Clarifying the Revised
TEKS: Implications for
Activities, Lessons,
and Assessments
Danielle Seabold
Mathematics Leadership
The Charles A. Dana Center
CAMT, 2005
Why are we here?
Early 2005, the Texas legislature adopted the
revised secondary mathematics Texas
Essential Knowledge and Skills (TEKS). As
mandated by the legislature, the revised
secondary TEKS are to be implemented in fall
2006.
What does this mean for us as teachers and
educational or instructional leaders?
My School…
On a scale of 1-10, rate the effect that the
revised TEKS will have on the mathematics
department at your school.
1 = Revised TEKS? What are those? We won’t
need to change a thing.
10 = We have to revise our curriculum,
instruction, and professional development
opportunities. It looks like a lot will change.
Impact of the Revised
TEKS
The revised TEKS will impact:
•Instruction ~ pedagogy and instructional
resources
•Curriculum ~ textbooks, focus, depth, and rigor
•Professional development ~ TEKS-focus, depth,
and timing
Impact of the Revised
TEKS
What will we do today?
In this session, we will examine the
revised TEKS and model activities
for use in your classroom to help
clarify the revised TEKS.
TEKS-based Resource:
Mathematics TEKS
Toolkit
www.mathtekstoolkit.org
An online resource hub for activities,
lessons, and assessments that are TEKSbased.
Look for the redesign to be launched March
2006.
Assessment Connections
The instructional focus of the Toolkit
revisions is on providing an obvious and
useful link between:
• Activities;
• Lessons; and
• Assessments (both classroom and TAKS)
This will all be provided as part of the
Assessment Connections
Assessment Connection:
Essential Elements
Each Assessment Connection links an
individual TEKS statement with an
Activity, Clarifying Performance Task,
Lesson, Classroom Assessment, TAKS
Objective and Released TAKS Item(s)
Assessment Connections
(A.6) Linear functions. The student
understands the meaning of the slope and
intercepts of the graphs of linear functions and
zeros of linear functions and interprets and
describes the effects of changes in parameters
of linear functions in real-world and
mathematical situations.
(C) investigate, describe, and predict the
effects of changes in m and b on the graph of
y = mx + b;
A change from…
(A.6) Linear functions. The student
understands the meaning of the slope and
intercepts of the graphs of linear functions and
zeros of linear functions and interprets and
describes the effects of changes in parameters
of linear functions in real-world and
mathematical situations.
(C) investigate, describe, and predict the
effects of changes in m and b on the graph of
y = mx + b;
Your task
1. Do #1-4 on page 8 with your group. For #4,
describe what you would expect your students to
describe when they answered this question.
2. Discuss your assigned Critical Question(s) and
describe the student understanding that is
necessary to answer it.
TAKS Connections
Will students be successful on TAKS questions
such as these after completing this Clarifying
Performance Task?
If not, what needs to be changed or added?
TI Application: Transfrm
This is so COOL!
Where do I go from here?
Your packet contains the Assessment Connections
template.
Use the template to develop an Assessment
Connections for either Algebra I or II
Use this template, or one like it, in your
Professional Development throughout the year