STAAR ZINGERS GRADE 8 MATHEMATICS. Solving the Most-Missed STAAR Test Items NEW TEKS. Use with Your Students!

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1 GRADE MATHEMATICS STAAR ZINGERS NEW TEKS Solving the Most-Missed STAAR Test Items Use with Your Students! Challenging test items engage students. Interactive instruction promotes student thinking. Guided practice builds test-taking confidence. STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

2 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 Memory Mode Copying a Previous Entry 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 quickly copy a previously entered expression, press or to select the item, and to copy it into the entry line. You can then edit the expression. On: Press É. Off: ym. TI- Brighter: Press y and hold. Dimmer: Press y and hold. To reset the memory and any previous settings, press y, Ã,,,. Press z. The active settings are highlighted. Move the cursor to desired setting and press Í. ENTRY or yí retrieves the previous expression and places the cursor at its end. You can then edit the expression. Copyright by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher. STAAR is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions LLC is not affiliated with the Texas Education Agency or the State of Texas. STAAR test questions copyright by the Texas Education Agency. All rights reserved. Printed in Texas. ISBN: ---- Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Thank you for respecting the copyright and supporting the hard work involved in creating this product.

3 Table of Contents Included in Welcome Letter...ii Using the Grade Mathematics Zingers....iii STAAR Problem-Solving Strategies: Keys to Success....iv Great Griddables...vii Your Friend the Graphing Calculator...ix Zingers Solving the Most-Missed STAAR Test Items (Spring ) Percent Answering Incorrect TEKS Correlations to Grade Math: Readiness Review and Practice Zinger %.D Lesson Zinger %.C Lesson Zinger %.C Lesson Zinger %.I Lesson Page Zinger %.D Lesson Zinger %.G Lesson Zinger %.C Lesson Zinger %.B Lesson Zinger %.D Lesson Zinger %.C Lesson Zinger %.C Lesson Zinger %.A Supporting Success Zinger %.B Supporting Success Zinger %.H Supporting Success Zinger %.E Supporting Success Zinger %.B Supporting Success Zinger %.D Supporting Success Zinger %.D Supporting Success Zinger %.B Supporting Success Zinger %.G Supporting Success Date Due Done On Your Own Mixed Readiness Practice ( STAAR Test Items) TEKS Correlations to Grade Math: Readiness Review and Practice TEKS Correlations to Grade Math: Readiness Review and Practice.C Lesson.C Lesson.G Lesson.B Lesson.C Lesson.D Lesson.I Lesson.D Lesson.B Lesson.A Lesson.C Lesson.C Lesson.D Lesson Reference Materials...inside backcover Table of Contents i

4 Dear Students, There are many important qualities of character and intelligence that the STAAR tests are not designed to measure as this cartoon shows. Qualities Not Measured by STAAR Tests Persistence Curiosity Enthusiasm COURAGE Leadership Creativity Civic-Minded Resourcefulness Sense of Wonder Big-Picture Thinking Compassion Reliability Motivation Humor Empathy Sense of Beauty Humility Resilience Positivity What the STAAR Grade Mathematics test does measure is your ability to solve specific kinds of math problems. The lessons in this workbook will teach you how to approach and successfully answer STAAR test questions. These skills are fun to learn, so you will probably enjoy the lessons. Zingers Solving the Most-Missed Test Items Zingers challenge and support ALL students to THINK in ways that help them solve STAAR problems. Each Zinger presents one of the most difficult released STAAR test items and guides you to: read for understanding, plan and solve the problem, and reflect on the solution process. Finally, you practice with a similar test item to apply what you have learned. Practicing Smart Is the Secret to STAAR Success There is a secret to success on the STAAR tests practice, practice, and more practice. However, not all practice is the same... so you want to practice smart. First, practice with test questions that are likely to appear on the actual STAAR test. That s easy, since this workbook is full of them! Next, focus on your weaknesses the types of questions that you most need to improve. Think of it like this: if your basketball shot needs improvement, you don t practice dribbling. Instead, you practice shooting. Focusing on your weaknesses also means analyzing each test question you get wrong. Why did you get it wrong? If your basketball shot is off, you identify what you are doing wrong (aiming too far left) and correct it with your next shot (aim further right). When you practice, give each question your full attention. (Take a short break after you answer the question.) Your attention is a muscle that you can build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? Your attention is your greatest power. You develop it with practice. Preparing for the STAAR test can actually be a fun challenge. And when you practice smart, you are building life skills at the same time you prepare for the STAAR test! DyslexicKids.net Unlawful to photocopy or project without permission Your partners in STAAR success, The Sirius Education Team ii Welcome Letter

5 Unlawful to photocopy or project without permission Using the Grade Mathematics Zingers Challenge Yourself Cover up the instruction and try to solve the problem on your own. READ and UNDERSTAND Good problem solvers carefully read and reread the problem. Use the interactive questions to help you identify key facts such as: What information is given? What does the problem ask for? What key concepts do you need? PLAN and SOLVE Examine what two students think as they attempt to solve the problem. The students often use different methods to solve the problem. They might make mistakes. Correcting these mistakes helps you avoid making common mistakes on the STAAR test. TEKS with full text ZINGER.C Use the Pythagorean Theorem and its converse to solve problems. READ and UNDERSTAND Read the problem carefully. % of students missed this one! The set designer for a play painted some background scenery on a large piece of plywood. He used a -foot-long pole to hold the piece of plywood upright, as shown in the diagram below. STAAR Grade #. The diagram shows a(n) right acute obtuse triangle.. The total height of the piece of plywood is labeled.. The height of the piece of plywood above the pole is feet.. You are finding the value of, which is the height of the piece of plywood. PLAN and SOLVE Read what each student thinks. Caitlin thinks... I ll use the Pythagorean Theorem to find the length of the longer leg: a b = c h = h = h = h =, so h = = So h = feet.. Caitlin correctly incorrectly states the Pythagorean Theorem. h ft ft ft What is h, the total height in feet of the piece of plywood? Wow, % of the students tested missed this problem! Bailey thinks... I ll use b for the longer leg of the triangle. By the Pythagorean Theorem: b = b = b = b = The height of the plywood, h, is feet more than b. So h = = feet.. Bailey correctly incorrectly uses the diagram to find h. Grade Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items Fill in the blanks. LOOK BACK What do you think? What did you learn from the other students solution processes? LOOK BACK Answer each question.. Explain the mistake that Caitlin makes.. The correct number to enter is. Enter this value into the grid and shade the appropriate bubbles. Show your thinking. Reflecting on the problem will help you remember it when you see similar problems on the STAAR test. GUIDED PRACTICE Now it s your turn to solve a similar problem. Use the step-by-step solution to avoid careless errors. With practice, you can solve the problems most students missed! INDEPENDENT PRACTICE Apply what you learned with more practice. GUIDED PRACTICE Read the problem carefully. The drawing shows a side view of a photo on a desk. What is t, the total height of the photo in centimeters?. Using the Pythagorean Theorem, the unknown leg of the triangle is cm.. To find t, add cm to the length of the longer leg.. The correct answer is. Record your answer in the grid. INDEPENDENT PRACTICE Answer each question.. The diagram shows the side view of a ramp built from two pieces of wood. The expression representing the total length of the two pieces of wood is inches. cm cm x cm in. t Complete the stepby-step solutions. in. After this, you will feel more confident that you can succeed on the STAAR test. After all, you just solved one of the hardest problems!. The length x of the ramp is inches, so the total length of the two pieces of wood is inches.. If the two pieces of wood were laid along the ground, how far would they stick out beyond the lower leg of the triangle? Explain. When taking the STAAR Grade Math test, you will have a graphing calculator, graph paper, and scratch paper. You will also have a Reference Sheet that is provided as the last page of this workbook. Using the Grade Mathematics Zingers Zinger iii

6 ZINGER.C Use the Pythagorean Theorem and its converse to solve problems. READ and UNDERSTAND Read the problem carefully. % of students missed this one! The set designer for a play painted some background scenery on a large piece of plywood. He used a -foot-long pole to hold the piece of plywood upright, as shown in the diagram below. STAAR Grade #. The diagram shows a(n) right acute obtuse triangle.. The total height of the piece of plywood is labeled.. The height of the piece of plywood above the pole is feet.. You are finding the value of, which is the height of the piece of plywood. PLAN and SOLVE Read what each student thinks. Caitlin thinks... I ll use the Pythagorean Theorem to find the length of the longer leg: a b = c h = h = h = h =, so h = = So h = feet. h ft ft ft What is h, the total height in feet of the piece of plywood? Bailey thinks... I ll use b for the longer leg of the triangle. By the Pythagorean Theorem: b = b = b = b = The height of the plywood, h, is feet more than b. So h = = feet. Unlawful to photocopy or project without permission. Caitlin correctly incorrectly states the Pythagorean Theorem.. Bailey correctly incorrectly uses the diagram to find h. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items

7 LOOK BACK Answer each question.. Explain the mistake that Caitlin makes. Unlawful to photocopy or project without permission. The correct number to enter is. Enter this value into the grid and shade the appropriate bubbles. GUIDED PRACTICE Read the problem carefully. The drawing shows a side view of a photo on a desk. What is t, the total height of the photo in centimeters? cm cm t cm. Using the Pythagorean Theorem, the unknown leg of the triangle is cm.. To find t, add cm to the length of the longer leg.. The correct answer is. Record your answer in the grid. INDEPENDENT PRACTICE Answer each question.. The diagram shows the side view of a ramp built from two pieces of wood. The expression representing the total length of the two pieces of wood is inches. x in. in.. The length x of the ramp is inches, so the total length of the two pieces of wood is inches.. If the two pieces of wood were laid along the ground, how far would they stick out beyond the lower leg of the triangle? Explain. Zinger

8 ZINGER.D Calculate and compare simple interest and compound interest earnings. READ and UNDERSTAND Read the problem carefully. % of students missed this one! Nicolas has $ to deposit into two different savings accounts. STAAR Grade # Nicolas will deposit $ into Account I, which earns.% annual simple interest. He will deposit $ into Account II, which earns % interest compounded annually. Nicolas will not make any additional deposits or withdrawals. Which amount is closest to the total balance of these two accounts at the end of years? A $. C $. B $. D $.. Nicolas deposits $ into Account I that earns simple compound interest of % per year.. He deposits $ into Account II that earns simple compound interest of %. The interest is compounded.. You are to find the balance of Account I and Account II after years. PLAN and SOLVE Read what each student thinks. Dylan thinks... The reference sheet gives the formulas for simple interest, I = Prt, and for compound interest, A = P ( r) t. Since t = for both accounts, the formulas become I = Pr and A = P( r). I = Pr A = P( r) I = (.) A = (.) I = A =. So... My choice is A. Noemi thinks... My plan for finding the total is this: [(.)()] [(.) ] [(.) ] Since B, C, and D are close together, I will not round until the last step. [(.)]... My choice is D. Unlawful to photocopy or project without permission. Dylan substituted the correct incorrect value for t.. Noemi correctly incorrectly did not round until the end. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items

9 LOOK BACK Answer each question.. In the first step, Noemi wrote a plan for the entire problem. Dylan instead solved the problem one step at a time. Which way do you prefer? Explain. Unlawful to photocopy or project without permission. Explain the difference between I and A in the two formulas.. The correct answer choice is A B C D. GUIDED PRACTICE Read the problem carefully. Keegan deposits $ into an account that earns.% simple interest. He also deposits $ into an account that earns % interest compounded annually. Keegan will not make any additional deposits or withdrawals. Which amount is closest to the total balance of these two accounts at the end of years? F $,. H $. G $,. J $.. For the first account, P =, r = %, and t =, so I = Prt = and A first = P I =.. For the second account, P =, r = %, and t =, so A second = P( r) t =.. A first A second =. The correct answer choice is F G H J. INDEPENDENT PRACTICE Solve each problem.. A deposit of $ in a savings account earns % simple interest. The total amount in the account after years with no additional deposits or withdrawals is.. Jordan has $ to deposit. The bank offers one account that earns.% annual simple interest and another account that earns.% interest compounded annually. After years, with no additional deposits or withdrawals, the balance of the second account would be how much greater? Zinger

10 ZINGER.D Model the effect on linear and area measurements of dilated two-dimensional shapes. READ and UNDERSTAND Read the problem carefully. % of students missed this one!. The field and the playground are in the shape of similar.. The field is larger smaller than the playground.. The length of the field is times the length of the playground. The width of the field is times the width of the playground.. You must find the statement to compare the field and the playground. PLAN and SOLVE Read what each student thinks. Simon thinks... I ll make a sketch of the two rectangles. x A preschool has a rectangular field and a rectangular playground that are similar in shape. Each dimension of the field is. times the corresponding dimension of the playground. Which statement is true? STAAR Grade # A The area of the field is. times the area of the playground. B The area of the field is. times the area of the playground. C The perimeter of the field is. times the perimeter of the playground. D The perimeter of the field is. times the perimeter of the playground. y.x.y I know that the area of the small rectangular playground is xy, so the area of the large rectangular field is (.xy) or.xy. Malia thinks... The perimeter of the playground is (x y). The perimeter of the field is (.x.y) or.[(x y)]. I can eliminate C and D. The area of the playground is xy. The area of the field is (.x)(.y) or.(xy). My choice is B. Unlawful to photocopy or project without permission My choice is A.. Simon correctly incorrectly finds the relationship between the larger area and the smaller area.. Malia correctly incorrectly finds the perimeter of the field to be. times the perimeter of the playground. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items

11 LOOK BACK Answer each question.. What mistake did Simon make? Explain. Unlawful to photocopy or project without permission. The correct answer choice is A B C D. GUIDED PRACTICE Read the problem carefully. The pieces of a quilt pattern include two similar rectangles. Each dimension of the small rectangle is. times the corresponding dimension of the large rectangle. Which statement is true? F The area of the small rectangle is. times the area of the large rectangle. G The area of the large rectangle is. times the area of the small rectangle. H The perimeter of the small rectangle is. times the perimeter of the large rectangle. J The perimeter of the small rectangle is. times the perimeter of the large rectangle.. Using l and w for the length and width of the large rectangle, the length of the small rectangle is l and the width of the small rectangle is w.. The area of the large rectangle is lw and the area of the small rectangle is.lw.lw.. The perimeter of the large rectangle is l w and the perimeter of the small rectangle is.(l w).(l w).. The correct answer choice is F G H J. INDEPENDENT PRACTICE Answer each question using the related statement. A square is dilated by a scale factor to create a smaller square.. The area of the small square is times the area of the large square.. The perimeter of the small square is times the perimeter of the large square. A triangle is enlarged by a scale factor of to create a larger triangle.. The perimeter of the larger triangle is times the perimeter of the smaller triangle.. The area of the larger triangle is times the area of the smaller triangle. Zinger

12 Answers to Zingers ZINGER.C Use the Pythagorean Theorem and its converse to solve problems. READ and UNDERSTAND Read the problem carefully. % of students missed this one! The set designer for a play painted some background scenery on a large piece of plywood. He used a -foot-long pole to hold the piece of plywood upright, as shown in the diagram below. STAAR Grade # ft h ft ft What is h, the total height in feet of the piece of plywood?. The diagram shows a(n) right acute obtuse triangle.. The total height of the piece of plywood is labeled.. The height of the piece of plywood above the pole is feet. h h total. You are finding the value of, which is the height of the piece of plywood. PLAN and SOLVE Read what each student thinks. Caitlin thinks... I ll use the Pythagorean Theorem to find the length of the longer leg: a b = c h = h = h = h =, so h = = So h = feet. Bailey thinks... I ll use b for the longer leg of the triangle. By the Pythagorean Theorem: b = b = b = b = The height of the plywood, h, is feet more than b. So h = = feet.. Caitlin correctly incorrectly states the Pythagorean Theorem.. Bailey correctly incorrectly uses the diagram to find h. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items LOOK BACK Answer each question. She finds the leg of the triangle, but does not add the additional feet.. Explain the mistake that Caitlin makes.. The correct number to enter is. Enter this value into the grid and shade the appropriate bubbles. GUIDED PRACTICE Read the problem carefully. The drawing shows a side view of a photo on a desk. What is t, the total height of the photo in centimeters? cm t cm cm. Using the Pythagorean Theorem, the unknown leg of the triangle is cm.. To find t, add cm to the length of the longer leg.. The correct answer is. Record your answer in the grid. INDEPENDENT PRACTICE Answer each question.. The diagram shows the side view of a ramp built from two pieces of wood. The expression representing the total length of the two x pieces of wood is inches.. The length x of the ramp is inches, so the total length of the two pieces of wood is inches. x in.. If the two pieces of wood were laid along the ground, how far would they stick out beyond the lower leg of the triangle? Explain. in.; the difference in length is = in. Zinger in. Grade Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items

13 Answers to Zingers ZINGER.D Calculate and compare simple interest and compound interest earnings. READ and UNDERSTAND Read the problem carefully. % of students missed this one! Nicolas has $ to deposit into two different savings accounts. STAAR Grade # Nicolas will deposit $ into Account I, which earns.% annual simple interest. He will deposit $ into Account II, which earns % interest compounded annually. Nicolas will not make any additional deposits or withdrawals. Which amount is closest to the total balance of these two accounts at the end of years? % % % % A $. C $. B $. D $.. Nicolas deposits $ into Account I that earns simple compound interest of. % per year. annually total. He deposits $ into Account II that earns simple compound interest of %. The interest is compounded.. You are to find the balance of Account I and Account II after years. PLAN and SOLVE Read what each student thinks. Dylan thinks... The reference sheet gives the formulas for simple interest, I = Prt, and for compound interest, A = P ( r) t. Since t = for both accounts, the formulas become I = Pr and A = P( r). I = Pr A = P( r) I = (.) A = (.) I = A =. So... My choice is A. Noemi thinks... My plan for finding the total is this: [(.)()] [(.) ] [(.) ] Since B, C, and D are close together, I will not round until the last step. [(.)]... My choice is D.. Dylan substituted the correct incorrect value for t.. Noemi correctly incorrectly did not round until the end. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items LOOK BACK Answer each question.. In the first step, Noemi wrote a plan for the entire problem. Dylan instead solved the problem one step at a time. Which way do you prefer? Explain. Answers will vary; Writing a plan may help prevent errors. I is the interest. Add the principal to find the final balance. A is the final balance.. Explain the difference between I and A in the two formulas.. The correct answer choice is A B C D. GUIDED PRACTICE Read the problem carefully. Keegan deposits $ into an account that earns.% simple interest. He also deposits $ into an account that earns % interest compounded annually. Keegan will not make any additional deposits or withdrawals. Which amount is closest to the total balance of these two accounts at the end of years? F $,. H $. G $,. J $.. For the first account, P =, r = %, and t =, so I = Prt = and A first = P I =.. For the second account, P =, r = %, and t =, so A second = P( r) t =.. A first A second = $. $. $. $ $. $,... The correct answer choice is F G H J. INDEPENDENT PRACTICE Solve each problem.. A deposit of $ in a savings account earns % simple interest. The total amount in the account after years with no additional deposits $. or withdrawals is.. Jordan has $ to deposit. The bank offers one account that earns.% annual simple interest and another account that earns.% interest compounded annually. After years, with no additional deposits or withdrawals, the balance of the second account would be how much greater? $. Zinger Zinger

14 Answers to Zingers ZINGER.D Model the effect on linear and area measurements of dilated two-dimensional shapes. READ and UNDERSTAND Read the problem carefully. % of students missed this one! A preschool has a rectangular field and a rectangular playground that are similar in shape. Each dimension of the field is. times the corresponding dimension of the playground. Which statement is true? STAAR Grade # A The area of the field is. times the area of the playground. B The area of the field is. times the area of the playground. % % C The perimeter of the field is. times the perimeter of the playground. D The perimeter of the field is. times the perimeter of the playground. % % rectangles. The field and the playground are in the shape of similar.. The field is larger smaller than the playground.. The length of the field is times the length of the playground. The width of the field is times the width of the playground. true... You must find the statement to compare the field and the playground. PLAN and SOLVE Read what each student thinks. x Simon thinks... I ll make a sketch of the two rectangles. y.x.y I know that the area of the small rectangular playground is xy, so the area of the large rectangular field is (.xy) or.xy. My choice is A. Malia thinks... The perimeter of the playground is (x y). The perimeter of the field is (.x.y) or.[(x y)]. I can eliminate C and D. The area of the playground is xy. The area of the field is (.x)(.y) or.(xy). My choice is B.. Simon correctly incorrectly finds the relationship between the larger area and the smaller area.. Malia correctly incorrectly finds the perimeter of the field to be. times the perimeter of the playground. Grade Mathematics Zingers Solving the Most-Missed STAAR Test Items LOOK BACK Answer each question. Simon found the area of the field by doubling. instead of squaring it.. What mistake did Simon make? Explain.. The correct answer choice is A B C D. GUIDED PRACTICE Read the problem carefully. The pieces of a quilt pattern include two similar rectangles. Each dimension of the small rectangle is. times the corresponding dimension of the large rectangle. Which statement is true? F The area of the small rectangle is. times the area of the large rectangle. G The area of the large rectangle is. times the area of the small rectangle. H The perimeter of the small rectangle is. times the perimeter of the large rectangle. J The perimeter of the small rectangle is. times the perimeter of the large rectangle.. Using l and w for the length and width of the large rectangle, the length of the small rectangle is. l and the width of the small rectangle is. w.. The area of the large rectangle is lw and the area of the small rectangle is.lw.lw.. The perimeter of the large rectangle is l w and the perimeter of the small rectangle is.(l w).(l w).. The correct answer choice is F G H J. INDEPENDENT PRACTICE Answer each question using the related statement. A square is dilated by a scale factor to create a smaller square.. The area of the small square is times the area of the large square.. The perimeter of the small square is times the perimeter of the large square. A triangle is enlarged by a scale factor of to create a larger triangle.. The perimeter of the larger triangle is times the perimeter of the smaller triangle.. The area of the larger triangle is times the area of the smaller triangle. Zinger Zinger

15 STAAR GRADE MATHEMATICS REFERENCE MATERIALS LINEAR EQUATIONS Slope-intercept form y = mx b Direct variation y = k x Slope of a line m y = y x x CIRCUMFERENCE Circle AREA C = πr or C = πd Triangle A = h b Rectangle or parallelogram A = bh Trapezoid A = (b b ) h Circle A = πr SURFACE AREA Lateral Total Prism S = Ph S = Ph B Cylinder S = πrh S = πrh πr VOLUME Prism or cylinder V = Bh Pyramid or cone V = Bh Sphere V = πr ADDITIONAL INFORMATION Pythagorean theorem a b = c Simple interest I = P rt Compound interest A = P ( r) t

16 GRADE MATHEMATICS ZINGERS CONTENTS Visit SiriusEducationSolutions.com for additional STAAR EOC resources. Part : ZINGERS Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Zinger % Incorrect Part : ON YOUR OWN Mixed Readiness TEKS STAAR Practice Items Use with your class for free! Printed in Texas on recycled paper.

17 STAAR GRADE MATHEMATICS Edition New TEKS Practice Tests Forms A & B Two distinct secure form tests that closely match the released STAAR test items and blueprint. GRADE MATHEMATICS Practice Test Form B Name Class Date Form Grade Math Practice Test B 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 A B C D Student Answer Sheet F G H J A B C D F G H J A B C D F G H J Includes student Answer Sheets F G H J A B C D GRADE MATHEMATICS Practice Test Form A 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 Name Class Date Form Grade Math Practice Test A Student Answer Sheet 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 A B C D F G H J F G H J A B C D F G H J A B C D 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 F G H J F G H J A B C D F G H J Student booklets 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 F G H J F G H J A B C D F G H J F G H J A B C D UPDATE STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. F G H J 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 UPDATE STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. Table of Contents Teacher s Edition GRADE MATHEMATICS Practice Tests Forms A & B Teacher s Edition UPDATE Practice Test Form A. Readiness.B.A,.B,.C,.F STAAR is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. H Readiness.C.B,.F D Readiness.B.B,.F J Readiness.D.A,.B,.E,.F C Readiness.C.A,.B,.E,.F G Supporting.B.A,.B,.F D Supporting.A.A,.B,.E,.G G Supporting.A.B,.E,.F Supporting.B.B,.C,.F H Supporting.A.A,.B,.D,.F D Readiness.D.A,.B,.C,.F J Supporting.F.B,.F A Readiness.A.B,.C,.F H Readiness.C.A,.B,.F Answers Item Correct Reporting Readiness or Content Student Process Student Number Answer Category Supporting Expectation Expectation C Readiness.D.A,.B,.E,.F H Supporting.B.A,.B,.D,.F D Readiness.D.A,.B,.C,.F J Readiness.B.B,.E,.F C Supporting.A.B,.E,.F G Readiness.C.B,.E,.F D Supporting.A.B,.C,.E,.F G Readiness.B.B,.C,.E,.F B Supporting.C.B,.E,.F G Supporting.B.B,.E,.G A Readiness.I.B,.D,.F J Readiness.A.A,.B,.C,.E,.F. Supporting.B.A,.B,.F G Readiness.C.B,.D,.F A Supporting.C.B,.E,.F F Supporting.H.A,.B,.G A Readiness.C.B,.D,.F F Readiness.C.B,.D,.F D Readiness.D.A,.B,.E,.F J Readiness.G.B,.F D Supporting.A.B,.C,.D,.F F Readiness.C.A,.B,.C,.E,.F Readiness.G.B,.F H Supporting.D.B,.E,.F A Supporting.D.B,.C,.E,.F H Readiness.D.A,.B,.F C Readiness.C.B,.E,.F J Readiness.C.B,.D,.F Form A Table of Contents Answer Key Form Solutions A Form A Student Answer Sheet-----Blackline Master Answer Key Solutions Form B Form A Student Answer Sheet-----Blackline Master Answer Key Form Solutions B Form B Student Answer Sheet-----Blackline Master Answer Key Solutions Form B Student Answer Sheet-----Blackline Master Grade Mathematics Practice Test Form A Solutions C Write the fractions as decimals and G The equation shows x = x. If you add -tiles to both sides, you then compare them:.,., can remove opposite pairs of and from the left side. The resulting equation., and.. The least to has x-tiles on the left side and, on the right side, x-tiles and -tiles. greatest order of the decimals is., (x = x ) If you add x-tiles on.,., and., so the least to both sides, you can remove opposite greatest order of the given numbers is,,., pairs x and x from the right side. (x =. ) Each x on the left side can be paired with of the -tiles on the right side. So, x =. H The total cost of n soccer balls at $ per ball is n. This amount must be D Each of the three sides of an subtracted from the coach s budget of equilateral triangle measures s units, so $, leaving an amount a = n. the perimeter equals s s s = s. Copyright February The by equation Sirius Education a = Solutions n LLC. can be All rights reserved. No Only part of the this ordered pairs in Table D satisfy rewritten using the Commutative work may be reproduced or distributed in any form or by any means, electronic, mechanical, the equation p = s: = (); Property of Addition as a = n. photocopying, scanning, recording, or stored in a database or retrieval system, without the = (); prior = (); = (). Copyright written permission February of the publisher. D by Convert Sirius Education % to Solutions.. Substitute LLC. All rights reserved. No G part Substitute of this r = ft. and S =,. work STAAR may is be a registered reproduced trademark or P = distributed $,, of the in r = Texas any., form and Education or by t = any into Agency. means, the The electronic, Texas Education mechanical, ft Agency into the formula for the total surface photocopying, does not endorse scanning, this program recording, formula for or its content. stored compound in Sirius a database interest. Education or retrieval Solutions system, LLC is not without affiliated area the of prior t with a cylinder. written the Texas permission Education of Agency the publisher. A P or the r State of Texas. S rh r STAAR Printed in is Texas. a registered trademark, of the Texas.Education Agency. The Texas Education, Agency. () h does not endorse this program or its content., (.) Sirius Education Solutions LLC is not affiliated,. with h the Texas Education Agency or the,. State of Texas.,..h. Possession of this publication in print format does not entitle users to convert this publication, or To find the amount of interest earned,,..h Printed any portion in Texas. of it, into electronic format. subtract the principal from the total. h amount: $,. $,. = Thank you for respecting the copyright and the hard work involved in creating this product. Possession of this publication $,.. in print format does not entitle users to convert this publication, B Linear or means resembling a line. The any portion of it, into electronic format. only graph whose points fall in a pattern J A quick way to find the correct graph resembling a line is Graph B. Thank you for respecting is the to copyright notice that and the table hard work lists four involved points creating this product. that are on the graph: (, ), (, ), G A dilation of a figure by a scale factor (, ), and (, ). The only graph that of k multiplies the side lengths of the contains those points is J. figure by k but leaves the angle measures the same. C To make it easier to match up corresponding sides of the trapezoids, A The equation of a line can be written redraw one so that it is oriented in the in the form y = mx b, where y is the same direction as the other. Then check slope of the line and b is the y-intercept. each proportion to see which one shows The y-intercept is the y-coordinate of the the same relationships on both sides of point in the table with x-coordinate zero. the equation. The correct proportion is C, So, b =. The slope of the graph is the which shows rate of change in the y-values as the left long parallel side x-values increase. Since the y-values right long parallel side decrease by for each increase of unit. left side with two right angles in the x-value, the slope, m, is. The equation is y x. right side with two right angles Full solutions Practice Tests are sold in -packs: Form A & Form B student booklets with bubble sheets, and Teacher s Edition