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Algebra I End-of-Course Exam Changing the way we teach.

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“ Why can ’ t we just teach the way I was taught? It worked just fine for me! ” Jim

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That was then … This is now!

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Cell Phones

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VCR DVR

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So why can ’ t we just teach the way we were taught?

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What if doctors continued to practice the same way they did 30 years ago? 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 athletes trained the same way they did 30 years ago? What if computers processed 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? What if movies looked the same way they did 30 years ago?

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Planet of the Apes 19682001

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Algebra I 1979 to 2012 From TABS to End-of-Course Algebra I 1979 to 2012 From TABS to End-of-Course aa

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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

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Exploring Objective 2: Demonstrate an understanding of the properties and attributes of functions.

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Algebra I EOC Coming soon, to a campus near you!

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Range Frame the top and bottom boundaries of each graph to help you find the possible y-values (the Range). x y Domain Frame the left and right boundaries of each graph to help you find the possible x-values (the Domain).

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Work with your partner to find & record the Domain and Range of each card.

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Domain: - 2 x 2 Range: - 3 y 3

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Domain: - 3 x 1 Range: - 2 y 2

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Domain: - 3 x or x - 3 Range: - 1 y or y - 1

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Domain: - 2 x 4 Range: - 3 y 2

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Domain and Range Puzzler

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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.

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Puzzler Answers E B

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D B

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D C

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E C

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A C

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So what do these activities have to do with the Algebra I EOC? Putting It All Together

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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?

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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 #14 F: 16%, G: 50%*, H: 25%, J: 9% *correct answer

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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 #27 A: 31%, B: 44%*, C: 13%, D: 12% *correct answer

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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 #12 F: 72%*, G: 7%, H: 7%, J: 13 %

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© William James Calhoun, 2001 5-2: Relations OBJECTIVES: You will be able to identify the domain, range, and inverse of a relation, and show relations.

© William James Calhoun, 2001 5-2: Relations OBJECTIVES: You will be able to identify the domain, range, and inverse of a relation, and show relations.

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