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Math TAKS

Math TAKS. Grade 6 th , 7 th , and 8 th. Test Format. The 6 th . 7 th , and 8 th grade tests include a test booklet and a separate machine-scorable answer document. Enough room is left around each item in the booklet for students to work each problem.

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Math TAKS

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  1. Math TAKS Grade 6th, 7th, and 8th

  2. Test Format • The 6th. 7th, and 8th grade tests include a test booklet and a separate machine-scorable answer document. • Enough room is left around each item in the booklet for students to work each problem. • However, student responses must be recorded on the separate answer document. • Any item may include application context and extraneous information. • Most items will be in a multiple-choice format with four answer choices. • Not here or a variation of this phrase may be used as the fourth answer choice when appropriate. TAKS Math Prep.

  3. Test Format • There will be a limited number of open-ended griddable items. For these items a seven-column grid (with one column designated as a fixed decimal point) will be provided on the answer document for students to record and bubble in their answers. Digits must be in the correct column(s) with respect to the fixed decimal point. This griddable format is intended to allow students to work a problem and determine the correct answer without being influenced by answer choices. TAKS Math Prep.

  4. Mathematics Chart • The Mathematics Chart includes measurement conversions on the front and formulas on the back. • A metric ruler and a customary ruler will be provided on the front of the separate Mathematics Chart. • Items that require students to measure with a ruler from the Mathematics Chart may be found in any objective as appropriate. TAKS Math Prep.

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  8. 6th, 7th, and 8th Grade Objectives • Objective 1:The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. • Objective 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. • Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning. TAKS Math Prep.

  9. 6th, 7th, and 8th Grade Objectives • Objective 4: The student will demonstrate an understanding of the concepts and uses of measurement. • Objective 5: The student will demonstrate an understanding of probability and statistics. • Objective 6: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. TAKS Math Prep.

  10. Objective 6 Problem Solving Plan • Understand the problemOrganize the information you are given and identify exactly what you must find. You may need information that is not given in the problem, such as a formula. You may be given information that is not needed in order to solve the problem. • Make a planAfter you have organized the information, decide how to use this information to find an answer. Think about the math concepts that apply to the situation. Identify the order in which you will find new information and the formulas or equations you will use to find it. • Carry out the planAfter you have chosen a problem-solving strategy, use the strategy to work toward a solution to the problem. Go step-by-step through your plan, writing down important information at each step. • Check to see whether your answer is reasonableCheck to see whether your answer makes sense. Does it answer the question asked? Is it stated in the correct units? Is it reasonable? You can estimate the solution and then compare the estimate to your answer. They should be approximately equal. TAKS Math Prep.

  11. 6th, 7th, and 8th Grade Objective 1Numbers, Operations, and Quantitive Reasoning • 10 test items in all grades • At 6th, 7th, and 8th grade, students should be able to: • sequence numbers or the words associated with numbers; • work with problems that include information expressed as numbers or ranges of numbers; and • round numbers before performing any computations when estimating. The use of compatible numbers (numbers that are easy to compute mentally) may be helpful. TAKS Math Prep.

  12. 6th Grade Objective 1 Example • Frank and Joe each bought a small pizza and ate only part of their pizza. The pictures below show how much of the pizzas were left. What portion of the pizza did Frank and Joe eat altogether?A 3 B 1 3 8 4 C 7 D 1 5 8 8 TAKS Math Prep.

  13. 7th Grade Objective 1 Example • Identify the group that does NOT contain equivalent fractions, decimals, and percents.A 1, 0.05, 5% B 7, 0.7, 70% 20 10 C 1, 0.125, 12.5% D 3 , 0.3, 3% 8 100 TAKS Math Prep.

  14. 8th Grade Objective 1 Example • A math club is selling 3 different sizes of book covers as a fund-raiser. Large covers sell for $4.50 each, medium covers sell for $4.00 each, and small covers sell for $3.50 each. Shanna bought 3 large, 1 medium, and 2 small book covers. Which equation can be used to find c, the total cost of Shanna’s book covers? A c = (3 + 1 + 2)(4.50 + 4.00 + 3.50) B c = 3(4.50) + 2(4.00) + 2(3.50) Cc = 3(4.50) + 4.00 + 2(3.50) D c = (3 + 1 + 2)(4.50 + 4.00 + 3.50) 3 TAKS Math Prep.

  15. 6th Grade Objective 2Patterns, Relationships, and Algebraic Reasoning • 9 test items • At sixth grade, students should be able to: • match a description of a proportional situation with a ratio, which may or may not be expressed in lowest terms; • identify the method for finding any term of a numerical or geometric sequence; • match a relationship represented by an equation or written description with the same relationship shown in pairs of numbers; and • match an equation with a given context. TAKS Math Prep.

  16. 7th Grade Objective 2Patterns, Relationships, and Algebraic Thinking • 10 test items • At seventh grade, students should be able to: • write an expression to find the nth term where n represents the position of the term in the sequence; • identify the expression when given terms in a sequence, and vice versa; and • match a relationship represented by an equation or written description with the same relationship shown in pairs of numbers. TAKS Math Prep.

  17. 8th Grade Objective 2Patterns, Relationships, and Algebraic Reasoning • 10 test items • At eighth grade, students should be able to: • identify proportional and non-proportional relationships; • write an expression to find the nth term where n represents the position of the term in the sequence; and • identify the expression when given terms in a sequence, and vice versa. TAKS Math Prep.

  18. 6th Grade Objective 2 Example • At Sandra’s school there is 1 teacher for every 15 students. There are 630 students at the school. Which proportion can be used to find x, the number of teachers? A x = 1 B 15 = x 15 630 1 630 C 1 = xD x = 15 15 630 1 615 TAKS Math Prep.

  19. 7th Grade Objective 2 Example • Which description shows the relationship between a term and n, its position in the sequence? A Add 3 to n B Multiply n by 2 and then subtract 3 C Multiply n by 2 and then add 3 D Multiply n by 3 and then subtract 2 TAKS Math Prep.

  20. 8th Grade Objective 2 Example • The table shows land-speed records. Whose land-speed record did Green exceed by exactly 368.84 miles per hour? A Elyston B Cobb C Breedlove D Noble TAKS Math Prep.

  21. 6th Grade Objective 3Geometry and Spatial Reasoning • 7 test items • At sixth grade, students should be able to: • use geometric models shown individually or as part of a more complex figure (for example, an obtuse angle may be shown as part of a trapezoid); • identify a method for finding the radius, diameter, or circumference of a circle. The method can be written in words or as a mathematical equation or expression; and • graph points, including fractions and decimals, on coordinate grids limited to the first quadrant. TAKS Math Prep.

  22. 7th Grade Objective 3Geometry and Spatial Reasoning • 7 test items • At seventh grade, students should be able to: • use geometric models shown individually or as part of a more-complex figure (for example, supplementary angles may be shown as part of a parallelogram); and • graph points on coordinate grids using all four quadrants. TAKS Math Prep.

  23. 8th Grade Objective 3Geometry and Spatial Reasoning • 7 test items • At eighth grade, students should be able to: • find and apply scale factors in problem-solving situations; • match a two-dimensional representation of a solid with a three-dimension representation of the same solid, using the top, front, and/or side views of the solid; • graph points on coordinate grids using all four quadrants; and • recognize a picture or model of the Pythagorean Theorem. TAKS Math Prep.

  24. 6th Grade Objective 3 Example • A circle with center at point O is shown. Which line segment is 2 times the length of radius OK? F Segment LN G Segment LM H Segment LK J Segment ON TAKS Math Prep.

  25. 7th Grade Objective 3 Example • Use the protractor in the diagram to read the measure of each angle. One pair of complementary angles is — A ∠DXE and ∠BXC B ∠AXC and ∠CXE C ∠DXE and ∠AXB D ∠CXD and ∠AXB TAKS Math Prep.

  26. 8th Grade Objective 3 Example • Jackie built a fence around her garden to keep animals out. The dimensions of the area enclosed by the fence are shown in the diagram. What is the total area, in square feet, enclosed by the fence? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value. TAKS Math Prep.

  27. 6th Grade Objective 4Measurement • 5 test items • At sixth grade, students should be able to: • utilize the conversions and formulas on the Mathematics Chart to solve problems; • measure with the ruler on the Mathematics Chart only if the item specifically instructs students to use the ruler; • use the given dimensions of a figure to solve problems; • recognize abbreviations of measurement units; and • use a pictorial representation of a protractor to measure angles. TAKS Math Prep.

  28. 7th Grade Objective 4Measurement • 5 test items • At seventh grade, students should be able to: • utilize the conversions and formulas on the Mathematics Chart to solve problems; • measure with the ruler on the Mathematics Chart only if the item specifically instructs students to use the ruler; • use the given dimensions of a figure to solve problems; and • recognize abbreviations of measurement units. TAKS Math Prep.

  29. 8th Grade Objective 4Measurement • 5 test items • At eighth grade, students should be able to: • utilize the conversions and formulas on the Mathematics Chart to solve problems; • measure with the ruler on the Mathematics Chart only if the item specifically instructs students to use the ruler; • use the given dimensions of a figure to solve problems; • recognize abbreviations of measurement units; and • describe, in the form of a verbal or algebraic expression or a mathematical solution, the effect on perimeter, area, or volume when the dimensions of a figure are changed (for example, if the sides of a rectangle are doubled in length, then the perimeter is doubled, and the area is four times the original area; if the edges of a cube are doubled in length, then the volume is eight times the original volume). TAKS Math Prep.

  30. 6th Grade Objective 4 Example • A family put a rectangular patio in their backyard and planted grass in the rest of the yard. The rectangular backyard is 100 feet by 80 feet, and the patio is 13 feet by 8 feet. What is the area of the backyard that is planted with grass? F 402 sq ft G 7,896 sq ft H 8,000 sq ft J 8,104 sq ft TAKS Math Prep.

  31. 7th Grade Objective 4 Example • Mrs. Jones wants to paint a wall but not the door on the wall. How many square feet of wall does Mrs. Jones need to paint? F 36 ft2 G 171 ft2 H 129 ft2 J 150 ft2 TAKS Math Prep.

  32. 8th Grade Objective 4 Example • Mrs. Juárez has a cylindrical pincushion with the net shown below. Use the ruler on the Mathematics Chart to measure the dimensions of the net in centimeters. Which is closest to the lateral surface area of the cylindrical pincushion? A 3.0 cm2 B 6.3 cm2 C 9.4 cm2 D 12.6 cm2 TAKS Math Prep.

  33. 6th Grade Objective 5Probability and Statistics • 6 test items • At sixth grade, students should be able to: • match a situation with a sample space that lists all possible combinations or select the missing portion of a given sample space; • match the median, mode, and/or range with a given data set, which may be listed in the text of the item or presented in a graphical representation; • identify the missing piece of data that will produce a target median, mode, and/or range for a data set; and • match a circle graph with a data set listed in table, chart, graph, or sentence form. TAKS Math Prep.

  34. 7th Grade Objective 5Probability and Statistics • 7 test items • At seventh grade, students should be able to: • match a situation with a sample space that lists all possible combinations or select the missing portion of a given sample space; • determine whether the graphical representation of the given data is appropriate and/or accurate; • distinguish among mean, median, mode, and range to determine which is most appropriate for a particular purpose; • match the mean, median, mode, and/or range with a given data set, which may be listed in the text of the item or presented in a graphical representation; and • identify the missing piece of data that will produce a target mean, median, mode, and/or range for a data set. TAKS Math Prep.

  35. 8th Grade Objective 5Probability and Statistics • 8 test items • At eighth grade, students should be able to: • distinguish between theoretical probability and experimental results; • distinguish among mean, median, mode, and range to determine which is most appropriate for a particular purpose; • identify the missing piece of data that will produce a target mean, median, mode, and/or range for a data set; and • determine whether the graphical representation of the given data is appropriate and/or accurate. TAKS Math Prep.

  36. 6th Grade Objective 5 Example • Nate has a bag containing 3 red, 2 blue, 4 yellow, and 3 green marbles. If he randomly chooses one marble from the bag, what is the probability that the marble will be blue? A 5 B 1 6 3 C 1 D 1 4 6 TAKS Math Prep.

  37. 7th Grade Objective 5 Example • Which of the following relationships is best represented by the data in the graph? F Conversion of feet to inches G Conversion of miles to feet H Conversion of feet to yards J Conversion of inches to yards TAKS Math Prep.

  38. 8th Grade Objective 5 Example • Lily surveyed all the members of the middle school band about their favorite class this semester. The results are shown in the table below. From these results, Lily concluded that band was the favorite class among all the students at her school. Which is the best explanation for why her conclusion might not be valid? F The survey should have been done each day for a week. G The sample was not representative of all the students at the school. H The survey should have been done with eighth-grade students only. J The band meets only 3 days a week. TAKS Math Prep.

  39. 6th, 7th, and 8th Grade Objective 6Mathematical Processes and Tools • 9 test items in 6th and 7th grade, 10 test items in 8th grade • At 6th, 7th, and 8th grade, students should be able to: • select the description of a mathematical situation when provided with a written or pictorial prompt; • identify the information that is needed to solve a problem; • select or describe the next step or a missing step in a problem-solving situation; • match informal language to mathematical language or symbols; • identify the question that is being asked or answered; • draw a conclusion by investigating patterns and/or sets of examples and nonexamples. A nonexample, or counterexample, proves a general statement to be false; • understand that nonsensical words may be used to label sets of examples and/or nonexamples; and • choose the correct supporting information for a given conclusion. TAKS Math Prep.

  40. 6th Grade Objective 6 Example • Anita found the measures of the angles of an isosceles triangle. One angle measured 50°, and the other 2 angles were congruent. Which method can be used to find the measure of each of the congruent angles? A Multiply 50 by 2 and then add 180 B Subtract 50 from 180 and then divide by 2 C Add 50 to 180 and then divide by 3 D Divide 50 by 2 and then subtract from 180 TAKS Math Prep.

  41. 7th Grade Objective 6 Example • ∠KSD and ∠DSM are supplementary angles. If the measure of ∠KSD is 71°, what is the measure of ∠DSM? A 19°, because the sum of the measures of supplementary angles is 90° B 71°, because the measures of supplementary angles are equal C 109°, because the sum of the measures of supplementary angles is 180° D 289°, because the sum of the measures of supplementary angles is 360° TAKS Math Prep.

  42. 8th Grade Objective 6 Example • A rectangle and a semicircle can be combined to make an irregular figure. The figures form a pattern. Each rectangle is ½ the height of the rectangle immediately to its left. What would be the area of the next smaller figure in the pattern? A 42 mm2B 207.72 mm2 C 307.72 mm2D 349.72 mm2 TAKS Math Prep.

  43. Tips for Student Success • Remind your child that in order to foster learning, distractions should always be left outside the classroom. • Check your child's agenda books daily. • Ask to see completed homework. • Periodically, ask to see class folders, notebooks, textbooks and go over these materials with your child. • Ensure that your child is at school every day. • Remind your child to leave distractions at home or in the lockers. • Encourage your child to have a positive attitude toward math. • Provide opportunities for your child to use math skills in a wide variety of everyday activities (at the grocery store, reading ads, setting the table, buying gasoline, figuring gas mileage, etc.) • Have your child practice making change. • Encourage your child to play with numbers. TAKS Math Prep.

  44. More Tips for Student Success • Read books that are math related with your child. • Help your child notice mathematical patterns in everyday occurrences. • Have your child practice sorting and classifying items by common attributes, such as color, size, and number of sides in a shape. • Have your child notice geometric shapes in his/her surroundings. • Meet with your child's teachers and ask what type of additional help your child needs. • Share with your child examples of how you use math in your job or life. • Work the online math test produced by TEA with your child (www.tea.state.tx.us). • Develop a sense of reasonableness for solutions or for mathematical thinking. • Watch HISD's After-School Algebra Show with your child. • Help your child learn how to use a graphing calculator. • Encourage your child to use mathematical sites on the Internet. TAKS Math Prep.

  45. Useful Web Sites and Q&A • TAKS Information Booklets:http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html • Released TAKS Tests:http://www.tea.state.tx.us/student.assessment/resources/release/taks/index.html • TAKS Study Guides:http://www.tea.state.tx.us/student.assessment/resources/guides/study/index.html TAKS Math Prep.

  46. Objectives and Sub-objectives 6th, 7th, and 8th Grade

  47. 6th Grade Objective 1 • (6.1) The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: • (A) compare and order non-negative rational numbers; • (B) generate equivalent forms of rational numbers, including whole numbers, fractions, and • decimals; • (C) use integers to represent real-life situations; • (D) write prime factorizations using exponents; and • (E) identify factors and multiples, including common factors and common multiples. TAKS Math Prep.

  48. 6th Grade Objective 1 (cont.) • (6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to: • (A) model addition and subtraction situations involving fractions with [objects,] pictures, words, and numbers; • (B) use addition and subtraction to solve problems involving fractions and decimals; • (C) use multiplication and division of whole numbers to solve problems, including situations involving equivalent ratios and rates; and • (D) estimate and round to approximate reasonable results and to solve problems where exact answers are not required. TAKS Math Prep.

  49. 6th Grade Objective 2 • (6.3) The student solves problems involving proportional relationships. The student is expected to: • (A) use ratios to describe proportional situations; • (B) represent ratios and percents with [concrete] models, fractions, and decimals; and • (C) use ratios to make predictions in proportional situations. TAKS Math Prep.

  50. 6th Grade Objective 2 (cont.) • (6.4) The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to: • (A) use tables and symbols to represent and describe proportional and other relationships involving conversions, sequences, perimeter, area, etc.; and • (B) generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data. TAKS Math Prep.

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