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iiiTAKS Practice Workbooks

TAKS Correlation to Prentice Hall Algebra and Prentice Hall Geometry

Objective 1The student will describe functional relationships in a variety of ways.

A(b)(1) Foundations for functions. The student understands that a function represents a dependence of onequantity on another and can be described in a variety of ways.

(A) The student describesindependent and dependentquantities in functionalrelationships.

(B) The student [gathers andrecords data, or] uses data sets,to determine functional(systematic) relationshipsbetween quantities.

(C) The student describesfunctional relationships forgiven problem situations andwrites equations or inequalitiesto answer questions arisingfrom the situations.

(D) The student representsrelationships among quantitiesusing [concrete] models, tables,graphs, diagrams, verbaldescriptions, equations, andinequalities.

(E) The student interprets andmakes inferences fromfunctional relationships.

Objective 2The student will demonstrate an understanding of the properties and attributes of functions.

A(b)(2) Foundation for functions. The student uses the properties and attributes of other functions.

(A) The student identifies [andsketches] the general forms oflinear (y � x) and quadratic (y � x2) parent functions.

(B) For a variety of situations,the student identifies themathematical domains andranges and determinesreasonable domain and rangevalues for given situations.

(C) The student interpretssituations in terms of givengraphs [or creates situationsthat fit given graphs].

Practice Mixed Sample Prentice Hall Prentice HallObjectives and Set Review Test Algebra GeometryInstructional Targets Items Items Items Chapter Lesson Chapter Lesson

SK: Skills Handbook MT: Math Toolbox

1, 2, 3 1 1 2-4, 2-7

4, 5, 7, 2, 9, 58 2-4, 2-78, 11, 12,

8, 9, 13, 2, 5, 7, 3, 4, 5,10 12, 16, 18,

58

4, 5, 6, 8, 2, 5, 10 2, 4, 8, 2-2, 2-310, 11, 12, 12 9, 11, 12,17 16, 18, 58

7, 8, 10, 3, 7, 12 3, 5, 12 2-4, 2-713

1, 2, 3 6, 17, 21, 2-4, 2-5, 7-1, 7-2 MT (58, 89)22

4, 5, 18 4 2-4

6, 12, 13 7 2-2

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(D) In solving problems, thestudent [collects and] organizesdata, [makes and] interpretsscatterplots, and models,predicts, and makes decisionsand critical judgments.

A(b)(3) Foundations for functions. The student understands how algebra can be used to expressgeneralizations and recognizes and uses the power of symbols to represent situations.

(A) The student uses symbolsto represent unknowns andvariables.

(B) Given situations, thestudent looks for patterns andrepresents generalizationsalgebraically.

A(b)(4) Foundations for functions. The student understands the importance of the skills required tomanipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplifyalgebraic expressions and solve equations and inequalities in problem situations.

(A) The student finds specificfunction values, simplifiespolynomial expressions,transforms and solvesequations, and factors asnecessary in problemsituations.

(B) The student uses thecommutative, associative, anddistributive properties tosimplify algebraic expressions.

Objective 3The student will demonstrate an understanding of linear functions.

A(c)(1) Linear functions. The student understands that linear functions can be represented in different waysand translates among their various representations.

(A) The student determineswhether or not given situationscan be presented in differentways and translates amongtheir various representations.

(C) The student translatesamong and uses algebraic,tabular, graphical, or verbaldescriptions of linear functions.

A(c)(2) Linear functions. The student understands the meaning of the slope and intercepts of linearfunctions and interprets and describes the effects of changes in parameters of linear functions in real-worldand mathematical situations.

(A) The student develops theconcepts of slope as a rate ofchange and determines slopesfrom graphs, tables, andalgebraic situations.



7, 13, 18 11 1-8, 1-9, 2-1, 2-2,2-3, 2-4, 2-6, 2-7,5-6, 6-7 MT (235)

8, 9, 10, 2, 5, 10, 2, 4, 8, 9, 1-211 24, 25 16, 18, 58

10, 11, 18 10 2, 9, 18 1-1

14, 15, 16, 4, 6 10 3-1, 3-2, 3-3, 4-1,17 4-2, 4-4, 10-1, 10-2,

10-3, 10-4, 10-5,10-6, 10-7,MT (480, 496)

14, 15, 16 6 10, 60 3-4, MT (35)

1, 2, 3 7 2, 4

1, 3, 7, 11, 2, 4, 6, 11, 2-5, 2-6, 2-7,12 17, 18 MT (89)

4, 5, 13 8, 24, 25 14 5-1, 5-2

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(B) The student interprets themeaning of slope andintercepts in situations usingdata, symbolic representations,or graphs.

(C) The student investigates,describes, and predicts theeffects of changes in m and bon the graph of y � mx � b.

(D) The student graphs andwrites equations of lines givencharacteristics such as twopoints, a point and a slope, or aslope and a y-intercept.

(E) The student determines theintercepts of linear functionsfrom graphs, tables, andalgebraic representations.

(F) The student interprets andpredicts the effects of changingslope and y-intercept inapplied situations.

(G) The student relates directvariation to linear functionsand solves problems involvingproportional change.

Objective 4The student will formulate and use linear equations and inequalities.

A(c)(3) Linear functions. The student formulates equations and inequalities based on linear functions, uses avariety of methods to solve them, and analyzes the solutions in terms of the situation.

(A) The student analyzessituations involving linearfunctions and formulates linearequations or inequalities tosolve problems.

(B) The student investigatesmethods for solving linearequations and inequalitiesusing [concrete] models,graphs, and the properties ofequality, selects a method, andsolves the equations andinequalities.

(C) For given contexts, thestudent interprets anddetermines the reasonablenessof solutions to linear equationsand inequalities.

A(c)(4) Linear functions. The student formulates systems of linear equations from problem situations, uses avariety of methods to solve them, and analyzes the situations in terms of the situation.



11, 13, 16, 9, 24 12, 15 5-1, 5-4, 5-917, 18

6, 8, 16, 13 5-417, 18

7, 9, 10 14 5-5, 5-6, 5-7

11, 14, 15 9 15 5-9

8, 16, 17, 15 5-418

14, 20, 21 5 5-3

1, 2, 3, 9, 10 4, 16, 18, 3-1, 3-2, 3-3, 4-2,13, 17 58 4-5, 4-6, 4-7, 4-8,

5-5, 6-5

4, 5, 7 17 3-1, 3-2, 3-3, 4-2,4-5, 4-6, 4-7, 4-8,6-5, MT (201)

8, 10 11 4-9

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(A) The student analyzessituations and formulatessystems of linear equations to solve problems.

(B) The student solves systemsof linear equations using[concrete] models, graphs,tables, and algebraic methods.

(C) For given contexts, thestudent interprets anddetermines the reasonablenessof solutions to systems oflinear equations.

Objective 5The student will demonstrate an understanding of quadratic and other nonlinear functions.

A(d)(1) Quadratic and other nonlinear functions. The student understands that the graphs of quadraticfunctions are affected by the parameters of the function and can interpret and describe the effects ofchanges in the parameters of quadratic functions.

(B) The student investigates,describes, and predicts theeffects of changes in a on thegraph of y � ax2.

(C) The student investigates,describes, and predicts theeffects of changes in c on thegraph of y � x2 � c.

(D) For problem situations, thestudent analyzes graphs ofquadratic functions and drawsconclusions.

A(d)(2) Quadratic and other nonlinear functions. The student understands there is more than one way tosolve a quadratic equation and solves them using appropriate methods.

(A) The student solvesquadratic equations using[concrete] models, tables,graphs, and algebraic methods.

(B) The student relates thesolutions of quadraticequations to the roots of their functions.

A(d)(3) Quadratic and other nonlinear functions. The student understands there are situations modeled byfunctions that are neither linear nor quadratic and models the situations.

(A) The problem uses [patternsto generate] the laws ofexponents and applies them inproblem-solving situations.

Objective 6The student will demonstrate an understanding of geometric relationships and spatial reasoning.

G(b)(4) Geometric reasoning. The student uses a variety of representations to describe geometricrelationships and solve problems.



9, 11, 13 18, 20 6-4

12, 14, 15 19 6-1, 6-2, 6-3, MT (348)MT (169)

6, 16, 18 12 20 6-1, 6-2, 6-3, 6-4

1, 2, 3 21 7-1, 7-2, 7-3

4, 5, 6 13 22 7-1, 7-2, 7-3

7, 8, 9 22 7-2, 7-3

7, 10, 11, 14 23 7-512, 13, 14,18, 19

13, 14, 15, 24 MT (342)18, 19

15, 16, 17 15 25 8-1, 8-2, 8-3, 8-6,8-7, 8-8

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(A) The student selects anappropriate representation([concrete], pictorial, graphical,verbal, or symbolic) in order tosolve problems.

G(c)(1) Geometric reasoning. The student identifies, analyzes, and describes patterns that emerge from two-and three-dimensional geometric figures.

(A) The student uses numericand geometric patterns tomake generalizations aboutgeometric properties, includingproperties of polygons, ratios insimilar figures and solids, andangle relationships in polygonsand circles.

(B) The student uses theproperties of transformations and their compositions tomake connections betweenmathematics and the realworld in applications such astesselations or fractals.

(C) The student identifies andapplies patterns from righttriangles to solve problems,including special right triangles(45-45-90 and 30-60-90) andtriangles whose sides arePythagorean triples.

G(e)(3) Congruence and the geometry of size. The student applies the concept of congruence to justifyproperties of figures and solve problems.

(A) The student usescongruence transformations tomake conjectures and justifyproperties of geometric figures.

Objective 7The student will demonstrate an understanding of two- and three-dimensional representations of geometricrelationships and shapes.

G(d)(1) Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional objects and related two-dimensional representations and uses these representations to solveproblems.

(B) The student uses nets torepresent [and construct]three-dimensional objects.

(C) The student uses top, front,side, and corner views of three-dimensional objects to createaccurate and completerepresentations and solveproblems.



1, 2, 3, 5, 15, 17, 38 268

2, 3, 4, 5, 15, 16, 17, 26, 27 1-16, 12 18, 21,

28–33

6, 7, 8, 9, 19, 21 28, 31, 32 3-1, 3-2, 3-3, 3-4,10 3-6

7, 11, 12 20, 30 29, 30 5-4

7, 9, 10 21 31, 32 3-1, 3-2, 3-3

1, 2, 3 22 33 6-1

4, 5, 12 23 34

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G(d)(2) Dimensionality and the geometry of location. The student understands that coordinate systemsprovide convenient and efficient ways of representing geometric figures and uses them accordingly.

(A) The student uses one- andtwo-dimensional coordinatesystems to represent points,lines, line segments, and figures.

(B) The student uses slopesand equations of lines toinvestigate geometricrelationships, including parallellines, perpendicular lines, and[special segments of] trianglesand other polygons.

(C) The student [develops and]uses formulas includingdistance and midpoint.

G(e)(2) Congruence and the geometry of size. The student analyzes properties and describes relationshipsin geometric figures.

(D) The student analyzes thecharacteristics of three-dimensional figures and theircomponent parts.

Objective 8The student will demonstrate an understanding of the concepts and uses of measurement and similarity.

G(e)(1) Congruence and the geometry of size. The student extends measurement concepts to find area,perimeter, and volume in problem situations.

(A) The student finds the areaof polygons and compositefigures.

(B) The student finds areas ofsectors and arc lengths ofcircles using proportionalreasoning.

(C) The student [develops,extends and] uses thePythagorean Theorem.

(D) The student finds surfacearea and volumes of prisms,pyramids, spheres, cones, andcylinders in problem situations.

G(f)(1) Similarity and the geometry of shape. The student applies the concepts of similarity to justifyproperties of figures and solve problems.

(A) The student uses similarityproperties and transformationsto [explore and] justifyconjectures about geometricfigures and solve problems.



8, 9, 11 24, 25, 26, 11, 32, 37, MT (58) 1-8, 2-327 38, 39

6, 7, 8, 24, 25 35, 36, 37 5-1, 5-8

9, 10, 11, 26, 27 38, 39 9-2 5-1, 5-2, 5-3, 5-5,5-6, 5-7, 5-8, 6-2,6-3, 6-4, 6-5, 6-6,6-7, 10-5, 10-6,11-6

9, 10, 11 22, 23 33, 34 MT (307)

1, 2, 3, 4, 28, 29 25, 40, 42 5-2, 5-5, 5-6, 6-720

4, 5, 6 29, 38 41 5-8

7, 8, 9 30 29, 30, 42 9-1 5-3

10, 11, 12 31, 33 43, 46 6-2, 6-3, 6-4, 6-5,6-6, 10-6

13, 14, 15, 32 44, 45 2-6, 3-1, 3-2, 3-317, 23

(B) The student uses ratios tosolve problems involvingsimilar figures.

(C) In a variety of ways, thestudent [develops,] applies, andjustifies triangle similarityrelationships, such as righttriangle ratios, [trigonometricratios,] and Pythagoreantriples.

(D) The student describes theeffect on the perimeter, area,and volume when length, width,or height of a three-dimensionalsolid is changed and appliesthis idea in solving problems.

Objective 9The student will demonstrate an understanding of percents, proportional relationships, probability, andstatistics in application problems.

(8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships inproblem situations and solves problems. The student is expected to:

(B) estimate and find solutionsto application problemsinvolving percents andproportional relationships suchas similarity and rates.

(8.11) Probability and statistics. The student applies the concepts of theoretical and experimental probabilityto make predictions. The student is expected to:

(A) find the probabilities ofcompound events (dependentand independent); and

(B) use theoreticalprobabilities and experimentalresults to make predictions anddecisions.

(8.12) Probability and statistics. The student uses statistical procedures to describe data. The student isexpected to:

(A) select the appropriatemeasure of central tendency todescribe a set of data for aparticular purpose; and

(C) construct circle graphs, bargraphs, and histograms, withand without technology.

(8.13) Probability and statistics. The student evaluates predictions and conclusions based in statistical data.The student is expected to;

(B) recognize misuses ofgraphical or numericalinformation and evaluatepredictions and conclusionsbased in data analysis.

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15, 16, 17, 32. 33 44, 45 10-1, 10-418, 22, 23

15, 18, 19 32 45 9-3, MT (419) 10-3, 11-1,20 MT (550)

19, 21, 22 33 5623

1, 2, 3 34 50, 57 3-7, 3-8, 4-1 10-1

3, 4, 5, 6, 35 46, 47 2-8, 3-6, 11-6, 11-7 6-8, MT (11)7, 8

6, 7, 8, 9 35 47 1-7

9, 10, 11, 36, 37 49, 50, 5312,

12, 13, 14, 5815, 17

14, 15, 16 37 4817,

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Objective 10The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

(8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solveproblems connected to everyday experiences, investigations in other disciplines, and activities in and outsideof school. The student is expected to:

(A) identify and applymathematics to everydayexperiences, to activities in andoutside of school, with otherdisciplines, and with othermathematical topics;

(B) use a problem-solvingmodel that incorporatesunderstanding the problem,making a plan, carrying out theplan, and evaluating thesolution for reasonableness;and

(C) select or develop an appropriate problem-solvingstrategy from a variety ofdifferent types, includingdrawing a picture, looking for a pattern, systematic guessingand checking, acting it out,making a table, working asimpler problem, or workingbackwoods to solve a problem.

(8.15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematicsthrough informal and mathematical language, representations, and models. The student is expected to;

(A) communicatemathematical ideas usinglanguage, efficient tools,appropriate units, andgraphical, numerical, physical,or algebraic mathematicaltools.

(8.16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjecturesand verify conclusions. The student is expected to:

(A) make conjectures frompatterns or sets of examples and nonexamples; and

(B) validate his/her conclusionsusing mathematical propertiesand relationships



1-12, 16, 12, 34, 35 9,16, 47,17 38–40, 44 49, 51–54,

60

1–4, 6, 12, 34, 35 16, 47,8–12, 16, 38–40, 44 49–52, 59,17 60

1–4, 6–12, 34, 35, 9, 47,16, 17 38–40, 44 49, 51, 52,

54, 59, 60

5, 6, 8-12 12, 37, 16, 49, 5438–40

11, 12, 17 41, 43 9, 54

11, 13-15 37, 42 55

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