8th Grade Math STAAR - Grand Prairie Independent School ...



Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected toSETEKSQuestion Stems8.1 Acompare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals; Readiness Standard 8 Which numbers from this list (of positive and negative fractions, decimals and percents) are less than?09.4?30 Given a positive fractions and percents in a scenario, which of the following lists the students in order from least to greatest?56 Given positive and negative decimal numbers in a table, which list shows the numbers in the table from greatest to least?8.1 Bselect and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships; Supporting Standard4 Given a mixture scenario with fractions and mixed numbers, which proportion can she use to determine how many cups she will need?8.1 Capproximate (mentally [and with calculators]) the value of irrational numbers as they arise from problem situations (such as π, 2); Supporting Standard8.1 Dexpress numbers in scientific notation, including negative exponents, in appropriate problem situations. Supporting Standard36 Given two distances in scientific notation, how much farther is Mars from the sun than Earth?Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected toSETEKSQuestion Stems8.2 Aselect appropriate operations to solve problems involving rational numbers and justify the selections;Supporting Standard 17 Given a distance, time and speed, evaluate the validity and justify with an operation?8.2 Buse appropriate operations to solve problems involving rational numbers in problem situations;Readiness Standard15 Given two prices and quantities, multiply and add to find what was the total cost, in dollars and cents?27 Given a beginning total and fractional amounts multiply and subtract, how many tickets ?43 Given a total length in feet divide by inches and find how much will be left after cutting as many of these lengths as possible?8.2 Cevaluate a solution for reasonableness; Supporting Standard 22 Given a range of values and a percent, which of the following is a reasonable estimate of the amount of money spent during the next 3 weeks?8.2 Duse multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems. Supporting Standard52 Given prices per game, at this rate, which expression can be used to determine the charge for renting 9 video games for 1 day?Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected toSETEKSQuestion Stems8.3 Acompare and contrast proportional and non-proportional linear relationships; Supporting Standard 21 Given pounds and price, which of the following is NOT an equivalent price per pound?47 Given hours and amount, which of the following is an equivalent rate?8.3 Bestimate and find solutions to application problems involving percents and other proportional relationships such as similarity and ratesReadiness Standard 12 Use multiplication and multiplication by a percent to find which of the following is closest to the number ?34 Given a number per unit area and dimensions of a rectangle, determine which of the following is closest to the number of expected in this rectangular area?45 Given a number and cost, determine at this rate, how much would 60 cost, in dollars and cents?Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected toSETEKSQuestion Stems8.4 Agenerate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description)Readiness Standard18 Given an equation and scenario, which of the following graphs best represents this situation?26 Given a scenario and equation, which table shows only values that satisfy this equation?35 Which equation best describes a relationship between x and y in the table below?51 Given a starting amount and rate, which equation represents the relationship between y, and x ?Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected toSETEKSQuestion Stems8.5 Apredict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; Readiness Standard1 Based on (a discrete) graph, what will be the(predicted) amount?24 Given a scenario, equation and output, find the input?49 Given a circle graph with percents and 90 (represent one section), what was the total number of tickets sold?53 Based on the data in the table, what would be the output given an input?8.5 Bfind and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change)Supporting Standard5 Given a rule, which of the following sequences of numbers could this expression describe?Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected toSETEKSQuestion Stems8.6 Agenerate similar figures using dilations including enlargements and reductions; Readiness Standard 9 Given a side length (mixed number) and scale factor (fraction) What is the side length of the new square?32 Given a figure with some dimensions and a scale factor, find what are the measurements of x and y on the smaller?55 Given dimensions of a rectangle and scale factor (decimals), find which figure represents the new rectangle?8.6 Bgraph dilations, reflections, and translations on a coordinate plane Supporting Standard25 Which graph represents the reflection of this figure a cross the x-axis?Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected toSETEKSQuestion Stems8.7 Adraw three-dimensional figures from different perspectives; Supporting Standard3 Given a perspective image of a figure, which of these could be the right-side view of this figure?8.7 Buse geometric concepts and properties to solve problems in fields such as art and architecture; Supporting Standard 40 Given a figure of a pentagon with sum and congruency relationships, determine what is the measure of <Q?8.7 Cuse pictures or models to demonstrate the Pythagorean Theorem; and Supporting Standard 48 Which group of three squares will form a right triangle when joined at their vertices?8.7 Dlocate and name points on a coordinate plane using ordered pairs of rational numbers Supporting Standard 14 Which points on the coordinate grid below satisfy the conditions x > -3 ? and y < 1 4/5?Measurement. The student uses procedures to determine measures of three-dimensional figures. The student is expected toSETEKSQuestion Stems8.8 Afind lateral and total surface area of prisms, pyramids, and cylinders using [concrete] models and nets (two-dimensional models); Supporting Standard28 Use the ruler provided to measure the dimensions of the net to the nearest ? inch. Which of the following is closets to the lateral surface area of the pyramid?8.8 Bconnect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects; Supporting Standard 8.8 Cestimate measurements and use formulas to solve application problems involving lateral and total surface area and volume Readiness Standard11 Given the dimensions of a rectangular prism, which of the following is closest to the total surface area?33 Given one cylinder inside another, which of the following is closest to the maximum amount the smaller can contain in the position shown?41 Which of the following is the best estimate of the volume of this cone?Measurement. The student uses indirect measurement to solve problems. The student is expected toSETEKSQuestion Stems8.9 Ause the Pythagorean Theorem to solve real-life problems Readiness Standard7 Given a diagram, which of the following is closest to the value of the hypotenuse?23 Given a diagram, which of the following is closest to the length of the leg?39 Given a diagram, what is the actual distance, in yards, across the hypotenuse?54 Given a diagram, what is the value of x, the leg8.9 Buse proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurementsReadiness Standard2 Given a diagram of two similar triangles, what is the length of XZ?37 Given a diagram of two similar triangular prisms, what is the value of x, the height of the larger prism?44 Given a diagram of two similar parallelograms, what is the length of YZ?Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected toSETEKSQuestion Stems8.10 Adescribe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; Supporting Standard46 Given a regular pentagon (no dimensions) and a fractional scale factor, which of the following statements is true (about the perminter)8.10 Bdescribe the resulting effect on volume when dimensions of a solid are changed proportionallySupporting Standard19 Given a fractional scale factor, how does the volume of the new sphere compare with the volume of the original sphere?Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected toSETEKSQuestion Stems8.11 Afind the probabilities of dependent and independent events Readiness Standard6 What is the probability that the coin lands tails-up and the cube lands on an even number?20 Given two values, what is the probability of choosing two of the same without replacement?38 Given two cups with different items, what is the probability of selecting one from the first cup and then selecting another from the second?8.11 Buse theoretical probabilities and experimental results to make predictions and decisionsSupporting Standard31 Based on the results of the survey, how many of the total can be expected to prefer ?Probability and statistics. The student uses statistical procedures to describe data. The student is expected toSETEKSQuestion Stems8.12 Ause variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation; Supporting Standard13 Given a list of numbers, which measure of data does NOT describe a typical number? 8.12 Bdraw conclusions and make predictions by analyzing trends in scatterplots; Supporting Standard 50 Based on the trend in the scatterplot, approximately how many people will be -8.12 Cselect and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology Supporting Standard 10 Given a list of numbers, which box and whisker plot best represents these data?Probability and statistics. The student evaluates predictionns and conclusions based on statistical data. The student is expected toSETEKSQuestion Stems8.13 Aevaluate methods of sampling to determine validity of an inference made from a set of data; Supporting Standard 42 Which of the following best explains why the results from the survey may NOT be valid?8.13 Brecognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysisReadiness Standard16 Given a scenario and circle graph, which statement about the conclusion is true?29 Based on the (bar) graph, which statement is true?Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected toSETEKSQuestion Stems8.14 Aidentify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; 15 A purchasing scenario24 Given a business scenario and equation32 Given a business scenario and a figure34 Given a population sampling scenario38 Given everyday objects43 Given a craft or construction example45 Given a purchasing scenario47 Given a salary and time worked scenario49 Given a school purchasing scenario8.14 Buse a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 7 Given a diagram, apply the Pythagorean Theorem.11 Given a box and dimensions, find total surface are.12 Given a packing scenario, multiply to find total amount and then multiple to find percentage.16 Given circle graph, determine solution and match with a valid approach and justification.22 Given a range of values, multiply to find an estimate for purchases.27 Use an act it out or similar strategy to solve a sequential logic problem.33 Given a figure and scenario, adjust dimensions to find multiple volumes and subtract.39 Given distances, find the length of the hypotenuse.40 Given a figure and relationships, determine missing angle measures.54 Given a figure find the missing leg of a right triangle.8.14 Cselect or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem21 Given a proportion scenario, find the equivalent operations needed to solve.36 Given two values in scientific notation, find a strategy to subtract the two values.53 Given a table of values, find the pattern and solve for unknown output.8.14 Dselect tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems1 Given a scatter plot, draw and continue a trend line, using the trend line predict a future amount.28 Use a ruler to measure sides of a net, find lateral surface area.50 Given a scatter plot, draw and continue a trend line, using the trend line predict a future amount.Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected toSETEKSQuestion Stems8.15 Acommunicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models3 Given a figure, identify a model of cubes.4 Appropriate units for a recipe10 Representing data in a box and whisker plot14 Graphing horizontal and vertical lines and naming points in a coordinate plane18 Given an equation, find the matching line graph.19 Given a scale factor, describe the effect on volume.26 Given an equation and scenario, find the appropriate table of values.29 Given a bar graph determine which statement is true.31 Given two different responses to a survey, predict an amount – Griddable 35 Given a table of values, determine the appropriate equation.46 Given a scale factor, describe the effect on perimeter.48 Find the correct model of the Pythagorean Theorem.51 Given a scenario, write an equation.52 Given a scenario, find an equivalent expression.Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected toSETEKSQuestion Stems8.16 Amake conjectures from patterns or sets of examples and non-examples; 5 Given an expression, choose an arithmetic sequence.8.16 Bvalidate his/her conclusions using mathematical properties and relationships 17 Given a distance=rateXtime problem, choose the correct justification.42 Given a scenario, evaluate the sampling choice. ................
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