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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!

2010

1980

2010

1980

VCR

DVR

So why can’t we just teach the way we were taught?

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?

1968

2001

Algebra I1979 to 2012 From TABS to End-of-Course aa

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

Exploring Objective 2:

Demonstrate an understanding of the properties and attributes of functions.

R

A

N

G

E

DOMAIN

Algebra I EOC

Coming soon, to a campus near you!

Describing Graphs

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

R

A

N

G

E

DOMAIN

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

Card A

R

A

N

G

E

DOMAIN

Domain: - 2 x 2

Range: - 3 y 3

Card B

R

A

N

G

E

DOMAIN

Domain: - 3 x 1

Range: - 2 y 2

Card C

R

A

N

G

E

DOMAIN

Domain: - 3 x

or x - 3

Range: - 1 y

or y - 1

Card D

R

A

N

G

E

DOMAIN

Domain: - 2 x 4

Range: - 3 y 2

R

A

N

G

E

DOMAIN

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.

E

B

B

D

D

C

E

C

A

C

Putting It All Together

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?

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

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

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 %