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 %