#### Continually displaying student progress

The Mathematics Texas Essential Knowledge and Skills (TEKS) are the state-mandated curriculum guidelines that establish what every student, from elementary school through high school, should know and be able to do in mathematics. To provide students with the foundation for deep, fundamental mathematical understanding in alignment with TEKS, DreamBox reports are aligned to show student progress with the TEKS Standards of Math Learning in these focal areas: Number and operations; Algebraic reasoning; Geometry and measurement; Proportionality; and Expressions, equations and relationships.

#### Standards Alignment

Region | Standard | Description | Level |
---|---|---|---|

Texas | A.10.B | Multiply polynomials of degree one and degree two. | Algebra |

Texas | A.10.D | Rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property. | Algebra |

Texas | A.10.E | Factor, if possible, trinomials with real factors in the form ax^2 + bx + c, including perfect square trinomials of degree two. | Algebra |

Texas | A.2.B | Write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1), given one point and the slope and given two points. | Algebra |

Texas | A.2.C | Write linear equations in two variables given a table of values, a graph, and a verbal description. | Algebra |

Texas | A.2.D | Write and solve equations involving direct variation. | Algebra |

Texas | A.3.A | Determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1). | Algebra |

Texas | A.3.B | Calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems. | Algebra |

Texas | A.3.C | Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems. | Algebra |

Texas | A.3.E | Determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d. | Algebra |

Texas | A.3.F | Graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist. | Algebra |

Texas | A.4.C | Write, with and without technology, linear functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. | Algebra |

Texas | A.6.B | Write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x - h)^2+ k), and rewrite the equation from vertex form to standard form (f(x) = ax^2+ bx + c). | Algebra |

Texas | A.7.A | Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry. | Algebra |

Texas | A.7.B | Describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions. | Algebra |

Texas | A.7.C | Determine the effects on the graph of the parent function f(x) = x^2 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d. | Algebra |

Texas | A.8.B | Write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. | Algebra |

Texas | A2.4.A | Write the quadratic function given three specified points in the plane. | Algebra |

Texas | A2.6.A | Analyze the effect on the graphs of f(x) = x^3 and f(x) = x^(1/3) when f(x) is replaced by af(x), f(bx), f(x - c), and f(x) + d for specific positive and negative real values of a, b, c, and d. | Algebra |

Texas | 1.2.B | Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. | Grade 1 |

Texas | 1.2.C | Use objects, pictures, and expanded and standard forms to represent numbers up to 120. | Grade 1 |

Texas | 1.2.D | Generate a number that is greater than or less than a given whole number up to 120. | Grade 1 |

Texas | 1.2.E | Use place value to compare whole numbers up to 120 using comparative language. | Grade 1 |

Texas | 1.2.F | Order whole numbers up to 120 using place value and open number lines. | Grade 1 |

Texas | 1.2.G | Represent the comparison of two numbers to 100 using the symbols >, | Grade 1 |

Texas | 1.3.A | Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. | Grade 1 |

Texas | 1.3.C | Compose 10 with two or more addends with and without concrete objects. | Grade 1 |

Texas | 1.3.D | Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. | Grade 1 |

Texas | 1.3.F | Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. | Grade 1 |

Texas | 1.5.A | Recite numbers forward and backward from any given number between 1 and 120. | Grade 1 |

Texas | 1.5.B | Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. | Grade 1 |

Texas | 1.5.C | Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. | Grade 1 |

Texas | 1.5.E | Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). | Grade 1 |

Texas | 1.5.F | Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. | Grade 1 |

Texas | 1.5.G | Apply properties of operations to add and subtract two or three numbers. | Grade 1 |

Texas | 1.7.E | Tell time to the hour and half hour using analog and digital clocks. | Grade 1 |

Texas | 1.8.A | Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts | Grade 1 |

Texas | 1.8.B | Use data to create picture and bar-type graphs | Grade 1 |

Texas | 1.8.C | Draw conclusions and generate and answer questions using information from picture and bar-type graphs. | Grade 1 |

Texas | 2.10.B | Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. | Grade 2 |

Texas | 2.10.D | Draw conclusions and make predictions from information in a graph. | Grade 2 |

Texas | 2.2.A | Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. | Grade 2 |

Texas | 2.2.C | Generate a number that is greater than or less than a given whole number up to 1,200. | Grade 2 |

Texas | 2.2.D | Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, | Grade 2 |

Texas | 2.2.E | Locate the position of a given whole number on an open number line. | Grade 2 |

Texas | 2.3.B | Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part. | Grade 2 |

Texas | 2.3.C | Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. | Grade 2 |

Texas | 2.4.A | Recall basic facts to add and subtract within 20 with automaticity. | Grade 2 |

Texas | 2.4.B | Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. | Grade 2 |

Texas | 2.4.C | Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. | Grade 2 |

Texas | 2.4.D | Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. | Grade 2 |

Texas | 2.8.A | Create two dimensional shpaes based on given attributes including number of sides and vertices. | Grade 2 |

Texas | 2.9.A | Find the length of objects using concrete models for standard units of length. | Grade 2 |

Texas | 2.9.C | Represent whole numbers as distances from any given location on a number line. | Grade 2 |

Texas | 2.9.D | Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. | Grade 2 |

Texas | 2.9.E | Determine a solution to a problem involving length, including estimating lengths. | Grade 2 |

Texas | 2.9.G | Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. | Grade 2 |

Texas | 3.2.A | Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. | Grade 3 |

Texas | 3.2.D | Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, | Grade 3 |

Texas | 3.3.A | Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. | Grade 3 |

Texas | 3.3.B | Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. | Grade 3 |

Texas | 3.3.D | Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b. | Grade 3 |

Texas | 3.3.F | Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. | Grade 3 |

Texas | 3.3.G | Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model. | Grade 3 |

Texas | 3.4.A | Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. | Grade 3 |

Texas | 3.4.B | Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems. | Grade 3 |

Texas | 3.4.E | Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. | Grade 3 |

Texas | 3.4.F | Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. | Grade 3 |

Texas | 3.4.G | Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. | Grade 3 |

Texas | 3.4.K | Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. | Grade 3 |

Texas | 3.5.A | Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. | Grade 3 |

Texas | 3.5.B | Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. | Grade 3 |

Texas | 3.5.D | Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. | Grade 3 |

Texas | 3.6.B | Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. | Grade 3 |

Texas | 3.6.C | Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. | Grade 3 |

Texas | 3.7.A | Represent fractions of halves, fourths, and eighths as distances from zero on a number line. | Grade 3 |

Texas | 3.7.C | Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes. | Grade 3 |

Texas | 3.8.A | Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. | Grade 3 |

Texas | 3.8.B | Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. | Grade 3 |

Texas | 4.2.A | Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. | Grade 4 |

Texas | 4.2.B | Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. | Grade 4 |

Texas | 4.2.C | Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, | Grade 4 |

Texas | 4.2.D | Round whole numbers to a given place value through the hundred thousands place. | Grade 4 |

Texas | 4.2.F | Compare and order decimals using concrete and visual models to the hundredths. | Grade 4 |

Texas | 4.2.G | Relate decimals to fractions that name tenths and hundredths. | Grade 4 |

Texas | 4.3.A | Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. | Grade 4 |

Texas | 4.3.C | Determine if two given fractions are equivalent using a variety of methods. | Grade 4 |

Texas | 4.3.D | Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <. | Grade 4 |

Texas | 4.3.E | Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. | Grade 4 |

Texas | 4.3.G | Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. | Grade 4 |

Texas | 4.4.A | Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. | Grade 4 |

Texas | 4.4.B | Determine products of a number and 10 or 100 using properties of operations and place value understandings. | Grade 4 |

Texas | 4.4.C | Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. | Grade 4 |

Texas | 4.4.D | Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. | Grade 4 |

Texas | 4.4.E | Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. | Grade 4 |

Texas | 4.4.F | Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. | Grade 4 |

Texas | 4.4.G | Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers. | Grade 4 |

Texas | 4.4.H | Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. | Grade 4 |

Texas | 4.5.B | Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequencing and their position in the sequence. | Grade 4 |

Texas | 4.6.A | Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. | Grade 4 |

Texas | 4.6.C | Apply knowledge of right angles to identify acute, right, and obtuse triangles. | Grade 4 |

Texas | 4.6.D | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of specified size. | Grade 4 |

Texas | 4.7.A | Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. | Grade 4 |

Texas | 4.7.B | Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. | Grade 4 |

Texas | 4.7.C | Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. | Grade 4 |

Texas | 4.7.D | Draw an angle with a given measure. | Grade 4 |

Texas | 4.7.E | Determine the measure of an unknown angle formed by two non overlapping adjacent angles given one or both angle measures. | Grade 4 |

Texas | 4.8.A | Identify relative sizes of measurement units within the customary and metric systems. | Grade 4 |

Texas | 4.8.B | Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. | Grade 4 |

Texas | 4.8.C | Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. | Grade 4 |

Texas | 4.9.A | Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. | Grade 4 |

Texas | 4.9.B | Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. | Grade 4 |

Texas | 5.2.A | Represent the value of the digit in decimals through the thousandths using expanded notation and numerals. | Grade 5 |

Texas | 5.2.B | Compare and order two decimals to thousandths and represent comparisons using the symbols >, | Grade 5 |

Texas | 5.2.C | Round decimals to tenths or hundredths. | Grade 5 |

Texas | 5.3.A | Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division. | Grade 5 |

Texas | 5.3.B | Multiply with fluency a three-digit number by a two-digit number using the standard algorithm. | Grade 5 |

Texas | 5.3.C | Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm. | Grade 5 |

Texas | 5.3.D | Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models. | Grade 5 |

Texas | 5.3.E | Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. | Grade 5 |

Texas | 5.3.F | Represent quotients of decimals to the hundredths, up to four-digit dividends and two- digit whole number divisors, using objects and pictorial models, including area models. | Grade 5 |

Texas | 5.3.G | Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. | Grade 5 |

Texas | 5.3.I | Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. | Grade 5 |

Texas | 5.3.J | Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ? 7 and 7 ? 1/3 using objects and pictorial models, including area models. | Grade 5 |

Texas | 5.3.L | Divide whole numbers by unit fractions and unit fractions by whole numbers. | Grade 5 |

Texas | 5.4.E | Describe the meaning of parentheses and brackets in a numeric expression. | Grade 5 |

Texas | 5.4.F | Simplify numerical expressions that do not involve exponents, including up to two levels of grouping. | Grade 5 |

Texas | 5.5.A | Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. | Grade 5 |

Texas | 5.8.A | Describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin. | Grade 5 |

Texas | 5.8.B | Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane. | Grade 5 |

Texas | 5.8.C | Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table. | Grade 5 |

Texas | 5.9.A | Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots. | Grade 5 |

Texas | 5.9.C | Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. | Grade 5 |

Texas | 6.10.B | Determine if the given value(s) make(s) one-variable, one-step equations or inequalities true. | Grade 6 |

Texas | 6.11.A | Graph points in all four quadrants using ordered pairs of rational numbers. | Grade 6 |

Texas | 6.2.B | Identify a number, its opposite, and its absolute value. | Grade 6 |

Texas | 6.2.C | Locate, compare, and order integers and rational numbers using a number line. | Grade 6 |

Texas | 6.2.D | Order a set of rational numbers arising from mathematical and real-world contexts. | Grade 6 |

Texas | 6.2.E | Extend representations for division to include fraction notation such as a/b represents the same number as a ? b where b ? 0. | Grade 6 |

Texas | 6.3.C | Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. | Grade 6 |

Texas | 6.3.D | Add, subtract, multiply, and divide integers fluently. | Grade 6 |

Texas | 6.3.E | Multiply and divide positive rational numbers fluently. | Grade 6 |

Texas | 6.4.A | Compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships. | Grade 6 |

Texas | 6.4.B | Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates. | Grade 6 |

Texas | 6.4.C | Give examples of ratios as multiplicative comparisons of two quantities describing the same attribute. | Grade 6 |

Texas | 6.4.E | Represent ratios and percents with concrete models, fractions, and decimals. | Grade 6 |

Texas | 6.4.F | Represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers. | Grade 6 |

Texas | 6.4.H | Convert units within a measurement system, including the use of proportions and unit rates. | Grade 6 |

Texas | 6.5.A | Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. | Grade 6 |

Texas | 6.5.B | Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. | Grade 6 |

Texas | 6.5.C | Use equivalent fractions, decimals, and percents to show equal parts of the same whole. | Grade 6 |

Texas | 6.6.B | Write an equation that represents the relationship between independent and dependent quantities from a table. | Grade 6 |

Texas | 6.6.C | Represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. | Grade 6 |

Texas | 6.7.A | Generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization. | Grade 6 |

Texas | 6.7.C | Determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations. | Grade 6 |

Texas | 6.7.D | Generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. | Grade 6 |

Texas | 6.8.A | Extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle. | Grade 6 |

Texas | 6.9.A | Write one-variable, one-step equations and inequalities to represent constraints or conditions within problems. | Grade 6 |

Texas | 6.9.B | Represent solutions for one-variable, one-step equations and inequalities on number lines. | Grade 6 |

Texas | 7.10.B | Represent solutions for one-variable, two-step equations and inequalities on number lines. | Grade 7 |

Texas | 7.11.A | Model and solve one-variable, two-step equations and inequalities. | Grade 7 |

Texas | 7.11.B | Determine if the given value(s) make(s) one-variable, two-step equations and inequalities true. | Grade 7 |

Texas | 7.11.C | Write and solve equations using geometry concepts, including the sum of the angles in a triangle and angle relationships. | Grade 7 |

Texas | 7.3.A | Add, subtract, multiply, and divide rational numbers fluently. | Grade 7 |

Texas | 7.3.B | Apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers. | Grade 7 |

Texas | 7.5.A | Generalize the critical attributes of similarity, including ratios within and between similar shapes. | Grade 7 |

Texas | 7.5.C | Solve mathematical and real-world problems involving similar shape and scale drawings. | Grade 7 |

Texas | 7.7.A | Represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b. | Grade 7 |

Texas | 8.10.A | Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane. | Grade 8 |

Texas | 8.11.A | Construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data. | Grade 8 |

Texas | 8.2.C | Convert between standard decimal notation and scientific notation. | Grade 8 |

Texas | 8.4.A | Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. | Grade 8 |

Texas | 8.4.B | Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship. | Grade 8 |

Texas | 8.4.C | Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems. | Grade 8 |

Texas | 8.5.A | Represent linear proportional situations with tables, graphs, and equations in the form of y = kx. | Grade 8 |

Texas | 8.5.B | Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ? 0. | Grade 8 |

Texas | 8.5.I | Write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. | Grade 8 |

Texas | 8.7.C | Use the Pythagorean Theorem and its converse to solve problems. | Grade 8 |

Texas | 8.7.D | Determine the distance between two points on a coordinate plane using the Pythagorean Theorem. | Grade 8 |

Texas | 8.9.A | Identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations. | Grade 8 |

Texas | K.2.A | Count forward and backward to at least 20 with and without objects. | Kindergarten |

Texas | K.2.B | Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. | Kindergarten |

Texas | K.2.C | Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. | Kindergarten |

Texas | K.2.E | Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20. | Kindergarten |

Texas | K.2.F | Generate a number that is one more than or one less than another number up to at least 20. | Kindergarten |

Texas | K.2.G | Compare sets of objects up to at least 20 in each set using comparative language. | Kindergarten |

Texas | K.2.H | Use comparative language to describe two numbers up to 20 presented as written numerals. | Kindergarten |

Texas | K.2.I | Compose and decompose numbers up to 10 with objects and pictures. | Kindergarten |

Texas | K.3.A | Model the action of joining to represent addition and the action of separating to represent subtraction. | Kindergarten |

Texas | K.5.A | Recite numbers up to at least 100 by ones and tens beginning with any given number. | Kindergarten |

DreamBox has been very instrumental in DreamBox is particularly effective in our diverse, multi-lingual school due to itsâ€™ game-based, highly motivating and visual environment. We have found that it strongly supports the new (TEKS) state standards and is very effective at building early numeracy and fluency skills.