#### Transcript Alg I EOC Principals Mtg

Algebra I End-of-Course Exam Changing 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 Differences between TAKS and EOC 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 TEA Math Update 2009 Assessment Conference 10 Exploring Objective 2: Demonstrate an understanding of the properties and attributes of functions. Algebra I EOC Coming soon, to a campus near you! y Frame the top and bottom boundaries of each graph to help you find the possible y-values (the Range). x Frame the left and right boundaries of each graph to help you find the possible x-values (the Domain). Work with your partner to find & record the Domain and Range of each card. Domain: - 2 x 2 Range: - 3 y 3 Domain: - 3 x 1 Range: - 2 y 2 Domain: - 3 x or x - 3 Range: - 1 y or y - 1 Domain: - 2 x 4 Range: - 3 y 2 Domain and Range Puzzler 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 Putting It All Together So what do these activities have to do with the Algebra I EOC? 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? Objective 2: A.2B TSIET identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete. 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 2003 TAKS Grade 10th #14 F: 16%, G: 50%*, H: 25%, J: 9% *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. 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 2004 TAKS Exit #27 A: 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 #12 F: 72%*, G: 7%, H: 7%, J: 13 %