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

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

Given nets for three-dimensional figures, the student will apply the formulas for the total and lateral surface area of three-dimensional figures to solve problems using appropriate units of measure.

Given a net for a three-dimensional figure, the student will make conjectures and draw conclusions about the three-dimensional figure formed by the given net.

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.

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.

Given a real-world situation with measurements in either metric/SI or customary units, the student will solve a problem requiring them to convert from one system to the other.

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.

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

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.

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.

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

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.

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

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

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.

Given parameter changes for rational functions, students will be able to predict the resulting changes on important attributes of the function, including domain and range and asymptotic behavior.

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.