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.

This resource provides vertical alignment charts for the revised mathematics TEKS.

This activity provides an opportunity for students to represent whole numbers with pictures.

These activities provide an opportunity for students to explore reflections both on and off of a coordinate plane.

These activities provide an opportunity for students to explore translations both on and off of a coordinate plane.

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

Given application problems involving lateral or total surface area the student will estimate measurements and solve the problems.

Given problem situations that include pictorial representations of irrational numbers, the student will find the approximate value of the irrational numbers.

Given problem situations, the student will express numbers in scientific notation.

The student is expected to gather and record data & use data sets to determine functional relationships between quantities.

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.

Given a coordinate plane, the student will graph dilations, reflections, and translations, and use those graphs to solve problems.

Given a coordinate plane or coordinate representations of a dilation, the student will graph dilations and use those graphs to solve problems.

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

Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.

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 a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.