2014 TEXAS STAAR TEST END OF COURSE ALGEBRA I

Transcription

1 0 TEXAS STAAR TEST END OF COURSE ALGEBRA I Total Possible Score: 5 Needed Correct to Pass: 0 Advanced Performance: Time Limit: Hours This file contains the State of Teas Assessments of Academic Readiness administered in Spring, 0, along with the answer ke, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Teas state law. This file was created from information released b the Teas Education Agenc, which is the state agenc that develops and administers the tests. All of this information appears on the Teas Education Agenc web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it ma be possible to pass the test without learning some important areas of stud. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered b the test. The "Advanced Performance" score is a good goal for master of all the objectives. The test in this file ma differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each ear, some proposed questions for future tests are included in each ear's eams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after the used as part of the official test. The test materials in this file are copright 0, Teas Education Agenc. All rights reserved. Reproduction of all or portions of this work is prohibited without epress written permission from the Teas Education Agenc. Residents of the state of Teas ma reproduce and use copies of the materials and related materials for individual personal use onl without obtaining written permission of the Teas Education Agenc. For full copright information, see: Questions and comments about the tests should be directed to: Teas Education Agenc Student Assessment Division 70 N. Congress Ave, Room -A Austin, Teas 7870 phone: Student.Assessment@tea.state.t.us Hard copies of the released tests (including Braille) ma be ordered online through Pearson Education at or b calling When printing released questions for mathematics, make sure the Print Menu is set to print the pages at 00% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, ou can me at scott@scotthochberg.com. Please direct an questions about the content of the test to the Teas Education Agenc at the address above. To download additional tests, go to Provided as a public service b Former State Representative Scott Hochberg. No ta dollars were used for this posting.

2 STAAR State of Teas Assessments of Academic Readiness Algebra I Administered Ma 0 RELEASED Copright 0, Teas Education Agenc. All rights reserved. Reproduction of all or portions of this work is prohibited without epress written permission from the Teas Education Agenc.

3

4 STAAR State of Teas Assessments of Academic Readiness b = b ac a Page

5 C = d A = h b A = bh A = dd A = ( b + b ) h A ap = A = r S = Ph +B S = Pl S = Pl + B S = rh + r l S = rl + r S = r V Bh = V = r Page

6

7

8 Page 7 Algebra I

9 Page 8

10 DIRECTIONS Read each question carefull. For a multiple-choice question, determine the best answer to the question from the four answer choices provided. For a griddable question, determine the best answer to the question. Then fill in the answer on our answer document. Which situation can be represented b =? A The number of eggs,, in dozen eggs for sale after dozen eggs are sold B The cost,, of buing movie tickets that sell for $8 each C The cost,, after a $ discount, of buing T-shirts that sell for $ each D The number of inches,, in an -foot-tall tree after cutting off feet The scatterplot shows the number of free throws that different basketball plaers attempted and the number that each plaer made. Free Throws 80 Free Throws Made Free Throws Attempted Based on the trend in the data, approimatel how man free throws would a plaer be epected to make if he attempted 60 free throws? F 50 G 5 H 5 J 60 Page 9

11 5 Which table shows the same rate of change of with respect to as =? 8 A C B D A teacher will determine the total number of books to order for a class using the function b(n) = n, where n represents the number of students in the class. What is the independent quantit in this situation? F The number of students in the class G The total number of books to order H The number of books each student needs J Not here Page 0

12 5 The graph of quadratic function g is shown below Based on the graph, between which two values of is a zero of g located? A 9 and 8 B and C 7 and 5 D and 5 6 A college student needs classes that are worth a total of 0 credits in order to complete her degree. The college offers both -credit classes and -credit classes. Which sstem of equations can be used to determine f, the number of -credit classes the student can take to complete her degree, and h, the number of -credit classes? F f + h = 0 h + f = G f + h = h + f = 0 H f + h = 0 f + h = J f + h = f + h = 0 Page

13 7 The graph shows the time it took a worker to package 6 bottles of shampoo. Packaging Shampoo Bottles Number of Bottles Time (min) The net da two workers packaged twice the number of bottles of shampoo in the same amount of time. If this new relationship is graphed on the same coordinate grid, which statement is true? A The new graph would have a -intercept at 80. B The new graph would be steeper than the original graph. C The new graph would be less steep than the original graph. D The new graph would have a -intercept at 8. Page

14 8 The side lengths of the figure below are given in centimeters. If the perimeter of this figure is 78 cm, what is the value of? F G 6 H 6 J 9 One tpe of redwood tree has an average height of 65 feet when it is 0 ears old. If the tree is more than 0 ears old, the average height, h, can be modeled b the function h =.95(a 0) + 65, where a is the age of the tree in ears. Which statement about this situation is true? A Ever additional.95 ft of length over 0 ft adds 5 ears to the age of this tpe of redwood tree. B For this tpe of redwood tree, the average height increases b.95 ft per ear throughout its lifetime. C Each additional ear of age over 0 ears adds.95 ft to the average height of this tpe of redwood tree. D For this tpe of redwood tree, the average height increases b 65 ft for ever 0 ears of growth. Page

15 0 The mapping below represents all of the points on the graph of function f. f() What is the domain of f? F {,, 0,, 7} G { 5,,, 0,,,, 7} H { 5, 0,,, } J {5} What is the value of in the solution to the sstem of equations below? 5 = = 7 A B C D 6 Page

16 The length, in feet, of a small train at an amusement park can be modeled b the function f(c) = 9c +, where c is the number of passenger cars attached to the locomotive. The original passenger cars were replaced, and the length of the train is now modeled b the function h(c) = c +. Based on this information, which statement describes the change in this situation? F The locomotive is now 9 feet long, and the length of each passenger car remained the same. G The locomotive is now feet long, and the length of each passenger car remained the same. H Each passenger car is now 9 feet long, and the length of the locomotive remained the same. J Each passenger car is now feet long, and the length of the locomotive remained the same. The table of values for quadratic function g is shown below. g() If is a solution to g() = 0, what is the other solution? A B C 6 D Page 5

17 A student bought concert tickets online. The total cost, c, in dollars, of t tickets can be found using the function below. c =.50t If the student spent a total of $8 on tickets, how man tickets did he bu? Record our answer and fill in the bubbles on our answer document. 5 Which graph represents the inequalit + >? A C B D Page 6

18 6 Which statement about the quadratic parent function is true? F Its graph is smmetrical about the -ais. G Its graph is smmetrical about the -ais. H Its domain is the set of all non-negative numbers. J Its range is the set of all real numbers. 7 The graph shows the relationship between the number of cookies a presenter at a convention had left to give awa and the number of presentations she had made. Cookies at Presentation Cookies Left Presentations Made What does the -intercept of the graph represent? A The number of cookies the presenter had before making an presentations B The maimum number of cookies the presenter gave awa during ever presentation C The number of presentations the presenter made per hour D The maimum number of presentations the presenter made before running out of cookies Page 7

19 8 A farmer uses a lever to move a large rock. The force required to move the rock varies inversel with the distance from the pivot point to the point the force is applied. A force of 50 pounds applied to the lever 6 inches from the pivot point of the lever will move the rock. Which function models the relationship between F, the amount of force applied to the lever, and d, the distance of the applied force from the pivot point? F Pivot point d Rock F F d =,800 G d = 86 F H F =,800 d d J F = 86 9 Which set of ordered pairs represents as a function of? A {( 9, ), (0, 6), (, ), (, 6)} B {(, 0), (, ), ( 7, ), (, 8)} C {(, ), (, ), (, ), (, )} D {(5, ), (, ), (, ), (, )} Page 8

20 0 There are 56 laptops and desktop computers in a lab. There are 8 more laptops than desktop computers. What is the total number of laptops in the lab? Record our answer and fill in the bubbles on our answer document. Which statement about the quadratic functions below is false? f () = + 6 g() = 5 h() = + A The graphs of two of these functions have a minimum point. B The graphs of all these functions have the same ais of smmetr. C The graphs of two of these functions do not cross the -ais. D The graphs of all these functions have different -intercepts. Page 9

21 Which equation can be represented b the graph shown below? F = 0 G = 0 H 8 6 = 0 J = 0 The first five terms in a pattern are shown below. 0.5, 0.5, 0, 0.5, 0.5,... If the pattern continues, which epression can be used to find the nth term? A 0.75n.5 B 0.5n 0.5 C 0.5n 0.75 D 0.5n Page 0

22 What are the solutions to the equation =? F = ± 0 G = ± H = ± J = ± 0 5 Which inequalit is equivalent to + > 5 + 9? A > + B > C < D < Page

23 6 The approimate distance in miles between Los Angeles and a commercial jet fling from Boston to Los Angeles can be found using the function m = 75t +,650, where t is the number of hours the jet has been fling. Which number of hours and minutes is closest to the amount of time that the jet has been fling if the jet is,500 miles from Los Angeles? F hours and 5 minutes G 8 hours and minutes H hours and 6 minutes J 9 hours and minutes 7 The total cost of renting a banquet hall is a function of the number of hours the hall is rented. The owner of the banquet hall charges $85 per half hour up to a maimum of hours plus a $50 cleaning fee. What is the greatest value in the range for this situation? Record our answer and fill in the bubbles on our answer document. Page

24 8 The number of possible pairings of objects selected from a set of objects can be modeled b p() = 0.5( ). Which table shows this quadratic relationship? Objects Objects Number of Objects, Possible Pairings, p() Number of Objects, Possible Pairings, p() F H Objects Objects Number of Objects, Possible Pairings, p() Number of Objects, Possible Pairings, p() G J Two functions are given below. f() = + g() = + How does the graph of f compare with the graph of g? A The graph of f is less steep than the graph of g. B The graph of f has the same -intercept as the graph of g. C The graph of f is parallel to the graph of g. D The graph of f is steeper than the graph of g. Page

25 0 Which situation is represented b the graph below? Volume of Lemonade in Pitcher Time F A man poured lemonade from a full pitcher at a constant rate. Then for several seconds, he stopped pouring from the pitcher. Then the man poured the rest of the lemonade from the pitcher at a faster rate than before. G A bo poured lemonade into an empt pitcher. Then for several seconds, he stopped pouring into the pitcher. Then the bo poured more lemonade into the pitcher at a slower rate than before. H A woman poured lemonade from a full pitcher at a constant rate. Then for several seconds, she stopped pouring from the pitcher. Then the woman poured the rest of the lemonade from the pitcher at a slower rate than before. J A girl poured lemonade into an empt pitcher. Then for several seconds, she stopped pouring into the pitcher. Then the girl poured more lemonade into the pitcher at a faster rate than before. The measure of an obtuse angle is represented b (9 + 7). Which is not a possible value for? A 7. B. C 6.9 D 6.8 Page

26 An online music service lets customers download an unlimited number of songs for $0.5 each after paing a monthl membership fee of $5.00. The total amount of mone a customer spends on music in dollars in a single month can be found using the function = What does the variable represent in this function? F The total amount of mone the customer spends on music each month G The number of songs the customer downloads each month H The number of customers that use the music service J The cost of downloading one song Which graph can be obtained b translating the graph of h() = 0. + down 7 units? A C B D Page 5

27 The mass of a substance varies directl with the volume of the substance. The volume of 00 kilograms of the substance is 80 liters. What is the volume, in liters, of. kilograms of this substance? Record our answer and fill in the bubbles on our answer document. Page 6

28 5 The graph shows the cost of purchasing small flags at a gift shop if the flags are equall priced. Gift Shop Cost (dollars) Number of Flags Based on this information, which ordered pair represents an additional point on the graph? A (5, 9) B (8, ) C (6, ) D (7, 9) Page 7

29 6 The table shows the functions used to determine the number of points earned ever month b regular and elite members of a dining club who spend d dollars that month at participating restaurants. Dining Club Points Member Status Regular Elite r e Points Earned = 5d + 00 = 8d + 00 Which statement describes the difference in these situations? F Regular members earn more points for ever dollar spent and are automaticall awarded 00 more points per month than elite members. G Regular members earn more points for ever dollar spent and are automaticall awarded 00 more points per month than elite members. H Elite members earn more points for ever dollar spent and are automaticall awarded 00 more points per month than regular members. J Elite members earn more points for ever dollar spent and are automaticall awarded 00 more points per month than regular members. 7 Which of the following describes all the solutions to the inequalit when =? A 0 B 0 C 0 D 0 Page 8

30 8 The table shows the plaing time in minutes of high-definition videos and the file size of these videos in megabtes (MB). Videos Plaing Time, (min) File Size, (MB) What does the slope of the graph of this situation represent? F The increase in the file size of the video per minute of plaing time G The file size of each video H The plaing time of each video J The increase in the plaing time per MB of video Page 9

31 9 Function f is graphed below. What is the range of f? A { < } B { < } C { < } D { < } 0 Which statement about the quadratic equation below is true? = 0 F The equation has = as its onl solution. G The equation has no real solutions. H The equation has = and = as its onl solutions. J The equation has an infinite number of solutions. Page 0

32 Which representation shows the same relationship as g() = (6 + )? g() A B g = {(, 08), (0, 9), (, 6), (, 0)} g C g() D Page

33 If f() = + 8, what is the value of f(6)? Record our answer and fill in the bubbles on our answer document. An architecture student is drawing a graph of an arch. As shown below, the arch has the shape of a parabola that begins at the origin and has a verte at (.6,.). Arch Drawing Other than the origin, at which point will the graph intersect the -ais? A (., 0) B (9., 0) C (.6, 0) D (0.6, 0) Page

34 The volume of two identical cubes is related to the edge length of the cubes. Which function represents the combined volume of these cubes? F = G = H = 8 J = Page

35 5 The slope and -intercept of the line represented b = + are both divided b to create a new line. Which graph represents the new line? A C B D Page

36 6 A bo has 80 prize tickets he wants to echange for action figures at a prize booth. At this prize booth 5 tickets can be echanged for a large action figure, and 7 tickets can be echanged for small action figures. The bo wants times as man small action figures as large action figures. Based on this information, can the bo get 80 small action figures? F No, because he would not have enough tickets for 0 large action figures G Yes, because he would still have enough tickets for 0 large action figures H No, because he would not have enough tickets for 0 large action figures J Yes, because he would still have enough tickets for 0 large action figures 7 Which epression is equivalent to c d 9 7 (c + ) + d (c + )? A cd c + d 7 B cd 7c C cd + c + d + 7 D cd + 8c + Page 5

37 8 What is the equation of the line that has a slope of 0 and passes through the point (6, 8)? F = 6 G = 6 H = 8 J = 8 9 A cand compan sells cases of chocolate bars. The compan has fied costs of $0,000, and each case of chocolate bars costs an additional $5 to make. The compan sells each case for $0. The graph of a sstem of linear equations representing this compan s costs and revenue for manufacturing and selling cases of chocolate bars is shown below. Sales of Chocolate Bars Dollars (in thousands) = 0, = 0 Costs Revenue Number of Cases (in thousands) How man cases of chocolate bars will this compan need to sell in order for costs and revenue to be equal? A,500 B 6,000 C 5,000 D 60,000 Page 6

38 z a z b 50 Which epression is equivalent to? z c (a b c) F z (a b + c) G z (a + b c) H z (a + b + c) J z Page 7

39 5 The scatterplot shows the relationship between the distance that students traveled to get to school and the number of times those students were tard during the school ear. Distance and Tardiness 0 Number of Times Tard Distance Traveled (miles) The principal of the school wants to use this information to help him determine if there is a correlation between distance traveled and the number of times tard. Which statement is a reasonable conclusion that the principal could make? A A student who travels.5 miles to get to school will be tard 9 times during the school ear. B A student who travels more than miles to get to school will be tard at least 7 times during the school ear. C There is no correlation between the distance a student travels to get to school and the number of times the student will be tard during the school ear. D There is a nonlinear correlation between the distance a student travels to get to school and the number of times the student will be tard during the school ear. Page 8

40 5 A tennis plaer broke the old record for the most matches won in a tournament b at least matches. Which inequalit can be used to find all possible values of t, the number of matches the plaer won, in terms of r, the old record? F t r G t r r H t J t r + 5 The cost of staing at a hotel can be found using the function = , where is the number of das a guest stas at the hotel and is the cost in dollars. The cost includes a flat fee for Internet access. If the fee for Internet access is not included, which statement is true? A The cost is $9.95 less per da. B The cost is $9.95 less. C The cost is $9.95 more per da. D The cost is $9.95 more. Page 9

41 5 The table shows the population, p, of mice in a field at the end of m months. Mouse Population Time, m (months) 0 Population, p Based on the data in the table, what will be the population of mice in the field at the end of 8 months? F 9 G,07 H,56 J 56 Page 0 BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS ON THE ANSWER DOCUMENT. STOP

42

43

44

45 STAAR Algebra I Ma 0 TX866 5 A B C D E Printed in the USA DPSS/ISD79

46 STAAR Algebra I Answer Ke 0 Release Item Reporting Readiness or Content Student Correct Number Categor Supporting Epectation Answer Readiness A.5(C) C Readiness A.(D) G Supporting A.6(A) C Supporting A.(A) F 5 5 Supporting A.0(B) D 6 Supporting A.8(A) J 7 Readiness A.6(C) B 8 Readiness A.(A) H 9 Readiness A.(E) C 0 Readiness A.(B) F Readiness A.8(B) B Readiness A.6(F) J 5 Readiness A.0(A) B Readiness A.7(B) 5 Readiness A.(D) A 6 Supporting A.(A) G 7 Readiness A.6(B) D 8 5 Supporting A.(B) H 9 Supporting A.(B) A 0 Readiness A.8(B) 8 5 Readiness A.9(D) A Readiness A.5(C) J Supporting A.(B) C 5 Readiness A.0(A) G 5 Readiness A.(A) D 6 Readiness A.7(B) F 7 Supporting A5(B) A.5(B) 70 8 Readiness A.(D) G 9 Readiness A.6(C) C 0 Supporting A.(C) F Supporting A.7(C) D Supporting A.(A) G 5 Supporting A.9(C) C Supporting A.6(G).56 5 Readiness A.(E) D 6 Readiness A.6(F) H 7 Readiness A.7(B) C 8 Readiness A.6(B) F 9 Readiness A.(B) D 0 5 Readiness A.0(A) H Readiness A.5(C) D Readiness A.(A) 7 5 Readiness A.9(D) B Supporting A.(C) F 5 Readiness A.6(C) C 6 Supporting A.8(C) J 7 Supporting A.(B) A 8 Supporting A.6(D) J 9 Readiness A.8(B) B 50 5 Supporting A.(A) H 5 Readiness A.(D) C 5 Supporting A.7(A) J 5 Readiness A.6(F) B 5 Readiness A.(E) H

47 Algebra I Assessment Eligible Teas Essential Knowledge and Skills Teas Education Agenc Student Assessment Division Fall 00

48 STAAR Algebra I Assessment Reporting Categor : Functional Relationships The student will describe functional relationships in a variet of was. (A.) Foundations for functions. The student understands that a function represents a dependence of one quantit on another and can be described in a variet of was. The student is epected to (A) (B) (C) (D) (E) describe independent and dependent quantities in functional relationships; Supporting Standard gather and record data and use data sets to determine functional relationships between quantities; Supporting Standard describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations; Supporting Standard represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and Readiness Standard interpret and make decisions, predictions, and critical judgments from functional relationships. Readiness Standard STAAR Algebra I Page of 6 Teas Education Agenc Student Assessment Division Fall 00

49 Reporting Categor : Properties and Attributes of Functions The student will demonstrate an understanding of the properties and attributes of functions. (A.) (A.) (A.) Foundations for functions. The student uses the properties and attributes of functions. The student is epected to (A) (B) (C) (D) identif and sketch the general forms of linear ( = ) and quadratic ( = ) parent functions; Supporting Standard identif mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete; Readiness Standard interpret situations in terms of given graphs or create situations that fit given graphs; and Supporting Standard collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approimating linear situations), and model, predict, and make decisions and critical judgments in problem situations. Readiness Standard Foundations for functions. The student understands how algebra can be used to epress generalizations and recognizes and uses the power of smbols to represent situations. The student is epected to (A) (B) use smbols to represent unknowns and variables; and Supporting Standard look for patterns and represent generalizations algebraicall. Supporting Standard Foundations for functions. The student understands the importance of the skills required to manipulate smbols in order to solve problems and uses the necessar algebraic skills required to simplif algebraic epressions and solve equations and inequalities in problem situations. The student is epected to (A) (B) find specific function values, simplif polnomial epressions, transform and solve equations, and factor as necessar in problem situations; Readiness Standard use the commutative, associative, and distributive properties to simplif algebraic epressions; and Supporting Standard (C) connect equation notation with function notation, such as = + and f () = +. Supporting Standard STAAR Algebra I Page of 6 Teas Education Agenc Student Assessment Division Fall 00

50 Reporting Categor : Linear Functions The student will demonstrate an understanding of linear functions. (A.5) (A.6) Linear functions. The student understands that linear functions can be represented in different was and translates among their various representations. The student is epected to (A) (B) (C) determine whether or not given situations can be represented b linear functions; Supporting Standard determine the domain and range for linear functions in given situations; and Supporting Standard use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Readiness Standard 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. The student is epected to (A) (B) (C) (D) (E) (F) (G) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations; Supporting Standard interpret the meaning of slope and intercepts in situations using data, smbolic representations, or graphs; Readiness Standard investigate, describe, and predict the effects of changes in m and b on the graph of = m + b; Readiness Standard graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and -intercept; Supporting Standard determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations; Supporting Standard interpret and predict the effects of changing slope and -intercept in applied situations; and Readiness Standard relate direct variation to linear functions and solve problems involving proportional change. Supporting Standard STAAR Algebra I Page of 6 Teas Education Agenc Student Assessment Division Fall 00

51 Reporting Categor : Linear Equations and Inequalities The student will formulate and use linear equations and inequalities. (A.7) (A.8) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variet of methods to solve them, and analzes the solutions in terms of the situation. The student is epected to (A) (B) (C) analze situations involving linear functions and formulate linear equations or inequalities to solve problems; Supporting Standard investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equalit, select a method, and solve the equations and inequalities; and Readiness Standard interpret and determine the reasonableness of solutions to linear equations and inequalities. Supporting Standard Linear functions. The student formulates sstems of linear equations from problem situations, uses a variet of methods to solve them, and analzes the solutions in terms of the situation. The student is epected to (A) (B) (C) analze situations and formulate sstems of linear equations in two unknowns to solve problems; Supporting Standard solve sstems of linear equations using [concrete] models, graphs, tables, and algebraic methods; and Readiness Standard interpret and determine the reasonableness of solutions to sstems of linear equations. Supporting Standard STAAR Algebra I Page 5 of 6 Teas Education Agenc Student Assessment Division Fall 00

52 Reporting Categor 5: Quadratic and Other Nonlinear Functions The student will demonstrate an understanding of quadratic and other nonlinear functions. (A.9) Quadratic and other nonlinear functions. The student understands that the graphs of quadratic functions are affected b the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions. The student is epected to (A) (B) (C) (D) determine the domain and range for quadratic functions in given situations; Supporting Standard investigate, describe, and predict the effects of changes in a on the graph of = a + c; Supporting Standard investigate, describe, and predict the effects of changes in c on the graph of = a + c; and Supporting Standard analze graphs of quadratic functions and draw conclusions. Readiness Standard (A.0) Quadratic and other nonlinear functions. The student understands there is more than one wa to solve a quadratic equation and solves them using appropriate methods. The student is epected to (A) (B) solve quadratic equations using [concrete] models, tables, graphs, and algebraic methods; and Readiness Standard make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (-intercepts) of the graph of the function. Supporting Standard (A.) Quadratic and other nonlinear functions. The student understands there are situations modeled b functions that are neither linear nor quadratic and models the situations. The student is epected to (A) (B) (C) use patterns to generate the laws of eponents and appl them in problem-solving situations; Supporting Standard analze data and represent situations involving inverse variation using [concrete] models, tables, graphs, or algebraic methods; and Supporting Standard analze data and represent situations involving eponential growth and deca using [concrete] models, tables, graphs, or algebraic methods. Supporting Standard STAAR Algebra I Page 6 of 6 Teas Education Agenc Student Assessment Division Fall 00