• Resource ID: M7M2L17
    • Grade Range: 7
    • Subject: Math

    OnTrack logo Using Theoretical and Experimental Probability to Make Predictions

    Given an event to simulate, the student will use theoretical probabilities and experimental results to make predictions and decisions.

    • Resource ID: TEA001
    • Grade Range: K–8
    • Subject: Math

    Texas Education Agency logo 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: TEKS12_MATH_07_003
    • Grade Range: 7
    • Subject: Math

    Revised Mathematics TEKS Exploring the Ratio of Circumference to Diameter

    This activity provides an opportunity for students to explore the ratio of the circumference of its circle to the length of its diameter in order to generalize the ratio for pi.

    • Resource ID: K2KA103
    • Grade Range: 8–10
    • Subject: Math

    OnTrack logo Kid2Kid: Determining the Meaning of Slope and Intercepts

    Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish

    • Resource ID: MATH_IMG_001
    • Grade Range: K–8
    • Subject: Math

    Interactive Math Glossary Icon Interactive Math Glossary

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

    • Resource ID: M7M2L20
    • Grade Range: 7
    • Subject: Math

    OnTrack logo Recognizing Misuses of Graphical or Numerical Information

    Given a problem situation, the student will analyze data presented in graphical or tabular form by evaluating the predictions and conclusions based on the information given.

    • Resource ID: A1M1L3a
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–11
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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: M7M2L6
    • Grade Range: 7
    • Subject: Math

    OnTrack logo Using Multiplication by a Constant Factor

    Given problems involving proportional relationships, the student will use multiplication by a constant factor to solve the problems.

    • Resource ID: M7M2L2
    • Grade Range: 7
    • Subject: Math

    OnTrack logo Predicting, Finding, and Justifying Data from a Table

    Given data in table form, the student will use the data table to interpret solutions to problems.

    • Resource ID: A1M2L4
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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
    • Grade Range: 9–12
    • Subject: Math

    OnTrack logo 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.