The Programmatic Nature of
the TEKS
TEKS are:
Linear
 Cyclical
 Interdependent
 Programmatic

To inform decisions about planning, teaching,
and assessment.
 To support continuity and connectedness among
grade levels and among subject areas.

Ensuring Teacher Quality Leader's Resource Guide: Programmatic Nature of the TEKS
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Patterns, Relationships, and Algebraic Thinking,
from Grade 6 to Algebra II
6.4 A-B, 6.5
 7.2 F, 7.4 C, 7.5 A
 8.4, 8.5 A-B
 Algebra I b (1) A-E, b (3) A-B
 Algebra II b(1) A-B, c (1) A-B

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Patterns, Relationships,
and Algebraic Thinking, Grade 6
(6.4)
(6.5)
Patterns, relationships,
and algebraic thinking.
The student u ses letters as
variables in mathematical
expressions to describe
how o ne quantity changes
when a related quantity
changes.
The student is expected to:
Patterns, relationships,
and algebraic thinking.
The student u ses letters to
represent an unknown in
an equation.
The student is expected to formulate an equation from a
problem situation.
(A)
Use tables and symbols to represent and describe
proportional and other relationships involving
conversions, sequences, perimeter, area, etc.; and
(B)
Generate formulas to represent relationships involvi ng
perimeter, area, volume of a rectangular prism, etc.,
from a table of data.
Ensuring Teacher Quality Leader's Resource Guide: Programmatic Nature of the TEKS
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Patterns, Relationships,
and Algebraic Thinking, Grade 7
(7.2)
(7.4)
(7.5)
Number, operation, and
quantitative reasoning.
The student ad ds,
subtracts, multiplies, or
divides to solve problems
and justify solutions.
The student is expected to:
Patterns, relationships,
and algebraic thinking.
The student r epresents a
relationship in num erical,
geometric, verbal, and
symbolic form.
The student is expected to:
Patterns, relationships,
and algebraic thinking.
The student u ses
equations to solve
problems.
The student is expected to:
(F)
(C)
(A)
Select and use appropriate operations to solve
problems and justify t he selections.
Describe the relationship between the terms in a
sequence and the ir positions in the sequence.
Use concrete models t o solve equations and use
symbols to record the a ctions.
Ensuring Teacher Quality Leader's Resource Guide: Programmatic Nature of the TEKS
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Patterns, Relationships,
and Algebraic Thinking, Grade 8
(8.4)
Patterns, relationships,
and algebraic thinking.
The student m akes
connections among various
representations of a
numerical r elationship.
The student is expected to generate a different
representation given one representation of data such as a
table, graph, e quation, or verbal description.
(8.5)
Patterns, relationships,
and algebraic thinking.
The student u ses graphs,
tables, and algebraic
representations to make
predictions and solve
problems.
The student is expected to:
(A)
Estimate, find, and justify solutions to application
problems usi ng appropriate tables, graphs, and
algebraic equations; and
(B)
Use an algebraic expression to find any term in a
sequence.
Ensuring Teacher Quality Leader's Resource Guide: Programmatic Nature of the TEKS
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The Algebra I TEKS
Foundations for Functions
b (1)
b (3)
The student understands
that a function represents a
dependence of one
quantity on another and
can be described in a
variety of ways.
The student understands
how algebra can be used
to express generalizations
and recognizes and uses
the power of symbols to
represent situations.
Following are performance descriptions.
(A)
The student describes independent and dependent
quantities in functional relationships.
(B)
The student gathers and records data, or uses data
sets, to determine functional (systematic) relationships
between quantities.
(C)
The student describes functional relationships for
given problem situations and writes equations or
inequalities to answer questions arising from the
situations.
(D)
The student represents relationships among quantities
using concrete models, tables, graphs, diagrams,
verbal descriptions, equations, and inequalities.
(E)
The student interprets and makes inferences from
functional relationships.
Following are performance descriptions.
(A)
The student uses symbols to represent unknowns and
variables.
(B)
Given situations, the student looks for patterns and
represents generalizations algebraically.
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The Algebra II TEKS
(b) Found ations for functions
(1) The student uses properties
and attributes of functions
and applies functions to
problem situations.
Follo wing are performance descriptions.
(A) For a variety of situations, the student identifies the
mathematical domains and ranges and determines reasonable
domain and range values for given situations.
(B) In solving problems, the student collects data and records
results, organizes the data, mak es scatterplots, fits the curves
to the appropriate parent function, in terprets the results, and
proceeds to model, predict, and make decisions and critical
judgments.
(c) Algebra and geometry
(1) The student connects
algebraic and geometric
representations of functions.
Follo wing are performance descriptions.
(A) The student identifies and sketches graphs of parent
functions, including linear (y = x), quadratic (y = x2), square
root (y =
x ), in verse (y =
1
x
x
), exponen tial (y = a ), and
logarithmic (y = log ax) functions.
(B) The student extends parent functions with parameters such as
m i n y = mx and describes parameter changes on the graph of
parent functions.
Ensuring Teacher Quality Leader's Resource Guide: Programmatic Nature of the TEKS
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Vertical Articulation
Subject:
Grade/Course:
Strand:
Grade/Course
Grade/Course
Grade/Course
KS
KS
KS
SE/PD
SE/PD
SE/PD
Changes
Changes
Key:
KS = Knowledge and
Skills
SE = Student
Expectations
PD = Performance
Descriptions
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Vertical Articulation
Subject: Mathematics
Grade/Course: Algebra I
Strand: Foundations for functions (Patterns, relationships, and algebraic
Grade: 8 (8.4, 8.5)
thinking)
Course: Alg I (b.1A-E, b.3A- Course: Alg II (b.1A-B, c.1AB)
B)
KS
connects various ways to show
numerical relationships; uses
various methods to predict and
solve problems
KS
understands functions as
dependencies of quantities and
describes them in multiple
ways; expresses
generalizations and represents
situations with symbols
KS
in problem situations uses
properties and attributes of
functions, and connects
algebraic and geometric
representations of functions
SE
creates new representation
from existing data (table,
graph, equation, words);
estimates, solves, and
explains using data
representations; uses
algebraic expression to find
terms in sequence
PD
gathers or uses data and
patterns to describe
functional relationships,
writes equations or
inequalities arising from the
functions, represents
relationships in multiple ways
(including symbols),
interprets and makes
inferences
PD
identifies, sketches and
extends various parent
functions with parameter
changes; collects, organizes,
displays data, fits curves of
parent functions to the data,
interprets results, and
models, predicts, and makes
decisions
Changes
KS
numerical relationships
expressed as functions;
generalizations
PD gathers
data; writes
equations and inequalities
from functional situations;
interprets, makes decisions
Changes
KS
uses in problem situations;
connects algebraic and
geometric representations
PD
extends to variety of
parent functions, fits
curves, parameter changes
Implications for Planning and Practice
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Questions to Consider

What changes from grade to grade?
Content?
 Processes?

What patterns emerge?
 Where are new concepts introduced?

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More Questions to Consider

What are the implications for . . .
Classroom teachers?
 Campus communities?
 The K-12 program?
 Instructional leaders?

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