6 OnTRACK Algebra I: Properties and Attributes of Functions

Students will learn how to use the properties and attributes of functions.
Study Edge Physics

In Physics, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills (TAC §112.39(b)(1)).
This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.
This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.
Please provide feedback on Study Edge's open-education-resource instructional materials.
Newton's Three Laws of Motion

This resource provides alternate or additional learning opportunities for students learning the three Newton's Laws of Motion. It includes a collection of interactive materilas, videos, and other digital media. Physics TEKS, (4)(D)
Writing Verbal Descriptions of Functional Relationships

Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.
Writing Inequalities to Describe Relationships (Graph → Symbolic)

Given the graph of an inequality, students will write the symbolic representation of the inequality.
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.
Connecting Multiple Representations of Functions

The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.
Writing the Symbolic Representation of a Function (Graph → Symbolic)

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.
Determining Parent Functions (Verbal/Graph)

Given a graph or verbal description of a function, the student will determine the parent function.
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.
Interpreting Graphs

Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.
Solving Quadratic Equations Using Algebraic Methods

Given a quadratic equation, the student will solve the equation by factoring, completing the square, or by using the quadratic formula.
Quadratics: Connecting Roots, Zeros, and x-Intercepts

Given a quadratic equation, the student will make connections among the solutions (roots) of the quadratic equation, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.
Using the Laws of Exponents to Solve Problems

Given problem situations involving exponents, the student will use the laws of exponents to solve the problems.
Formulating Systems of Equations (Verbal → Symbolic)

Given verbal descriptions of situations involving systems of linear equations the student will analyze the situations and formulate systems of equations in two unknowns to solve problems.
Solving Quadratic Equations Using Graphs

Given a quadratic equation, the student will use graphical methods to solve the equation.
Determining the Meaning of Intercepts

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the intercepts of the function and interpret the meaning of intercepts within the context of the situation.
Predicting the Effects of Changing y-Intercepts in Problem Situations

Given verbal, symbolic, numerical, or graphical representations of problem situations, the student will interpret and predict the effects of changing the y-intercept in the context of the situations.
Solving Linear Inequalities

The student will represent linear inequalities using equations, tables, and graphs. The student will solve linear inequalities using graphs or properties of equality, and determine whether or not a given point is a solution to a linear inequality.
Direct Variation and Proportional Change

The student will use a variety of methods inculding tables, equations and graphs to find the constant of variation and missing values when given a relationship that varies directly.