# Introduction to the Process Standards

Take a few minutes to read through the introduction section of the revised TEKS before proceeding. Locate the section for your content area.

• §111.39. Algebra I, Adopted 2012 (One Credit)
• §111.40. Algebra II, Adopted 2012 (One-Half to One Credit)
• §111.41. Geometry, Adopted 2012 (One Credit)

• What are the process standards?
• Why do we need them?

# Three-Word Summary Activity

Video Transcript

Take some time to summarize each process standard with a short phrase. Record your answers on the 3-Word Summary page in your journal.

# Combining Student Expectations

For this activity, you will complete the Integrating Student Expectations with Mathematical Process Standards page in your journal. Watch the first two introductory videos, and then select one of the three content areas to examine more closely.

Review the two example problems in your journal and watch the video for your content area below.

As you compare and contrast the examples for your content area, think about the following questions:

• What impact does the mathematical process standard have on the content student expectation?
• What impact does the mathematical process standard have on the way we expect students to respond to questions?

Watch the introductory video and complete the activity.

Identify which process standards are being utilized as you examine the following activity that utilizes TEKS A(2)(E), A(2)(F), and A(2)(G). Read each of the following situations and determine which situations are possible. Provide a graph to illustrate which of the situations are possible and explain why the other situations are impossible.

• Two different lines have the same slope.
• Two vertical lines have the same slope.
• Two intersecting lines have the same slope.
• Two intersecting lines have the same y-intercept.

When you have finished the activity, watch the video below.

Watch the introductory video and complete the activity.

Identify which process standards are being utilized as you examine the following activity that utilizes TEKS G(9)(A).

A builder needs to create a wheelchair ramp that leads to a stage. According to ramp specifications in the Americans with Disabilities Act (ADA) Accessibility Guidelines, the maximum incline should not exceed a ratio of 1 inch of vertical rise for every 12 inches of horizontal run. He proposes a wheelchair ramp that has a rise of 24 inches and an angle of incline of 4°. Determine if the ramp will meet the ADA specifications.

When you have finished the activity, watch the video below.

# Reflection

Video Transcript

What impact do mathematical process standards have on the way we expect students to show their understanding?

Record your reflections on the Integrating Student Expectations with Mathematical Process Standards page in your journal.