functions with parameters such as a in f(x) = a/x and describe the effects of the parameter changes on the graph of parent functions; and

Resource ID Author Select Subject(s) Grade Title
A2M3L4 IPSI Mathematics 9–12

Transformations of Exponential and Logarithmic Functions

Given an exponential or logarithmic function, the student will describe the effects of parameter changes.

A2M3L1B IPSI Mathematics 9–12

Transformations of Functions

Given symbolic, graphical, or tabular representations of a function, students will describe the effects of a parameter change on the resulting graph of the transformed function.

A2M3L3 IPSI Mathematics 9–12

Transformations of Square Root and Rational Functions

Given a square root function in the form f(x) = a√(x − h) + k, or a rational function in the form f(x) = a/(x − h) + k, the student will describe the effect of changes in a, h, and k using graphs, tables, and verbal descriptions as compared to the parent function.

2A(4)(C)

describe and analyze the relationship between a function and its inverse.

2A(5)(A)

describe a conic section as the intersection of a plane and a cone;

Resource ID Author Select Subject(s) Grade Title
A2M3L9S2 jburkart Mathematics 9–12

Introducing Conic Sections

Given a verbal description or a pictorial representation, the student will describe a conic section as the intersection of a cone and a plane.

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