TEKS Mathematical Modeling with Applications
TEKS Advanced Quantitative Reasoning
Course Details
| TEKS | |
| Alignment | Examples: Each lesson in the TEKS Mathematical Modeling with Applications & Advanced Quantitative Reasoning programs was written specifically to address the TEKS Standards for Mathematics. The Standards Correlations document in the Program Overview of each course provides a comprehensive list mapping the lessons to the TEKS MMA & AQR standards. Each course employs a problem-based model of instruction that supports and reinforces the eight Mathematical Process Standards (MPS). |
| Focus | The Walch alignment document shows that all major and supporting standards for the TEKS have been addressed. The practice standards are taught throughout the program. |
| Coherence | The alignment of this series to the TEKS MMA & AQR suggested unpacking documents assures the connections between domains, clusters, units, and courses have been addressed. Each lesson intentionally relates new concepts to students’ prior knowledge, setting the foundation for future learning and allowing access to prior learning from major work in the grade or course. |
| Rigor and Balance | The TEKS MMA & AQR resources provide ample opportunities for students to practice fluency and procedural skills with our scaffolded practice, guided practice, and practice problems by providing students flexibility in their use of procedures and skills to solve problems. These course materials also provide opportunities for building conceptual understanding through our alignment of conceptual activities, which include Desmos and GeoGebra activities and other OERs. Aligned conceptual activities can be found listed in the Table of Contents and accessible in the Curriculum Engine as learning objects. Problem-based tasks provide deeper understanding and integration of conceptual understanding in real-world applications by giving students the opportunity to access concepts and ideas from a variety of perspectives. |
| Equity and Differentiation | Instructional strategies assist teachers in delivering instruction for ALL learners and learning modalities are provided for every lesson, with explicit instructions and suggestions for struggling readers, ELLs, and students with disabilities in the Program Overview. Conceptual activities, found in every unit, address multiple learning styles. We provide a set of Coaching Questions for each problem-based task, which provides scaffolding, differentiation, remediation, and enrichment for all learners. We provide a set of scaffolded practice for each lesson, which provides a DOK 1 & 2 level set of problems. Performance Tasks are included in select units, and the problem-based tasks are found in every lesson. Conceptual activities can also be opportunities for listening, speaking, reading, and writing mathematics content. Problem-based tasks, as well as practices, warm-ups, and guided practice, incorporate diverse protagonist names and real-world examples throughout the program. |
| Other Considerations | |
| Assessment Materials | All test items are aligned to the TEKS MMA & AQR standards. We provide 10 interactive TEI formative practice problems per lesson, each topic has progress assessments, each unit includes a pre-assessment, unit assessment, and a formative unit review, and an end-of-course assessment is available. Every attempt is made to align all test and practice items not only to the standard but the unpacking documents as well. Our items have been reviewed by educators. More than 20% of these instructional materials include TEI in both the assessments and the interactive worksheets. The problem-based tasks provide opportunities for students to engage in mathematical discourse and critical thinking. Our assessments have well over 13 different item types and also include the Desmos calculator. The aligned Desmos activities provide an opportunity for students to access learning through conceptual experiences and also for the teacher to gather formative data. |
| Curriculum Materials | Our Scope and Sequence follows very closely to what is specified by TEKS MMA & AQR standards. The Teacher Resource Book provides everything a teacher needs to facilitate each lesson and unit in one location. All curriculum materials are available in both digital and print format. |
| Student Materials | The student materials include a student workbook that consists of the following lesson and unit components: warm-up, guided practice, scaffolded practice, problem-based tasks, and two sets of practice problems. Students can also access to these components and more on the Curriculum Engine. |
| Teacher Materials | Each lesson offers multiple alternative strategies and approaches. Problem-based and performance tasks include coaching to address the full range of DOK and various degrees of language proficiency. These course materials provide an opportunity for building conceptual understanding through our alignment of conceptual activities, which include Desmos activities and OERs. Common errors and misconceptions are highlighted throughout the Introduction and Key Concepts sections in every lesson, as are contextual step-by-step directions in the Guided Practice. |
| MMA Resources | MMA Links |
|---|---|
| Course Overview | |
| Unit 7: Personal Finance: Credit, Loans, and Insurance | |
| Topic A: Banking | Assessments |
| Lesson 7.1: Interpreting Complicated Expressions—Bank Statements and Savings Accounts | Problem-Based Task Problem-Based Task: Coaching Questions Problem-Based Task: Coaching Sample Responses Practice Problems: |
| Lesson 7.2: Analyzing Savings Account Options Using Equations and Inequalities | Problem-Based Task Problem-Based Task: Coaching Questions Problem-Based Task: Coaching Sample Responses Practice Problems Conceptual Task |
| Additional Resources | Performance Task |
| AQR Resources | AQR Links |
|---|---|
| Course Overview | |
| Unit 4: Modeling with Functions | |
| Topic C: Modeling Logarithmic Functions | Assessments |
| Lesson 4.5: Logarithmic Functions as Inverses | Problem-Based Task Problem-Based Task: Coaching Questions Problem-Based Task: Coaching Sample Responses Practice Problems: |
| Lesson 4.8: Graphing Logarithmic Functions | Problem-Based Task Problem-Based Task: Coaching Questions Problem-Based Task: Coaching Sample Responses Practice Problems |
| Lesson 4.9: Interpreting Logarithmic Models | Problem-Based Task Problem-Based Task: Coaching Questions Problem-Based Task: Coaching Sample Responses Practice Problems |
| Additional Unit Resources – Assessment Samples |
Unit 4 Assessment
Conceptual Task |