Algteks

THE CHARLES A.
DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
Algebra TEKS Assessment Supplement
a Texas SSI Publication
This publication is based upon work supported by the National Science Foundation under Cooperative Agreement #ESR-9250036. Any opinions, ndings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reect the views of the National Science Foundation.
Copyright 1998 by Texas Statewide Systemic Initiative. The Charles A. Dana Center, The University of Texas at Austin, Austin, Texas. Permission to photocopy is granted for educational purposes. Permission must be sought for commercial use of any or all of this document. This book was designed and produced by John Budz & Vee Sawyer of Firey Multimedia in Austin, Texas (rey@jumpnet.com). It was printed by Mpress, Inc. of Austin, Texas.
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Algebra Action Team

ASSESSMENT WORKING GROUP
Barrie Madison, Chair David D. Molina, Texas SSI Staff Liaison Bill Hadley, Consultant Robbie Bonneville Cindy Boyd Armando Cisneros Lucy Flores-Sanchez Susan T. Funk Diana Garcia Juan Manuel Gonzalez Mary Alice Hatchett Sallie Langseth Lori Mitchell Diane Reed Jane Silvey Liz Smith Susan Thomas Terry Whistler
Lewisville ISD The Charles A. Dana Center Pittsburgh Public Schools La Joya ISD Abilene ISD Austin ISD Edinburg ISD Ysleta ISD United ISD Laredo ISD Round Rock ISD Deer Park ISD Lewisville ISD Ysleta ISD ESC Region VII Martinsville ISD Alamo Heights ISD Austin ISD
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table of contents
Introduction
v
l
Texas Essential Knowledge and Skills for Algebra I
viii
Foundations for Functions b1 Understanding Functions

l
2
l l
b2 Properties and Attributes of Functions b3 Representing Situations Using Algebra
6 10
l
b4 Using Algebraic Skills to Solve Problems
14
Linear Functions c1 Representations of Linear Functions

l l
18
c2 Slope and Intercepts
22
l
c3 Formulating and Solving Equations and Inequalities
28
l
c4 Formulating and Solving Systems of Linear Equations
32
Quadratic and Other Nonlinear Functions d1 Graphs and Parameters of Quadratic Functions d2 Solving Quadratic Equations
l l
36
40
l
d3 Non Linear and Non Quadratic Functions
44
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introduction
he state goal that all students successfully complete Algebra 1 has tremendous implications and impact on how teachers assess student mastery of Algebra 1 summatively as well as day-to-day. Created with Algebra for All in mind, the Algebra 1 Texas Essential Knowledge and Skills (TEKS) and their supporting Performance Descriptions have determined the content of the course. The potential importance of the Algebra 1 End-of-Course Exam on campus/district accountability has focused attention on the assessment of student performance. The purpose of this document is to provide a model of how to assess the thinking skills addressed in the Texas Essential Knowledge and Skills in Algebra 1, and in doing so to be condent that students will be successful on the Algebra 1 End-of-Course Exam. With increased opportunities for professional development, many teachers are implementing lessons emphasizing concept development and relevance of content. Yet, assessment of these lessons may remain traditionally focused on skills and concepts that may not require students to prove their ability to solve problems requiring high levels of thinking. This document attempts to bridge this gap by providing sample assessments that require students not to demonstrate their ability to only manipulate symbols, but also to use and/or apply important mathematical concepts. The assessment items support the implementation of the Texas Essential Knowledge and Skills and their Performance Descriptions and are connected to the Algebra 1 End-of-Course Exam. The document also includes recommendations for optimizing Algebra 1 End-of-Course results and a bibliography of additional resources for teachers. This document was written and tested by the Assessment Working Group of the Texas SSI Algebra Action Team. The Team consisted of classroom teachers, school administrators, regional service center representatives, district facilitators, and higher education personnel.
Purpose of the Assessment Document

For teachers, the document provides examples of TEKS-based assessment items for use in Algebra 1, sample assessment items that can be an integral part of teaching, learning, and student evaluation,
sample assessment items that complement and enhance teacher understanding of the Algebra 1 TEKS, sample performance-based assessment items, sample assessment items for teachers to use as models in creating similar assessment items, and connections between the Algebra 1 TEKS and the Algebra 1 End-of-Course Exam.
Students successful on the sample assessment items in this document will demonstrate a deeper understanding of the mathematics, will more readily make connections within mathematics and to other disciplines, will perform better on standardized tests, such as the Algebra 1 End-of-Course Exam, and will be able to solve a problem in multiple ways.
Document Format
The Assessment Document follows the sequence of the Algebra 1 TEKS. For each Knowledge and Skill statement, there is a comprehensive/global assessment item. For each Performance Description, there is a shorter item that supports the type of thinking required for the student to be successful on the Knowledge and Skill problem. Finally, Algebra 1 End of Course questions from released tests are connected to each Knowledge and Skill statement. If students can successfully complete the suggested assessments for the complete TEKS statement (Knowledge and Skill and the Performance Descriptions), they should be prepared for the corresponding End-of-Course Exam questions.
Use of the Document

This document is intended to be used by individual teachers and/or campus teams as a model for the kind of assessments that are appropriate in todays Algebra 1 classroom. It also can be useful in the professional development of teachers and can be incorporated as part of the appropriate TEXTEAMS training such as The Algebra Institute.
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Recommendations for Optimizing End-of-Course Results

In the Algebra 1 Classroom, use graphing calculators as an integral component of the course. teach test-taking skillsespecially how to complete grid-in answers. use sample assessments from this document as part of ongoing classroom assessment. use items from released tests as part of ongoing classroom assessment. For the testing environment, have the students algebra teachers administer the examination. do not set real or implied time limits. have a tutorial session immediately before the test that addresses BIG MATHEMATICAL IDEAS and test-taking tips. provide healthy snacks before students enter to take the examination. encourage frequent breaks. encourage students to answer items in the test booklet and then transfer answers to the bubble sheet. have teachers verify that the students have recorded an answer to every question before accepting students answer sheets.
Bibliography
Mathematics Assessment, from National Council of Teachers of Mathematics. Waves of Learning Issue V Academic Assessment, by Carolyn S. Carr, Ph.D., Eastern Washington University, from Texas Assocation for Supervision and Curriculum Development. Assessing Student Outcomes, by Robert J. Marzano, Debra Pickering, and Jay McTighe, from Association for Supervision and Curriculum Development.
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Texas Essential Knowledge and Skills for Algebra 1

From Texas Administrative Code Chapter 111. Texas Essential Knowledge and Skills in Mathematics
Subchapter C. High School 111.32 Algebra 1 (one credit)
(a)
BASIC UNDERSTANDINGS.
(1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students will continue to build on this foundation as they expand their understanding through other mathematical experiences.
(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities.
(3) Function concepts. Functions represent the systematic dependence of one quantity on another. Students use functions to represent and model problem situations and to analyze and interpret relationships.
(4) Relationship between equations and functions. Equations arise as a way of asking and answering questions involving functional relationships. Students work in many situations to set up equations and use a variety of methods to solve these equations.
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(5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, numerical, algorithmic, graphical), tools, and technology, including, but not limited to, powerful and accessible hand-held calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems.
(6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justication and proof.
(b)
FOUNDATIONS FOR FUNCTIONS: KNOWLEDGE AND SKILLS AND PERFORMANCE DESCRIPTIONS.

(1) The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.
FOLLOWING ARE PERFORMANCE DESCRIPTIONS.
(A) The student describes independent and dependent quantities in functional relationships. (B) The student gathers and records data, or uses data sets, to determine functional (systematic) relationships between quantities. (C) The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations. (D) The student represents relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. (E) The student interprets and makes inferences from functional relationships.
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(2) The student uses the properties and attributes of functions.

(A) The student identies and sketches the general forms of linear (y = x) and quadratic (y = x 2) parent functions. (B) For a variety of situations, the student identies the mathematical domains and ranges and determines reasonable domain and range values for given situations. (C) The student interprets situations in terms of given graphs or creates situations that t given graphs. (D) In solving problems, the student collects and organizes data, makes and interprets scatterplots, and models, predicts, and makes decisions and critical judgments.
(3) The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.
(A) The student uses symbols to represent unknowns and variables. (B) Given situations, the student looks for patterns and represents generalizations algebraically.
(4) The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
(A) The student nds specic function values, simplies polynomial expressions, transforms and solves equations, and factors as necessary in problem situations. (B) The student uses the commutative, associative, and distributive properties to simplify algebraic expressions.
(c)
LINEAR FUNCTIONS: KNOWLEDGE AND SKILLS AND PERFORMANCE DESCRIPTIONS.

(1) The student understands that linear functions can be represented in different ways and translates among their various representations.
(A) The student determines whether or not given situations can be represented by linear functions. (B) The student determines the domain and range values for which linear functions make sense for given situations. (C) The student translates among and uses algebraic, tabular, graphical, or verbal descriptions of linear functions.
(2) The student understands the meaning of the slope and intercepts of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations.
(A) The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations. (B) The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs. (C) The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b. (D) The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept. (E) The student determines the intercepts of linear functions from graphs, tables, and algebraic representations. (F) The student interprets and predicts the effects of changing slope and y-intercept in applied situations. (G) The student relates direct variation to linear functions and solves problems involving proportional change.
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(3) The student formulates equations and inequalities based on linear functions,
uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(A) The student analyzes situations involving linear functions and formulates linear equations or inequalities to solve problems. (B) The student investigates methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, selects a method, and solves the equations and inequalities. (C) For given contexts, the student interprets and determines the reasonableness of solutions to linear equations and inequalities.
(4) The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(A) The student analyzes situations and formulates systems of linear equations to solve problems. (B) The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods. (C) For given contexts, the student interprets and determines the reasonableness of solutions to systems of linear equations.
(d)
QUADRATIC AND OTHER NONLINEAR FUNCTIONS: KNOWLEDGE AND SKILLS AND PERFORMANCE DESCRIPTIONS.
(1) The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.
(A) The student determines the domain and range values for which quadratic functions make sense for given situations. (B) The student investigates, describes, and predicts the effects of changes in a on the graph of y = ax 2.
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(C) The student investigates, describes, and predicts the effects of changes in c on the graph of y = x 2 + c. (D) For problem situations, the student analyzes graphs of quadratic functions and draws conclusions.
(2) The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.
(A) The student solves quadratic equations using concrete models, tables, graphs, and algebraic methods. (B) The student relates the solutions of quadratic equations to the roots of their functions.
(3) The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations.
(A) The student uses patterns to generate the laws of exponents and applies them in problem-solving situations. (B) The student analyzes data and represents situations involving inverse variation using concrete models, tables, graphs, or algebraic methods. (C) The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.
Source: The provisions of this 111.32 adopted to be effective September 1, 1998, 21 TexReg 7371.
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b1
Foundations for Functions
The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.
With a complete understanding of this Knowledge and Skills statement, students should be able to perform the following assessment task.
task
The time it takes a student to walk home from school is related to the distance between home and school.
1. Identify which quantity is independent and which quantity is dependent. 2. Sketch a reasonable graph that describes this situation. 3. If Jackie walks at a rate of 3 miles per hour, complete the table shown.
Distance in Miles 3 5 ? 7 ?
Time in Minutes 60 ? 120 ? ?
4. Graph the data shown in the table. 5. Write an equation to represent the relationship. 6. If Jackie increases her rate by 1 mph, how far was she from home if it took her three hours to walk that distance?
end of course exam questions

When students can perform a task like this, they can answer EOC questions like...
At the time this document was published, there were not any released items that would apply.
performance questions
Performance Descriptions and the type of assessment items students should be able to perform
(b)(1)(A)
The student describes independent and dependent quantities in functional relationships.

1. For a given job, the number of hours worked and the amount of money earned are related. Identify which quantity is independent and which is dependent. Defend your answer. Note: either quantity could be dependent depending on the students response.
(b)(1)(B)
The student gathers and records data, or uses data sets, to determine functional (systematic) relationships between quantities. 1. Using a metric tape, measure the diameter and circumference of at least 5 different circles. Record the data in a table and describe the functional relationship between the 2 quantities.
(b)(1)(C)
The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations. 1. Membership in a CD club is $5.00 and each CD costs $10.95. Alex has saved $85.00. Write an inequality that he could use to find the number of CDs he can purchase and not exceed his savings.
(b)(1)(D)
The student represents relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. 1. Write a story or describe a situation that the graph below could describe. Label the axes to fit your story.
(b)(1)(E)
The student interprets and makes inferences from functional relationships. 1. Three students drew the graphs below to represent the relationship between the number of 32 cent stamps purchased and the total cost. Which graph is correct and why?
cost
cost
stamps
stamps
cost stamps
b2
The student uses the properties and attributes of functions.
task
The class is assigned the task of rolling marbles down a ramp from a height of 10 cm, 15 cm, 30 cm, and 50 cm. The marbles must be released from the edge of the ramp. Students measure the distance the marble rolls once it leaves the end of the ramp.
1. Make a table of values for the distance the marble travels, in cm, when released from the various heights. Graph the data. 2. Find the domain and range for this situation. 3. Predict the distance the marble will travel if released from a height of 8 cm, 12 cm, and 20 cm. 4. Make a table of the values from the time the marble is released until it comes to a stop when releasing the marble from various heights. Graph the data. 5. Find the domain and range for this situation. 6. Predict the time it will take the marble to come to a stop if released from a height of 8 cm, 12 cm, and 20 cm. 7. Explain what you think will happen if ping pong balls are used instead of marbles. 8. What do you think will happen if marbles are rolled down a ramp to a carpeted surface? a tiled floor? dirt?

1. What is the range of the function

f (x) = x2 3
when the domain is {5, 3, 1}? A {7, 3, 1} B {28, 12, 4} C {13, 9, 5} D {22, 6, 2} E {7, 3, 1} 2. The graph shows the relationship between the number of boxes of candy sold and the amount of profit made.
profit $90 $70 $50 $30 $10 0 20 40 60 80 100 no. of boxes
How many boxes of candy must be sold to yield a $250 profit? F 50 G 100 H 125 J 175 K 250
performance descriptions
(b)(2)(A)
The student identifies and sketches the general forms of linear (y = x) and quadratic (y = x 2) parent functions. 1. Which of the following is a graph of y = x2 A
4 3 2 1 -4 -3 -2 -1 -1 -2 -3 -4 1 2 3 4
4 3 2 1 -4 -3 -2 -1 -1 -2 -3 -4 1 2 3 4
4 3 2 1 -4 -3 -2 -1 -1 -2 -3 -4 1 2 3 4
4 3 2 1 -4 -3 -2 -1 -1 1 2 3 4
-2 -3 -4
(b)(2)(B)
For a variety of situations, the student identifies the mathematical domains and ranges and determines reasonable domain and range values for given situations. 1. This graph represents a divers distance from the surface of the water at a given time.
100 80 60 40 20 20 40 6080 100
State the domain and range of this graph.
(b)(2)(C)
The student interprets situations in terms of given graphs or creates situations that fit given graphs. 1. Which of the situations below would fit this graph?
8 6 4 2 -3 -2 -1 -2 -4 -6 1
Situation 1: In Alaska the temperature was 4 degrees below zero (0) and was increasing at a rate of 3 degrees per hour. Situation 2: Sue was putting books on the shelf where 3 books were already stacked. She put four more books on the shelf every five minutes. Situation 3: Jim has 4 sets of baseball cards. He plans to add 3 new sets every week.
(b)(2)(D)
In solving problems, the student collects and organizes data, makes and interprets scatterplots, and models, predicts, and makes decisions and critical judgements. You have been given 5 different squares. Measure the length of the diagonal and the length of a side in metric (cm) and record the data in the table below.
Square
A B C D E
Length of Side
Length of Diagonal
1. Plot the data. Draw a reasonable line of best fit for this data. 2. Enter the data in a graphing calculator and find the linear regression equation. 3. If you have a square with a diagonal of 150 cm, predict the length of a side. 4. Predict the length of the diagonal of a square if the length of a side is 19 cm. 5. What does the slope of the line represent in this situation?
b3
The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.
task
# of Squares
The following chart was created to describe how toothpicks can be used to build a row of squares. Using the pictures in the visual column, complete the chart.
1 2 3 ... ... 12 n
Visual
Process
4 4 + 3 ? ? ? ? ?
Written Description
it takes 4 toothpicks to make 1 square it takes 7 toothpicks to make 2 squares ? ? ? ? ?
Total # of Toothpicks
4 7 ? ? ? ? ?
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1. Mark earns $4.50 per hour. He worked 3 hours more this week than last week. If h is the number of hours he worked last week, which equation shows the amount, t, that Mark earned for both weeks? F t = 2(4.50)(h + 3) G t = 4.50h + 3 H t = 4.50(2h + 3) J
t = 4.50(h + 3)
4.50(h 3) K t 2
2. Everett works at the lake renting boats to visitors. Last weekend he rented 4 more sailboats than rowboats. He rented 10 boats in all. Which equation could be used to find the number of rowboats, r, he rented last weekend? A r + 4 = 10 B 4r = 10 C 4(r + 1) = 10 D r 4 = 10 E r + (r + 4) = 10
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(b)(3)(A)
The student uses symbols to represent unknowns and variables. John inherits his fathers baseball card collection containing 100 cards and joins a card collection club that sends him 5 new cards each month. 1. Write an expression telling how many cards he will have in his collection after m months. 2. Write an equation to find out in how many months John will have 195 cards.
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(b)(3)(B)
Given situations, the student looks for patterns and represents generalizations algebraically. 1. A florist designs flower arrangements using roses and carnations. A small arrangement uses 1 rose surrounded by 8 carnations. The medium arrangement uses 2 roses surrounded by 10 carnations. The large arrangement uses 3 roses surrounded by 12 carnations. If the pattern continues, complete the table below.
Arrangement
small medium large extra large jumbo ... super size Texas size
Roses
1 2 3 4 ? 15 20
Carnations
8 10 12 ? 16 ? ?
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b4
The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
task
A rectangle has a length that is 6 m longer than the width.

w + 6
1. Write an equation that represents the perimeter in terms of w. Write an equation that represents the area in terms of w. 2. If the width is 50 m, what is the area? 3. For what value(s) of w will the area be equal to 520 m2? 4. For what value(s) of w will the perimeter be less than 60 m? 5. For what value of w is the area equal to the perimeter?
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1. Nicks rectangular bedroom has a length of (2x 5) and a width of (x + 1). Which equation describes the area, A, of Nicks bedroom in terms of x? F A = 3x 4 G A = 6x 8 H A = 2x2 3x 5 J
A = 2x2 5x + 1
K A = 2x2 7x 5
2. The sides of a triangle have lengths 2x 1, x + 3, and 3x 4. Which of the following describes the perimeter, P, of the triangle in terms of x? A P = 5x 8 B P = 6x + 9 C P = 6x3 12 D P = 6x 2 E P = 5x 1
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3. The Meadowbrook High School band rented a bus for a trip to a football game. The bus company charged $475, plus $0.45 per mile over 200 miles. If the bus trip cost $529, how many miles was the trip?
4. What is the solution to the equation 3(2x 1) 4x = 5
5. Stan is carrying a load of 50 boxes of books in his truck. Some of the boxes weigh 20 pounds each, and the rest of the boxes weigh 10 pounds each. If all the boxes weigh a total of 900 pounds, how many 20-pound boxes are in Stans load?
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(b)(4)(A)
The student finds specific function values, simplifies polynomial expressions, transforms and solves equations, and factors as necessary in problem situations. 1. The number of degrees for the sum, s, of the interior angles of a polygon with n sides is s = 180(n 2). How many sides would a polygon have if the sum of the angles is 1800 degrees?
(b)(4)(B)
The student uses the commutative, associative, and distributive properties to simplify algebraic expressions. 1. In mathematics class the teacher gave the following problem.
n + 2
n + 2
Find the area of the shaded region. Sallys answer was (n + 2)2 n 2 and Johns answer was 2(n + 2) + 2n. Show that both answers are correct.
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c1
Linear Functions
The student understands that linear functions can be represented in different ways and translates among their various representations.
task
One of the following situations represents a linear function.

1. Situation 1: Refrigerator Jones, the 346 pound fullback for the Texas Oilers, was told to lose 70 pounds. He was successful at this. However, during the 5 weeks of his summer vacation, he gained weight at the rate of 3 of a pound 4 every 2 days. Which table represents situation 1?
V acation Day
0 2 4 6
Weight
V acation Day
276 276.75 277.5 278.25
0 2 4 6
Weight
346 346.75 347.5 348.25
2. Situation 2: A biology class is studying fruit flies for four days. They start with 10 fruit flies. Fruit fly populations doubled every 3 hours. Which table represents situation 2?
Hours
0 3 6 9
Flies
Hours
10 20 40 80
0 3 6 9
Flies
10 20 30 40
3. Which situation produced a linear function? Graph the function. 4. What is a reasonable domain and range for the linear function?
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1. What is the range of the function
f (x) = x 2 3
when the domain is {5, 3, 1}? A {7, 3, 1} B {28, 12, 4} C {13, 9, 5} D {22, 6, 2} E {7, 3, 1} 2. When Pedro arrived at his cousins home in North Dakota, there were 5 inches of snow on the ground. The next day snow started falling again at a rate of 2 inches per hour. The graph below shows the amount of snow on the ground.
snow on ground 11 9 number 7 of inches 5 3 1 0 1 2 3 4 5 6 number of hours
The equation is
s = 2h + 5
where s is the total amount of snow on the ground and h is the number of hours. Which graph on the following page best represents the total amount of snow on the ground if it had snowed at a rate of 3 inches per hour?
Linear Functions
19
A
11 9 7 5 3 1 0 1 2 3 4 5 6
B
11 9 7 5 3 1 0 1 2 3 4 5 6
C
11 9 7 5 3 1 0 1 2 3 4 5 6
D
11 9 7 5 3 1 0 1 2 3 4 5 6
E
12 10 8 6 4 2 0 1 2 3 4 5 6
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(c)(1)(A)
The student determines whether or not given situations can be represented by linear functions. 1. Juanita put $2.00 each week into an account for graduation expenses. Her father occasionally adds $2.00. How could you change this situation so it could be represented by a linear function?
(c)(1)(B)
The student determines the domain and range values for which linear functions make sense for given situations. 1. John borrowed $40 and is paying it back at a rate of $4 per week. He makes the following table and uses the equation m = 4w, where m is the amount of money and w is the number of weeks.
Time in weeks
10 9 8 7 6
Money owed
40 36 32 28 24
What is the domain in this situation? What is the range?
(c)(1)(C)
The student translates among and uses algebraic, tabular, graphical, or verbal descriptions of linear functions. 1. Given the function y = 2x + 3, describe a situation that could be represented by the function.
Linear Functions
21
c2
Linear Functions
The student understands the meaning of the slope and intercepts of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations.
task
An aircraft begins its descent from an altitude of 1000 ft at a rate of 120 ft/min.
1. Write an equation that represents the altitude of the aircraft at time (t ). 2. Sketch the graph that represents this problem situation. 3. What is the slope of this line and what does it represent in this situation? 4. Find the x-intercept and explain what it means in the problem situation. 5. Sketch a graph of the glide path of a Cesna aircraft with an initial altitude of 3000 ft and a rate of descent of 60 ft/min. 6. What is the slope of this line and what does it represent in this situation? 7. After how many minutes will the first aircraft touch down on the ground? 8. If a DC-10 landed in 20 minutes and its rate of descent was 90 ft/min, at what altitude did the aircraft begin its descent?
9. If the equation A = 40t + 3600 is given as the model for the altitude of an MD-80 at time (t ), describe what is occurring.
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1. Which point lies on the line having as its equation 2x + y = 8?

8 6 4 2 -8 -6 -4 -2 -4 -6 -8 2 4 6 8
F Point K G Point L H Point M J Point N K Point P 2. The graph of the function y = 2 3 x 1 is shown below. If the line is shifted 3 units up, which of the following would describe the new line?
3 2 1 -4 -3 -2 -1 -1 -2 -3 -4 1 2 3 4
F y=5 3x 1 G y=2 3x + 2 H y=2 3 x(x + 2) J
y=2 3x + 3
K y=2 3 x(x + 3)
Linear Functions
23
3. Which equation describes a line parallel to the graph of
y = 2x + 3?
1 A y = 2x 4
B y = 2x 1 C y = 2x + 9
1 D y= 2x + 6
E y = 2x 3
4. What equation best describes the graph below?
1 F y= 2x + 1
G y = 2x + 2
1 H y = 2x + 2
1 y = 2x + 1
K y = 2x + 1
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5. Which graph below best represents the equation of a line with a slope of 2 and a y-intercept of 7? A B
Linear Functions
25
(c)(2)(A)
The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations. 1. Stephen F. Austin High School is going to charter a bus for a school trip. A bus company provided the following table of fees.
Number of Students
1 2 3 4
Total Cost
$216 $222 $228 $234
From the table determine the rate of change for the graph that would represent the data.
(c)(2)(B)
The student interprets the meaning of slope and intercepts in situations using data, symbolic representations, or graphs. 1. The following is the graph of y = 3x + 2. Describe a situation this portion of the graph could model. Explain what is represented by the slope and yintercept in this situation.
8 6 4 2 -4 -2 -2 -4 2 4 6 8
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(c)(2)(C)
The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b.
10 10 20 30 40 50 60 depth 70 80 90 100 20 40 60 time 80 100
1. A scuba diver starts ascending from a depth of 100 ft at a rate of 60 ft per minute. The graph represents the divers depth at particular times in seconds. How would the graph change if the diver began his or her ascent from a depth of 60 ft? How would the graph change if the diver began his or her ascent from 100 ft at a rate of 50 ft per minute?
(c)(2)(D)
The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept. 1. Find the equation of a line through the points (2, 3) and (6, 5).
(c)(2)(E)
The student determines the intercepts of linear functions from graphs, tables, and algebraic representations. 1. Where does the graph of y = 2x + 5 cross the y-axis? Where does it cross the x-axis? How did you find the answers?
(c)(2)(F)
The student interprets and predicts the effects of changing slope and y-intercept in applied situations.
15 13 11 9 7 amount earned 5 3 1 1 3 5 7 9 11 13 15 hours worked
1. The graph at the left shows the amount a person earns at a rate of $3 per hour. The equation is a = 3h where a is the amount in dollars and h is the number of hours worked. How would a raise to $6 an hour change the graph?
(c)(2)(G)
The student relates direct variation to linear functions and solves problems involving proportional change. 1. In the function y = 4x, how much does y change when x is increased by 4?
Linear Functions
27
c3
Linear Functions
The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
task
The 38th Annual State Fair starts on October 1, 1997, and lasts 4 weeks. Bill, who is 6 years old, wants to ride the Texas Cyclone roller coaster. Bill is presently 3 feet, 4 inches tall. Safety rules state that the minimum height for riding the Cyclone is 48 inches. Bill 1 inch per month. grows at a rate of 4
1. Use a table to generate a function representing the situation.
Time in Months
0 1 2 3 4 ... 8 ... N
Process
Bills Height (inches)
40
41 42
2. What equation can be used to find out when Bill will reach the minimum height for the ride? 3. What is the solution to the equation? Explain how to solve it. 4. In how many months will Bill be 44.75 inches tall? 5. If the pattern continues, in what year will Bill be able to ride the Texas Cyclone? 6. Is this a reasonable model for Bills height? Why or why not?
28

1. A student committee must decide between a band that costs $300 plus 40% of the ticket sales and a disc jockey that costs $450. The committee plans to charge $3 per ticket. Which inequality can be used to determine the number of tickets, t, that must be sold in order for the band to be the better value? A 0.40(300) + 3t < 450 B 300 + 0.40(3)t < 450 C 0.40(300 + 3t) < 450 D 300 + 0.40(3)t > 450 E 0.40(300 + 3t) > 450
2. Mark earns $4.50 per hour. He worked 3 hours more this week than last week. If h is the number of hours he worked last week, which equation shows the amount, t, that Mark earned for both weeks? F t 2(4.50) (h + 3) G t 4.50h + 3 H t 4.50(2h + 3) J
t 4.50(h + 3)
4.50(h 3) K t 2
Linear Functions
29
3. The Meadowbrook High School band rented a bus for a trip to a football game. The bus company charged $475, plus $0.45 per mile over 200 miles. If the bus trip cost $529, how many miles was the trip?
4. Mark was buying a stereo that was on sale for 1 4 off the original price, x. Which equation below could be used to find the amount, y, that Mark would pay, not including tax? A y=x1 4 B y=x1 4x C y=1 4x D y=x3 4x E y=x4
5. The math club sold 64 large chocolate chip cookies for $0.75 each and has 80 cookies left. At what sale price would the remaining cookies be sold to have an overall average price of $0.50 per cookie? F $0.25 G $0.30 H $0.38 J $0.63 K $0.90
30
(c)(3)(A)
The student analyzes situations involving linear functions and formulates linear equations or inequalities to solve problems. 1. The drama club is going to have some posters printed to announce their opening Christmas special. The print shop charges $3 per poster plus a $10 fee for a master copy. The drama club budget allows them to spend no more than $200. Write an inequality that could be used to solve this problem.
(c)(3)(B)
The student investigates methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, selects a method, and solves the equations and inequalities. 1. Given the equation, 3(x + 5) + 3(x + 5) + 4(x + 5) = 100, solve this equation and show your work.
(c)(3)(C)
For given contexts, the student interprets and determines the reasonableness of solutions to linear equations and inequalities. 1. Carlos has $100 and decides to spend $25 each week for entertainment purposes. His 8-year-old sister, Margarita, believes he will run out of money in 3 weeks. State whether she is correct or not, and explain why.
Linear Functions
31
c4
Linear Functions
The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
task
A set of twin boys were born, with Troy weighing 6 lbs and Tyrone weighing 3.5 lbs. Troys weight increases 1.2 lbs per month, and Tyrones weight increases 1.4 lbs per month.
1. If this rate of weight gain continues, in how many months will the two boys weigh the same? 2. If this rate of weight gain continues, how much would each boy weigh at age 16? 3. Is this a reasonable model for the weights of these boys at the age of 16? Why or why not?
32

1. Marie has 24 coins in quarters and dimes. The total value is $4.95. Which system of equations below will determine the number of quarters, q, and the number of dimes, d, she has? F d + q = 4.95 0.10d + 0.25q = 24 G d + q = 24 0.25d + 0.10q = 4.95 H d + q = 24 0.35dq = 4.95 J
d + q = 24 d + q = 4.95
K d + q = 24 0.10d + 0.25q = 4.95 2. Harry bought 9 movie tickets for a total of $45. Adult tickets cost $6 each and child tickets cost $4.50 each. How many adult tickets did he buy? F 2 G 3 H 4 J 5 K 6
3. Bill bought some neon fish at $2 each and some angelfish at $3 each for his new aquarium. If Bill bought a total of 20 fish and spent a total of $45, how many angelfish did he buy?
Linear Functions
33
(c)(4)(A)
The student analyzes situations and formulates systems of linear equations to solve problems. 1. Two (2) CDs and 5 tapes cost $68.65. Four (4) CDs and 8 tapes cost $119.40. Write a system of equations you could use to find the cost of 1 CD.
(c)(4)(B)
The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods. 1. The tables below describe a linear system. Solve the system.
x
0 2 4
x
30 26 22
y
2 0 2
5 3 1
34
(c)(4)(C)
For given contexts, the student interprets and determines the reasonableness of solutions to systems of linear equations. 1. There are two 500-gallon water tanks. One is full and is to be emptied at a rate of 2.5 gallons per minute. The other is empty and is to be filled at a rate of 5 gallons per minute. The valves on both tanks are opened at the same time. The graph shows this situation. What does the point of intersection, a, mean in this situation? What happens if the valves are left open for 3 hours?
1000 gallons 800 600 400 200 0 100 time in minutes 200
gallons emptied gallons filled
Linear Functions
35
d1
Quadratic & Other Nonlinear Functions
The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.
task
The student council wants to build two flower gardens for its community project. They want to build one at Avalon Retirement Home and another at Country Manor Retirement Home. The garden at Avalon has a length that is 4 times its width, and the garden at Country Manor has 3 more square feet than the area of the garden at Avalon.
1. Write the function representing the area of Avalons garden and graph it. 2. Write the function representing the area of Country Manors garden and graph it on the same axis. 3. How are the graphs and functions for the areas of the two gardens alike? How are they different? 4. If the student council has at most 120 feet of landscaping timbers for the fencing for the garden at Avalon, what would be a reasonable domain and range for the area? 5. If the graph of the Avalon garden is shifted up 4 units, what conclusion can be drawn about its area?
36

At the time this document was published, there were not any released items that would apply.
Quadratic and Other Nonlinear Functions
37
(d)(1)(A)
The student determines the domain and range values for which quadratic functions make sense for given situations. 1. The path of a ball that is thrown straight up in the air is modeled by the function H = 75t 16t 2. H is the height in feet and t is the time in seconds. What is a reasonable domain and range for this situation?
(d)(1)(B)
The student investigates, describes, and predicts the effects of changes in a on the graph of y = ax2. 1. Given the graphs of y = 2x2, y = 5x2, y = 8x2, y = 2x2, y = 5x2, and y = 8x2, explain how the difference in the functions relates to the difference in graphs. How are the graphs alike and why? How are the graphs different and why?
38
(d)(1)(C)
The student investigates, describes, and predicts the effects of changes in c on the graph of y = x2 + c. 1. The graph of y = 7x 2 is shifted up 10 units. Write the equation of the new graph.
(d)(1)(D)
For problem situations, the student analyzes graphs of quadratic functions and draws conclusions. 1. A ball is dropped from the top of a building. The graph below gives the distance the ball is above the ground at time, t. The general function for the distance, h, is h = 16t 2 + c, where c is the height of the building. About how high is the ball 2 seconds after it is dropped?
300 height above 200 ground 100
time in seconds
39
d2
The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.
task
The following table was generated using a function of the form y = ax 2 + bx + c.

1. Find the value(s) of x for which ax 2 + bx + c = 0. 2. Find the value(s) of x for which ax 2 + bx + c = 3. 3. Below is the graph of another function of the form y = ax 2 + bx + c.
10 0 10 20 30 2
1 0 1 2 3 4 5
15 8 3 0 1 0 3
10
Find the roots of the equation ax 2 + bx + c = 0. 4. Below is the graph of y = x 2 8x + 15.

15 10 5 0 2 -5 4 6 8
Find x if x 2 8x + 15 = 3.
40

1. The area of a rectangular flag is 15 square feet. The length of the flag is 2 feet longer than the width. What are the dimensions of the flag? F 2.5 ft by 6 ft G 3 ft by 5 ft H 2 ft by 7.5 ft J 5 ft by 7 ft K 7 ft by 8 ft
2. The area of the front of a cabinet is 18 square feet. The width is 3 feet longer than the height. What are the dimensions of the cabinet? A 7.5 ft by 4.5 ft B 15 ft by 3 ft C 6 ft by 3 ft D 9 ft by 6 ft E 7 ft by 4 ft 3. The equation that describes the path of a rocket after it is shot into the air is
h = 48t 6t 2
where h is the height, in feet, above ground level after t seconds. After how many seconds will the rocket be at a height of 90 feet? A t = 15 B t = 3 and t = 5 C t = 8 and t = 15 D t = 18 and t = 30 E t=8
41
(d)(2)(A)
The student solves quadratic equations using concrete models, tables, graphs, and algebraic methods. 1. Below is a graph and a partial table for the function of y = 2x 2 + 2x 12. Solve the equation 2x 2 + 2x 12 = 0.
x
2 1 0 1 2
8 12 12 8 0
15 10 5 -4 -2 -5 -10 -15 2 4
42
(d)(2)(B)
The student relates the solutions of quadratic equations to the roots of their functions. 1. The following is a graph of a quadratic function. What are its roots?
6 4 2 -6 -4 -2 -2 -4 -6 2 4 6
43
d3
The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations.
task
Jimmy has just received his drivers license. He went to Slick Sams Used Cars and was offered the following payment plan for a $10,000 truck.
Payment Plan: Pay $0.01 on the first day, $0.02 on the second day, $0.04 on the third day, $0.08 on the fourth day, and so on for 21 days. 1. Complete the following table
Day
1 2 3 4 5 6 7 8 9 10
Payment
0.01 0.02 0.04 0.08 ? ? ? ? ? ?
2. Make a scatter plot for this plan. Does this scatter plot represent a linear function, quadratic function, or neither? Explain your thinking. 3. How much would Jimmys payment be on the 21st day?
44

1. An animal population that doubles every 6 months can be described by the equation
p = n 2 2t
where p is the population after t years and n is the original number of animals. If 2 of these animals were introduced into an area, what would be the estimated population after 3 years? F 24 G 64 H 128 J 512 K 4096
2. Carla earns $6.40 per hour. She gets a 5% raise each year. The amount she will earn per hour, x, is given by the formula
x = w (1 + r )y
where w is her current wage per hour, r is the rate of increase, and y is the number of years. To the nearest cent, how much will she earn per hour, x, after 2 years on the same job? A $6.50 B $7.06 C $8.50 D $13.44 E $14.40
45
(d)(3)(A)
The student uses patterns to generate the laws of exponents and applies them in problem-solving situations. Find the missing exponent. 1. x2 x5 x7 x n = x18
z5 2. z2 zn
3. (b4)n = b24 4. 3n = 1
(d)(3)(B)
The student analyzes data and represents situations involving inverse variation using concrete models, tables, graphs, or algebraic methods. The table below shows various rates and the respective times it takes a motor bike to cover a distance of 40 miles.
Rate (mph)
4 5 10 20 40
Time (hours)
10 8 4 2 1
1. How fast in miles per hour does the motorbike have to travel to cover this distance in 30 minutes? 2. How long would it take the motorbike to travel the same distance traveling at the rate of 60 mph?
46
(d)(3)(C)
The student analyzes data and represents situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods. 1. The number of lily pads in a pond triples every year. If there are 5 lily pads in the pond this year, how many lily pads will there be next year? in 9 more years?
47

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THE CHARLES A.

Algebra TEKS Assessment Supplement

a Texas SSI Publication

Algebra Action Team

Texas Essential Knowledge and Skills for Algebra I

Foundations for Functions b1 Understanding Functions

b2 Properties and Attributes of Functions b3 Representing Situations Using Algebra

b4 Using Algebraic Skills to Solve Problems

Linear Functions c1 Representations of Linear Functions

c2 Slope and Intercepts

c3 Formulating and Solving Equations and Inequalities

c4 Formulating and Solving Systems of Linear Equations

d3 Non Linear and Non Quadratic Functions

Purpose of the Assessment Document

Use of the Document

Recommendations for Optimizing End-of-Course Results

Texas Essential Knowledge and Skills for Algebra 1

FOUNDATIONS FOR FUNCTIONS: KNOWLEDGE AND SKILLS AND PERFORMANCE DESCRIPTIONS.

(2) The student uses the properties and attributes of functions.

LINEAR FUNCTIONS: KNOWLEDGE AND SKILLS AND PERFORMANCE DESCRIPTIONS.

Algebra TEKS Assessment Supplement

Foundations for Functions

Time in Minutes 60 ? 120 ? ?

Algebra TEKS Assessment Supplement

end of course exam questions

Foundations for Functions

The student describes independent and dependent quantities in functional relationships.

Algebra TEKS Assessment Supplement

Foundations for Functions

Foundations for Functions

The student uses the properties and attributes of functions.

Algebra TEKS Assessment Supplement

end of course exam questions

1. What is the range of the function

Foundations for Functions

100 80 60 40 20 20 40 6080 100

State the domain and range of this graph.

Algebra TEKS Assessment Supplement

Foundations for Functions

Foundations for Functions

it takes 4 toothpicks to make 1 square it takes 7 toothpicks to make 2 squares ? ? ? ? ?

Algebra TEKS Assessment Supplement

end of course exam questions

Foundations for Functions

Algebra TEKS Assessment Supplement

Foundations for Functions

Foundations for Functions

A rectangle has a length that is 6 m longer than the width.

Algebra TEKS Assessment Supplement

end of course exam questions

Foundations for Functions

4. What is the solution to the equation 3(2x 1) 4x = 5

Algebra TEKS Assessment Supplement

Foundations for Functions

One of the following situations represents a linear function.

276 276.75 277.5 278.25

346 346.75 347.5 348.25

Algebra TEKS Assessment Supplement

end of course exam questions

1. What is the range of the function

Algebra TEKS Assessment Supplement

What is the domain in this situation? What is the range?

Algebra TEKS Assessment Supplement