Table Of ContentAgile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
In
the
three
years
prior
to
Algebra
I,
students
have
already
begun
their
study
of
algebraic
concepts.
They
have
investigated
variables
and
expressions,
solved
equations,
constructed
and
analyzed
tables,
used
equations
and
graphs
to
describe
relationships
between
quantities,
and
studied
linear
equations
and
systems
of
linear
equations.
The
Algebra
I
course
outlined
in
this
scope
and
sequence
document
begins
with
connections
back
to
that
earlier
work,
efficiently
reviewing
algebraic
concepts
that
students
have
already
studied
while
at
the
same
time
moving
students
forward
into
the
new
ideas
described
in
the
high
school
standards.
Students
contrast
exponential
and
linear
functions
as
they
explore
exponential
models
using
the
familiar
tools
of
tables,
graphs,
and
symbols.
Finally,
they
apply
these
same
tools
to
a
study
of
quadratic
functions.
Throughout,
the
connection
between
functions
and
equations
is
made
explicit
to
give
students
more
ways
to
model
and
make
sense
of
problems.
Throughout
this
Algebra
I
course,
students
use
mathematical
processes
to
acquire
and
demonstrate
mathematical
understanding.
The
student
is
expected
to:
(A)
apply
mathematics
to
problems
arising
in
everyday
life,
society,
and
the
(D)
communicate
mathematical
ideas,
reasoning,
and
their
implications
workplace;
using
multiple
representations,
including
symbols,
diagrams,
graphs,
and
language
as
appropriate;
(B)
use
a
problem-‐solving
model
that
incorporates
analyzing
given
(E)
create
and
use
representations
to
organize,
record,
and
communicate
information,
formulating
a
plan
or
strategy,
determining
a
solution,
mathematical
ideas;
justifying
the
solution,
and
evaluating
the
problem-‐solving
process
and
the
(F)
analyze
mathematical
relationships
to
connect
and
communicate
reasonableness
of
the
solution;
mathematical
ideas;
and
(C)
select
tools,
including
real
objects,
manipulatives,
paper
and
pencil,
and
(G)
display,
explain,
and
justify
mathematical
ideas
and
arguments
using
technology
as
appropriate,
and
techniques,
including
mental
math,
precise
mathematical
language
in
written
or
oral
communication.
estimation,
and
number
sense
as
appropriate,
to
solve
problems;
These
processes
should
become
the
natural
way
in
which
students
come
to
understand
and
do
mathematics.
While,
depending
on
the
content
to
be
understood
or
on
the
problem
to
be
solved,
any
process
might
be
seen
or
applied,
some
processes
may
prove
more
useful
than
others.
Opportunities
for
highlighting
certain
processes
are
indicated
in
different
topics
in
this
document,
but
this
highlighting
should
not
be
interpreted
to
mean
that
other
processes
are
absent
from
those
topics.
Copyright
2014
Agile
Mind,
Inc.
®
Page
1
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
Agile
Mind
Topics
Time
Topic
Descriptions
Texas
Essential
Knowledge
and
Skills
for
Mathematics
allotment
(1
block
=
45
minutes)
Representing
relationships
mathematically
(2)
Linear
functions,
equations,
and
inequalities.
The
student
1:
Constructing
graphs
4
blocks
This
topic
introduces
the
principles
for
creating
neutral,
applies
mathematical
process
standards
when
using
properties
of
well-‐designed
graphs.
Choosing
appropriate
values
for
linear
functions
to
write
and
represent
in
multiple
ways,
with
and
both
axes
to
present
meaningful
displays
of
data
is
without
technology,
linear
equations,
inequalities,
and
systems
of
highlighted.
Students
also
review
the
distinction
between
equations.
The
student
is
expected
to:
independent
and
dependent
variables
in
a
functional
relationship,
learn
conventions
related
to
this
distinction,
(A)
determine
the
domain
and
range
of
a
linear
function
in
and
are
formally
introduced
to
the
concept
of
the
mathematical
problems;
determine
reasonable
domain
and
range
domain
and
range
of
a
function.
Students
also
values
for
real-‐world
situations,
both
continuous
and
discrete;
and
distinguish
between
discrete
and
continuous
data.
represent
domain
and
range
using
inequalities;
(12)
Number
and
algebraic
methods.
The
student
applies
the
mathematical
process
standards
and
algebraic
methods
to
write,
solve,
analyze,
and
evaluate
equations,
relations,
and
functions.
The
student
is
expected
to:
(A)
decide
whether
relations
represented
verbally,
tabularly,
graphically,
and
symbolically
define
a
function;
(2)
Linear
functions,
equations,
and
inequalities.
The
student
2:
Multiple
6
blocks
This
topic
connects
the
various
representations
of
a
applies
mathematical
process
standards
when
using
properties
of
representations
in
the
problem—words,
concrete
elements,
numbers,
graphs,
linear
functions
to
write
and
represent
in
multiple
ways,
with
and
real
world
and
algebraic
expression-‐-‐as
students
explore
linear
without
technology,
linear
equations,
inequalities,
and
systems
of
relationships.
Students
also
learn
how
the
same
situation
equations.
The
student
is
expected
to:
can
be
represented
by
different
but
equivalent
algebraic
expressions.
(A)
determine
the
domain
and
range
of
a
linear
function
in
mathematical
problems;
determine
reasonable
domain
and
range
values
for
real-‐world
situations,
both
continuous
and
discrete;
and
represent
domain
and
range
using
inequalities;
(12)
Number
and
algebraic
methods.
The
student
applies
the
mathematical
process
standards
and
algebraic
methods
to
write,
solve,
analyze,
and
evaluate
equations,
relations,
and
functions.
The
student
is
expected
to:
Copyright
2014
Agile
Mind,
Inc.
®
Page
2
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
(A)
decide
whether
relations
represented
verbally,
tabularly,
graphically,
and
symbolically
define
a
function;
Understanding
functions
(2)
Linear
functions,
equations,
and
inequalities.
The
student
3:
Functions
9
blocks
This
topic
solidifies
students'
understanding
of
the
applies
mathematical
process
standards
when
using
properties
of
concept
of
a
function
and
introduces
formal
function
linear
functions
to
write
and
represent
in
multiple
ways,
with
and
notation.
Students
connect
previous
work
with
without
technology,
linear
equations,
inequalities,
and
systems
of
sequences
to
the
concept
of
a
function.
equations.
The
student
is
expected
to:
(A)
determine
the
domain
and
range
of
a
linear
function
in
mathematical
problems;
determine
reasonable
domain
and
range
values
for
real-‐world
situations,
both
continuous
and
discrete;
and
represent
domain
and
range
using
inequalities;
(12)
Number
and
algebraic
methods. The
student
applies
the
mathematical
process
standards
and
algebraic
methods
to
write,
solve,
analyze,
and
evaluate
equations,
relations,
and
functions.
The
student
is
expected
to:
(A)
decide
whether
relations
represented
verbally,
tabularly,
graphically,
and
symbolically
define
a
function;
(B)
evaluate
functions,
expressed
in
function
notation,
given
one
or
more
elements
in
their
domains;
Copyright
2014
Agile
Mind,
Inc.
®
Page
3
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
4:
Exploring
rate
of
7
blocks
Understanding
the
rate
at
which
one
quantity
the
mathematical
process
standards
when
using
graphs
of
linear
change
in
motion
changes
with
respect
to
another
is
key
to
functions,
key
features,
and
related
transformations
to
represent
in
problems
understanding
how
the
two
quantities
are
related.
In
multiple
ways
and
solve,
with
and
without
technology,
equations,
this
topic,
students
explore
the
concept
of
rate
by
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
analyzing
motion
over
time.
Students
investigate
the
rate
at
which
distance
changes
numerically
and
(B)
calculate
the
rate
of
change
of
a
linear
function
represented
graphically.
tabularly,
graphically,
or
algebraically
in
context
of
mathematical
and
real-‐world
problems;
(2)
Linear
functions,
equations,
and
inequalities.
The
student
applies
5:
Exploring
rate
of
7
blocks
This
topic
deepens
student
understanding
of
the
mathematical
process
standards
when
using
properties
of
linear
change
in
other
central
ideas
of
rate
of
change.
Students
discover
functions
to
write
and
represent
in
multiple
ways,
with
and
without
situations
that
they
can
model
data
sets
that
have
a
constant
technology,
linear
equations,
inequalities,
and
systems
of
equations.
rate
of
change
with
a
linear
function.
Students
also
The
student
is
expected
to:
learn
that
not
all
data
are
linear,
and
thus
require
other
models.
(D)
write
and
solve
equations
involving
direct
variation;
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(B)
calculate
the
rate
of
change
of
a
linear
function
represented
tabularly,
graphically,
or
algebraically
in
context
of
mathematical
and
real-‐world
problems;
Copyright
2014
Agile
Mind,
Inc.
®
Page
4
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
Linear
functions,
equations,
and
inequalities
(2)
Linear
functions,
equations,
and
inequalities.The
student
applies
6:
Moving
beyond
7
blocks
This
topic
builds
on
student
understanding
of
slope
the
mathematical
process
standards
when
using
properties
of
linear
slope-‐intercept
and
y-‐intercept
of
a
linear
function,.
Students
functions
to
write
and
represent
in
multiple
ways,
with
and
without
investigate
the
effect
of
m
and
b
on
the
graph
of
a
technology,
linear
equations,
inequalities,
and
systems
of
equations.
linear
function
in
the
form
y
=
mx
+
b.
They
also
The
student
is
expected
to:
learn
about
the
x-‐intercept
and
linear
equations
of
the
form
x
=
c.
Students
develop
and
apply
the
(A)
determine
the
domain
and
range
of
a
linear
function
in
standard
and
point-‐slope
forms
for
the
equation
of
a
mathematical
problems;
determine
reasonable
domain
and
range
line.
values
for
real-‐world
situations,
both
continuous
and
discrete;
and
represent
domain
and
range
using
inequalities;
(B)
write
linear
equations
in
two
variables
in
various
forms,
including
y
=
mx
+
b,
Ax
+
By
=
C,
and
y
-‐
y1
=
m(x
-‐
x1),
given
one
point
and
the
slope
and
given
two
points;
(C)
write
linear
equations
in
two
variables
given
a
table
of
values,
a
graph,
and
a
verbal
description;
(E)
write
the
equation
of
a
line
that
contains
a
given
point
and
is
parallel
to
a
given
line;
(F)
write
the
equation
of
a
line
that
contains
a
given
point
and
is
perpendicular
to
a
given
line;
(G)
write
an
equation
of
a
line
that
is
parallel
or
perpendicular
to
the
X
or
Y
axis
and
determine
whether
the
slope
of
the
line
is
zero
or
undefined;
(3)
Linear
functions,
equations,
and
inequalities.The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(A)
determine
the
slope
of
a
line
given
a
table
of
values,
a
graph,
two
points
on
the
line,
and
an
equation
written
in
various
forms,
including
y
=
mx
+
b,
Ax
+
By
=
C,
and
y
-‐
y
=
m(x
-‐
x );
1 1
(B)
calculate
the
rate
of
change
of
a
linear
function
represented
tabularly,
graphically,
or
algebraically
in
context
of
mathematical
and
real-‐world
problems;
(C)
graph
linear
functions
on
the
coordinate
plane
and
identify
key
features,
including
x-‐
intercept,
y-‐intercept,
zeros,
and
slope,
in
Copyright
2014
Agile
Mind,
Inc.
®
Page
5
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
mathematical
and
real-‐world
problems;
(E)
determine
the
effects
on
the
graph
of
the
parent
function
f(x)
=
x
when
f(x)
is
replaced
by
af(x),
f(x)
+
d,
f(x
-‐
c),
f(bx)
for
specific
values
of
a,
b,
c,
and
d;
(2)
Linear
functions,
equations,
and
inequalities.
The
student
applies
7:
Creating
linear
8
blocks
This
topic
revisits
analyzing
rate
of
change
to
the
mathematical
process
standards
when
using
properties
of
linear
models
for
data
determine
whether
using
a
linear
model
to
represent
functions
to
write
and
represent
in
multiple
ways,
with
and
without
data
is
appropriate.
It
also
introduces
the
use
of
technology,
linear
equations,
inequalities,
and
systems
of
equations.
residuals
to
informally
assess
the
fit
of
a
linear
The
student
is
expected
to:
function.
Students
learn
that
correlation
does
not
imply
causation.
They
also
explore
transformations
(B)
write
linear
equations
in
two
variables
in
various
forms,
including
y
of
functions
by
transforming
the
parent
function
y
=
=
mx
+
b,
Ax
+
By
=
C,
and
y
-‐
y1
=
m(x
-‐
x1),
given
one
point
and
the
x
to
create
linear
models
for
data.
slope
and
given
two
points;
(C)
write
linear
equations
in
two
variables
given
a
table
of
values,
a
graph,
and
a
verbal
description;
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(A)
determine
the
slope
of
a
line
given
a
table
of
values,
a
graph,
two
points
on
the
line,
and
an
equation
written
in
various
forms,
including
y
=
mx
+
b,
Ax
+
By
=
C,
and
y
-‐
y
=
m(x
-‐
x );
1 1
(B)
calculate
the
rate
of
change
of
a
linear
function
represented
tabularly,
graphically,
or
algebraically
in
context
of
mathematical
and
real-‐world
problems;
(C)
graph
linear
functions
on
the
coordinate
plane
and
identify
key
features,
including
x-‐
intercept,
y-‐intercept,
zeros,
and
slope,
in
mathematical
and
real-‐world
problems;
(E)
determine
the
effects
on
the
graph
of
the
parent
function
f(x)
=
x
when
f(x)
is
replaced
by
af(x),
f(x)
+
d,
f(x
-‐
c),
f(bx)
for
specific
values
of
a,
b,
c,
and
d;
(4)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
to
formulate
statistical
relationships
and
evaluate
their
reasonableness
based
on
real-‐
world
data.
The
student
is
expected
to:
Copyright
2014
Agile
Mind,
Inc.
®
Page
6
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
(A)
calculate,
using
technology,
the
correlation
coefficient
between
two
quantitative
variables
and
interpret
this
quantity
as
a
measure
of
the
strength
of
the
linear
association;
(B)
compare
and
contrast
association
and
causation
in
real-‐world
problems;
and
(C)
write,
with
and
without
technology,
linear
functions
that
provide
a
reasonable
fit
to
data
to
estimate
solutions
and
make
predictions
for
real-‐world
problems.
(2)
Linear
functions,
equations,
and
inequalities.
8:
Solving
linear
7
blocks
In
this
topic,
students
leverage
the
connections
The
student
applies
the
mathematical
process
standards
when
using
equations
and
among
linear
functions,
linear
equations,
and
linear
properties
of
linear
functions
to
write
and
represent
in
multiple
ways,
inequalities
inequalities
as
they
create
and
solve
equations
and
with
and
without
technology,
linear
equations,
inequalities,
and
inequalities.
They
solidify
and
extend
their
systems
of
equations.
The
student
is
expected
to:
understanding
of
solution
techniques
for
single-‐
variable
equations
and
inequalities,
and
they
learn
(C)
write
linear
equations
in
two
variables
given
a
table
of
values,
a
how
to
graphically
represent
solutions
to
linear
graph,
and
a
verbal
description;
inequalities
in
two
variables.
(H)
write
linear
inequalities
in
two
variables
given
a
table
of
values,
a
graph,
and
a
verbal
description;
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(D)
graph
the
solution
set
of
linear
inequalities
in
two
variables
on
the
coordinate
plane;
(5)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
to
solve,
with
and
without
technology,
linear
equations
and
evaluate
the
reasonableness
of
their
solutions.
The
student
is
expected
to:
(A)
solve
linear
equations
in
one
variable,
including
those
for
which
the
application
of
the
distributive
property
is
necessary
and
for
which
variables
are
included
on
both
sides;
(B)
solve
linear
inequalities
in
one
variable,
including
those
for
which
the
application
of
the
distributive
property
is
necessary
and
for
which
variables
are
included
on
both
sides;
Copyright
2014
Agile
Mind,
Inc.
®
Page
7
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
(12)
Number
and
algebraic
methods.
The
student
applies
the
mathematical
process
standards
and
algebraic
methods
to
write,
solve,
analyze,
and
evaluate
equations,
relations,
and
functions.
The
student
is
expected
to:
(E)
solve
mathematic
and
scientific
formulas,
and
other
literal
equations,
for
a
specified
variable.
Copyright
2014
Agile
Mind,
Inc.
®
Page
8
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
Systems
of
linear
equations
and
inequalities
(2)
Linear
functions,
equations,
and
inequalities.
The
student
applies
9:
Systems
of
linear
6
blocks
This
topic
builds
on
students'
previous
experiences
the
mathematical
process
standards
when
using
properties
of
linear
equations
and
with
systems
of
linear
equations
and
inequalities,
in
functions
to
write
and
represent
in
multiple
ways,
with
and
without
inequalities
which
two
conditions
apply
to
a
situation.
Students
technology,
linear
equations,
inequalities,
and
systems
of
equations.
review
how
to
set
up
a
system
of
linear
equations,
The
student
is
expected
to:
solve
it
using
graphs
and
tables,
and
check
the
solution
for
reasonableness.
Students
also
learn
how
(I)
write
systems
of
two
linear
equations
given
a
table
of
values,
a
to
set
up
a
system
of
linear
inequalities
and
solve
it
graph,
and
a
verbal
description.
by
graphing.
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(F)
graph
systems
of
two
linear
equations
in
two
variables
on
the
coordinate
plane
and
determine
the
solutions
if
they
exist;
(G)
estimate
graphically
the
solutions
to
systems
of
two
linear
equations
with
two
variables
in
real-‐world
problems;
and
(H)
graph
the
solution
set
of
systems
of
two
linear
inequalities
in
two
variables
on
the
coordinate
plane.
(5)
Linear
functions,
equations,
and
inequalities. The
student
applies
the
mathematical
process
standards
to
solve,
with
and
without
technology,
linear
equations
and
evaluate
the
reasonableness
of
their
solutions.
The
student
is
expected
to:
(C)
solve
systems
of
two
linear
equations
with
two
variables
for
mathematical
and
real-‐world
problems.
(2)
Linear
functions,
equations,
and
inequalities.
The
student
applies
10:
Other
methods
for
7
blocks
Continuing
with
the
exploration
of
systems
of
two
the
mathematical
process
standards
when
using
properties
of
linear
solving
systems
linear
equations,
this
topic
addresses
two
algebraic
functions
to
write
and
represent
in
multiple
ways,
with
and
without
methods
for
solving
systems:
the
substitution
technology,
linear
equations,
inequalities,
and
systems
of
equations.
method
and
the
linear
combination
method.
The
student
is
expected
to:
(I)
write
systems
of
two
linear
equations
given
a
table
of
values,
a
graph,
and
a
verbal
description.
(3)
Linear
functions,
equations,
and
inequalities.
The
student
applies
the
mathematical
process
standards
when
using
graphs
of
linear
functions,
key
features,
and
related
transformations
to
represent
in
multiple
ways
and
solve,
with
and
without
technology,
equations,
Copyright
2014
Agile
Mind,
Inc.
®
Page
9
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Agile
Mind
Algebra
I
Scope
and
Sequence,
2015-‐2016
Texas
Essential
Knowledge
and
Skills
for
Mathematics
inequalities,
and
systems
of
equations.
The
student
is
expected
to:
(F)
graph
systems
of
two
linear
equations
in
two
variables
on
the
coordinate
plane
and
determine
the
solutions
if
they
exist;
(G)
estimate
graphically
the
solutions
to
systems
of
two
linear
equations
with
two
variables
in
real-‐world
problems;
and
(5)
Linear
functions,
equations,
and
inequalities. The
student
applies
the
mathematical
process
standards
to
solve,
with
and
without
technology,
linear
equations
and
evaluate
the
reasonableness
of
their
solutions.
The
student
is
expected
to:
(C)
solve
systems
of
two
linear
equations
with
two
variables
for
mathematical
and
real-‐world
problems.
Relationships
that
are
not
linear
11:
Laws
of
exponents
6
blocks
This
topic
is
a
refresher
on
laws
of
exponents.
It
(11)
Number
and
algebraic
methods. The
student
applies
the
mathematical
process
standards
and
algebraic
methods
to
rewrite
reviews
principles
for
multiplying
and
dividing
exponential
expressions
with
common
bases.
It
also
algebraic
expressions
into
equivalent
forms.
The
student
is
expected
to:
(B)
simplify
numeric
and
algebraic
expressions
using
the
laws
of
uses
explorations
of
number
patterns
to
develop
the
meanings
of
positive
and
negative
exponents,
as
well
exponents,
including
integral
and
rational
exponents.
as
zero
as
an
exponent.
The
topic
also
introduces
students
to
fractional
exponents.
(6)
Quadratic
functions
and
equations.
The
student
applies
the
12:
Nonlinear
9
blocks
As
a
prelude
to
students'
study
of
exponential
and
mathematical
process
standards
when
using
properties
of
quadratic
relationships
quadratic
functions,
this
topic
introduces
nonlinear
functions
to
write
and
represent
in
multiple
ways,
with
and
without
relationships
between
two
quantities—specifically,
technology,
quadratic
equations.
The
student
is
expected
to:
quadratic
and
exponential
relationships.
(A)
determine
the
domain
and
range
of
quadratic
functions
and
represent
the
domain
and
range
using
inequalities;
(9)
Exponential
functions
and
equations.
The
student
applies
the
mathematical
process
standards
when
using
properties
of
exponential
functions
and
their
related
transformations
to
write,
graph,
and
represent
in
multiple
ways
exponential
equations
and
evaluate,
with
and
without
technology,
the
reasonableness
of
their
solutions.
The
student
formulates
statistical
relationships
and
evaluates
their
reasonableness
based
on
real-‐world
data.
The
student
is
expected
to:
(A)
determine
the
domain
and
range
of
exponential
functions
of
the
form
f(x)
=
abx
and
represent
the
domain
and
range
using
inequalities;
Copyright
2014
Agile
Mind,
Inc.
®
Page
10
of
14
The
Charles
A.
Dana
Center
at
The
University
of
Texas
at
Austin
July
11,
2014
Description:Agile Mind Algebra I Scope and Sequence, 2015-‐2016. Texas Essential Students contrast exponential and linear functions as they explore exponential models using the familiar tools of tables, graphs, and symbols. Finally, they.
