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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.
Interactive Math Glossary
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.
Rational Functions: Predicting the Effects of Parameter Changes
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.
TXRCFP: Texas Response to Curriculum Focal Points for K-8 Mathematics Revised 2013
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.
Vertical Alignment Charts for Revised Mathematics TEKS
This resource provides vertical alignment charts for the revised mathematics TEKS.
Sunflower Biscuit Bones (PDF) | Martha Speaks
The PDF of the interactive, informational story "Sunflower Biscuit Bones" designed for in-classroom use.
In these segments, artist Mark Ecko discusses what motivates him to create his art, and what "creativity" means to him. This resource teaches students what "motivation" and "creativity" mean, and empowers students to create their own art.
Nature Cat | The Treasure of Bad Dog Bart
While digging a hole to bury his bone, Hal uncovers Bad Dog Bart's treasure map. Legend has it that Bag Dog Bart stole the neighborhood dogs' toys, and buried them in a treasure chest for himself!
Activity: I Wonder | Daniel Tiger's Neighborhood
This activity from The Fred Rogers' Company helps develop curiosity and confidence in asking questions. Children will finish the sentence "I wonder . . . " in order to create a dialogue about how the world works.