Assessment of Knowledge and Skills (TAKS)

1.A.1: The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.

1.A.1.B: [gather and record data and] use data sets to determine functional relationships between quantities;

1.A.1.D: represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

Absolute Value Equations and Inequalities

Exponential Functions

Introduction to Exponential Functions

Linear Functions

Linear Inequalities in Two Variables

Quadratics in Factored Form

Quadratics in Polynomial Form

Radical Functions

2.A.2: The student uses the properties and attributes of functions.

2.A.2.A: identify [and sketch] the general forms of linear (y = x) and quadratic (y = x 2) parent functions;

Absolute Value with Linear Functions

Addition and Subtraction of Functions

Arithmetic Sequences

Compound Interest

Exponential Functions

Linear Functions

Point-Slope Form of a Line

Quadratics in Factored Form

Quadratics in Polynomial Form

Roots of a Quadratic

Slope-Intercept Form of a Line

Standard Form of a Line

Translating and Scaling Functions

Zap It! Game

2.A.2.B: identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;

Logarithmic Functions

Radical Functions

2.A.2.C: interpret situations in terms of given graphs [or create situations that fit given graphs]; and

Absolute Value with Linear Functions

Determining a Spring Constant

Exponential Functions

Introduction to Exponential Functions

Point-Slope Form of a Line

Quadratics in Factored Form

Quadratics in Polynomial Form

Radical Functions

Standard Form of a Line

2.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.

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

2.A.3: The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.

2.A.3.A: use symbols to represent unknowns and variables; and

Solving Algebraic Equations I

Square Roots

Using Algebraic Expressions

2.A.3.B: look for patterns and represent generalizations algebraically.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Finding Patterns

Geometric Sequences

2.A.4: The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.

2.A.4.A: find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations;

Factoring Special Products

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

Simplifying Algebraic Expressions II

2.A.4.B: use the commutative, associative, and distributive properties to simplify algebraic expressions; and

Equivalent Algebraic Expressions I

Equivalent Algebraic Expressions II

Operations with Radical Expressions

Simplifying Algebraic Expressions I

Simplifying Algebraic Expressions II

3.A.5: The student understands that linear functions can be represented in different ways and translates among their various representations.

3.A.5.A: determine whether or not given situations can be represented by linear functions; and

Compound Interest

Linear Functions

Slope-Intercept Form of a Line

3.A.5.C: use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

Absolute Value with Linear Functions

Arithmetic Sequences

Compound Interest

Exponential Functions

Geometric Sequences

Linear Functions

Point-Slope Form of a Line

Slope-Intercept Form of a Line

Standard Form of a Line

3.A.6: The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations.

3.A.6.A: develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

Absolute Value with Linear Functions

Cat and Mouse (Modeling with Linear Systems)

Distance-Time and Velocity-Time Graphs

Point-Slope Form of a Line

Slope

Slope-Intercept Form of a Line

Standard Form of a Line

3.A.6.B: interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs;

Cat and Mouse (Modeling with Linear Systems)

Slope-Intercept Form of a Line

3.A.6.C: investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b;

Absolute Value with Linear Functions

Slope-Intercept Form of a Line

3.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;

Linear Inequalities in Two Variables

Point-Slope Form of a Line

Slope-Intercept Form of a Line

Standard Form of a Line

3.A.6.E: determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations;

Absolute Value with Linear Functions

Cat and Mouse (Modeling with Linear Systems)

Exponential Functions

Linear Functions

Point-Slope Form of a Line

Slope-Intercept Form of a Line

Standard Form of a Line

3.A.6.F: interpret and predict the effects of changing slope and y-intercept in applied situations; and

Introduction to Exponential Functions

Slope-Intercept Form of a Line

Translating and Scaling Functions

Zap It! Game

3.A.6.G: relate direct variation to linear functions and solve problems involving proportional change.

4.A.7: The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

4.A.7.A: analyze situations involving linear functions and formulate linear equations or inequalities to solve problems;

Exploring Linear Inequalities in One Variable

Linear Functions

Linear Inequalities in Two Variables

Modeling and Solving Two-Step Equations

Point-Slope Form of a Line

Solving Equations by Graphing Each Side

Standard Form of a Line

Systems of Linear Inequalities (Slope-intercept form)

4.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

4.A.7.C: interpret and determine the reasonableness of solutions to linear equations and inequalities.

Compound Inequalities

Linear Inequalities in Two Variables

Point-Slope Form of a Line

Solving Equations by Graphing Each Side

Standard Form of a Line

4.A.8: The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

4.A.8.A: analyze situations and formulate systems of linear equations in two unknowns to solve problems;

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Standard Form)

4.A.8.B: solve systems of linear equations using [concrete] models, graphs, tables, and algebraic methods; and

Cat and Mouse (Modeling with Linear Systems)

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Slope-Intercept Form)

Solving Linear Systems (Standard Form)

4.A.8.C: interpret and determine the reasonableness of solutions to systems of linear equations.

Solving Linear Systems (Standard Form)

5.A.9: The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.

5.A.9.B: investigate, describe, and predict the effects of changes in a on the graph of y = ax 2 + c;

Parabolas

Translating and Scaling Functions

Zap It! Game

5.A.9.C: investigate, describe, and predict the effects of changes in c on the graph of y = ax 2 + c; and

Parabolas

Translating and Scaling Functions

Zap It! Game

5.A.10: The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.

5.A.10.A: solve quadratic equations using [concrete] models, tables, graphs, and algebraic methods; and

Modeling the Factorization of *x*^{2}+*bx*+*c*

Quadratics in Factored Form

Quadratics in Polynomial Form

Roots of a Quadratic

5.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.

Quadratics in Factored Form

Quadratics in Polynomial Form

Roots of a Quadratic

6.G.5: The student uses a variety of representations to describe geometric relationships and solve problems.

6.G.5.C: use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations; and

Circles

Rotations, Reflections, and Translations

Translations

6.G.10: The student applies the concept of congruence to justify properties of figures and solve problems.

6.G.10.A: use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane.

7.G.6: The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems.

7.G.6.B: use nets to represent [and construct] three-dimensional geometric figures; and

Surface and Lateral Areas of Prisms and Cylinders

7.G.6.C: use orthographic and isometric views of three-dimensional geometric figures to represent [and construct] three-dimensional geometric figures and solve problems.

7.G.7: The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly.

7.G.7.A: use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures;

Linear Functions

Points in the Coordinate Plane

Slope

7.G.7.C: derive and use formulas involving length, slope, and midpoint.

Circles

Distance Formula

Slope

8.G.8: The student uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations.

8.G.8.A: find areas of regular polygons, circles, and composite figures;

Area of Triangles

Circumference and Area of Circles

8.G.8.C: [derive,] extend, and use the Pythagorean Theorem; and

Circles

Cosine Function

Distance Formula

Pythagorean Theorem

Pythagorean Theorem with a Geoboard

Sine Function

Surface and Lateral Areas of Pyramids and Cones

Tangent Function

8.G.8.D: find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composites of these figures in problem situations.

Prisms and Cylinders

Surface and Lateral Areas of Prisms and Cylinders

Surface and Lateral Areas of Pyramids and Cones

8.G.11: The student applies the concepts of similarity to justify properties of figures and solve problems.

8.G.11.A: use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;

8.G.11.B: use ratios to solve problems involving similar figures;

Beam to Moon (Ratios and Proportions)

Perimeters and Areas of Similar Figures

Similar Figures

8.G.11.C: [develop,] apply, and justify triangle similarity relationships, such as right triangle ratios, [trigonometric ratios,] and Pythagorean triples using a variety of methods; and

Perimeters and Areas of Similar Figures

Pythagorean Theorem

Pythagorean Theorem with a Geoboard

Similar Figures

Similarity in Right Triangles

Sine, Cosine, and Tangent Ratios

8.G.11.D: describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.

Perimeter and Area of Rectangles

9.8.3: The student identifies proportional or non-proportional linear relationships in problem situations and solves problems.

9.8.3.B: estimate and find solutions to application problems involving percents and other proportional relationships, such as similarity and rates.

Beam to Moon (Ratios and Proportions)

Estimating Population Size

Part-to-part and Part-to-whole Ratios

Percent of Change

9.8.11: The student applies concepts of theoretical and experimental probability to make predictions.

9.8.11.A: find the probabilities of dependent and independent events; and

Independent and Dependent Events

Theoretical and Experimental Probability

9.8.11.B: use theoretical probabilities and experimental results to make predictions and decisions.

Geometric Probability

Independent and Dependent Events

Probability Simulations

Theoretical and Experimental Probability

9.8.12: The student uses statistical procedures to describe data.

9.8.12.A: select the appropriate measure of central tendency or range to describe a set of data and justify the choice for a particular situation; and

Box-and-Whisker Plots

Describing Data Using Statistics

Mean, Median, and Mode

Stem-and-Leaf Plots

9.8.12.C: select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, [stem and leaf plots,] circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology.

Box-and-Whisker Plots

Compound Inequalities

Correlation

Histograms

Mean, Median, and Mode

Real-Time Histogram

Stem-and-Leaf Plots

10.8.14: The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

10.8.14.A: identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

10.8.15: The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models.

10.8.15.A: communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

10.8.16: The student uses logical reasoning to make conjectures and verify conclusions.

10.8.16.A: make conjectures from patterns or sets of examples and nonexamples; and

10.8.16.B: validate his/her conclusions using mathematical properties and relationships.

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.