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TEKS Number STAAR Student Expectation
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.

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.

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
A2M3L10S2 bcornell Mathematics 9–12

Graphing Conic Sections - Parabola

Given an equation, the student will use parameter changes to graph a parabola and to identify the changes in the graph of a parabola. 

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;

Resource ID Author Select Subject(s) Grade Title
A2M3L14S1 dgriffin Mathematics 9–12

Symmetries in Graphs of Conic Sections

Given a graph of a conic section, the student will identify symmetries that are present in the graph.

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 jfreeman 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 jfreeman 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

Resource ID Author Select Subject(s) Grade Title
A2M5L6S3 cgriffin Mathematics 9–12

Solving Quadratic Equations

Given a quadratic equation, with or without a related contextual situation, the student will solve the equation using graphs, tables, and algebraic methods including the quadratic formula.

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

2A(11)(F)

analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

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