###
Types of Motion

Students will distinguish between and/or interpret the types of motion.

###
Types of Science Investigations

Students will distinguish between descriptive, comparative, and experimental investigations.

###
Experimental Design

Given investigation scenarios and lab procedures, students will identify independent variables, dependent variables, constants, and control groups.

###
Predict Monohybrid Crosses

Biology Kid2Kid videos present biology concepts taught to a student by a student. This resource contains videos that explain monohybrid crosses in both English and Spanish.

###
Texas Performance Standards Project

These videos introduce the Texas Performance Standards Project (TPSP), a resource for providing differentiated instruction to gifted/talented (G/T) students.

###
Objects in Motion

This resource provides flexible alternate or additional learning activities for students learning about the concepts of distance, speed, and acceleration. IPC TEKS (4)(A)

###
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)

###
What’s Trending with the Elements?

This resource, aligned with Chemistry TEKS (5)(C), provides alternative or additional tier-one learning options for students using the periodic table to identify and explain trends.

###
Using Logical Reasoning to Prove Conjectures about Circles

Given conjectures about circles, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.

###
Generalizing Geometric Properties of Ratios in Similar Figures

Students will investigate patterns to make conjectures about geometric relationships and apply the definition of similarity, in terms of a dilation, to identify similar figures and their proportional sides and congruent corresponding angles.

###
Determining Area: Sectors of Circles

Students will use proportional reasoning to develop formulas to determine the area of sectors of circles. Students will then solve problems involving the area of sectors of circles.

###
Making Conjectures About Circles and Segments

Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties and relationships among the resulting segments.

###
Determining Area: Regular Polygons and Circles

The student will apply the formula for the area of regular polygons to solve problems.

###
Making Conjectures About Circles and Angles

Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties of and relationships among the resulting angles.

###
Domain and Range: Numerical Representations

Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

###
Solving Problems With Similar Figures

Given problem situations involving similar figures, the student will use ratios to solve the problems.

###
Transformations of Square Root and Rational Functions

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

###
Transformations of Exponential and Logarithmic Functions

Given an exponential or logarithmic function, the student will describe the effects of parameter changes.

###
Solving Square Root Equations Using Tables and Graphs

Given a square root equation, the student will solve the equation using tables or graphs - connecting the two methods of solution.

###
Functions and their Inverses

Given a functional relationship in a variety of representations (table, graph, mapping diagram, equation, or verbal form), the student will determine the inverse of the function.