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Skills available for Texas high school math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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College and Career Readiness Standards College and Career Readiness Standards
Texas Essential Knowledge and Skills (TEKS): 111.47 Statistics Texas Essential Knowledge and Skills (TEKS): 111.47 Statistics
Texas Essential Knowledge and Skills (TEKS): 111.48 Algebraic Reasoning Texas Essential Knowledge and Skills (TEKS): 111.48 Algebraic Reasoning
State of Texas Assessments of Academic Readiness (STAAR) State of Texas Assessments of Academic Readiness (STAAR)
Texas Essential Knowledge and Skills (TEKS): Algebra 1 Texas Essential Knowledge and Skills (TEKS): Algebra 1
Texas Essential Knowledge and Skills (TEKS): Algebra 2 Texas Essential Knowledge and Skills (TEKS): Algebra 2
Texas Essential Knowledge and Skills (TEKS): Algebraic Reasoning Texas Essential Knowledge and Skills (TEKS): Algebraic Reasoning
Texas Essential Knowledge and Skills (TEKS): Geometry Texas Essential Knowledge and Skills (TEKS): Geometry
Texas Essential Knowledge and Skills (TEKS): Precalculus Texas Essential Knowledge and Skills (TEKS): Precalculus
Texas College and Career Readiness Standards: Grades: 9-12 Texas College and Career Readiness Standards: Grades: 9-12

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1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

A apply mathematics to problems arising in everyday life, society, and the workplace;
- Solve one-step and two-step linear equations: word problems (A1-C.9)
- Solve a system of equations using augmented matrices: word problems (A2-TT.19)
B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
E create and use representations to organize, record, and communicate mathematical ideas;
F analyze mathematical relationships to connect and communicate mathematical ideas; and
G display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
- Compare linear functions: tables, graphs, and equations (A1-N.12)

2 The student applies mathematical processes to connect finite differences or common ratios to attributes of functions.

A determine the patterns that identify the relationship between a function and its common ratio or related finite differences as appropriate, including linear, quadratic, cubic, and exponential functions;
B classify a function as linear, quadratic, cubic, and exponential when a function is represented tabularly using finite differences or common ratios as appropriate;
- Identify linear, quadratic, and exponential functions from tables (A1-AA.4)
C determine the function that models a given table of related values using finite differences and its restricted domain and range; and
- Write linear, quadratic, and exponential functions from tables (A1-AA.7)
D determine a function that models real-world data and mathematical contexts using finite differences such as the age of a tree and its circumference, figurative numbers, average velocity, and average acceleration.

3 The student applies mathematical processes to understand the connections among representations of functions and combinations of functions, including the constant function, f(x)=x, f(x)=x², f(x)=√x, f(x)=1/x, f(x)=x³, f(x)= ³√x, f(x)=b to the x power, f(x)=|x|, and f(x)=logb (x) where b is 2, 10 or e; functions and their inverses; and key attributes of these functions.

A compare and contrast the key attributes, including domain, range, maxima, minima, and intercepts, of a set of functions such as a set comprised of a linear, a quadratic, and an exponential function or a set comprised of an absolute value, a quadratic, and a square root function tabularly, graphically, and symbolically;
- Compare linear functions: tables, graphs, and equations (A1-N.12)
B compare and contrast the key attributes of a function and its inverse when it exists, including domain, range, maxima, minima, and intercepts, tabularly, graphically, and symbolically;
C verify that two functions are inverses of each other tabularly and graphically such as situations involving compound interest and interest rate, velocity and braking distance, and Fahrenheit-Celsius conversions;
- Identify inverse functions (A2-V.1)
D represent a resulting function tabularly, graphically, and symbolically when functions are combined or separated using arithmetic operations such as combining a 20% discount and a 6% sales tax on a sale to determine h(x), the total sale, f(x) = 0.8x, g(x) = 0.06(0.8x), and h(x) = f(x) + g(x);
E model a situation using function notation when the output of one function is the input of a second function such as determining a function h(x) = g(f(x)) = 1.06(0.8x) for the final purchase price, h(x) of an item with price x dollars representing a 20% discount, f(x) = 0.8x followed by a 6% sales tax, g(x) = 1.06x; and
F compare and contrast a function and possible functions that can be used to build it tabularly, graphically, and symbolically such as a quadratic function that results from multiplying two linear functions.

4 The student applies mathematical processes to simplify and perform operations on functions represented in a variety of ways, including real-world situations.

A connect tabular representations to symbolic representations when adding, subtracting, and multiplying polynomial functions arising from mathematical and real-world situations such as applications involving surface area and volume;
B compare and contrast the results when adding two linear functions and multiplying two linear functions that are represented tabularly, graphically, and symbolically;
C determine the quotient of a polynomial function of degree three and of degree four when divided by a polynomial function of degree one and of degree two when represented tabularly and symbolically; and
- Divide polynomials using long division (A2-L.4)
D determine the linear factors of a polynomial function of degree two and of degree three when represented symbolically and tabularly and graphically where appropriate.

5 The student applies mathematical processes to represent, simplify, and perform operations on matrices and to solve systems of equations using matrices.

A add and subtract matrices;
- Add and subtract matrices (A2-TT.3)
B multiply matrices;
- Multiply two matrices (A2-TT.6)
C multiply matrices by a scalar;
- Multiply a matrix by a scalar (A2-TT.4)
- Add and subtract scalar multiples of matrices (A2-TT.5)
D represent and solve systems of two linear equations arising from mathematical and realworld situations using matrices; and
- Solve a system of equations using augmented matrices (A2-TT.18)
- Solve a system of equations using augmented matrices: word problems (A2-TT.19)
E represent and solve systems of three linear equations arising from mathematical and realworld situations using matrices and technology.
- Solve a system of equations in three variables using elimination (A2-E.13)

6 The student applies mathematical processes to estimate and determine solutions to equations resulting from functions and real-world applications with fluency.

A estimate a reasonable input value that results in a given output value for a given function, including quadratic, rational, and exponential functions;
B solve equations arising from questions asked about functions that model real-world applications, including linear and quadratic functions, tabularly, graphically, and symbolically; and
- Solve one-step and two-step linear equations: word problems (A1-C.9)
C approximate solutions to equations arising from questions asked about exponential, logarithmic, square root, and cubic functions that model real-world applications tabularly and graphically.

7 The student applies mathematical processes to analyze and model data based on real-world situations with corresponding functions.

A represent domain and range of a function using interval notation, inequalities, and set (builder) notation;
B compare and contrast between the mathematical and reasonable domain and range of functions modeling real-world situations, including linear, quadratic, exponential, and rational functions;
C determine the accuracy of a prediction from a function that models a set of data compared to the actual data using comparisons between average rates of change and finite differences such as gathering data from an emptying tank and comparing the average rate of change of the volume or the second differences in the volume to key attributes of the given model;
D determine an appropriate function model, including linear, quadratic, and exponential functions, for a set of data arising from real-world situations using finite differences and average rates of change; and
E determine if a given linear function is a reasonable model for a set of data arising from a real-world situation.

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1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

A apply mathematics to problems arising in everyday life, society, and the workplace;

B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

E create and use representations to organize, record, and communicate mathematical ideas;

F analyze mathematical relationships to connect and communicate mathematical ideas; and

G display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

2 The student applies mathematical processes to connect finite differences or common ratios to attributes of functions.

A determine the patterns that identify the relationship between a function and its common ratio or related finite differences as appropriate, including linear, quadratic, cubic, and exponential functions;

B classify a function as linear, quadratic, cubic, and exponential when a function is represented tabularly using finite differences or common ratios as appropriate;

C determine the function that models a given table of related values using finite differences and its restricted domain and range; and

D determine a function that models real-world data and mathematical contexts using finite differences such as the age of a tree and its circumference, figurative numbers, average velocity, and average acceleration.

B compare and contrast the key attributes of a function and its inverse when it exists, including domain, range, maxima, minima, and intercepts, tabularly, graphically, and symbolically;

C verify that two functions are inverses of each other tabularly and graphically such as situations involving compound interest and interest rate, velocity and braking distance, and Fahrenheit-Celsius conversions;

D represent a resulting function tabularly, graphically, and symbolically when functions are combined or separated using arithmetic operations such as combining a 20% discount and a 6% sales tax on a sale to determine h(x), the total sale, f(x) = 0.8x, g(x) = 0.06(0.8x), and h(x) = f(x) + g(x);

F compare and contrast a function and possible functions that can be used to build it tabularly, graphically, and symbolically such as a quadratic function that results from multiplying two linear functions.

4 The student applies mathematical processes to simplify and perform operations on functions represented in a variety of ways, including real-world situations.

A connect tabular representations to symbolic representations when adding, subtracting, and multiplying polynomial functions arising from mathematical and real-world situations such as applications involving surface area and volume;

B compare and contrast the results when adding two linear functions and multiplying two linear functions that are represented tabularly, graphically, and symbolically;

C determine the quotient of a polynomial function of degree three and of degree four when divided by a polynomial function of degree one and of degree two when represented tabularly and symbolically; and

D determine the linear factors of a polynomial function of degree two and of degree three when represented symbolically and tabularly and graphically where appropriate.

5 The student applies mathematical processes to represent, simplify, and perform operations on matrices and to solve systems of equations using matrices.

A add and subtract matrices;

B multiply matrices;

C multiply matrices by a scalar;

D represent and solve systems of two linear equations arising from mathematical and realworld situations using matrices; and

E represent and solve systems of three linear equations arising from mathematical and realworld situations using matrices and technology.

6 The student applies mathematical processes to estimate and determine solutions to equations resulting from functions and real-world applications with fluency.

A estimate a reasonable input value that results in a given output value for a given function, including quadratic, rational, and exponential functions;

B solve equations arising from questions asked about functions that model real-world applications, including linear and quadratic functions, tabularly, graphically, and symbolically; and

C approximate solutions to equations arising from questions asked about exponential, logarithmic, square root, and cubic functions that model real-world applications tabularly and graphically.

7 The student applies mathematical processes to analyze and model data based on real-world situations with corresponding functions.

A represent domain and range of a function using interval notation, inequalities, and set (builder) notation;

B compare and contrast between the mathematical and reasonable domain and range of functions modeling real-world situations, including linear, quadratic, exponential, and rational functions;

D determine an appropriate function model, including linear, quadratic, and exponential functions, for a set of data arising from real-world situations using finite differences and average rates of change; and

E determine if a given linear function is a reasonable model for a set of data arising from a real-world situation.