Given problems that include data, the student will generate different representations, such as a table, graph, equation, or verbal description.

Given algebraic, tabular, and graphical representations of linear functions, the student will determine the slope of the relationship from each of the representations.

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 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.

Given multiple representations of linear functions, the student will develop the concept of slope as a rate of change.

Given data in the form of a graph, the student will use the graph to interpret solutions to problems.

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

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.

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.

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

Given application problems involving volume, the student will estimate measurements and solve the problems.

Given application problems involving 3-dimensional figures, the student will estimate measurements, including surface area and/or volume, then solve the problems.

Given real-life problems, the student will use the Pythagorean Theorem to solve the problems.

Given pictorial representations and problem situations involving area, the student will describe the effects on area when dimensions are changed proportionally.

Given pictorial representations and problem situations involving perimeter, the student will describe the effects on perimeter when dimensions are changed proportionally.