Using Linear Equations to Count Pecans
Students will write linear equations in point-slope form given two points via a verbal description.
No Interest If Paid in Full: How Much Do I Owe?
Students will write a linear equation from a real-world situation, identify the components of the equation, and interpret their meanings in the problem’s context.
Working with Literal Equations
The lesson will provide a conceptual basis for illustrating the parallelism between solving multi-step equations and translating literal equations into solutions for specified variables.
Kid2Kid: Determining the Meaning of Slope and Intercepts
Kid2Kid videos on determining the meaning of slope and intercepts in English and Spanish
Newton's Three Laws of Motion
This resource provides alternate or additional learning opportunities for students learning the three Newton's Laws of Motion. It includes a collection of interactive materilas, videos, and other digital media. Physics TEKS, (4)(D)
Light: Reflection and Refraction
This is a tier I instructional resource to provide a scaffolded learning experience for TEKS (5)(6)(C).
Newton's Law of Inertia
This resource provides instructional resources for Newton's First Law, the law of inertia.
Newton's Law of Action-Reaction
This resource is to support TEKS (8)(6)(C), specifically the Newton's third law or the law of action-reaction.
Writing Verbal Descriptions of Functional Relationships
Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.
Writing Inequalities to Describe Relationships (Graph → Symbolic)
Given the graph of an inequality, students will write the symbolic representation of the inequality.
Writing Inequalities to Describe Relationships (Symbolic → Graph)
Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.
Connecting Multiple Representations of Functions
The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.
Writing the Symbolic Representation of a Function (Graph → Symbolic)
Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.
Determining Parent Functions (Verbal/Graph)
Given a graph or verbal description of a function, the student will determine the parent function.
Determining Reasonable Domains and Ranges (Verbal/Graph)
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.
Interpreting Graphs
Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.
Interpreting Scatterplots
Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.
Making Predictions and Critical Judgments (Table/Verbal)
Given verbal descriptions and tables that represent problem situations, the student will make predictions for real-world problems.
Collecting Data and Making Predictions
Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.
Writing Expressions to Model Patterns (Table/Pictorial → Symbolic)
Given a pictorial or tabular representation of a pattern and the value of several of their terms, the student will write a formula for the nth term of a sequences.