unpacking the eoc algebra i release items eligible texas essential knowledge and skills

Unpacking the EOCAlgebra I Release Items

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2010

Examining STAAR Algebra I Implications for Teaching

Number of Non-linguistic Representations

Number of questions Related to Functions Linear fns Quadratic fns Equations

________________

Number of questions real world

Easily solved on calculator

____

____

DOK Levels1 2 3 4

Total

Supporting A.1.A(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:(A) describe independent and dependent quantities in functional relationships

Number of steps it takes to solve the problem.

2 -3 StepsWhat part of the SE is being tested?

Describing the dependent quantity in the real world problem.

What do the students need to know in order to answer the question correctly?Students need to understand what is a function, dependent and independent quantities. Students need to translate the verbal description into a mathematical function.

DOK: Level (Evidence)

Level 2, multistep problem, Specify and explain relationships between facts, terms, properties or operations

Academic Vocabulary Write (S) it is stated and (I) if it is implied

Independent quantity (s)Dependent quantity (i)Function (s)

How is it being tested?

Which verbal description is the function .

Taught inCSCOPE1st and 4th

nine weeksUnits 1, 11, 12

Supporting A.1.B(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:(B) gather and record data and use data sets to determine functional relationships between quantities;


What part of the SE is being tested? What do the students need to know in order to answer the question correctly?





nine weeksUnit 1, 11, 12

Readiness A.1.E(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:(E) interpret and make decisions, predictions, and critical judgments from functional relationships.

Number of steps it takes to solve the problem. What part of the SE is being tested? What do the students need to know in order to answer the question correctly?




Taught inCSCOPE

1st , 2nd , 3rd and 4th

nine weeksUnits 1, 4, 9, 11, 12

Readiness A.2.B(2) Foundations for functions. The student uses the properties and attributes of functions. The student is expected to:

(B) identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;






Taught inCSCOPE

1st , 2nd , 3rd and 4th

nine weeksUnits 1, 4, 5, 9, 11, 12

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


What part of the SE is being tested?

What do the students need to know in order to answer the question correctly?




Taught inCSCOPE

1st , 3rd and 4th

nine weeksUnits 1, 2, 3, 7, 8, 10, 11, 12

Readiness A.5.C(5) Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to:(C) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.





Taught inCSCOPE2nd and 4th

nine weeksUnits 4, 5, 11, 12

Supporting A.6.A(6) Linear functions. 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. The student is expected to:(A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;








Readiness A.6.F(6) Linear functions. 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. The student is expected to:(F) interpret and predict the effects of changing slope and y-intercept in applied situations;







Supporting A.8.A(8) Linear functions. 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. The student is expected to:(A) analyze situations and formulate systems of linear equations in two unknowns to solve problems;





Taught inCSCOPE3rd and 4th


Readiness A.8.B(8) Linear functions. 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. The student is expected to:(B) solve systems of linear equations using concrete models, graphs, tables, and algebraic methods;






Taught inCSCOPE

2nd , 3rd and 4th


Readiness A.9.D(9) Quadratic and other nonlinear functions. 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. The student is expected to:(D) analyze graphs of quadratic functions and draw conclusions.

Number of steps it takes to solve the problem. What part of the SE is being tested? What do the students need to know in order to answer the question correctly?DOK: Level (Evidence)



Taught inCSCOPE3rd and 4th


Readiness A.10.A(10) Quadratic and other nonlinear functions. The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods. The student is expected to:(A) solve quadratic equations using concrete models, tables, graphs, and algebraic methods;





Taught inCSCOPE

4th nine weeksUnits 10, 11

Supporting A.11.C(11) Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:(C) analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.







nine weeksUnits 1, 11

unpacking the eoc algebra i release items eligible texas essential knowledge and skills

Documents

mathematical function

attributes of functions

multistep problem

real world problem

dok levels1234total

taught incscope1st

variety of ways

level evidencelevel