Chapter 111. Mathematics TEKS Breakouts Proclamation 2017
Chapter 111. MathematicsTEKS BreakoutsSubjectChapter 111. MathematicsCourse Title§111.47. Statistics, Beginning with School Year 2015-2016Proclamation 2017(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisite: Algebra I(b) Introduction.(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readinessstandards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texasstudents for the challenges they will face in the 21st century.(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skillslisted for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and usemathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problemsarising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining asolution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects,manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicatemathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships togenerate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display,explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.(3) In Statistics, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. Students will broaden their knowledge of variability and statisticalprocesses. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect dataand statistical processes to real-world situations. In addition, students will extend their knowledge of data analysis.(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.§111.47. Statistics, Beginning with School Year 2015-20161 of 42
Chapter 111. MathematicsProclamation 2017TEKS Breakouts(c) Knowledge and Skills.TEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life,society, and the workplace(i) apply mathematics to problems arising in everyday life(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life,society, and the workplace(ii) apply mathematics to problems arising in society(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life,society, and the workplace(iii) apply mathematics to problems arising in the workplace(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(B) use a problem-solving model that incorporates analyzinggiven information, formulating a plan or strategy,determining a solution, justifying the solution, and evaluatingthe problem-solving process and the reasonableness of thesolution(i) use a problem-solving model that incorporates analyzinggiven information, formulating a plan or strategy,determining a solution, justifying the solution, and evaluatingthe problem-solving process(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(B) use a problem-solving model that incorporates analyzinggiven information, formulating a plan or strategy,determining a solution, justifying the solution, and evaluatingthe problem-solving process and the reasonableness of thesolution(ii) use a problem-solving model that incorporates analyzinggiven information, formulating a plan or strategy,determining a solution, justifying the solution, and evaluatingthe reasonableness of the solution§111.47. Statistics, Beginning with School Year 2015-20162 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(i) select tools, including real objects as appropriate, to solveproblems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(ii) select tools, including manipulatives as appropriate, tosolve problems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(iii) select tools, including paper and pencil as appropriate,to solve problems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(iv) select tools, including technology as appropriate, tosolve problems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(v) select techniques, including mental math as appropriate,to solve problems§111.47. Statistics, Beginning with School Year 2015-20163 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(vi) select techniques including estimation as appropriate, tosolve problems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(C) select tools, including real objects, manipulatives, paperand pencil, and technology as appropriate, and techniques,including mental math, estimation, and number sense asappropriate, to solve problems(vii) select techniques, including number sense asappropriate, to solve problems(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(i) communicate mathematical ideas using multiplerepresentations, including symbols as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(ii) communicate mathematical ideas using multiplerepresentations, including diagrams as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(iii) communicate mathematical ideas using multiplerepresentations, including graphs as appropriate§111.47. Statistics, Beginning with School Year 2015-20164 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(iv) communicate mathematical ideas using multiplerepresentations, including language as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(v) communicate mathematical reasoning using multiplerepresentations, including symbols as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(vi) communicate mathematical reasoning using multiplerepresentations, including diagrams as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(vii) communicate mathematical reasoning using multiplerepresentations, including graphs as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(viii) communicate mathematical reasoning using multiplerepresentations, including language as appropriate§111.47. Statistics, Beginning with School Year 2015-20165 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(ix) communicate [mathematical ideas'] implications usingmultiple representations, including symbols as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(x) communicate [mathematical ideas'] implications usingmultiple representations, including diagrams as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xi) communicate [mathematical ideas'] implications usingmultiple representations, including graphs as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xii) communicate [mathematical ideas'] implications usingmultiple representations, including language as appropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xiii) communicate [mathematical reasoning's] implicationsusing multiple representations, including symbols asappropriate§111.47. Statistics, Beginning with School Year 2015-20166 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xiv) communicate [mathematical reasoning's] implicationsusing multiple representations, including diagrams asappropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xv) communicate [mathematical reasoning's] implicationsusing multiple representations, including graphs asappropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(D) communicate mathematical ideas, reasoning, and theirimplications using multiple representations, includingsymbols, diagrams, graphs, and language as appropriate(xvi) communicate [mathematical reasoning's] implicationsusing multiple representations, including language asappropriate(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(i) create representations to organize mathematical ideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(ii) create representations to record mathematical ideas§111.47. Statistics, Beginning with School Year 2015-20167 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(iii) create representations to communicate mathematicalideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(iv) use representations to organize mathematical ideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(v) use representations to record mathematical ideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(E) create and use representations to organize, record, andcommunicate mathematical ideas(vi) use representations to communicate mathematical ideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(F) analyze mathematical relationships to connect andcommunicate mathematical ideas(i) analyze mathematical relationships to connectmathematical ideas§111.47. Statistics, Beginning with School Year 2015-20168 of 42
Chapter 111. MathematicsProclamation 2017TEKS BreakoutsTEKS (Knowledge and Skills)Student ExpectationBreakout(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(F) analyze mathematical relationships to connect andcommunicate mathematical ideas(ii) analyze mathematical relationships to communicatemathematical ideas(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(G) display, explain, or justify mathematical ideas andarguments using precise mathematical language in writtenor oral communication(i) display mathematical ideas using precise mathematicallanguage in written or oral communication(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(G) display, explain, or justify mathematical ideas andarguments using precise mathematical language in writtenor oral communication(ii) display mathematical arguments using precisemathematical language in written or oral communication(1) Mathematical process standards. The student usesmathematical processes to acquire and demonstratemathematical understanding. The student is expected to:(G) display, explain, or justify mathematical ideas andarguments using precise mathematical language in writtenor oral communication(iii) explain mathematical ideas using precise mathematicallanguage in written or oral co
Chapter 111. Mathematics TEKS Breakouts Proclamation 2017 §111.47. Statistics, Beginning with School Year 2015-2016 2 of 42 (c) Knowledge and Skills. TEKS (Knowledge and Skills) Student Expectation Breakout (1) Mathematical process standards. The student uses mathematical process
Grade TEKS Third Grade TEKS Fourth Grade TEKS Fifth Grade TEKS Sixth Grade TEKS Seventh Grade TEKS Eighth Grade K.1 The student conducts classroom and outdoor . practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 7.1B practice appropriate use and conservation of
Many false breakouts occur in forex price charts , and the occurrence of these fakeouts provides the perfect opportunity for fading breakouts , that is , trading against those breakouts . In this chapter , Iexplain why most breakouts fail , and how you can identify high -probability fading opportunities . Strategy 4 - Breakout Trading
Part One: Heir of Ash Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Chapter 29 Chapter 30 .
World Geography Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015 Page 1 of 119 Publisher Name: Program ISBN Student Material Subject Subchapter Course Texas Essential Knowledge and Skills (TEKS) Breakouts. Chapter 113. Texas Essential Knowledge and Skills for Social Studies: Subchapter C. High School §113.43. World Geography Studies (One Credit), Beginning with .
TO KILL A MOCKINGBIRD. Contents Dedication Epigraph Part One Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Part Two Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18. Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26
2 34.7215 -111.9907 Highway 89 Bridge 1 3 34.7133 -111.9891 Scouting Location 1 4 34.7101 -111.9869 Irrigation return 1 5 34.7082 -111.9822 Rock bar 1 6 34.7068 -111.9549 Great Verde Lake Bed 1 & 2 7 34.6920 -111.9658 Scouting Location 2 8 34.6930 -111.9622 Skidmore RAP 2 9 34.6903 -111.9658 Prairie Lane RAP 2
Grade 8 Side-by-Side TEKS Comparison Current TEKS (2009-2010) Revised TEKS (2019-2020) Notes (a) Introduction (a) Introduction (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and
Affected Publication: API Recommended Practice 2GEO/ISO 19901-4, Geotechnical and Foundation Design Considerations, 1st Edition, April 2011 ADDENDUM 1 Page 1, 1 Scope, replace the final bullet, and insert an additional bullet as follows: design of pile foundations, and soil-structure interaction for risers, flowlines, and auxiliary subsea structures. Page 1, 2 Normative References .
