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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Algebra I End-of-Course Exam

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Algebra I End-of-Course Exam

Changing the way we teach.

That was then…

This is now!

Cell Phones

2010

1980

2010

1980

VCR

DVR

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?

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

Current coverage 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

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

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

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.

Putting It All Together

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?

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

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

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%

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 %