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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)

ask literal questions of text;

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)

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.

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;

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.

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);

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.

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;

2A(5)(B)

sketch graphs of conic sections to relate simple parameter changes in the equation to corresponding changes in the graph;

Resource ID Author Select Subject(s) Grade Title
A2M3L16 IPSI Mathematics 9–12

Using the Method of Completing the Square

Given a pictorial model or a quadratic equation or expression, students will use the method of completing the square to solve a problem, or will identify an appropriate next-step if they were to use the method of completing the square in order to solve a problem.

2A(5)(C)

identify symmetries from graphs of conic sections;

2A(5)(D)

identify the conic section from a given equation; and

2A(5)(E)

use the method of completing the square.

2A(6)(A)

determine the reasonable domain and range values of quadratic functions, as well as interpret and determine the reasonableness of solutions to quadratic equations and inequalities;

Resource ID Author Select Subject(s) Grade Title
A2M4L6S1 IPSI Mathematics 9–12

Determining a Quadratic Function From its Roots

The student is expected to determine a quadratic function from its roots (real and complex) or a graph.

2A(6)(B)

relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions; and

2A(6)(C)

determine a quadratic function from its roots or a graph.

Resource ID Author Select Subject(s) Grade Title
A2M4L6S1 IPSI Mathematics 9–12

Determining a Quadratic Function From its Roots

The student is expected to determine a quadratic function from its roots (real and complex) or a graph.

2A(7)(A)

use characteristics of the quadratic parent function to sketch the related graphs and connect between the y = ax² + bx + c and the y = a(x - h)² + k symbolic representations of quadratic functions; and

2A(7)(B)

use the parent function to investigate, describe, and predict the effects of changes in a, h, and k on the graphs of y = a(x - h)² + k form of a function in applied and purely mathematical situations.

2A(8)(A)

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

2A(8)(B)

analyze and interpret the solutions of quadratic equations using discriminants and solve quadratic equations using the quadratic formula;

2A(8)(C)

compare and translate between algebraic and graphical solutions of quadratic equations; and

2A(8)(D)

solve quadratic equations and inequalities using graphs, tables, and algebraic methods.

2A(9)(A)

use the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describe limitations on the domains and ranges;

Resource ID Author Select Subject(s) Grade Title
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(9)(B)

relate representations of square root functions, such as algebraic, tabular, graphical, and verbal descriptions;

Resource ID Author Select Subject(s) Grade Title
A2M6L2A IPSI Mathematics 9–12

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(9)(C)

determine the reasonable domain and range values of square root functions, as well as interpret and determine the reasonableness of solutions to square root equations and inequalities;

2A(9)(D)

determine solutions of square root equations using graphs, tables, and algebraic methods;

2A(9)(E)

determine solutions of square root inequalities using graphs and tables;

2A(9)(F)

analyze situations modeled by square root functions, formulate equations or inequalities, select a method, and solve problems; and

2A(9)(G)

connect inverses of square root functions with quadratic functions.

2A(10)(A)

use quotients of polynomials to describe the graphs of rational functions, predict the effects of parameter changes, describe limitations on the domains and ranges, and examine asymptotic behavior;

Resource ID Author Select Subject(s) Grade Title
A2M7L0 IPSI Mathematics 9–12

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(10)(B)

analyze various representations of rational functions with respect to problem situations;

2A(10)(C)

determine the reasonable domain and range values of rational functions, as well as interpret and determine the reasonableness of solutions to rational equations and inequalities;

2A(10)(D)

determine the solutions of rational equations using graphs, tables, and algebraic methods;

2A(10)(E)

determine solutions of rational inequalities using graphs and tables;

2A(10)(F)

analyze a situation modeled by a rational function, formulate an equation or inequality composed of a linear or quadratic function, and solve the problem; and

2A(10)(G)

use functions to model and make predictions in problem situations involving direct and inverse variation.

2A(11)(A)

develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses;

2A(11)(B)

use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior;

2A(11)(C)

determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpret and determine the reasonableness of solutions to exponential and logarithmic equations and inequalities;

2A(11)(D)

determine solutions of exponential and logarithmic equations using graphs, tables, and algebraic methods;

2A(11)(E)

determine solutions of exponential and logarithmic inequalities using graphs and tables; and

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