• Resource ID: TEA001
• Subject: Math

### TXRCFP: Texas Response to Curriculum Focal Points for K-8 Mathematics Revised 2013

The Texas Response to Curriculum Focal Points Revised 2013 was created from the 2012 revision of the TEKS as a guide for implementation of effective mathematics instruction by identifying critical areas of content at each grade level.

• Resource ID: MATH_IMG_001
• Subject: Math

### Interactive Math Glossary

The Interactive Math Glossary is provided by the Texas Education Agency to help teachers explore and understand mathematics vocabulary.

• Resource ID: A1M1L3a
• Subject: Math

### Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.

• Resource ID: A1M1L6
• Subject: Math

### Writing Inequalities to Describe Relationships (Graph → Symbolic)

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

• Resource ID: A1M1L7
• Subject: Math

### Writing Inequalities to Describe Relationships (Symbolic → Graph)

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

• Resource ID: A1M1L8
• Subject: Math

### Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.

• Resource ID: A1M2L2
• Subject: Math

### Determining Reasonable Domains and Ranges (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.

• Resource ID: A1M2L4
• Subject: Math

### Interpreting Scatterplots

Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.

• Resource ID: A1M2L5
• Subject: Math

### Making Predictions and Critical Judgments (Table/Verbal)

Given verbal descriptions and tables that represent problem situations, the student will make predictions for real-world problems.

• Resource ID: A1M2L6
• Subject: Math

### Collecting Data and Making Predictions

Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.

• Resource ID: A1M3L2
• Subject: Math

### Writing Expressions to Model Patterns (Table/Pictorial → Symbolic)

Given a pictorial or tabular representation of a pattern and the value of several of their terms, the student will write a formula for the nth term of a sequences.

• Resource ID: A1M4L8
• Subject: Math

### 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 determine the effects on the graph of the parent function f(x) = x.

• Resource ID: A1M4L9
• Subject: Math

### Writing Equations of Lines

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

• Resource ID: A1M4L3
• Subject: Math

### Determining the Domain and Range for Linear Functions

Given a real-world situation that can be modeled by a linear function or a graph of a linear function, the student will determine and represent the reasonable domain and range of the linear function using inequalities.

• Resource ID: A1M5L3
• Subject: Math

### Investigating Methods for Solving Linear Equations and Inequalities

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

• Resource ID: A1M5L3b
• Subject: Math

### Selecting a Method to Solve Equations or Inequalities

Given an equation or inequality, the student will select a method (algebraically, graphically, or calculator) to solve the equation or inequality.

• Resource ID: A1M4L10
• Subject: Math

### 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.

• Resource ID: A1M6L1
• Subject: Math

### 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.

• Resource ID: A1M6L1a
{"found_math": false, "script_math_tex": 0, "script_math_asciimath": 0, "math_annotations": 0, "math_alttext": 0, "mathml": 0, "mathjax_tag": 0, "mathjax_inline_tex": 0, "mathjax_display_tex": 0, "mathjax_asciimath": 0, "img_math": 0, "codecogs_latex": 0, "wp_latex": 0, "mimetex.cgi": 0, "/images/math/codecogs": 0, "mathtex.cgi": 0, "katex": 0, "math-container": 0, "wp-katex-eq": 0, "align": 0, "equation": 0, "x-ck12": 0, "texerror": 0}