###
What’s Trending with the Elements?

This resource, aligned with Chemistry TEKS (5)(C), provides alternative or additional tier-one learning options for students using the periodic table to identify and explain trends.

###
Conservation of Momentum

This resource was created to support TEKS IPC(4)(E).

###
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 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.

###
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.

###
Analyzing the Effects of the Changes in m and b on the Graph of y = mx + b

Given algebraic, graphical, or verbal representations of linear functions, the student will determine the effects on the graph of the parent function *f(x) = x*.

###
Writing Equations of Lines

Given two points, the slope and a point, or the slope and the y-intercept, the student will write linear equations in two variables.

###
Investigating Methods for Solving Linear Equations and Inequalities

Given linear equations and inequalities, the student will investigate methods for solving the equations or inequalities.

###
Selecting a Method to Solve Equations or Inequalities

Given an equation or inequality, the student will select a method (algebraically, graphically, or calculator) to solve the equation or inequality.