at a glance - mathematically speaking - new...

• At a Glance

Pacing guide with start/ stop dates, Supporting STAAR Achievement lessons, and recommended power standards for data teams

• Power Standards

List of Power Standards by reporting category

• DA Blueprint

Blueprint TEKS

• Assessed Curriculum

Eligible TEKS for STAAR/EOC testing

• STAAR/EOC Blueprint

Region XIII blueprint includes TEKS by category

• Release STAAR/EOC Questions

Sample questions

• Reference Materials

Grade level formula charts

• Performance Level Descriptors

Performance level descriptors identify student understandings by level(I,II,III)

Table of Contents

Department of Curriculum and Instruction

Algebra II at a Glance

Nine Week Period

Unit Name Supporting

STAAR Achievement

Lessons

Power Standards Estimated

Time Frame

START DATES

STOP DATES

1st Nine Weeks

Equations and Inequalities

12 days August 27

September 12

Relations and Functions

Domain and Range of Functions Scatterplots

2A.1A, 2A.1B 9 days

September 13

September 25

Transformations of Functions

Function Transformations

2A.1A, 2A.4B 8 days September

26 October

5

Solving Systems of Equations and

Inequalities

Systems of Equations: Three Unknowns Systems of Linear Inequalities

2A.1A, 2A.3A, 2A.3B, 2A.3C

13 days

October 8

October 24

2nd Nine Weeks

Solving Systems of Equations and

Inequalities

continued

Quadratic Functions, Equations and

Inequalities

Determining Reasonableness Quadratic Representations Quadratic Situations Quadratic Formula Standard and Vertex Forms

2A.1B, 2A.4B, 2A.6A, 2A.6B, 2A.7A, 2A.8A, 2A.8D

33 days

October

25

December

13

3rd Nine Weeks

Quadratic Relations - Conics

Systems of Equations: Substitution

2A.3B, 2A.7A 13 days January

8 January

25 Radical Functions,

Equations and Inequalities

Square Root Functions

2A.4B, 2A.9F 20 days

January 28

February 25

Rational Functions, Equations and

Inequalities Rational Functions

2A.10F 14 days

February 26

March 22

4th Nine Weeks

Exponential and Logarithmic

Functions, Equations and Inequalities

Inverse of an Exponential Function Exponential Functions

2A.4B, 2A.11A, 2A.11F 29 days

March

25

May

9

Polynomial Functions, Equations

and Inequalities

12 days

May 10

May 28

Power Standards • Algebra II Page 1 of 2


Power Standards: Algebra II Content Standards

Category 1 Properties and Attributes of Functions

2A.1A identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations;

2A.1B 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.4B 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;

Category 2 Representational Tools to Solve Problems

2A.3A analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems;

2A.3B use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities;

2A.3C interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.

Category 3 Properties of Quadratic Functions

2A.6A 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;

2A.6B relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions;

2A.8A analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems;

2A.8D solve quadratic equations and inequalities using graphs, tables, and algebraic methods. Category

4 Multiple Representations of Quadratic Relations

2A.7A use characteristics of the quadratic parent function to sketch the related graphs and connect between the y = ax 2 + bx + c and the y = a(x – h)2

Category 5

+ k symbolic representations of quadratic functions;

Properties of Square Root Functions

2A.9F analyze situations modeled by square root functions, formulate equations or inequalities, select a method, and solve problems;

Category 6 Properties of Rational Functions

2A.10F analyze a situation modeled by a rational function, formulate an equation or inequality composed of a linear or quadratic function, and solve the problem;

Power Standards • Algebra II Page 2 of 2


Category 7 Properties of Exponential and Logarithmic Functions

2A.11A develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses;

2A.11F analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.


District Assessment Blueprint

Algebra II 2012-2013

TEKS Grading Period

Testing Date: November 14 or

November 15, 2012

Number of

Items

2A.1A 1st identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations;

5

2A.3B 1st, 2nd, 3rd

use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities; 4

2A.3C 1st, 2nd interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts. 4

2A.4B 1st, 2nd, 3rd

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;

4

TEKS Grading Period

Testing Date: March 6 or

March 7, 2013

Number of

Items

2A.6B 2nd relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions 4

2A.7A 2nd, 3rd

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;

4

2A.8A 2nd analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems 4

2A.8D 2nd solve quadratic equations and inequalities using graphs, tables, and algebraic methods 5

Algebra II Assessment

Eligible Texas EssentialKnowledge and Skills

Texas Education AgencyStudent Assessment Division

Fall 2010

STAAR Algebra II Assessment

Reporting Category 1:Properties and Attributes of Functions

The student will demonstrate an understanding of the foundational

properties and attributes of functions.

(2A.1) Foundations for functions. The student uses properties and attributes of

functions and applies functions to problem situations. The student is

expected to

(A) identify the mathematical domains and ranges of functions and

determine reasonable domain and range values for continuous and

discrete situations; and Readiness Standard

(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.

Readiness Standard

(2A.4) Algebra and geometry. The student connects algebraic and geometric

representations of functions. The student is expected to

(A) identify and sketch graphs of parent functions, including linear

(f (x) = x), quadratic (f (x) = x 2), exponential (f (x) = ax), and

logarithmic (f (x) = logax) functions, absolute value of x (f (x) = |x|),

square root of x (f (x) = x ), and reciprocal of x (f (x) = 1/x);

Supporting Standard

(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 Readiness Standard

(C) describe and analyze the relationship between a function and its

inverse. Supporting Standard

STAAR Algebra II Page 2 of 8


Fall 2010

Reporting Category 2:Representational Tools to Solve Problems

The student will demonstrate an understanding of the use of

representational tools to solve problems.

(2A.2) Foundations for functions. 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.

The student is expected to

(A) use tools including factoring and properties of exponents to simplify

expressions and to transform and solve equations; and

Supporting Standard

(B) use complex numbers to describe the solutions of quadratic

equations. Supporting Standard

(2A.3) Foundations for functions. The student formulates systems of equations

and inequalities from problem situations, uses a variety of methods to

solve them, and analyzes the solutions in terms of the situations. The

student is expected to

(A) analyze situations and formulate systems of equations in two or

more unknowns or inequalities in two unknowns to solve problems;

Readiness Standard

(B) use algebraic methods, graphs, tables, or matrices, to solve systems

of equations or inequalities; and Readiness Standard

(C) interpret and determine the reasonableness of solutions to systems

of equations or inequalities for given contexts. Readiness Standard



Fall 2010

Reporting Category 3:Properties of Quadratic Functions

The student will demonstrate an understanding of the properties of

quadratic functions.

(2A.6) Quadratic and square root functions. The student understands that

quadratic functions can be represented in different ways and translates

among their various representations. The student is expected to

(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;

Readiness Standard

(B) relate representations of quadratic functions, such as algebraic,

tabular, graphical, and verbal descriptions; and

Readiness Standard

(C) determine a quadratic function from its roots (real and complex) or a

graph. Supporting Standard

(2A.8) Quadratic and square root functions. The student formulates equations

and inequalities based on quadratic functions, uses a variety of methods to

solve them, and analyzes the solutions in terms of the situation. The


(A) analyze situations involving quadratic functions and formulate

quadratic equations or inequalities to solve problems;

Readiness Standard

(B) analyze and interpret the solutions of quadratic equations using

discriminants and solve quadratic equations using the quadratic

formula; Supporting Standard

(C) compare and translate between algebraic and graphical solutions of

quadratic equations; and Supporting Standard

(D) solve quadratic equations and inequalities using graphs, tables, and

algebraic methods. Readiness Standard



Fall 2010

Reporting Category 4:Multiple Representations of Quadratic Relations

The student will demonstrate an understanding of the connections

between algebraic and geometric representations of quadratic functions

and relations.

(2A.5) Algebra and geometry. The student knows the relationship between the

geometric and algebraic descriptions of conic sections. The student is

expected to

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

Supporting Standard

(B) sketch graphs of conic sections to relate simple parameter changes

in the equation to corresponding changes in the graph;

Supporting Standard

(C) identify symmetries from graphs of conic sections;

Supporting Standard

(D) identify the conic section from a given equation; and

Supporting Standard

(E) use the method of completing the square. Supporting Standard

(2A.7) Quadratic and square root functions. The student interprets and

describes the effects of changes in the parameters of quadratic functions in

applied and mathematical situations. The student is expected to

(A) use characteristics of the quadratic parent function to sketch the

related graphs and connect between the y = ax 2 + bx + c and the

y = a(x – h)2 + k symbolic representations of quadratic functions;

and Readiness Standard

(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.

Supporting Standard



Fall 2010

Reporting Category 5:Properties of Square Root Functions


square root functions.

(2A.9) Quadratic and square root functions. The student formulates equations

and inequalities based on square root functions, uses a variety of methods

to solve them, and analyzes the solutions in terms of the situation. The


(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;

Supporting Standard

(B) relate representations of square root functions, such as algebraic,

tabular, graphical, and verbal descriptions; Supporting Standard

(C) determine the reasonable domain and range values of square root


solutions to square root equations and inequalities;

Supporting Standard

(D) determine solutions of square root equations using graphs, tables,

and algebraic methods; Supporting Standard

(E) determine solutions of square root inequalities using graphs and

tables; Supporting Standard

(F) analyze situations modeled by square root functions, formulate

equations or inequalities, select a method, and solve problems; and

Readiness Standard

(G) connect inverses of square root functions with quadratic functions.

Supporting Standard



Fall 2010

Reporting Category 6: Properties of Rational Functions


rational functions.

(2A.10) Rational functions. The student formulates equations and inequalities

based on rational functions, uses a variety of methods to solve them, and

analyzes the solutions in terms of the situation. The student is expected to

(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; Supporting Standard

(B) analyze various representations of rational functions with respect to

problem situations; Supporting Standard

(C) determine the reasonable domain and range values of rational


solutions to rational equations and inequalities;

Supporting Standard

(D) determine the solutions of rational equations using graphs, tables,

and algebraic methods; Supporting Standard

(E) determine solutions of rational inequalities using graphs and tables;

Supporting Standard

(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 Readiness Standard

(G) use functions to model and make predictions in problem situations

involving direct and inverse variation. Supporting Standard



Fall 2010

Reporting Category 7:Properties of Exponential and Logarithmic Functions


exponential and logarithmic functions.

(2A.11) Exponential and logarithmic functions. The student formulates

equations and inequalities based on exponential and logarithmic functions,

uses a variety of methods to solve them, and analyzes the solutions in

terms of the situation. The student is expected to

(A) develop the definition of logarithms by exploring and describing the

relationship between exponential functions and their inverses;

Readiness Standard

(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; Supporting Standard

(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; Supporting Standard

(D) determine solutions of exponential and logarithmic equations using

graphs, tables, and algebraic methods; Supporting Standard

(E) determine solutions of exponential and logarithmic inequalities using

graphs and tables; and Supporting Standard

(F) analyze a situation modeled by an exponential function, formulate an

equation or inequality, and solve the problem. Readiness Standard



Fall 2010

STAAR Algebra II Blueprint with TEKS www.esc13.net/STAAR

Italicized TEKS were not tested on TAKS.

Adapted from TEA STAAR Blueprints and Assessed Curriculum 11/03/2011

Reporting Categories Number of Standards Number of Questions

Reporting Category 1: Properties and Attributes of Functions

Readiness Standards

2A.1A, 1B, 4B 3

8 Supporting Standards

2A.4A, 4C 2

Reporting Category 2: Representational Tools

Readiness Standards

2A.3A, 3B, 3C 3


2A.2A, 2B 2

Reporting Category 3: Properties of Quadratic Functions

Readiness Standards

2A.6A, 6B, 8A, 8D 4


2A.6C, 8B, 8C 3

Reporting Category 4: Representations of Quadratic Relations

Readiness Standards

2A.7A 1


2A.5A, 5B, 5C, 5D, 5E, 7B 6

Reporting Category 5: Square Root

Functions

Readiness Standards

2A.9F 1


2A.9A, 9B, 9C, 9D, 9E, 9G 6

Reporting Category 6: Rational

Functions

Readiness Standards

2A.10F 1


2A.10A, 10B, 10C, 10D, 10E, 10G 6

Reporting Category 7: Exponential and Logarithmic Functions

Readiness Standards

2A.11A, 11F 2


2A.11B, 11C, 11D, 11E 4

Readiness Standards Total Number of Standards 15 60%–65% 30–33

Supporting Standards Total Number of Standards 29 35%–40% 17–20

Total Number of Questions on Test

45 Multiple Choice

5 Griddable

50 Total

State of Texas Assessments of

Academic Readiness

STAARTM

Algebra II2011 Released Test Questions

These released questions represent selected TEKS student expectations for each reporting category. These questions are samples only and do not represent all the student expectations eligible for assessment.

Copyright © 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

STAAR Algebra II 2011 ReleaseReleased Test Questions

Page 2

1

y

x

–5

–4

–3

–2

–1

2

3

4

5

−1 1−2−3−4−5 2 3 4 5

1

gf

The graph of the function g was obtained from the graph of the function f using a transformation as shown above. Based on the graph, which equation can be used to describe g(x) in terms of f(x)?

A g(x) І f(x) + 6

B g(x) І f(x + 6)

C g(x) І f(x) Ѝ 6

D g(x) І f(x Ѝ 6)


Page 3

2 The graph of the function f is shown below.

−5

−4

−6

−7

−3

−2

−1

1

2

3

4

5

6

7

−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x

Which grid shows the graph of f ˉẦ?

A

−5

−4

−6

−7

−3

−2

−1

1

2

3

4

5

6

7

−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x

B

−5

−4

−6

−7

−3

−2

−1

1

2

3

4

5

6

7

−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x

C

−5

−4

−6

−7

−3

−2

−1

1

2

3

4

5

6

7

−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x

D

−5

−4

−6

−7

−3

−2

−1

1

2

3

4

5

6

7

−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x


Page 4

x3 Given the equation = 4, which of the following represents y in terms of x?y

A yx

=2

B yx

=2

C yx

=16

D yx

=16

4 What is the y-value of the solution to the matrix equation below?

3 22 1

34

=

xy

A Ѝ6

B 14

C Ѝ5

D 12


Page 5

5 Which of the following quadratic functions does not have zeros of Ѝ15 and 6?

A f x x x( ) = + −1

33 302

B f x x x( ) = − − +2 9 90

C f x x x( ) = − − +2

36 602

D f x x x( ) = − − −2 9 90

6 The base of a triangle is 3 inches less than twice its height. If the area of the triangle is 126 square inches, which of the following equations can be used to find h, the height of the triangle in inches?

A 2hầ − 3h + 63 І 0

B 2hầ − 3h − 63 І 0

C 2hầ − 3h + 252 І 0

D 2hầ − 3h − 252 І 0


Page 6

7 The table below shows ordered pairs that satisfy the quadratic function f.

x f(x)

−2

−1

0

1

2

3

4

5

31

20

11

4

−1

−4

−5

−4

Based on the table, a solution to the equation f(x) І 0 is found in which interval?

A Ѝ2 < x < Ѝ1

B Ѝ1 < x < 1

C 1 < x < 2

D 3 < x < 5

8 Which figure best describes the graph of 2xầ + 5yầ − 2x − 10y − 15 І 0?

A Circle

B Ellipse

C Parabola

D Hyperbola


Page 7

9 The graph of the quadratic function f is shown on the grid below.

−5

−4

−6

−7

−3

−2

−1−1 1−2−3−4−5−6−7 2 3 4 5 6 7

y

x1

2

3

4

5

6

7

f

If the graph of f is translated 5 units to the right and 4 units down to create a new graph, which function best represents this new graph?

A g(x) І Ѝ(x + 3)ầ − 1

B g(x) І Ѝ(x − 3)ầ − 1

C g(x) І (3 − x)ầ + 1

D g(x) І (3 − x)ầ − 1

10 What value of p is a solution to the equation below?

8 1 3p − =

Record your answer and fill in the bubbles on your answer document.


Page 8

L11 The formula P = 2 can be used to approximate the period of a pendulum, where L is the 32

pendulum’s length in feet and P is the pendulum’s period in seconds. If a pendulum’s period is

1.6 seconds, which of the following is closest to the length of the pendulum?

A 1.4 ft

B 4.2 ft

C 2.1 ft

D 3.2 ft

12 A chemical compound’s concentration in milligrams per liter during a reaction can be modeled by the function below, where t represents the number of seconds that have elapsed during the reaction.

f tt

( ) =+

100

12

In this situation, what are the domain and range for this function?

A Domain: t ≥ 0; range: 0 < f(t) ≤ 100

B Domain: t ≥ 0; range: f(t) ≥ 100

C Domain: t ≤ 0; range: 0 < f(t) ≤ 100

D Domain: t ≤ 0; range: f(t) ≥ 100


Page 9

13 A monthly cell phone plan charges $5.00 for the first 300 text messages used and $0.15 for each additional message. On this plan, what is the number of text messages that must be used in a month in order to make the average cost per message $0.05?

A 400

B 350

C 900

D 500

14 Which function is the inverse of f(x) = 2x + 1?

A g(x) І logẂ(x − 1)

B g(x) І logẂ(x) − 1

C g(x) І logẂ(x + 1)

D g(x) І logẂ(x) + 1

15 A family spent a total of $1946 on fast food this year. If this family decreases the amount it spends on fast food by 3% every year, which of the following is closest to the annual amount the family will spend on fast food after 5 years?

A $1888

B $1671

C $1931

D $1654

STAAR Algebra II 2011 ReleaseAnswer Key

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 1 Readiness A.4(B) D

2 1 Supporting A.4(C) A

3 2 Supporting A.2(A) C

4 2 Readiness A.3(B) A

5 3 Supporting A.6(C) D

6 3 Readiness A.8(A) D

7 3 Readiness A.8(D) C

8 4 Supporting A.5(D) B

9 4 Supporting A.7(B) B

10 5 Supporting A.9(D) 0.25

11 5 Readiness A.9(F) C

12 6 Supporting A.10(C) A

13 6 Readiness A.10(F) A

14 7 Readiness A.11(A) A

15 7 Readiness A.11(F) B

For more information about the new STAAR assessments, go to www.tea.state.tx.us/student.assessment/staar/.

Page 10

STAAR ALGEBRA IIREFERENCE MATERIALS State of Texas

Assessments of Academic Readiness

STAARTM

GENERAL FORMULAS

Slope of a line my y

x x=

−

−2 1

2 1

Quadratic formula xb b ac

a=− −2 4

2

FACTORING

Difference of squares a b a b a b2 2− = − +( )(

Difference of cubes a b a b a ab b3 3 2− = − + +( )(

Sum of cubes a b a b a ab b3 3 2+ = + − +( )(

2)

2)

)

LOGARITHMS

Product log ( ) log logb b b

xy x= +

Quotient logb = −log log

b bx y

xy

Power log ( ) logb

rb

x r x=

y

CONIC SECTIONS

General form Ax Bxy Cy Dx Ey F2 2 0+ + + + + =

Circle ( ) ( )x h y k r− + − =2 2 2

Parabola ( ) ( )x h p y k− = −2 4 ( ) ( )y k p x h− = −2 4

Ellipse( ) ( )x h

a

y k

b

−+

−=

2

2

2

21

( ) ( )y k

a

x h

b

−+

−=

2

2

2

21

Hyperbola( ) ( )x h

a

y k

b

−−

−=

2

2

2

21

( ) ( )y k

a

x h

b

−−

−=

2

2

2

21

( )

STAAR ALGEBRA IIREFERENCE MATERIALS

CIRCUMFERENCE

Circle orC r= 2π C d= π

AREA

A h= 12

bTriangle

A bh=Rectangle or parallelogram

A d d= 12 1 2Rhombus

A b+12 1

(b= h2Trapezoid

A aP= 12Regular polygon

A r= π 2Circle

SURFACE AREA

Latera Total

h S Ph B= +2Prism S P=

S P B= +l12

PlPyramid S = 12

S rh= +2 2πrhCylinder S = 2π

Cone S r= π l S r r= +π πl 2

Sphere S r= 4 2π

VOLUME

Prism or cylinder V Bh=

Pyramid or cone V Bh= 13

Sphere V r= 3π43

r2π

l

)

State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors

Algebra II

Performance Level Descriptors

Students achieving Level III: Advanced Academic Performance can

• Interpret restrictions on the domain and range of a function (linear, quadratic, square root, rational, exponential, and logarithmic) and its inverse

• Evaluate the effectiveness of the various methods used to solve equations, inequalities, and systems of equations and/or inequalities

• Evaluate the strengths and weaknesses of each representation of a function

Students achieving Level II: Satisfactory Academic Performance can

• Determine the domain and range of a function (linear, quadratic, square root, rational, exponential, and logarithmic) and its inverse

• Determine and consider the reasonableness of numerical solutions to equations, inequalities, and systems of equations and/or inequalities using a variety of methods

• Formulate equations, inequalities, and systems of equations and/or inequalities to solve problems • Generate multiple representations of a function and use them to determine attributes of the function • Describe and use the relationship between an algebraic and geometric representation of a quadratic function or relation,

including conic sections • Analyze the effects of parameter changes on functional relationships (linear, quadratic, square root, rational,

exponential, and logarithmic) • Analyze situations modeled by linear, quadratic, square root, rational, exponential, and logarithmic functions

Students achieving Level I: Unsatisfactory Academic Performance can

• Determine the domain and range of a function (linear, quadratic, square root, rational, exponential, and logarithmic) represented by a table or a graph

• Find specific function values using algebraic and graphical methods • Generate a graph or a table of a function given in algebraic form • Describe the effects of parameter changes on linear, quadratic, and exponential functions

Texas Education Agency Student Assessment Division

April 2012

at a glance - mathematically speaking - new...

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