Pilot Algebra Foundations
The primary purpose of the Algebra Foundations course is to promote opportunities for deep understanding of core algebraic concepts to develop algebraic thinkers. The course is composed of 5 topics: Operating with Rational Numbers, Expressions and Equations, Developing Function Foundations, Modeling Linear Equations, and Quadratics. Throughout these topics, students have the opportunity to develop foundational understandings and draw connections to key concepts.
This course is intended to strengthen foundational conceptual understandings from middle school math through Algebra I and is designed to be flexible in meeting the needs of students. Your individual course is created based solely on data that suggests which topics will best develop your students as algebraic thinkers. Each learning session is designed to further develop a skill, and together, these sessions connect skills and concepts to key algebraic understandings. The student learning experience of the Algebra Foundations course promotes conceptual understanding through a focus on active learning and making sense of the mathematics.
Pilot Algebra II
In this course, students will build understanding of the following modules: Exploring Patterns in Linear and Quadratic Relationships, Analyzing Structure, Developing Structural Similarities, Extending Beyond Polynomials, and Inverting Functions.
Each module is broken up into topics where you will find teacher materials to guide the instruction and the student materials both used in the classroom for learning together and learning individually.
The agency developed these learning resources as a contingency option for school districts during COVID. All resources are optional. Prior to publication, materials go through a rigorous third-party review. Review criteria include TEKS alignment, support for all learners, progress monitoring, implementation supports, and more. Products also are subject to a focus group of Texas educators.
Using Theoretical and Experimental Probability to Make Predictions
Given an event to simulate, the student will use theoretical probabilities and experimental results to make predictions and decisions.
Determining Slopes from Equations, Graphs, and Tables
Given algebraic, tabular, and graphical representations of linear functions, the student will determine the slope of the relationship from each of the representations.
Demonstrating the Pythagorean Theorem
Given pictures or models that represent the Pythagorean Theorem, the student will demonstrate an understanding of the theorem.
Determining the Domain and Range for Linear Functions
Given a real-world situation that can be modeled by a linear function or a graph of a linear function, the student will determine and represent the reasonable domain and range of the linear function using inequalities.
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.
Solving Linear Equations and Inequalities
When given a table, equation or verbal description students will solve one and two variable equations and inequalities using algebraic steps or graphing methods.
Determining Intercepts and Zeros of Linear Functions
Given algebraic, tabular, or graphical representations of linear functions, the student will determine the intercepts of the graphs and the zeros of the function.
Solving Systems of Equations with Graphs
Given verbal and/or algebraic descriptions of situations involving systems of linear equations, the student will solve the system of equations using graphs.
Solving Systems of Equations with Algebraic Methods
Given verbal and/or algebraic descriptions of situations involving systems of two variable linear equations, the student will solve the system of equations.
Determining Reasonableness of Solutions (System of Equations)
Given verbal descriptions of situations involving systems of linear equations, the student will determine the reasonableness of the solutions to the system of equations.
Determining the Domain and Range for Quadratic Functions
Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine the domain and range of the function.
Determining the Domain and Range for Quadratic Functions: Restricted Domain/Range
Given a situation that can be modeled by a quadratic function or the graph of a quadratic function, the student will determine restrictions as necessary on the domain and range of the function.
Analyzing the Effects of the Changes in "a" on the Graph y = ax^2 + c
Given verbal, graphical, or symbolic descriptions of the graph of y = ax^2 + c, the student will investigate, describe, and predict the effects on the graph when a is changed.
Predicting, Finding, and Justifying Data from Verbal Descriptions
Given data in a verbal description, the student will use equations and tables to solve and interpret solutions to problems.
Solving Quadratic Equations Using Concrete Models
Given a quadratic equation, the student will use tiles to factor and solve the equation.
Comparing and Contrasting Proportional and Non-Proportional Linear Relationships
Given problem solving situations, the student will solve the problems by comparing and contrasting proportional and non-proportional linear relationships.
Solving Quadratic Equations Using Algebraic Methods
Given a quadratic equation, the student will solve the equation by factoring, completing the square, or by using the quadratic formula.