The Format of the TEKS. . .
. . . and what it means
to school leaders and others who
support teachers.
Ensuring Teacher Quality Leader's
Resource Guide: Format of the
TEKS
1
Format Overview

TEKS do not provide . . .
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A complete scope and sequence.
A complete course outline.
All the essential knowledge and skills
students could have.
TEKS do provide . . .

An outline of the most important
knowledge and skills every student must have.
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
2
The TEKS are non-negotiable in
Texas. They are law.
So what does that mean to me?
Ensuring Teacher Quality Leader's
Resource Guide: Format of the
TEKS
3
TEKS are law, so . . .





Every curricular decision,
Every resource purchase,
Every teacher placement,
Every pedagogical choice,
Every professional development opportunity . . .
. . . must be grounded in the TEKS.
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
4
Elements of the Mathematics TEKS
K-Precalculus

Introductory Paragraphs


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Strands
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Organizers for the knowledge and skills statements
Knowledge and Skills Statements

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Key contextual information
Brief overview--essential knowledge and skills
Concepts and skills to be learned
Student Expectations/Performance Descriptions

Demonstration of the concepts and skills learned
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
5
Expanded Format of the TEKS
Introductory Paragraphs
Basic Understandings
Strand
Knowledge/
Skills
SE
PD
KEY:
SE
PD
Strand
Knowledge/
Skills
SE
PD
Knowledge/
Skills
SE
PD
SE-Student Expectations
SE
PD
SE
PD
Knowledge/
Skills
SE
PD
SE
PD
PD-Performance Descriptions
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
6
A Closer Look:
Linear Functions (sample from Algebra I)
(A.5) Linear Functions.
The student
understands that linear
functions can be
represented in different
ways and translates
among their various
representations.
The student is expected to:
(A) determine whether or not given
situations can be represented by
linear functions;
(B) determine the domain and range
values for linear functions in given
situations; and
(C) use, translate, and make connections
among and algebraic, tabular,
graphical, or verbal descriptions of
linear functions.
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
7
Algebra I and Algebra II: A Conceptual
Bridge from K-8 to Higher Mathematics
Grades K-8
Number,
Operation,
and Quantitative
Reasoning
Patterns,
Relationships, and
Algebraic Thinking
Geometry and
Spatial Reasoning
Measurement
Probability and
Statistics
Underlying
Processes and
Mathematical Tools
Algebra I
Algebra II
Foundations
Foundations
for Functions
Linear
Functions
Quadratic
and Other
Nonlinear
Functions
for Functions
Algebra and
Geometry
Quadratic
and Square
Root
Functions
Rational
Functions
Exponential
and
Logarithmic
Functions
Ensuring Teacher Quality Leader's Resource Guide: Format of the TEKS
Precalculus
In
Precalculus,
students continue to
build on the K-8,
Algebra I, Algebra II,
and Geometry
foundations as they
expand their
understanding
through other
mathematical
experiences.
(First sentence of
Introduction to
Precalculus.)
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