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Algebra I End-of-Course Exam

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Algebra I End-of-Course Exam. Changing the way we teach. “ Why can ’ t we just teach the way I was taught? It worked just fine for me! ”. Jim. That was then …. This is now!. Cell Phones. 2010. 1980. 2010. 1980. VCR. DVR. So why can ’ t we just teach the way we were taught?.

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slide1

Algebra I End-of-Course Exam

Changing the way we teach.

that was then

That was then…

This is now!

cell phones
Cell Phones

2010

1980

slide5

2010

1980

VCR

DVR

slide7
What if doctors continued to practice the same way they did 30 years ago?

What if athletes trained the same way they did 30 years ago?

What if computers processed the same way they did 30 years ago?

What if movies looked the same way they did 30 years ago?

slide10
Current coverage of Algebra I TEKS

TAKS grade 9 covers about 74%of Algebra I TEKS

TAKS grade 10 covers about 90%of Algebra I TEKS

TAKS exit level covers about 90%of Algebra I TEKS

Algebra I EOC assessment covers about 95% of Algebra I TEKS

Differences between TAKS and EOC

10

TEA Math Update 2009 Assessment Conference

slide11

Exploring Objective 2:

Demonstrate an understanding of the properties and attributes of functions.

slide12

R

A

N

G

E

DOMAIN

slide13

Algebra I EOC

Coming soon, to a campus near you!

frame the left and right boundaries of each graph to help you find the possible x values the domain

Describing Graphs

Frame the left and right boundaries of each graph to help you find the possible x-values (the Domain).

y

Frame the top and bottom boundaries of each graph to help you find the possible y-values (the Range).

R

A

N

G

E

DOMAIN

x

slide15

R

A

N

G

E

DOMAIN

Work with your partner to find & record the Domain and Range of each card.

slide16

Card A

R

A

N

G

E

DOMAIN

Domain: - 2  x  2

Range: - 3  y  3

slide17

Card B

R

A

N

G

E

DOMAIN

Domain: - 3  x  1

Range: - 2  y  2

slide18

Card C

R

A

N

G

E

DOMAIN

Domain: - 3  x  

or x  - 3

Range: - 1  y  

or y  - 1

slide19

Card D

R

A

N

G

E

DOMAIN

Domain: - 2  x  4

Range: - 3  y 2

you will need
You will need…

One set of puzzler cards for every 2 people

One Coordinate Grid Mat for every 2 people

A “Puzzler #1” recording sheet for each person

Find two puzzler cards that can be used to create a graph with each given Domain and Range. You may use the cards more than once.

look at the data on the following released taks items covering domain range
Look at the data on the following released TAKS items covering Domain & Range.

What observations can you make about students’ understandings and misunderstandings?

How do the data support your observations?

What classroom experiences can we provide to clear up misunderstandings?

slide29

Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.

  • The graph shows the path of a golf ball.What is the range of this function?
  • 0 < y < 100
  • 0 < y< 100
  • 0 < x< 5
  • J. 0 < x < 5

2003 TAKS Grade 10th #14

F: 16%, G: 50%*, H: 25%, J: 9%

*correct answer

slide30

Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.

  • 27. What is the domain of the function shown on the graph.
  • -3 <x< 3
  • -3 < x < 3
  • -5 < x< 4
  • -5 <x < 4

2004 TAKS Exit #27

A: 31%, B: 44%*, C: 13%, D: 12%

*correct answer

slide31

Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.

  • 12. Mr. Maxwell asked his students to identify the domain represented by the function graphed below.
    • Which of the following student
    • responses is correct?
    • -5 <x < 6
    • -6 <x< 2
    • -5 <x < -2
    • J. Not here

2006 TAKS Exit #12

F: 72%*, G: 7%, H: 7%, J: 13 %

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