Texas State Standards for Mathematics: Grade 10
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
TX.111.32 (A.1) Algebra I: Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.
(A.1) (A) The student is expected to describe independent and dependent quantities in functional relationships;
(A.1) (B) The student is expected to gather and record data and use data sets to determine functional relationships between quantities;
(A.1) (C) The student is expected to describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;
(A.1) (D) The student is expected to represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities;
(A.1) (E) The student is expected to interpret and make decisions, predictions, and critical judgments from functional relationships.
TX.111.32 (A.2) Algebra I: Foundations for functions. The student uses the properties and attributes of functions.
(A.2) (A) The student is expected to identify and sketch the general forms of linear (y = x) and quadratic (y = x^2) parent functions;
(A.2) (B) The student is expected to identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;
(A.2) (C) The student is expected to interpret situations in terms of given graphs or creates situations that fit given graphs;
(A.2) (D) The student is expected to collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.
TX.111.32 (A.3) Algebra I: Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.
(A.3) (A) The student is expected to use symbols to represent unknowns and variables;
(A.3) (B) The student is expected to look for patterns and represent generalizations algebraically.
TX.111.32 (A.4) Algebra I: Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
(A.4) (A) The student is expected to find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations;
(A.4) (B) The student is expected to use the commutative, associative, and distributive properties to simplify algebraic expressions;
(A.4) (C) The student is expected to connect equation notation with function notation, such as y = x + 1 and f(x) = x + 1.
TX.111.32 (A.5) Algebra I: Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations.
(A.5) (A) The student is expected to determine whether or not given situations can be represented by linear functions;
(A.5) (B) The student is expected to determine the domain and range for linear functions in given situations;
(A.5) (C) The student is expected to use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.
TX.111.32 (A.6) Algebra I: Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations.
(A.6) (A) The student is expected to develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;
(A.6) (B) The student is expected to interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs;
(A.6) (C) The student is expected to investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b;
(A.6) (D) The student is expected to graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept;
(A.6) (E) The student is expected to determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations;
(A.6) (F) The student is expected to interpret and predict the effects of changing slope and y-intercept in applied situations;
(A.6) (G) The student is expected to relate direct variation to linear functions and solve problems involving proportional change.
TX.111.32 (A.7) Algebra I: Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(A.7) (A) The student is expected to analyze situations involving linear functions and formulate linear equations or inequalities to solve problems;
(A.7) (B) The student is expected to investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities;
(A.7) (C) The student is expected to interpret and determine the reasonableness of solutions to linear equations and inequalities.
TX.111.32 (A.8) Algebra I: Linear functions. The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(A.8) (A) The student is expected to analyze situations and formulate systems of linear equations in two unknowns to solve problems;
(A.8) (B) The student is expected to solve systems of linear equations using concrete models, graphs, tables, and algebraic methods;
(A.8) (C) The student is expected to interpret and determine the reasonableness of solutions to systems of linear equations.
TX.111.32 (A.9) Algebra I: Quadratic and other nonlinear functions. The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.
(A.9) (A) The student is expected to determine the domain and range for quadratic functions in given situations;
(A.9) (B) The student is expected to investigate, describe, and predict the effects of changes in a on the graph of y = ax^2 + c;
(A.9) (C) The student is expected to investigate, describe, and predict the effects of changes in c on the graph of y = ax^2 + c;
(A.9) (D) The student is expected to analyze graphs of quadratic functions and draw conclusions.
TX.111.32 (A.10) Algebra I: Quadratic and other nonlinear functions. The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.
(A.10) (A) The student is expected to solve quadratic equations using concrete models, tables, graphs, and algebraic methods;
(A.10) (B) The student is expected to make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function.
TX.111.32 (A.11) Algebra I: Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations.
(A.11) (A) The student is expected to use patterns to generate the laws of exponents and apply them in problem-solving situations;
(A.11) (B) The student is expected to analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods;
(A.11) (C) The student is expected to analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.
TX.111.33 (2A.1) Algebra II: Foundations for functions. The student uses properties and attributes of functions and applies functions to problem situations.
(2A.1) (A) The student is expected to identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations;
(2A.1) (B) The student is expected to collect and organize data, make and interpret scatterplots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.
TX.111.33 (2A.2) Algebra II: Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
(2A.2) (A) The student is expected to use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations;
(2A.2) (B) The student is expected to use complex numbers to describe the solutions of quadratic equations.
TX.111.33 (2A.3) Algebra II: Foundations for functions. The student formulates systems of equations and inequalities from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situations.
(2A.3) (A) The student is expected to analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems;
(2A.3) (B) The student is expected to use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities;
(2A.3) (C) The student is expected to interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.
TX.111.33 (2A.4) Algebra II: Algebra and geometry. The student connects algebraic and geometric representations of functions.
(2A.4) (A) The student is expected to identify and sketch graphs of parent functions, including linear (f(x) = x), quadratic (f(x) = x^2), exponential (f(x) = a^x), and logarithmic (f(x) = log base a of x) functions, absolute value of x (f(x) = |x|), square root of x (f(x) = square root of x), and reciprocal of x (f(x) = 1/x);
(2A.4) (B) The student is expected to extend parent functions with parameters such as a in f(x) = a/x and describe the effects of the parameter changes on the graph of parent functions;
(2A.4) (C) The student is expected to describe and analyze the relationship between a function and its inverse.
TX.111.33 (2A.5) Algebra II: Algebra and geometry. The student knows the relationship between the geometric and algebraic descriptions of conic sections.
(2A.5) (A) The student is expected to describe a conic section as the intersection of a plane and a cone;
(2A.5) (B) The student is expected to sketch graphs of conic sections to relate simple parameter changes in the equation to corresponding changes in the graph;
(2A.5) (C) The student is expected to identify symmetries from graphs of conic sections;
(2A.5) (D) The student is expected to identify the conic section from a given equation;
(2A.5) (E) The student is expected to use the method of completing the square.
TX.111.33 (2A.6) Algebra II: Quadratic and square root functions. The student understands that quadratic functions can be represented in different ways and translates among their various representations.
(2A.6) (A) The student is expected to determine the reasonable domain and range values of quadratic functions, as well as interpret and determine the reasonableness of solutions to quadratic equations and inequalities;
(2A.6) (B) The student is expected to relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions;
(2A.6) (C) The student is expected to determine a quadratic function from its roots or a graph.
TX.111.33 (2A.7) Algebra II: Quadratic and square root functions. The student interprets and describes the effects of changes in the parameters of quadratic functions in applied and mathematical situations.
(2A.7) (A) The student is expected to use characteristics of the quadratic parent function to sketch the related graphs and connect between the y = ax^2 + bx + c and the y = a(x - h)^2 + k symbolic representations of quadratic functions;
(2A.7) (B) The student is expected to use the parent function to investigate, describe, and predict the effects of changes in a, h, and k on the graphs of y = a(x - h)^2 + k form of a function in applied and purely mathematical situations.
TX.111.33 (2A.8) Algebra II: Quadratic and square root functions. The student formulates equations and inequalities based on quadratic functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(2A.8) (A) The student is expected to analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems;
(2A.8) (B) The student is expected to analyze and interpret the solutions of quadratic equations using discriminants and solve quadratic equations using the quadratic formula;
(2A.8) (C) The student is expected to compare and translate between algebraic and graphical solutions of quadratic equations;
(2A.8) (D) The student is expected to solve quadratic equations and inequalities using graphs, tables, and algebraic methods.
TX.111.33 (2A.9) Algebra II: Quadratic and square root functions. The student formulates equations and inequalities based on square root functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(2A.9) (A) The student is expected to use the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describe limitations on the domains and ranges;
(2A.9) (B) The student is expected to relate representations of square root functions, such as algebraic, tabular, graphical, and verbal descriptions;
(2A.9) (C) The student is expected to determine the reasonable domain and range values of square root functions, as well as interpret and determine the reasonableness of solutions to square root equations and inequalities;
(2A.9) (D) The student is expected to determine solutions of square root equations using graphs, tables, and algebraic methods;
(2A.9) (E) The student is expected to determine solutions of square root inequalities using graphs and tables;
(2A.9) (F) The student is expected to analyze situations modeled by square root functions, formulate equations or inequalities, select a method, and solve problems;
(2A.9) (G) The student is expected to connect inverses of square root functions with quadratic functions.
TX.111.33 (2A.10) Algebra II: Rational functions. The student formulates equations and inequalities based on rational functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(2A.10) (A) The student is expected to use quotients of polynomials to describe the graphs of rational functions, predict the effects of parameter changes, describe limitations on the domains and ranges, and examine asymptotic behavior;
(2A.10) (B) The student is expected to analyze various representations of rational functions with respect to problem situations;
(2A.10) (C) The student is expected to determine the reasonable domain and range values of rational functions, as well as interpret and determine the reasonableness of solutions to rational equations and inequalities;
(2A.10) (D) The student is expected to determine the solutions of rational equations using graphs, tables, and algebraic methods;
(2A.10) (E) The student is expected to determine solutions of rational inequalities using graphs and tables;
(2A.10) (F) The student is expected to analyze a situation modeled by a rational function, formulate an equation or inequality composed of a linear or quadratic function, and solve the problem;
(2A.10) (G) The student is expected to use functions to model and make predictions in problem situations involving direct and inverse variation.
TX.111.33 (2A.11) Algebra II: Exponential and logarithmic functions. The student formulates equations and inequalities based on exponential and logarithmic functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(2A.11) (A) The student is expected to develop the definition of logarithms by exploring and describing the relationship between exponential functions and their inverses;
(2A.11) (B) The student is expected to use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptotic behavior;
(2A.11) (C) The student is expected to determine the reasonable domain and range values of exponential and logarithmic functions, as well as interpret and determine the reasonableness of solutions to exponential and logarithmic equations and inequalities;
(2A.11) (D) The student is expected to determine solutions of exponential and logarithmic equations using graphs, tables, and algebraic methods;
(2A.11) (E) The student is expected to determine solutions of exponential and logarithmic inequalities using graphs and tables;
(2A.11) (F) The student is expected to analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.
TX.111.34 (G.1) Geometry: Geometric structure. The student understands the structure of, and relationships within, an axiomatic system.
(G.1) (A) The student is expected to develop an awareness of the structure of a mathematical system, connecting definitions, postulates, logical reasoning, and theorems;
(G.1) (B) The student is expected to recognize the historical development of geometric systems and know mathematics is developed for a variety of purposes;
(G.1) (C) The student is expected to compare and contrast the structures and implications of Euclidean and non-Euclidean geometries.
TX.111.34 (G.2) Geometry: Geometric structure. The student analyzes geometric relationships in order to make and verify conjectures.
(G.2) (A) The student is expected to use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships;
(G.2) (B) The student is expected to make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic.
TX.111.34 (G.3) Geometry: Geometric structure. The student applies logical reasoning to justify and prove mathematical statements.
(G.3) (A) The student is expected to determine the validity of a conditional statement, its converse, inverse, and contrapositive;
(G.3) (B) The student is expected to construct and justify statements about geometric figures and their properties;
(G.3) (C) The student is expected to use logical reasoning to prove statements are true and find counter examples to disprove statements that are false;
(G.3) (D) The student is expected to use inductive reasoning to formulate a conjecture;
(G.3) (E) The student is expected to use deductive reasoning to prove a statement.
TX.111.34 (G.4) Geometry: Geometric structure. The student uses a variety of representations to describe geometric relationships and solve problems.
(G.4) (A) The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.
TX.111.34 (G.5) Geometry: Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems.
(G.5) (A) The student is expected to use numeric and geometric patterns to develop algebraic expressions representing geometric properties;
(G.5) (B) The student is expected to use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles;
(G.5) (C) The student is expected to use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations;
(G.5) (D) The student is expected to identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples.
TX.111.34 (G.6) Geometry: Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems.
(G.6) (A) The student is expected to describe and draw the intersection of a given plane with various three-dimensional geometric figures;
(G.6) (B) The student is expected to use nets to represent and construct three-dimensional geometric figures;
(G.6) (C) The student is expected to use orthographic and isometric views of three-dimensional geometric figures to represent and construct three-dimensional geometric figures and solve problems.
TX.111.34 (G.7) Geometry: Dimensionality and the geometry of location. The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly.
(G.7) (A) The student is expected to use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures;
(G.7) (B) The student is expected to use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons;
(G.7) (C) The student is expected to derive and use formulas involving length, slope, and midpoint.
TX.111.34 (G.8) Geometry: Congruence and the geometry of size. The student uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations.
(G.8) (A) The student is expected to find areas of regular polygons, circles, and composite figures;
(G.8) (B) The student is expected to find areas of sectors and arc lengths of circles using proportional reasoning;
(G.8) (C) The student is expected to derive, extend, and use the Pythagorean Theorem;
(G.8) (D) The student is expected to find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composites of these figures in problem situations.
TX.111.34 (G.9) Geometry: Congruence and the geometry of size. The student analyzes properties and describes relationships in geometric figures.
(G.9) (A) The student is expected to formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models;
(G.9) (B) The student is expected to formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models;
(G.9) (C) The student is expected to formulate and test conjectures about the properties and attributes of circles and the lines that intersect them based on explorations and concrete models;
(G.9) (D) The student is expected to analyze the characteristics of polyhedra and other three-dimensional figures and their component parts based on explorations and concrete models.
TX.111.34 (G.10) Geometry: Congruence and the geometry of size. The student applies the concept of congruence to justify properties of figures and solve problems.
(G.10) (A) The student is expected to use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane;
(G.10) (B) The student is expected to justify and apply triangle congruence relationships.
TX.111.34 (G.11) Geometry: Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems.
(G.11) (A) The student is expected to use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;
(G.11) (B) The student is expected to use ratios to solve problems involving similar figures;
(G.11) (C) The student is expected to develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods;
(G.11) (D) The student is expected to describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.
TX.111.35 (P.1) Precalculus: The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, power (including radical), exponential, logarithmic, trigonometric, and piecewise-defined functions.
(P.1) (A) The student is expected to describe parent functions symbolically and graphically, including f(x) = x^n, f(x) = ln(x), f(x) = log base a of x, f(x) = 1/x, f(x) = e^x, f(x) = |x|, f(x) = a^x, f(x) = sin x, f(x) = arcsin x, etc.;
(P.1) (B) The student is expected to determine the domain and range of functions using graphs, tables, and symbols;
(P.1) (C) The student is expected to describe symmetry of graphs of even and odd functions;
(P.1) (D) The student is expected to recognize and use connections among significant values of a function (zeros, maximum values, minimum values, etc.), points on the graph of a function, and the symbolic representation of a function;
(P.1) (E) The student is expected to investigate the concepts of continuity, end behavior, asymptotes, and limits and connect these characteristics to functions represented graphically and numerically.
TX.111.35 (P.2) Precalculus: The student interprets the meaning of the symbolic representations of functions and operations on functions to solve meaningful problems.
(P.2) (A) The student is expected to apply basic transformations, including a*f(x), f(x) + d, f(x - c), f(b*x), and compositions with absolute value functions, including |f(x)|, and f(|x|), to the parent functions;
(P.2) (B) The student is expected to perform operations including composition on functions, find inverses, and describe these procedures and results verbally, numerically, symbolically, and graphically;
(P.2) (C) The student is expected to investigate identities graphically and verify them symbolically, including logarithmic properties, trigonometric identities, and exponential properties.
TX.111.35 (P.3) Precalculus: The student uses functions and their properties, tools and technology, to model and solve meaningful problems.
(P.3) (A) The student is expected to investigate properties of trigonometric and polynomial functions;
(P.3) (B) The student is expected to use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data;
(P.3) (C) The student is expected to use regression to determine the appropriateness of a linear function to model real-life data (including using technology to determine the correlation coefficient);
(P.3) (D) The student is expected to use properties of functions to analyze and solve problems and make predictions;
(P.3) (E) The student is expected to solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas and incorporate radian measure where needed.
TX.111.35 (P.4) Precalculus: The student uses sequences and series as well as tools and technology to represent, analyze, and solve real-life problems.
(P.4) (A) The student is expected to represent patterns using arithmetic and geometric sequences and series;
(P.4) (B) The student is expected to use arithmetic, geometric, and other sequences and series to solve real-life problems;
(P.4) (C) The student is expected to describe limits of sequences and apply their properties to investigate convergent and divergent series;
(P.4) (D) The student is expected to apply sequences and series to solve problems including sums and binomial expansion.
TX.111.35 (P.5) Precalculus: The student uses conic sections, their properties, and parametric representations, as well as tools and technology, to model physical situations.
(P.5) (A) The student is expected to use conic sections to model motion, such as the graph of velocity vs. position of a pendulum and motions of planets;
(P.5) (B) The student is expected to use properties of conic sections to describe physical phenomena such as the reflective properties of light and sound;
(P.5) (C) The student is expected to convert between parametric and rectangular forms of functions and equations to graph them;
(P.5) (D) The student is expected to use parametric functions to simulate problems involving motion.
TX.111.35 (P.6) Precalculus: The student uses vectors to model physical situations.
(P.6) (A) The student is expected to use the concept of vectors to model situations defined by magnitude and direction;
(P.6) (B) The student is expected to analyze and solve vector problems generated by real-life situations.
TX.111.36 (M.1) Mathematical Models with Applications: The student uses a variety of strategies and approaches to solve both routine and non-routine problems.
(M.1) (A) The student is expected to compare and analyze various methods for solving a real-life problem;
(M.1) (B) The student is expected to use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines;
(M.1) (C) The student is expected to select a method to solve a problem, defend the method, and justify the reasonableness of the results.
TX.111.36 (M.2) Mathematical Models with Applications: The student uses graphical and numerical techniques to study patterns and analyze data.
(M.2) (A) The student is expected to interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, line plots, stem and leaf plots, and box and whisker plots to draw conclusions from the data;
(M.2) (B) The student is expected to analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;
(M.2) (C) The student is expected to analyze graphs from journals, newspapers, and other sources to determine the validity of stated arguments;
(M.2) (D) The student is expected to use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.
TX.111.36 (M.3) Mathematical Models with Applications: The student develops and implements a plan for collecting and analyzing data in order to make decisions.
(M.3) (A) The student is expected to formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
(M.3) (B) The student is expected to communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation;
(M.3) (C) The student is expected to determine the appropriateness of a model for making predictions from a given set of data.
TX.111.36 (M.4) Mathematical Models with Applications: The student uses probability models to describe everyday situations involving chance.
(M.4) (A) The student is expected to compare theoretical and empirical probability;
(M.4) (B) The student is expected to use experiments to determine the reasonableness of a theoretical model such as binomial, geometric, etc.
TX.111.36 (M.5) Mathematical Models with Applications: The student uses functional relationships to solve problems related to personal income.
(M.5) (A) The student is expected to use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions;
(M.5) (B) The student is expected to solve problems involving personal taxes;
(M.5) (C) The student is expected to analyze data to make decisions about banking.
TX.111.36 (M.6) Mathematical Models with Applications: The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit.
(M.6) (A) The student is expected to analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option;
(M.6) (B) The student is expected to use amortization models to investigate home financing and compare buying and renting a home;
(M.6) (C) The student is expected to use amortization models to investigate automobile financing and compare buying and leasing a vehicle.
TX.111.36 (M.7) Mathematical Models with Applications: The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
(M.7) (A) The student is expected to analyze types of savings options involving simple and compound interest and compare relative advantages of these options;
(M.7) (B) The student is expected to analyze and compare coverage options and rates in insurance;
(M.7) (C) The student is expected to investigate and compare investment options including stocks, bonds, annuities, and retirement plans.
TX.111.36 (M.8) Mathematical Models with Applications: The student uses algebraic and geometric models to describe situations and solve problems.
(M.8) (A) The student is expected to use geometric models available through technology to model growth and decay in areas such as population, biology, and ecology;
(M.8) (B) The student is expected to use trigonometric ratios and functions available through technology to calculate distances and model periodic motion;
(M.8) (C) The student is expected to use direct and inverse variation to describe physical laws such as Hook's, Newton's, and Boyle's laws.
TX.111.36 (M.9) Mathematical Models with Applications: The student uses algebraic and geometric models to represent patterns and structures.
(M.9) (A) The student is expected to use geometric transformations, symmetry, and perspective drawings to describe mathematical patterns and structure in art and architecture;
(M.9) (B) The student is expected to use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music.