Copyright 2011 by Region 7 Education Service Center. All rights reserved. Delinda Wall – Math...

Copyright 2011 by Region 7 Education Service Center. All rights reserved.

Delinda Wall – MathJanet Tyner – ELACheri Hood – Social StudiesNancy Tevebaugh – Science

STAAR Sample 6.8B and 6.11DThe figure below represents the floor of a building. Use the rulerprovided to measure the dimensions of this figure to the nearest½ inch.

Which is closest to the perimeter in feet of the floor of the actual building?

A.160 ftB.8 ftC.7 ftD.140 ft

Scale1 in = 20 ft


The picture below is a scale drawing of a rectangular bulletin board. Use the ruler on the Mathematics Chart to measure the dimensions of the scale drawing to the nearest inch.

TAKS 6.8B

Which of the following is closest to the perimeter in feet of the actual bulletin board?

F.32 ftG.76 ftH.16 ftJ. 48 ft

Scale1 inch = 2 feet


STAAR Sample 7.2B and 7.13CMr. Franklin asked each of his 30 students to select their favorite radio station.

•1/3 of the students chose Station K.

•1/5 of the students chose Station L.

•The remaining students chose Station M.

How many students chose Station M as their favorite radio station?

A 10B 14C 6D 4 Copyright 2011 by Region 7 Education

Service Center. All rights reserved.

TAKS 7.2B

Nora wants to save $82.50 to buy a special gift for her mother. She has 15 weeks to save the money. If she wants to save the same amount each week, how much money, in dollars and cents, must Nora save each week?

Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.


STAAR Sample 8.6A and 8.14C

A right triangle is shown below.

The triangle is dilated by a scale factor of 2.5 to create a new triangle. What is the perimeter of the new triangle?

A 120 cmB 24 cmC 60 cmD 150 cm


TAKS 8.6A

Mrs. Micelli placed a picture of an equilateral triangle on an overhead projector in her math class. The overhead projector dilated the triangle’s image on the screen by a scale factor of 3.5. If the length of each side of the actual triangle is 5 centimeters, what is the length of each side of the dilated triangle on the screen?

F 175 cmG 17.5 cmH 8.5 cmJ 3 cm



STAAR Sample 8.8C and 8.14B

The paperweight shown below is in the shape of a square pyramid.

What is the volume of this paperweight?

A 135 in³B 22 ½ in³C 45 in³D 112 ½ in³


Deb has a rectangular storage box with a height of 18 inches, as shown below.

If Deb cuts off a 2-inch strip around the top of the box, what will be the new volume of the box in cubic inches?

F 1,600 in³G 1,440 in³H 1,024 in³J 1,800 in³

TAKS 8.8CA cylindrical vase is 6 inches in diameter and 12 inches high. There are 3 inches of sand in the vase, as shown below.

Which of the following is closest to the volume of the sand in the vase?

A 85 in³B 254 in³C 54 in³D 339 in³

Underlying processes and mathematical tools. The student communicates …mathematics through informal and mathematical language, representations, and models. The student is expected to:communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models


Importance of Vocabulary

TEKS 6.12A7.14A8.15A

Sample STAAR Question 6.6B and 6.13A

Copyright 2011 by Region 7 Education Service Center. All rights reserved

Importance of Vocabulary

TAKS Questions 6.6B


Sample STAAR Question 7.6B and 7.13C


A triangle has 2 angles that each measure 45°. Which of the following best describes this triangle?

A Right scalene

B Right isosceles

C Equilateral

D Obtuse isosceles

TAKS Questions 7.6B


Mr. Olivares installed a triangular piece of stained glass above his front door.

Which of the following best describes the triangle with the given measures?

A Acute equilateral triangle

B Obtuse isosceles triangle

C Right scalene triangle

D Right isosceles triangle

Reading and Writing


2010


How is the expository prompt different from a persuasive prompt?

Victoria Young says…

“In truth, I think there's some overlap between expository and persuasive writing in that the writer's thesis or position represents a personal viewpoint of a topic. What differs, I think, is the writer's approach. .. the writer is simply required to explain what he thinks; he's not trying to convince the reader to think a certain way or to accept a single viewpoint as valid. .. In the field test we saw thesis statements like this: "It's good for people to care for themselves first, though sometimes doing that can make people selfish."


2010


Question the text

Author’s choices

Look below the surface

Draw thematic connections

discuss

discuss

Write

Write

Eighth Grade Social Studies


Readiness and Supporting Standards

Only STAAR tested grades and subjects have readiness and supporting standards.

Grade 8 STAAR Blueprint


Grade 8 Reporting Categories

Reporting Category 1 – History

Reporting Category 2 - Geography and Culture

Reporting Category 3 – Government and Citizenship

Reporting Category 4 – Economics, Science, Technology, and Society

8th Grade STAAR Blueprint

Readiness Standards

Total Number of Standards 36 60% - 65% 31 - 34

Supporting Standards

Total Number of Standards 56 35% - 40% 18 – 21

Total Number of Questions on Test 52 Multiple Choice

Social Studies Skills is not a separate reporting category. These skills will be incorporated into at least 30% of the test questions from reporting categories 1-

4 and will be identified along with the content.

Increasing Rigor


Think critically/inferentially

Go beyond a literal understanding of

what is read

•TEKS(5)History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (A) describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government;(22)Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (A) Analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and; Abraham Lincoln(29)Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

and Look at the Intent of the TEKSLook at the Cognitive Level of the Verbs

Copyright 2011 Region 7 ESC. All Rights Reserved.


Identify the ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist papers and selected anti-Federalist writings on the U.S. system of government. Objective 4 – political influences Only 56% were able to answer this question from - correctly.

Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party. Objective 1 – Issues and Events in US HistoryOnly 53% of 8th graders in Region 7 got this question correct

From Objective 2 – Geographic influencesIdentify areas that were acquired to form the United States. (49% correct)andLocate places and regions of importance in the United States during the 18th and 19th centuries. (60% correct)

Grouping Readiness & Supporting Standards


8th Grade Readiness StandardExplain the reasons for the growth of

representative government and institutions during the colonial period.

Describe how religion and virtue contributed to the

growth of representative government in the colonies.

Analyze the importance of the

Mayflower Compact, the

Fundamental Orders of Connecticut,

and the Virginia House of Burgesses

to the growth of representative

government.

Explain the role of significant

individuals such as Thomas Hooker,

Montesquieu, John Locke, William

Blackstone and William Penn in the

development of self-government in

colonial America.

Identify points of view from

the historical context

surrounding an event and the

frame of reference which

influenced the participants.

Homestead Act 1862

CA, MN, OR, KS, WV, NV, NE

Transcontinental RR 1869

4 million slaves freed

(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century.(B) describe the positive and negative consequences of human modification of the physical environment of the United States;

(29)The student applies critical thinking skills to organize and use information acquired through established research methodologies from ‐a variety of valid sources, including electronic technology.(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(18) Government. The student understands the impact of landmark Supreme Court cases.(A) identify the origin of judicial review and analyze examples of congressional and presidential responses;(29)The student applies critical thinking skills to organize and use information acquired ‐through established research methodologies from a variety of valid sources, including electronic technology.(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

Eighth Grade Science


STAAR Griddable Questions

• 4 questions

• Same grid as TAKS

• 4 questions out of

50 = 8% of the test!


STAAR Reference Materials

6.6(B) calculate density to identify an unknown substance; and6.6(B) calculate density to identify an unknown substance; and

6.8(C) calculate average speed using distance and time measurements;6.8(C) calculate average speed using distance and time measurements;

7.7(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;

7.7(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;

8.6(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.



TAKS 2006


Sample Question


TAKS 2006


8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and Readiness Standard

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and Readiness Standard

Sample Question

6th Grade6.5(D) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

6th Grade6.5(D) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.


TAKS 2009


6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) differentiate between elements and compounds on the most basic level; and Supporting Standard

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) differentiate between elements and compounds on the most basic level; and Supporting Standard

Sample Question


TAKS 2009


Sample Question


TAKS 2009

OLD TEKS 8.8(A) describe the structure and parts of an atom;

OLD TEKS 8.8(A) describe the structure and parts of an atom;


Sample Question

8.5 Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: (A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud; Readiness Standard

8.5 Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: (A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud; Readiness Standard


Sample Question

6.12(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms; Supporting Standard

6.12(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms; Supporting Standard


STAAR Reference Materials




Sample Question

F=ma•How do I find m?

•Conceptual, not mathematical

F=ma•How do I find m?

•Conceptual, not mathematical



Copyright 2011 by Region 7 Education Service Center. All rights reserved. Delinda Wall – Math...

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Transcript of Copyright 2011 by Region 7 Education Service Center. All rights reserved. Delinda Wall – Math...