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.

These activities provide an opportunity for students to explore the area formulas for triangles, trapezoids, and parallelograms.

Given background information, students will identify the social and economic impact of World War II on the American home front, such as the Great Depression, rationing, and increased opportunity for women and minority employment.

After analyzing primary and secondary resources about the child labor, the students should be able to draw conclusions about the need to reform child labor practices.

Students will describe how Upton Sinclair's The Jungle reflected issues of the Progressive Era.

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

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

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

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

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.

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.

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

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

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.

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.

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

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.