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Algebra I End-of-Course
ExamChanging 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
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?
Planet of the Apes
1968 2001
Algebra I 1979 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
TEA Math Update 2009 Assessment Conference 10
Exploring Objective 2:Demonstrate an understanding of the properties and attributes of functions.
DOMAIN
RANGE
Algebra I EOCComing soon, to a campus
near you!
Describing Graphs
Frame the top and bottom
boundaries of each graph to help you find the
possible y-values
(the Range).
x
y
Frame the left and right boundaries of each graph to help you find the possible x-values (the Domain).
DOMAIN
RANGE
DOMAIN
RANGE
Work with your partner to find & record the Domain and Range of each card.
Domain: - 2 x 2
Range: - 3 y 3
DOMAIN
RANGE
Domain: - 3 x 1
Range: - 2 y 2
DOMAIN
RANGE
Domain: - 3 x
or x - 3
Range: - 1 y
or y - 1
DOMAIN
RANGE
Domain: - 2 x 4
Range: - 3 y 2
DOMAIN
RANGE
Domain and Range Puzzler
DOMAIN
RANGE
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.
Puzzler Answers
E B
Puzzler Answers
D B
Puzzler Answers
D C
Puzzler Answers
E C
Puzzler Answers
A C
So what do these activities have to do with the Algebra I EOC?
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?
14. The graph shows the path of a golf ball.What is the range of this function?
F. 0 < y < 100
G. 0 < y < 100
H. 0 < x < 5
J. 0 < x < 5
Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.
2003 TAKS Grade 10th #14F: 16%, G: 50%*, H: 25%, J: 9%
*correct answer
27. What is the domain of the function shown on the graph.
A. -3 < x < 3
B. -3 < x < 3
C. -5 < x < 4
D. -5 < x < 4
Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.
2004 TAKS Exit #27A: 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?
F. -5 < x < 6
G. -6 < x < 2
H. -5 < x < -2
J. Not here
2006 TAKS Exit #12F: 72%*, G: 7%, H: 7%, J: 13 %
