The majority of the STAAR End of Course Algebra 1 assessment items could have been answered using a graphing calculator. These instructions are designed to give students speed, accuracy, and confidence.
Topics Covered on the Nspire:
(A.1) The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.
(D) The student represents relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
(E) The student interprets and makes decisions, predictions, and critical judgements from functional relationships.
(A.3) The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.
(B) The student looks for patterns and represents generalizations algebraically.
(A.4) The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.
(A) The student finds specific function values, simplifies polynomial expressions, transforms and solves equations, and factors as necessary in problem situations. ..
(B) The student uses the commutative, associative, and distributive properties to simplify algebraic expressions.
(A.5) The student understands that linear functions can be represented in different ways and translates among their various representations.
(B) The student determines the domain and range for linear functions in given situations.
(A.6) 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.
(A) The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations.
(C) The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b.
(D) The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept.
(G) The student relates direct variation to linear functions and solves problems involving proportional change.
(A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(B) The student investigates methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, selects a method, and solves the equations and inequalities.
(C) For given contexts, the student interprets and determines the reasonableness of solutions to linear equations and inequalities.
(A.8) The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
(B) The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods.
(C) The student interprets and determines the reasonableness of solutions to systems of linear equations.
(A.9) The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic equations.
(C) The student investigates, describes, and predicts the effects of changes in c on the graph of y = ax2 + c.
(D) The student analyzes graphs of quadratic functions and draws conclusions.
(A.10) The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.
(A) The student solves quadratic equations using concrete models, tables, graphs, and algebraic methods.