ALGEBRA I EOC. STAAR Readiness Review and Practice 2016 EDITION: NEW TEKS. Use with Your Students!

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1 ALGEBRA I EOC STAAR Readiness Review and Practice EDITION: NEW TEKS Use with Your Students! Readiness TEKS Lessons Over authentic STAAR practice items -step approach for efficient remediation STAAR is a registered trademark of the Teas Education Agenc, which does not endorse this program or its content

2 Copright b Sirius Education Solutions LLC All rights reserved No part of this work ma be reproduced or distributed in an form or b an means, electronic, mechanical, photocoping, scanning, recording, or stored in a database or retrieval sstem, without the prior written permission of the publisher STAAR is a registered trademark of the Teas Education Agenc The Teas Education Agenc does not endorse this program or its content Sirius Education Solutions LLC is not affiliated with the Teas Education Agenc or the State of Teas STAAR test questions copright b the Teas Education Agenc All rights reserved Printed in Teas ISBN: ---- Possession of this publication in print format does not entitle users to convert this publication, or an portion of it, into electronic format Thank ou for respecting the copright and supporting the hard work involved in creating this product

3 Table of Contents Included in TEKS Correlations Where to Find Them v Welcome Letter vi How to Use This Book for STAAR Success vii STAAR Test-Taking Strategies: Kes to Success i Great Griddables iv Reference Materials vi Student Progress Monitoring Chart How Am I Doing? Diagnostic Test Identif Your Needs Remediation Strategic Review and Practice Solving One-Variable Equations (AA) Finding Domain and Range of Linear Functions (AA) Finding Rates of Change (AB) Graphing and Describing Linear Functions (AC) Cumulative Review: Lessons Writing Linear Equations (AC) Graphing Linear Inequalities (AD) Writing Sstems of Linear Equations (AI) Solving Sstems of Linear Equations (AC) Cumulative Review: Lessons Factoring Trinomials (AE) Solving Quadratic Equations (AA) Finding Domain and Range of Quadratic Functions (AA) Graphing and Describing Quadratic Functions (AA) Cumulative Review: Lessons Transforming Quadratic Functions (AC) Simplifing Using the Laws of Eponents (AB) Graphing and Describing Eponential Functions (AD) Writing Eponential Functions (AC) Cumulative Review: Lessons Post Test Check Your Progress Table of Contents iii

4 Supporting Success Review all Supporting Standards Reporting Categor : Number and Algebraic Methods Operations with Polnomials (AA, AB, AC) Rewriting Epressions and Equations (AD, AF, AA, AE) Identifing and Evaluating Functions (AA, AB) Arithmetic and Geometric Sequences (AC, AD) Reporting Categor : Describing and Graphing Linear Functions, Equations, and Inequalities Finding Slope (AA) Transforming Linear Functions (AE) Graphing Sstems of Linear Equations (AF, AG) Graphing Sstems of Linear Inequalities (AH) Correlation, Causation, and Trend Lines (AA, AB, AC) Reporting Categor : Writing and Solving Linear Functions, Equations, and Inequalities Linear Equations (AB, AD, AE, AF, AG) Linear Inequalities in One and Two Variables (AH, AB) Reporting Categor : Quadratic Functions and Equations Writing Quadratic Equations (AB, AC, AB) Quadratic Data, Regression, and Prediction (AB) Reporting Categor : Eponential Functions and Equations Eponential Functions (AA, AB) Eponential Data, Regression, and Prediction (AE) Your Friend the Graphing Calculator Graphing Calculator Guide Glossar Student Answer Sheets iv Table of Contents

5 TEKS Correlations Where to Find Them Readiness TEKS Lesson AA Finding Domain and Range of Linear Functions AC Writing Linear Equations AI Writing Sstems of Linear Equations AB Finding Rates of Change AC Graphing and Describing Linear Functions AD Graphing Linear Inequalities AA Solving One-Variable Equations AC Solving Sstems of Linear Equations AA Finding Domain and Range of Quadratic Functions AA Graphing and Describing Quadratic Functions AC Transforming Quadratic Functions AA Solving Quadratic Equations AC Writing Eponential Functions AD Graphing and Describing Eponential Functions AE Factoring Trinomials AB Simplifing Using the Laws of Eponents Supporting TEKS Supporting Success Topic AB, AD, AE, AF, AG Linear Equations, p AH Linear Inequalities in One and Two Variables, p AA Finding Slope, p AE Transforming Linear Functions, p AF, AG Graphing Sstems of Linear Equations, p AH Graphing Sstems of Linear Inequalities, p AA, AB, AC Correlation, Causation, and Trend Lines, p AB Linear Inequalities in One and Two Variables, p AB, AC, AB Writing Quadratic Equations, p AB Quadratic Data, Regression, and Prediction, p AA, AB Eponential Functions, p AE Eponential Data, Regression, and Prediction, p AA, AB, AC Operations with Polnomials, p AD, AF, AA Rewriting Epressions and Equations, p AA, AB Identifing and Evaluating Functions, p AC, AD Arithmetic and Geometric Sequences, p AE Rewriting Epressions and Equations, p TEKS Correlations v

6 Dear Students, The STAAR Algebra I End of Course assessment measures our knowledge of the Algebra I standards (TEKS) STAAR tests are not designed to measure man important qualities as shown in this cartoon But passing the STAAR tests is a graduation requirement, so ou want to do all ou can to succeed on them That s where this workbook comes in! Qualities Not Measured b STAAR Tests Persistence Curiosit Enthusiasm COURAGE Leadership Creativit Civic-Minded Resourcefulness Sense of Wonder Big-Picture Thinking Compassion Reliabilit Motivation Humor Empath Sense of Beaut Humilit Resilience Positivit What are some other important qualities of character and intelligence missing in STAAR tests? This workbook was designed to help ou prepare for the STAAR Algebra I test b teaching the skills to approach and answer different STAAR test questions, and b providing practice questions that are similar to those ou will answer on the actual test But as good as this workbook is, it onl helps if ou use it So, please use this workbook! Practicing Smart is the Secret to STAAR Success There is a secret to success on the STAAR tests practice, practice, and more practice This is good news because ou are in control of how much effort ou put into practicing But not all practice is the same ou need to practice smart First, practice with test questions that are likel to appear on the actual STAAR test That s eas, since this workbook is full of them! Net, focus on our weaknesses the tpes of questions that ou most need to improve Think of it like this: if our basketball shot needs improvement, ou don t practice dribbling Instead, ou practice shooting Focusing on our weaknesses also means carefull analzing each test question ou get wrong Wh did ou get it wrong? Wh is another answer correct? You learn more from test questions ou get wrong, so don t be afraid of making mistakes The are our best opportunities to learn So if our basketball shot is off, ou identif what ou are doing wrong (too far left), and correct it with our net shot (aim further right) When ou practice, give each question our full attention Take a short break after ou answer the question Your attention is a muscle that ou can build b using it, one practice test question at a time Do ou believe unfocused, slopp practice of our basketball shot will help ou perform during a big game? Your attention is our greatest power You develop it with practice Preparing for the STAAR test can actuall be a fun challenge And when ou practice smart, ou are building life skills while ou prepare for the STAAR test! DsleicKidsnet Unlawful to photocop or project without permission Sirius Education Solutions Your partners in STAAR success, The Sirius Education Team vi Welcome Letter

7 Unlawful to photocop or project without permission How to Use This Book for STAAR Success -Step Approach to Differentiate Instruction This interactive workbook is easil adapted for different needs and includes an optional -step approach to efficientl prioritize and individualize remediation when preparation time is limited STEP Identif Your Needs Diagnostic Test Use the -item Diagnostic Test to identif what ou know and what ou need to review Record our results in the Progress Monitoring Chart Each item correlates to a lesson Name Class Date Diagnostic Test Read each question carefull Determine the best answer to the question from the four answer choices provided You ma use a calculator on this test If p = (p + ), what is the value of p? A B C D What are the domain and range of the linear function shown below? F Domain: { < } Range: { } G Domain: { < } Range: { } H Domain: { < } Range: { > } J Domain: { < } Range: { < } Algebra I EOC STAAR Readiness Review and Practice Name Class Date Student Progress Monitoring Chart How Am I Doing? Diagnostic Mark a net to each test question that ou answered correctl Find the total Need Review? If ou did not check a question in, circle the lesson net to it Stud each circled lesson, and put a in the Practiced column when done Post Test Mark a net to each question that ou answered correctl Find the total Repeat or review each lesson that is unchecked in column Question Diagnostic Need Review? Practiced Post Test Lesson AA Solving One-Variable Equations Lesson AA Finding Domain and Range of Linear Functions Lesson AB Finding Rates of Change Lesson AC Graphing and Describing Linear Functions Lesson AC Writing Linear Equations Lesson AD Graphing Linear Inequalities Lesson AI Writing Sstems of Linear Equations Lesson AC Solving Sstems of Linear Equations Lesson AE Factoring Trinomials Lesson AA Solving Quadratic Equations Lesson AA Finding Domain and Range of Quadratic Functions Lesson AA Graphing and Describing Quadratic Functions Lesson AC Transforming Quadratic Functions Lesson AB Simplifing Using the Laws of Eponents Question TEKS Lesson Title Lesson AD Graphing and Describing Eponential Functions Lesson Lesson Eponential Functions AA Solving One-Variable Equations AC Writing / Total Correct / Diagnostic Need Review? Practiced Post Test Lesson AA Finding Domain and Range of Linear F TEKS Student Progress Monitoring Chart Lesson Title Monitor our progress Focus where ou most need practice STEP Focus Intervention Lesson Instruction and STAAR Practice Use our Diagnostic results to focus TEKS instruction and STAAR practice to meet our unique needs Sirius Education Solutions Lessons Interactive questions and eamples Lesson Solving One-Variable Equations AA Solve linear equations in one variable, including those for which the application of the distributive propert is necessar and for which variables are included on both sides The table shows four properties that ou can use to solve linear equations in one variable Notice that ou must perform the same operation on each side of the equation Properties of Equalit Propert If a = b, then Eample Addition Propert of Equalit + = a + c = b + c Add the same quantit to each side ( + ) + = + Subtraction Propert of Equalit + = a c = b c Subtract the same quantit from each side ( + ) = Multiplication Propert of Equalit = Multipl each side b the same quantit a c = b c ( ) = a Division Propert of Equalit c = b c = Divide each side b the same nonzero quantit (c ) = When solving an equation, use inverse operations and the properties of equalit to undo the operations on the variable Do this b isolating the variable, or getting it alone, on one side of the equation, with everthing else on the other side Describe an inverse operation that ou could use to solve b = Find the solution to each equation = h + = = n Most equations ou solve will involve at least two operations Eample Solving a Two-Step Linear Equation STAAR Practice AA Odd Practice Set What is the solution to the equation =? A = C = B = D = Which value of satisfies the equation ( ) + =? A = C = B = D = If p + p = p, what is the value of p? A p = B p = C p = D p = If ( + ) + = ( ), what is the value of? Even Practice Set Which value of makes the equation = true? F = H = G = J = What is the solution to the equation ( ) =? F = H = G = J = What value of k makes the equation k = k true? F k = H k = G k = J k = If + ( + ) = ( + ), what is the value of? Ample practice arranged in increasing order of difficult Solve each equation a n = b k + = Solution Solution n = Write the equation k + = Write the equation n + = + Add to both sides n = Simplif k + = Subtract from both sides n = Divide both sides b k = Simplif Simplif n = k = Multipl both sides b k = Check n = () = is the reciprocal of = because = = + + Lesson Solving One-Variable Equations Algebra I EOC STAAR Readiness Review and Practice STEP Monitor Your Progress Post Test Use the -item Post Test to monitor progress and to identif additional lessons for review The Post Test uses the same TEKS in the same order as the Diagnostic Test Name Class Date Post Test Read each question carefull Determine the best answer to the question from the four answer choices provided You ma use a calculator on this test The sum S of the measures of the interior angles of a polgon with n sides is given b the formul S = (n ) The interior angles of a certain polgon have a sum of How to Use This Book for STAAR Success vii

8 Lessons with TEKS Instruction and STAAR Practice Lesson TEKS Instruction Engaging Interactive Learning Concise and student-friendl instruction reviews each Readiness TEKS Students activel participate in learning with interactive questions and scaffolded Your Turn instruction Summar tables Eamples with full solutions Lesson Solving One-Variable Equations AA Solve linear equations in one variable, including those for which the application of the distributive propert is necessar and for which variables are included on both sides The table shows four properties that ou can use to solve linear equations in one variable Notice that ou must perform the same operation on each side of the equation Properties of Equalit Propert If a = b, then Eample Addition Propert of Equalit + = a + c = b + c Add the same quantit to each side ( + ) + = + Subtraction Propert of Equalit + = a c = b c Subtract the same quantit from each side ( + ) = Multiplication Propert of Equalit = Multipl each side b the same quantit a c = b c ( ) = a Division Propert of Equalit c = b c = Divide each side b the same nonzero quantit (c ) = When solving an equation, use inverse operations and the properties of equalit to undo the operations on the variable Do this b isolating the variable, or getting it alone, on one side of the equation, with everthing else on the other side Describe an inverse operation that ou could use to solve b = Find the solution to each equation = h + = = n Most equations ou solve will involve at least two operations Eample Solving a Two-Step Linear Equation Solve each equation a n = b k + = Solution Solution n = Write the equation k + = Write the equation n + = + Add to both sides n = Simplif k + = Subtract from both sides n = Divide both sides b k = Simplif Simplif n = k = Multipl both sides b k = Check n = () = is the reciprocal of = because = = Lesson Solving One-Variable Equations Your Turn A baseball team plaed games The team won more than twice as man games as it lost The equation l + l + = models this relationship, where l is the number of games lost How man games did the team lose? How man games did the team win? Solution l + l + = Write the equation + = Combine like terms + = Subtract from both sides = Simplif = Divide both sides b l = Simplif The team lost games The team plaed a total of games, so the team won = games You are now read for the Diagnostic Test item Write the equation Distributive Propert Simplif Subtract p from both sides Combine like terms Subtract from both sides Simplif Divide both sides b Simplif A rectangle has a perimeter of inches The width of the rectangle is inches less than half the length The equation l = l models this relationship, where l is the length in inches Find the rectangle s length and width length = in width = in AA Lesson Solving One-Variable Equations Lesson STAAR Practice Abundant and Sstematic Practice STAAR practice with matching questions in a two-column format (Odd and Even Sets) Questions are arranged in increasing order of difficult Questions are in increasing order of difficult Includes practice filling in grids STAAR Practice AA Odd Practice Set What is the solution to the equation =? A = C = B = D = Which value of satisfies the equation ( ) + =? A = B = C = D = If p + p = p, what is the value of p? A p = C p = B p = D p = If ( + ) + = ( ), what is the value of? + Even Practice Set Which value of makes the equation = true? F = H = G = J = What is the solution to the equation ( ) =? F = G = H = J = What value of k makes the equation k = k true? F k = H k = G k = J k = If + ( + ) = ( + ), what is the value of? + Full TEKS Interactive questions reinforce ke concepts and provide a quick check of understanding Odd Practice Set The formula D = ( C) relates D, the temperature measured on the Delisle scale, in degrees, and C, the temperature measured on the Celsius scale, also in degrees What is the temperature in degrees Celsius when the temperature in degrees Delisle is? A C B C C C The formula has two D C variables, but the problem gives ou the value of one variable A trucker drove hours to deliver a shipment of lumber Returning home with a lighter load, the trucker averaged miles per hour faster than on the earlier journe After hours, the trucker was onl miles from the starting point The equation s = (s + ) + models the situation, where s represents the speed traveling to the deliver site What is the value of s, in miles per hour? + Even Practice Set The formula A = hb + hb gives A, the area of a trapezoid, as a function of the height, h, and the two bases, b and b For a trapezoid-shaped garden with one base measuring feet, a height of feet, and an area of square feet, the formula becomes = () + ()b What is the length b in inches? F in G in H in J in Toda onl, an office suppl store is selling printers at $ off the regular price At the sale price ou can bu printers, plus $ in ink, for the same amount of mone ou would have spent esterda for printers The equation p = (p ) + models the situation, where p represents the regular price of a printer What is the value of p, in dollars? + Your Turn provides step-b-step scaffolding for students to appl what the learn in each Eample Students revisit the Diagnostic Test item with a full solution Tips alert students Matching questions are minimall different to promote careful reading and thinking Unlawful to photocop or project without permission Sirius Education Solutions Algebra I EOC STAAR Readiness Review and Practice Ample practice with over authentic STAAR questions Lesson Solving One-Variable Equations viii How to Use This Book for STAAR Success

9 Additional In-Book Resources for STAAR Success STAAR Test-Taking Strategies strategies with interactive practice to help students learn how to solve STAAR questions Free Response Grids An interactive review on how to correctl complete grids and avoid careless mistakes Unlawful to photocop or project without permission STAAR Test-Taking Strategies: Kes to Success Each ear the STAAR Algebra I eam tests the same concepts in similar was In fact, it would not be fair unless the test was consistent from one ear to the net This means the STAAR test questions are predictable And that is how we know our workbook is full of questions that are ver similar to those ou will see on the test So b using this workbook, ou will be well prepared for the actual STAAR test! The test is challenging, and there are no secret tricks But the following strategies will make a difference, so ou should practice them as ou use this workbook Read EVERY Word Carefull and More Than Once The STAAR Algebra I eam also tests our reading abilit because most questions are word problems Plan to read each question at least two times Here are some suggested reading strategies: First read the problem for the big picture of what is going on To do this, ou ignore details such as names and numbers This read prepares ou for a closer second read º To show ou understand a problem, write a generalized name for the problem using the format Given, find Net, read the problem for supporting facts or details Circle each piece of given information and underline what ou are asked to find º Read graphs or tables The often include new and important information º Read all answer choices You ma also want to compare and contrast the answers Let s appl these suggestions Read the question below carefull A college student needs classes that are worth a total of 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 = H f + h = h + f = f + h = G f + h = J f + h = h + f = f + h = Looking at answer choices can clarif what the problem is asking Big Picture: A student is selecting classes using man criteria or factors that form a sstem of equations So its problem name could be: Given a verbal description, find a sstem of equations Supporting Facts: classes needed, total credits, f is the number of -credit classes, h is the number of -credit classes Compare the answer choices to clarif the relationships between the given facts F and G are the same ecept that and are interchanged F and H are the same ecept that the variables f and h are echanged G and J are the same ecept that the variables f and h are echanged With such similar answer choices, ou want to be careful! What is the correct answer? STAAR Algebra I # STAAR test-taking strategies are modelled using released test questions Great Griddables Of the STAAR Algebra I test questions, require griddable answers These are like other questions, ecept that ou need to find our own + numerical answer instead of selecting among answer choices After ou ve found our answer, ou need to correctl enter it in the grid on our Answer Sheet Here s how ou do it: Use the Boes Write our answer in the top row of boes before shading an circles The scoring machine onl reads the filled in circles, but using the boes helps ou fill in the circles accuratel Sta Left Start our answer at the left You are technicall allowed to start our answer in an bo, but filling in the grid the same wa each time helps reduce errors No Blanks Alwas use consecutive boes If ou leave a blank space in the middle of our response, it will be counted as a wrong answer! Shade Circles Shade each circled number to match the number in the bo above it Then check our shaded circles with the boes It is ver eas to make a careless error! Negative Numbers and Decimals If our answer is negative, shade the negative sign If it s positive, leave the sign blank Grid decimals b filling in a bo with a decimal and shading its circle You cannot grid fractions, so convert them to decimals before gridding Look at the grids below showing correct and incorrect was to grid Correct Incorrect The boes are The numbers sta to the not filled in left to avoid gaps consecutivel / + + The decimal point is in its own The column The negative negative sign is sign is not You cannot filled shaded grid fractions, in and onl decimals shaded Your Turn Write each number in the boes in griddable format The first bo is reserved for the sign, Boes Circles STAAR Test-Taking Strategies: Kes to Success i iv Table of Contents Cumulative Review Comprehensive practice after ever Lessons provides spaced review Cumulative Review Supporting Success Practice in all Supporting TEKS, with an emphasis on the most tested stndards Operations with Polnomials SUPPORTING SUCCESS Reporting Categor : AA, AB, AC Sirius Education Solutions At what point does the graph of the equation = + intersect the -ais? (Lesson ) A (, ) C (, ) B (, ) D (, ) Which inequalit best describes the range of the function shown below? (Lesson ) F { < } G { < } H { < } J { < } Water drains from a water trough The graph below models the drainage The -ais is the time in hours, and the -ais is the cubic feet of water in the trough Trough Drainage Water (cubic feet) Hours What is the rate of drainage, in cubic feet per hour? (Lesson ) F H G J What is the domain of the function =? (Lesson ) A All whole numbers B All real numbers C { ³ } Mied review of previous lessons in a random order Which polnomial represents the difference between + and +? (AA) A B + C + D The figure below shows the side lengths of a triangle a + ab a ab a a What is the perimeter of the triangle? (AA) F ab + a b G ab + a H a + a + J a + ab + a A student is building a parallelogramshaped deck with a base of ( + ) feet and a height of ( ) feet Which polnomial represents the area of her deck in square feet? (AB) F ( + ) square feet G ( + ) square feet H ( + ) square feet J ( + ) square feet What is the quotient: A + + B + C + + D + +? (AC) The figure below shows the area and length of a rectangle At least two items for each Supporting TEKS D All integers Area = + A scuba gear rental compan charges a base fee and an hourl charge to rent diving equipment The function f() = + relates the length of the rental in hours,, to the total charge in dollars, f() What units should be used to describe the rate of change of the function? (Lesson ) A Das/dollar C Hours/da B Das/hour D Dollars/hour Which value of satisfies the equation + ( ) =? (Lesson ) F = H = G = J = What is the product of the trinomial + and the monomial? (AB) A + B + C D + + What is the width of the rectangle? (AC) F G + H J + Lessons Cumulative Review Algebra I EOC STAAR Readiness Review and Practice How to Use This Book for STAAR Success i

10 Additional In-Book Resources for STAAR Success Using a Graphing Calculator When is a graphing calculator helpful? These interactive pages show what ou need to know Graphing Calculator Guide Step-b-step instructions for all Lesson Eamples that use graphing calculators Your Friend the Graphing Calculator You can use a graphing calculator on the STAAR Algebra I test, and we strongl suggest that ou do it s a powerful tool that can help ou as long as ou know how to use it First, we ll review the basic calculator skills that will help ou most on the STAAR test, using the TI-Nspire CX Then, we ll show those skills in action to solve released STAAR test items We ll also give ou a chance to practice each new skill Graphing a Function Press b :Graph Entr/Edit and :Function f()= shows the entr line Enter a function rule and press If this entr line is not shown, press / + G or b Enter the function rule and press Adjusting the Window Press b :Window / Zoom, and :Window Settings Set the desired X- and Y-values for the graph, and press OK Finding Attributes of Graphs Press b :Analze Graph, and select the attribute, such as shown below :Zero :Maimum :Intersection Using Tables to Find Values After entering a function, press b :Table and :Split-screen Table The default -values can be customized Press b :Table then :Edit Table Settings and ou can set the variables to Ask to find an value ou want Graphing an Equation Press b :Graph Entr/Edit, :Equation, :Line, and select the form of the line from three options For instance, for the equation =, selecting :Line Standard a +b=c is easier Your Friend the Graphing Calculator Change window to to as needed Set the -values ou want You enter = as + = Glossar The essential terms that ou need to know are described as the will be found on the STAAR test Glossar of Ke Terms correlation A measure of the strength and direction of the relationship between two variables or data sets The correlation coefficient is a number r that describes how closel the best-fit model matches the data, where < r < The correlation is positive if The correlation is negative There is no correlation if the values of both variables if the values of one variable the data points are scattered tend to increase or decrease tends to increase as the values randoml The r-value is close together The r-value is close of the other variable decrease to to The r-value is close to dependent variable The output variable in a function dependent variable depends on value of = independent variable Graphing Calculator Guide TI-Nspire CX ON-OFF On: Press c Off: Press / c Contrast Brighter: Press and hold / and tap - Dimmer: Press / and tap + Starting / To start a new document, select c, Resetting then New Document To save the old Memor document, select Yes to save, or No to continue without saving Mode Press c and select :Settings Move the cursor to desired setting and press Coping a To quickl cop a previousl entered Previous epression, press or to select the Entr item, and to cop it into the entr line You can then edit the epression Algebra I EOC STAAR Readiness Review and Practice TI-+ On: Press É Off: M Brighter: Press and hold Dimmer: Press and hold To reset the memor and an previous settings, press, Ã,,, Press z The active settings are highlighted Move the cursor to desired setting and press Í ENTRY or Í retrieves the previous epression and places the cursor at its end You can then edit the epression Kestrokes for Eamples The kestroke sequences for all Eamples that use a graphing calculator are provided below for the TI-Nspire CX and TI-+ models Lesson Graphing and Describing Linear Functions (AC) Eample Graphing a Linear Function (page ) TI-Nspire CX Step In Graph, press b, :Graph Entr/Edit, :Function, and input p X + and press Step Press b, :Window / Zoom, :Window Settings Set the X-values from to, and Y-values from to Press OK TI-+ Step Press o, and input à and press Í Step Press p Set the X-values from to, and Y-values from to Press Í, then press s Eample Graphing a Real-World Linear Function (page ) TI-Nspire CX Step In Graph, press b, :Graph Entr/Edit, :Equation, :Line, :Line Standard a +b=c and input the numbers,, and and press Step Press b :Window / Zoom, :Window Settings Set the X-values from to with a scale of, and Y-values from to with a scale of Press OK Student Answer Sheets Use the provided bubble sheets for the Diagnostic, Post Test, and Cumulative Review Name Class Date Form Cumulative Reviews Cumulative Review A B C D F G H J A B C D F G H J A B C D F G H J Cumulative Review A B C D F G H J A B C D F G H J Cumulative Review A B C D + A B C D F G H J A B C D F G H J Student Answer Sheet Cumulative Review A B C D F G H J A B C D F G H J A B C D F G H J A B C D F G H J A B C D F G H J A B C D F G H J Unlawful to photocop or project without permission Sirius Education Solutions domain The set of all possible inputs (first numbers or -values) of a relation or function The domain of the function {(, ), (, ), (, )} is {,, )} (, ) (, ) (, ) A B C D + A B C D F G H J A B C D F G H J A B C D F G H J A B C D F G H J A B C D eponential function A function in which the eponent is a variable, and can be written in the form = ab, where a ¹, and b > and b ¹ When a > and b >, the function represents eponential growth When a > and < b <, the function represents eponential deca The graph of an eponential function gets closer to, but never intersects, a horizontal line called its horizontal asmptote Eponential Growth Eponential Deca A B C D F G H J A B C D F G H J Algebra I STAAR Readiness Review and Practice How to Use This Book for STAAR Success

11 STAAR ALGEBRA I REFERENCE MATERIALS FACTORING Perfect square trinomials a + ab + b = ( a + b) a ab+ b = ( a b) Difference of squares a b = ( a b)( a PROPERTIES OF EXPONENTS m n ( m + n) Product of powers a a = a + b) Quotient of powers a a m n = a ( m n) Power of a power ( a ) m n = a mn Rational eponent n a = a m n m Negative eponent LINEAR EQUATIONS a n = a n Standard form A + B = C Slope-intercept form = m + b Point-slope form = m( Slope of a line m = QUADRATIC EQUATIONS Standard form f ( ) = a + b + c ) Verte form f ( ) = a( h) + k Quadratic formula b = b ac a Ais of smmetr b = a

12 Name Class Date Student Progress Monitoring Chart How Am I Doing? Unlawful to photocop or project without permission Diagnostic Mark a net to each test question that ou answered correctl Find the total Need Review? If ou did not check a question in, circle the lesson net to it Stud each circled lesson, and put a in the Practiced column when done Post Test Mark a net to each question that ou answered correctl Find the total Repeat or review each lesson that is unchecked in column Question Diagnostic Need Review? Practiced Post Test Lesson AA Solving One-Variable Equations Lesson AA Finding Domain and Range of Linear Functions Lesson AB Finding Rates of Change Lesson AC Graphing and Describing Linear Functions Lesson AC Writing Linear Equations Lesson AD Graphing Linear Inequalities TEKS Lesson Title Included in Lesson AI Writing Sstems of Linear Equations Lesson AC Solving Sstems of Linear Equations Lesson AE Factoring Trinomials Lesson AA Solving Quadratic Equations Lesson AA Finding Domain and Range of Quadratic Functions Sirius Education Solutions Lesson AA Graphing and Describing Quadratic Functions Lesson AC Transforming Quadratic Functions Lesson AB Simplifing Using the Laws of Eponents Lesson AD Graphing and Describing Eponential Functions Lesson AC Writing Eponential Functions / / Total Correct Student Progress Monitoring Chart

13 Lesson Graphing and Describing Linear Functions A linear function is a function whose graph is a line If ou are given the equation of a linear function, ou can use the equation to draw the graph Step Step Find two points on the graph Choose an value of, substitute this value in the equation, and find the value of That will give ou one point, (, ) Choose a different value of, substitute the value in the equation, and find the value of That will give ou a second point, (, ) Plot the points and draw a line through them Eample Graphing a Linear Function Graph = + Solution Step Find two points on the graph Choosing = usuall leads to an eas calculation The coefficient of is, so choosing = eliminates the fraction AC = + (, ) = () + = + (, ) = = () + = + (, ) = Alternate Method: Use a Graphing Calculator Step Input the function and press Graph linear functions on the coordinate plane and identif ke features, including -intercept, -intercept, zeros, and slope, in mathematical and real-world problems Step Set the window to to on both - and -ais Step Plot the points and draw a line (, ) is read as sub two is read as sub two (, ) (, ) (, ) (See Graphing Calculator Guide p ) Step Eamine the graph on the calculator Unlawful to photocop or project without permission Sirius Education Solutions Algebra I EOC STAAR Readiness Review and Practice

14 Unlawful to photocop or project without permission Your Turn Graph = Solution Step Find two points on the graph = (, ) = ( ) = = = ( ) = = (, ) (, ) Alternate Method: Use a Graphing Calculator Use a window that goes from to for both aes Sketch our result on the screen to the right Step Plot the points and draw a line See page for TI-Nspire and TI-+ kestrokes Sirius Education Solutions Ke Features of Linear Graphs If the graph intersects the -ais, the -intercept is the point of intersection, or the -coordinate of this point The zero is the -coordinate of the -intercept The -intercept is the point where the graph intersects the -ais, or the -coordinate of this point The slope is a measure of the graphed line s steepness -ais -ais = f() -intercept -intercept slope = rise run What is the -coordinate of the point that contains the zero? What is the -intercept of the function in Eample? What is the slope of the function in Your Turn? What is the -intercept of the function in Your Turn? Estimate the zero of the function in Your Turn Lesson Graphing and Describing Linear Functions

15 Eample Identifing Features From a Graph A linear function is graphed at the right Identif the -intercept, -intercept, zero, and slope Solution run: rise: Rise and Run: + or Arrows pointing up or right + + represent positive values Arrows pointing down or left represent negative values Your Turn A linear function is graphed at the right Identif the -intercept, -intercept, zero, and slope Solution The graph intersects the -ais at (, ), so the -intercept is (, ), or The graph intersects the -ais at (, ), so the -intercept is (, ), or This line rises from left to right So its slope is positive The -coordinate of the -intercept is, so the zero is The slope is rise run = The graph intersects the -ais at (, ), so the -intercept is (, ), or The graph intersects the -ais at (, ), so the -intercept is (, ), or The -coordinate of the -intercept is, so the zero is To find the slope, choose two points Count the vertical rise and the horizontal run from one point to the other slope = rise run = You are given a linear graph To get from one point to another on this graph, This line falls from left to right So its slope is negative Unlawful to photocop or project without permission Sirius Education Solutions ou move up units and left units What is the slope? Horizontal Lines The graph of a linear function ma be a horizontal line In this case, there is no -intercept and no zero A horizontal line has no rise, so its slope is slope = rise run = run = -intercept Algebra I EOC STAAR Readiness Review and Practice

16 In Eample, ou used two points to graph a line You can choose the - and -intercepts as these two points This can be helpful if the equation is not solved for The following eample shows how to use this method to graph a real-world situation Often negative numbers make no sense in a real-world problem When that s the case, the graph appears onl in Quadrant I, where both and are positive numbers Unlawful to photocop or project without permission Sirius Education Solutions Eample Graphing a Real-World Linear Function A boat ramp slants downward to the surface of a lake Boats are unloaded from trailers and lowered down the ramp to the lake The ramp is modeled b + =, where represents the ramp s length and represents its height, both in feet Graph + = Solution Step Find the -intercept At the -intercept, = Substitute for and solve for + = + () = + = = The -intercept is (, ) Write the equation Substitute = Simplif Simplif Step Find the -intercept At the -intercept, = Substitute for and solve for + = Write the equation + = Substitute = = Simplif = Divide both sides b = Simplif The -intercept is (, ) Step Plot the intercepts and connect them with a line Alternate Method: Use a Graphing Calculator Height (ft) Boat Ramp Model Length (ft) (See Graphing Calculator Guide pp ) Step Input the equation Step Choose a window Step Eamine the graph You do not need to solve the equation for = format with the TI-Nspire CX Lesson Graphing and Describing Linear Functions

17 Your Turn A car traveling miles per hour slows to a stop at an even rate The equation + = models the car s rate of speed,, in miles per hour, as a function of the time since it began to slow down,, in seconds Draw a graph of the equation Solution Step Find the -intercept + = Write the equation + = = = = Substitute = Simplif Divide both sides b Simplif The -intercept is (, ) Step Find the -intercept + = Write the equation ( ) + = Substitute = + = = Simplif Simplif The -intercept is (, ) Step Plot the intercepts and connect them with a line Alternate Method: Use a Graphing Calculator On a TI-Nspire CX, ou can graph the given equation Otherwise, solve the equation for : = Use to on the -ais and to on the -ais Sketch our result on the screen to the right See pp for TI-Nspire and TI-+ kestrokes What is the rate of change of the boat ramp in Eample? How do ou know? Speed (mi/h) Slowing to a Stop Time (sec) Unlawful to photocop or project without permission Sirius Education Solutions What is an advantage of graphing a line using the intercepts instead of using different points on the line? Algebra I EOC STAAR Readiness Review and Practice

18 AC Unlawful to photocop or project without permission Sirius Education Solutions Write the equation Substitute = Simplif Multipl both sides b Simplif Write the equation Substitute for Simplif Subtract from both sides Multipl both sides b Test-Taking Strateg Notice that the graphs do not show negative values of, so choose a positive value for What is another strateg ou could use to answer the Diagnostic Test item? Lesson Graphing and Describing Linear Functions

19 STAAR Practice AC Odd Practice Set Even Practice Set What is the -intercept of the line below? (, ) (, ) A (, ) C (, ) B (, ) D (, ) The graph of a linear function is shown below The graph of a line is shown below (, ) (, ) What is the -intercept of the line? F (, ) H (, ) G (, ) J (, ) What is the -intercept of the graph below? Unlawful to photocop or project without permission Sirius Education Solutions What is the -intercept of the line? A (, ) B (, ) C (, ) D (, ) F (, ) G (, ) H (, ) J (, ) Be Careful What are ou asked to find? Algebra I EOC STAAR Readiness Review and Practice

20 Odd Practice Set Even Practice Set Unlawful to photocop or project without permission The graph of a line is shown below What is the slope of the line? A C B D What is the slope of the line graphed below? F H G J The graph below models the altitude of a cable car, or tram, that ascends to the top of Mount Pleasant A passenger jet descends toward an airport The graph models the descent of the plane Mount Pleasant Tram Jet Descent Sirius Education Solutions Altitude (thousands of ft) Time (min) Altitude (thousands of ft) Time (min) What is the slope of the graph, in feet per minute? A C What is the plane s rate of descent, in feet per minute? F, H, G, J, B D, Lesson Graphing and Describing Linear Functions

21 Odd Practice Set Which graph corresponds to the linear function that is represented in the table below? Even Practice Set Which graph shows the relationship between and that is shown in the table below? A B C D Look for the related points in the answer graphs F G H J Unlawful to photocop or project without permission Sirius Education Solutions Algebra I EOC STAAR Readiness Review and Practice

22 Odd Practice Set Even Practice Set Unlawful to photocop or project without permission Which graph represents the function =? Is the slope positive or negative? A B A math tetbook showed the graph representing the function = + Which graph did the tet show? F G Graph this on our calculator and compare it with the answer graphs Sirius Education Solutions C D H J Lesson Graphing and Describing Linear Functions

23 Odd Practice Set Even Practice Set For a science project, a student investigated the relationship between, the number of times a cricket chirped in minute, and, the air temperature in degrees Celsius The student wanted to check whether the equation = + represented the relationship Which graph models the equation? A B C D Air Temperature ( C) Air Temperature ( C) Air Temperature ( C) Air Temperature ( C) Cricket Chirps Chirps per Minute Cricket Chirps Chirps per Minute Cricket Chirps Chirps per Minute Cricket Chirps Chirps per Minute A turtle grew at a rate modeled b the equation = + where represents the turtle s age, in months, and represents the turtle s weight, in pounds Which graph models the equation? F G H J Weight (lb) Weight (lb) Weight (lb) Weight (lb) Turtle Growth Age (months) Turtle Growth Age (months) Turtle Growth Age (months) Turtle Growth Age (months) Unlawful to photocop or project without permission Sirius Education Solutions Algebra I EOC STAAR Readiness Review and Practice

24 Odd Practice Set Even Practice Set Unlawful to photocop or project without permission Sirius Education Solutions The table represents the relationship between degrees Celsius and degrees Fahrenheit ( C) ( F) Which graph models the relationship? A B C D Temperature ( F) Temperature ( F) Temperature ( F) Temperature ( F) Temperature Scales Temperature ( C) Temperature Scales Temperature ( C) Temperature Scales Temperature ( C) Temperature Scales Temperature ( C) The table below represents the descent of a submarine over time (sec) (ft) Which graph models the relationship? F G H J Distance Below Surface (ft) Distance Below Surface (ft) Distance Below Surface (ft) Distance Below Surface (ft) Submarine Descent Time (sec) Submarine Descent Time (sec) Submarine Descent Time (sec) Submarine Descent Time (sec) Lesson Graphing and Describing Linear Functions

25 Odd Practice Set The table lists four coordinate pairs of a linear function Even Practice Set Four coordinate pairs for a linear function are shown in the table below What is the slope of the graph of the function? Record our answer and fill in the bubbles + At what point does the graph of the equation = + intersect the -ais? A (, ) B (, ) C (, ) D (, ) If the function is graphed, what is the slope of the graph? Record our answer and fill in the bubbles + What point represents the -intercept of the graph of the equation = +? F (, ) G (, ) H, ( ) J (, ) What is the -intercept and how do ou find it? Unlawful to photocop or project without permission Sirius Education Solutions The graph of a linear equation has a slope of and an -intercept at (, ) What is the -intercept of the graph? A (, ) C (, ) B (, ) D Not here What is the -intercept of the graph of a linear equation that has a slope of and an -intercept of (, )? F (, ) H (, ) G (, ) J Not here Algebra I EOC STAAR Readiness Review and Practice

26 Odd Practice Set Even Practice Set Unlawful to photocop or project without permission Sirius Education Solutions A motorist started miles from Acton and drove awa at a speed that increased the distance from Acton miles each hour Which graph best models the drive? A B C D Distance from Acton (mi) Distance from Acton (mi) Distance from Acton (mi) Distance from Acton (mi) Journe from Acton Time (h) Journe from Acton Time (h) Journe from Acton Time (h) Journe from Acton Time (h) A bicclist set out from her home for the town of Bater, miles awa The cclist rode at a stead rate of miles per hour Which graph best models the entire ride? F G H J Distance from Bater (mi) Distance from Bater (mi) Distance from Bater (mi) Distance from Bater (mi) Ccling to Bater Time (h) Ccling to Bater Time (h) Ccling to Bater Time (h) Ccling to Bater Time (h) Lesson Graphing and Describing Linear Functions

27 Odd Practice Set Even Practice Set During a storm, the level of a river rose to a height of inches above normal The graph below models the river s height above normal in the hours after the storm Height (in) River s Height Above Normal Time (h) What point on the graph represents the river at normal height? A (, ) B (, ) C (, ) D (, ) A street rises at a constant slope For an given distance along the street, the vertical height above sea level,, is a function of the horizontal distance, The table below lists four coordinate pairs of the linear function Which point represents the distance along the street to the point at sea level? A (, ) B (, ) C (, ) D (, ) A track athlete told his friend that he could give the friend a -second head start and still beat him in -meter dash The graph below models the track star s run Distance Run (m) -Meter Dash Time (sec) What point best represents the head start? F (, ) G (, ) H (, ) J (, ) After a motorccle passed a school, the roar of the engine slowl faded The sound intensit,, in decibels, was a linear function of, the number of seconds since the motorccle passed the school The table lists four coordinate pairs of the function Which point represents the time at which the sound intensit was zero? F (, ) G (, ) H (, ) J (, ) Unlawful to photocop or project without permission Sirius Education Solutions Algebra I EOC STAAR Readiness Review and Practice

28 Cumulative Review Unlawful to photocop or project without permission Sirius Education Solutions At what point does the graph of the equation = + intersect the -ais? (Lesson ) A (, ) C (, ) B (, ) D (, ) Which inequalit best describes the range of the function shown below? (Lesson ) F { < } G { < } H { < } J { < } A scuba gear rental compan charges a base fee and an hourl charge to rent diving equipment The function f() = + relates the length of the rental in hours,, to the total charge in dollars, f() What units should be used to describe the rate of change of the function? (Lesson ) A Das/dollar B Das/hour C Hours/da D Dollars/hour Water drains from a water trough The graph below models the drainage The -ais is the time in hours, and the -ais is the cubic feet of water in the trough Water (cubic feet) Trough Drainage Hours What is the rate of drainage, in cubic feet per hour? (Lesson ) F H G J What is the domain of the function =? (Lesson ) A All whole numbers B All real numbers C { ³ } D All integers Which value of makes the equation + ( ) = true? (Lesson ) F = H = G = J = Lessons Cumulative Review

29 Graphing Calculator Guide ON-OFF On: Press c Off: Press / c TI-Nspire CX Contrast Brighter: Press and hold / and tap - Dimmer: Press / and tap + Starting / Resetting Memor Mode Coping a Previous Entr To start a new document, select c, then New Document To save the old document, select Yes to save, or No to continue without saving Press c and select :Settings Move the cursor to desired setting and press To quickl cop a previousl entered epression, press or to select the item, and to cop it into the entr line You can then edit the epression Kestrokes for Eamples On: Press É Off: M TI-+ Brighter: Press and hold Dimmer: Press and hold To reset the memor and an previous settings, press, Ã,,, Press z The active settings are highlighted Move the cursor to desired setting and press Í ENTRY or Í retrieves the previous epression and places the cursor at its end You can then edit the epression The kestroke sequences for all Eamples that use a graphing calculator are provided below for the TI-Nspire CX and TI-+ models Lesson Graphing and Describing Linear Functions (AC) Eample Graphing a Linear Function (page ) TI-Nspire CX Step In Graph, press b, :Graph Entr/Edit, :Function, and input p X + and press Step Press b, :Window / Zoom, :Window Settings Set the X-values from to, and Y-values from to Press OK TI-+ Step Press o, and input à and press Í Step Press p Set the X-values from to, and Y-values from to Press Í, then press s Unlawful to photocop or project without permission Sirius Education Solutions Eample Graphing a Real-World Linear Function (page ) TI-Nspire CX Step In Graph, press b, :Graph Entr/Edit, :Equation, :Line, :Line Standard a +b=c and input the numbers,, and and press Step Press b :Window / Zoom, :Window Settings Set the X-values from to with a scale of, and Y-values from to with a scale of Press OK Algebra I EOC STAAR Readiness Review and Practice

30 TI-+ Step Press o, and input Ì Ã and press Step Press p Set the X-values from to with a scale of, and Y-values from to with a scale of Press Í, then press s Unlawful to photocop or project without permission Lesson & Finding Regression Equations (AC & AC) Eamples (& ) Writing an Equation to Represent a Table of Values (page & ) TI-Nspire CX Step Press c, Lists & Spreadsheet, and input two points such a Step Name columns A and B as and b moving onto column A and pressing X Y Step Press b, : Statistics, : Stat Calculations, : Linear Regression (m+b) Step Press and select, and select and press OK TI-+ Step Press, EDIT Í, and input an two points as such as Í Í ~ Í Í For Lesson, enter points Step Press, CALC, : LinReg (a+b), Í and use : EpReg Step The results give ou the slope and -intercept as a and b For Lesson, enter points For Lesson, use A: Eponential Regression Step Step Step Use L for and L for The equation is = + Sirius Education Solutions Lesson Graphing and Describing Eponential Functions (AD) Eample Ke Features of Eponential Graphs (page ) TI-Nspire CX Step In Graph, press b, :Graph Entr/Edit, :Function, and input v ( p ) l X + and press Step Press b, :Window / Zoom, :Window Settings Set the X-values from to, and Y-values from to Press OK Step Press b, :Trace, :Graph Trace, and press repeatedl TI-+ Step Press o, and input Ì ~ Ã and press Í Step Press p Set the X-values from to, and Y-values from to Press Í, then press s Step Press r and press ~ repeatedl Graphing Calculator Guide

31 Teacher s Edition Using This Teacher s Edition The Sirius Algebra I EOC STAAR Readiness Review and Practice workbook provides sstematic and comprehensive coverage of the Readiness TEKS that make up % of the STAAR Algebra I test The core of its Lessons is the STAAR Practice which includes over test items with unique problem tpes STAAR Practice Resources for Teachers Two sets of paired questions for use in class and at home, or in groups and individuall Assignment Guide shows eercises are arranged in increasing order of difficult (Eas, Medium, Hard) Full solutions net to each question ASSIGNMENT GUIDE Eas Medium Hard A The -intercept of a graph is the point where the graph intersects the vertical -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) STAAR Practice AC Odd Practice Set Even Practice Set What is the -intercept of the line below? The graph of a line is shown below (, ) (, ) (, ) (, ) What is the -intercept of the line? A (, ) C (, ) F (, ) H (, ) B (, ) D (, ) G (, ) J (, ) Given Linear Graph, Find -Intercept (E) G The -intercept of a graph is the point where the graph intersects the vertical -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) TEACHING TIP Some students might confuse the - and -intercepts Clarif that the name -intercept tells students what point it describes the point where the line intersects the -ais Margin notes include: Test-Taking Strateg Error Prevention Teaching Tip Graphing Calculator C The -intercept of a graph is the point where the graph intersects the horizontal -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) TEACHING TIP Some students might confuse the - and -intercepts Clarif that the name -intercept tells students what point it describes the point where the line intersects the -ais Each pair of questions includes a sample problem name The graph of a linear function is shown below What is the -intercept of the line? A (, ) B (, ) C (, ) D (, ) Algebra I EOC STAAR Readiness Review and Practice What is the -intercept of the graph below? F (, ) G (, ) H (, ) J (, ) Given Linear Graph, Find -Intercept (E) Be Careful What are ou asked to find? J The -intercept of a graph is the point where the graph intersects the horizontal -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) Red boes on mini student pages show correct answers Naming Problems Helps Students Read for Understanding Writing a problem name gives students a concrete task to do that helps them read and re-read the problem for understanding A problem name has two elements: what is given and what is asked for Its format is: Given, Find Naming can help students see a problem s larger structure and give them confidence to name something is to know it After naming, students often recognize that the problem is familiar and the can see how to move forward and solve it More than one problem name can be correct Suggested names are provided Odd Practice Set During a storm, the level of a river rose to a height of inches above normal The graph below models the river s height above normal in the hours after the storm Height (in) River s Height Above Normal Time (h) What point on the graph represents the river at normal height? A (, ) B (, ) C (, ) D (, ) A track athlete told his friend that he could give the friend a -second head start and still beat him in -meter dash The graph below models the track star s run Distance Run (m) -Meter Dash Time (sec) What point represents the end of the head start? F (, ) G (, ) H (, ) J (, ) Given R-W Linear Graph, Find -Intercept (H) Naming basic math problems prepares students for naming Even Practice Set stor problems Is this stor problem similar to items and in the mini SE page above? T Algebra I EOC STAAR Readiness Review and Practice Sirius Education Solutions

32 Teacher s Edition Problem Names with DOK Levels & Process TEKS Lesson : Graphing and Describing Linear Functions AC Graph linear functions on the coordinate plane and identif ke features, including -intercept, -intercept, zeros, and slope, in mathematical and real-world problems Given linear graph and ordered pairs, find -intercept DOK (AB, AE, AF) Given linear graph, find -intercept DOK (AB, AE, AF) Given linear graph, find slope DOK (AB, AE, AF) Given real-world linear graph, find slope DOK (AB, AE, AF) Given table of linear function, find graph DOK (AB, AD, AF) Given linear equation, find graph DOK (AB, AD, AF) Given real-world linear equation, find graph DOK (AA, AB, AD, AF) Given real-world table of linear function, find graph DOK (AA, AB, AD, AF) Given table of linear function, find slope DOK (AB, AE, AF) Given linear equation, find -intercept DOK (AB, AE, AF) Given description of linear equation, find -intercept DOK (AA, AB, AE, AF) Given description of real-world linear equation, find graph DOK (AA, AB, AD, AF) Given real-world linear graph, find -intercept DOK (AA, AB, AF) Given real-world linear table, find -intercept DOK (AA, AB, AF) Lesson has distinct problem tpes of STAAR items Lessons Cumulative Review Given linear equation, find -intercept DOK (AB, AE, AF) Given continuous linear graph, find range DOK (AB, AE, AF) Given real-world equation, find units of rate of change DOK (AA, AB, AE, AG) Given real-world linear graph, find slope DOK (AA, AB, AE, AF) Given linear equation, find domain DOK (AB, AE, AF) Solve linear equation, distributive propert necessar DOK (AB, AF) The Lessons provide a total of distinct problem tpes Supporting Success adds another + distinct problem tpes The workbook includes over total practice problems! T Algebra I EOC STAAR Readiness Review and Practice Sirius Education Solutions

33 Sirius Education Solutions Lesson Graphing and Describing Linear Functions Lesson A linear function is a function whose graph is a line If ou are given the equation of a linear function, ou can use the equation to draw the graph Step Find two points on the graph Step Eample Choose an value of, substitute this value in the equation, and find the value of That will give ou one point, (, ) Choose a different value of, substitute the value in the equation, and find the value of That will give ou a second point, (, ) Plot the points and draw a line through them Graph = + Solution Graphing a Linear Function Step Find two points on the graph Choosing = usuall leads to an eas calculation The coefficient of is, so choosing = eliminates the fraction Graphing and Describing Linear Functions AC = + (, ) = () + = + (, ) = = () + = + (, ) = Alternate Method: Use a Graphing Calculator Step Input the function and press Graph linear functions on the coordinate plane and identif ke features, including -intercept, -intercept, zeros, and slope, in mathematical and real-world problems Step Set the window to to on both - and -ais Algebra I EOC STAAR Readiness Review and Practice Step Plot the points and draw a line (, ) (, ) (, ) (, ) is read as sub two is read as sub two (See Graphing Calculator Guide p ) Step Eamine the graph on the calculator Your Turn Graph = Solution Step Find two points on the graph = (, ) = ( ) = = = ( ) = = (, ) (, ) Alternate Method: Use a Graphing Calculator Use a window that goes from to for both aes Sketch our result on the screen to the right Ke Features of Linear Graphs If the graph intersects the -ais, the -intercept is the point of intersection, or the -coordinate of this point The zero is the -coordinate of the -intercept The -intercept is the point where the graph intersects the -ais, or the -coordinate of this point The slope is a measure of the graphed line s steepness slope = rise run See page for TI-Nspire and TI-+ kestrokes What is the -coordinate of the point that contains the zero? What is the -intercept of the function in Eample? What is the slope of the function in Your Turn? What is the -intercept of the function in Your Turn? Estimate the zero of the function in Your Turn Step Plot the points and draw a line _ Lesson Graphing and Describing Linear Functions (, ), or -ais -ais = = f() -intercept -intercept (, ), or, or an value between and Teacher s Edition

34 Algebra I EOC STAAR Readiness Review and Practice Sirius Education Solutions Eample Identifing Features From a Graph A linear function is graphed at the right Identif the -intercept, -intercept, zero, and slope Solution run: rise: Rise and Run: + or Arrows pointing up or right + + represent positive values Arrows pointing down or left represent negative values Your Turn A linear function is graphed at the right Identif the -intercept, -intercept, zero, and slope Solution The graph intersects the -ais at (, ), so the -intercept is (, ), or The graph intersects the -ais at (, ), so the -intercept is (, ), or This line rises from left to right So its slope is positive The -coordinate of the -intercept is, so the zero is The slope is rise run = _ Algebra I EOC STAAR Readiness Review and Practice The graph intersects the -ais at (, ), so the -intercept is (, ), or The graph intersects the -ais at (, ), so the -intercept is (, ), or The -coordinate of the -intercept is, so the zero is To find the slope, choose two points Count the vertical rise and the horizontal run from one point to the other slope = rise run = You are given a linear graph To get from one point to another on this graph, ou move up units and left units What is the slope? Horizontal Lines The graph of a linear function ma be a horizontal line In this case, there is no -intercept and no zero A horizontal line has no rise, so its slope is slope = rise run = run = _ This line falls from left to right So its slope is negative -intercept In Eample, ou used two points to graph a line You can choose the - and -intercepts as these two points This can be helpful if the equation is not solved for The following eample shows how to use this method to graph a real-world situation Often negative numbers make no sense in a real-world problem When that s the case, the graph appears onl in Quadrant I, where both and are positive numbers Eample Graphing a Real-World Linear Function A boat ramp slants downward to the surface of a lake Boats are unloaded from trailers and lowered down the ramp to the lake The ramp is modeled b + =, where represents the ramp s length and represents its height, both in feet Graph + = Solution Step Find the -intercept At the -intercept, = Substitute for and solve for + = + () = + = = Write the equation Substitute = Simplif Simplif The -intercept is (, ) Step Find the -intercept At the -intercept, = Substitute for and solve for + = + = = = = Write the equation Substitute = Simplif Divide both sides b Simplif The -intercept is (, ) Step Plot the intercepts and connect them with a line Boat Ramp Model Length (ft) Alternate Method: Use a Graphing Calculator (See Graphing Calculator Guide pp ) Step Input the equation Step Choose a window Step Eamine the graph You do not need to solve the equation for = format with the TI-Nspire CX Height (ft) Lesson Graphing and Describing Linear Functions Teacher s Edition

35 Sirius Education Solutions Lesson Graphing and Describing Linear Functions Your Turn A car traveling miles per hour slows to a stop at an even rate The equation + = models the car s rate of speed,, in miles per hour, as a function of the time since it began to slow down,, in seconds Draw a graph of the equation Solution Step Find the -intercept + = Write the equation + = Substitute = = Simplif = Divide both sides b = Simplif The -intercept is (, ) Step Find the -intercept + = Write the equation ( ) + = Substitute = + = Simplif = Simplif The -intercept is (, ) Step Plot the intercepts and connect them with a line Alternate Method: Use a Graphing Calculator On a TI-Nspire CX, ou can graph the given equation Otherwise, solve the equation for : = + Use to on the -ais and to on the -ais Sketch our result on the screen to the right See pp for TI-Nspire and TI-+ kestrokes What is the rate of change of the boat ramp in Eample? How do ou know? What is an advantage of graphing a line using the intercepts instead of using different points on the line? Algebra I EOC STAAR Readiness Review and Practice Speed (mi/h) Slowing to a Stop Time (sec) = + _ ; Possible answer: Over its feet of length, the ramp loses feet of height = _ Possible answer: Replacing a variable with often leads to simpler and quicker math than replacing it with a different number Write the equation Substitute = Simplif Multipl both sides b Simplif Write the equation Substitute for Simplif Subtract from both sides Multipl both sides b What is another strateg ou could use to answer the Diagnostic Test item? AC Test-Taking Strateg Notice that the graphs do not show negative values of, so choose a positive value for Possible answer: For each answer choice, ou could select two points on the graph and test whether the satisf the equation Lesson Graphing and Describing Linear Functions Teacher s Edition

36 Algebra I EOC STAAR Readiness Review and Practice Sirius Education Solutions ASSIGNMENT GUIDE Eas Medium Hard A The -intercept of a graph is the point where the graph intersects the vertical -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) C The -intercept of a graph is the point where the graph intersects the horizontal -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) TEACHING TIP Some students might confuse the - and -intercepts Clarif that the name -intercept tells students what point it describes the point where the line intersects the -ais STAAR Practice AC Odd Practice Set What is the -intercept of the line below? (, ) (, ) A (, ) C (, ) B (, ) D (, ) The graph of a linear function is shown below What is the -intercept of the line? A (, ) B (, ) C (, ) D (, ) Algebra I EOC STAAR Readiness Review and Practice Even Practice Set The graph of a line is shown below (, ) (, ) What is the -intercept of the line? F (, ) H (, ) G (, ) J (, ) Given Linear Graph and Ordered Pairs, Find -Intercept (E) What is the -intercept of the graph below? F (, ) G (, ) H (, ) J (, ) Given Linear Graph, Find -Intercept (E) Be Careful What are ou asked to find? G The -intercept of a graph is the point where the graph intersects the vertical -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) TEACHING TIP Some students might confuse the - and -intercepts Clarif that the name -intercept tells students what point it describes the point where the line intersects the -ais J The -intercept of a graph is the point where the graph intersects the horizontal -ais The -coordinate of an point on the -ais is Here, the graph intersects the -ais at (, ) To obtain a cop of the remaining answers to this, Teacher s Edition Teachers@SiriusEducationSolutionscom

37 EDITION: NEW TEKS Use with our class for free! Visit SiriusEducationSolutionscom for additional STAAR EOC resources ALGEBRA I EOC CONTENTS Solving One-Variable Linear Equations Finding Domain and Range of Linear Functions Finding Rates of Change Graphing and Describing Linear Functions Cumulative Review Writing Linear Equations Graphing Linear Inequalities Writing Sstems of Linear Equations Solving Sstems of Linear Equations Cumulative Review Factoring Trinomials Solving Quadratic Equations Finding Domain and Range of Quadratic Functions Graphing and Describing Quadratic Functions Cumulative Review Transforming Quadratic Functions Simplifing Using the Laws of Eponents Graphing and Describing Eponential Functions Writing Eponential Functions Cumulative Review Printed in Teas on reccled paper

38 STAAR ALGEBRA I Edition New TEKS Practice Tests Forms A & B Two distinct secure form tests that closel match the released STAAR test items and blueprint ALGEBRA I EOC Practice Test Form B Student booklets ALGEBRA I EOC Practice Test Form A STAAR is a registered trademark of the Teas Education Agenc, which does not endorse this program or its content EDITION: NEW TEKS EDITION: NEW TEKS Sirius Education Solutions Name Class Date Form STAAR Algebra I Practice Test B Student Answer Sheet A B C D F G H J A B C D F G H J + F G H J A B C D F G H J A B C D F G H J A B C D + A B C D F G H J A B C D F G H J Sirius Education Solutions A B C D F G H J A B C D F G H J A B C D F G H J A B C D F G H J A B C D + F G H J Name Class Date Form A B C D F G H J A B C D A B C D A B C D A B C D F G H J F G H J F G H J F G H J A B C D A B C D A B C D A B C D F G H J F G H J F G H J F G H J F G H J A B C D A B C D A B C D F G H J F G H J + + F G H J A B C D + A B C D F G H J F G H J A B C D A B C D + F G H J A B C D F G H J F G H J F G H J A B C D A B C D A B C D F G H J F G H J F G H J F G H J A B C D A B C D A B C D F G H J + F G H J F G H J A B C D A B C D A B C D A B C D F G H J F G H J A B C D A B C D + + F G H J F G H J F G H J A B C D F G H J Includes student Answer Sheets STAAR Algebra I Practice Test A Student Answer Sheet A B C D A B C D A B C D F G H J F G H J F G H J A B C D A B C D A B C D F G H J F G H J F G H J STAAR is a registered trademark of the Teas Education Agenc, which does not endorse this program or its content ALGEBRA I EOC Practice Tests Forms A & B Teacher s Edition EDITION: NEW TEKS Table of Contents Form A Answer Ke Form A Solutions Form A Answer Sheet Form B Answer Ke Form B Solutions Form B Answer Sheet Full solutions Teacher s Edition STAAR Algebra I Practice Test Form A Item Reporting Readiness or Content Student Correct Number Categor Supporting Epectation Answer Readiness A(B) A Readiness A(D) H Readiness A(D) D Readiness A(F) H Readiness A(A) Supporting A(A) F Readiness A(C) C Supporting A(B) F Readiness A(C) A Readiness A(A) J Readiness A(B) D Supporting A(A) Supporting A(C) B Readiness A(F) G Readiness A(D) A Supporting A(B) H Supporting A(D) D Supporting A(B) F Supporting A(G) B Readiness A(A) G Readiness A(E) Readiness A(C) G Readiness A(B) C Readiness A(D) H Readiness A(D) B Supporting A(A) G Readiness A(D) A Readiness A(F) Supporting A(B) B Readiness A(B) F Supporting A(A) C Readiness A(E) J Readiness A(C) B Readiness A(A) H Readiness A(D) C Readiness A(B) F STAAR is a registered trademark of the Teas Education Agenc, which does not endorse this program or its content Readiness A(B) A Readiness A(B) H Readiness A(B) B Readiness A(A) H Supporting A(E) C Supporting A(C) J Supporting A(B) C Readiness A(B) H Supporting A(C) B Readiness A(B) J Readiness A(B) Supporting A(A) H Readiness A(A) B Supporting A(A) H Supporting A(C) A Supporting A(A) F Readiness A(C) A Supporting A(C) G Sirius Education Solutions Answer Ke A The perimeter is twice the length plus A When put in slope-intercept form, the twice the width The length of the garden is equation is = So, the graph with a times its width, so ou can solve as shown: positive slope and a -intercept at (, ) is = w + l correct = w + ( w) = w J Solve for : = w + = = + H The line descends from left to right and + thus has a negative slope, which eliminates = answer choices F and G Because (, ) is Copright b Sirius Education part of the Solutions solution LLC set, answer All rights choice reserved J can No part of this work = + ma be reproduced or distributed be eliminated in an form or b an means, electronic, mechanical, photocoping, scanning, recording, or stored in a database or retrieval sstem, D without To solve, ou ma realize that the the prior written permission D of The the parabola s publisher verte, which represents correct value of is found where the two the golf ball s maimum height, occurs at lines intersect, when = Alternativel, STAAR is a registered trademark =, which of the represents Teas Education a time of Agenc The Teas ou can solve the equation directl: seconds Education Agenc does not endorse this program or its content Sirius Education = + Solutions Copright LLC b Sirius is not Education affiliated Solutions with LLC the All Teas rights Education reserved No Agenc part of this or work the ma State be of Teas = H The initial rate of drainage is reproduced or distributed in an form or b an means, electronic, mechanical, photocoping, = Printed scanning, in recording, Teas or stored in a database = or retrieval = L/min, sstem, and without the the original prior written permission = of the publisher amount in the tank was + () = Use an two points on the graph, for STAAR is a registered trademark of L the So, Teas the Education equation Agenc that describes The Teas Education the Agenc eample does (, ) and (, ), to find the slope Possession not endorse this of program this publication or its new content tank in print Sirius is Education format = does Solutions, not where LLC entitle is not is users the affiliated to convert with the Teas this Education Agenc or the State amount of Teas of fuel remaining and is the time using m = publication, or an portion of it, into electronic format Thank ou for respecting the When =, =, so minutes is the copright Printed in Teas and the hard work correct involved answer in creating this product m = = = f () = () () + = Possession of this publication in print format does not entitle users to convert this publication, B The initial cost of the laptop is $, or an portion of it, into electronic () format () + Thank = ou for + respecting = the copright and the hard and an additional $ is added each ear work involved in creating this product Algebraicall, this is written as F Because the dail high temperature + n affects the number of caps sold and not vice versa, the dail high temperature is G You can see that the c-intercept of the independent of the number of knit caps sold equation,, did not change, but the slope per da increased b, or In this contet, the slope is the cost // : per AMchannel in C The slope of the original line is and its Pass ƒ // dollars $ represents cents -intercept is, so its equation is = After halving the slope and A The parabola opens upward, so it has a increasing the -intercept b, the new minimum point, not a maimum point The equation is = other statements are true Sirius_STAAR_A_PracTest-TE_Pƒindd STAAR Algebra I Practice Test Form A F The table shows that as n increases b, a(n) increases b, so the epression must include the term n When n =, a(n) =, so the epression is a(n) = n + Solutions H Although the other answer choices can describe the ordered pairs in one or two rows in the table, onl H represents the ordered pairs in all five rows Sirius Education Solutions Sirius Education Solutions Sirius Education Solutions Sirius_STAAR_A_PracTest-TE_Pƒindd // : AM Sirius_STAAR_A_PracTest-TE_Pƒindd Pass ƒ // Pass ƒ // Practice Tests are sold in -packs: Form A & Form B student booklets with bubble sheets, and Teacher s Edition // : AM