2014 texas staar test grade 7 - math...2014 texas staar test – grade 7 - math total possible...

2014 TEXAS STAAR TEST – GRADE 7 - MATH

Total Possible Score: 54 Needed Correct to Pass: 24 Advanced Performance: 46

Time Limit: 4 Hours

This file contains the State of Texas Assessments of Academic Readiness administered in Spring, 2014, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://www.tea.state.tx.us/index.aspx?id=6580 Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests (including Braille) may be ordered online through Pearson Education at http://www.texasassessment.com/publications/ or by calling 866-447-3577.

When printing released questions for mathematics, make sure the Print Menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above. To download additional tests, go to www.scotthochberg.com.

Provided as a public service by Former State Representative Scott Hochberg.

No tax dollars were used for this posting.

http://www.tea.state.tx.us/index.aspx?id=6580

[email protected]

http://www.texasassessment.com/publications/

[email protected]

www.scotthochberg.com

http://scotthochberg.com/

GRADE 7Mathematics

Administered April 2014

RELEASED

Copyright © 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

STAAR GRADE 7 MATHEMATICSREFERENCE MATERIALS

LENGTH

Customary Metric

1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)

VOLUME AND CAPACITY

Customary Metric

1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (mL)

1 quart (qt) = 2 pints (pt)

1 pint (pt) = 2 cups (c)

1 cup (c) = 8 fluid ounces (fl oz)

WEIGHT AND MASS

Customary Metric

1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

TIME

1 year = 12 months

1 year = 52 weeks

1 week = 7 days

1 day = 24 hours

1 hour = 60 minutes

1 minute = 60 seconds

State of Texas Assessments of

Academic Readiness

STAAR6

54

32

10Inches

87

Page 3

b )

STAAR GRADE 7 MATHEMATICSREFERENCE MATERIALS

Page 4

Rectangle

VOLUME

Triangle

Rectangle

Parallelogram

Trapezoid

Circle

Circle

CIRCUMFERENCE

orC r� 2! C d� !

A h= 12

b

A +12 1 2

(b= h

A = ! 2r

PERIMETER

l

V Bh�

AREA

Triangular prism

Rectangular prism

Cylinder

ADDITIONAL INFORMATION

Pi or! 3 14. ! ! 227

or

PERIMETER

V Bh�

V Bh�V r h� ! 2

.!

10

23

45

67

89

1011

1213

1415

1617

1819

20Centimeters

MATHEMATICS

Page 7

GO ON

DIRECTIONSRead each question carefully. For a multiple-choice question, determine the best answer to the question from the four answer choices provided. For a griddable question, determine the best answer to the question. Then fill in the answer on your answer document.

1 The quiz grades of the students in Mr. Flannigan’s math class are listed below.

70, 71, 71, 71, 73, 75, 77, 84, 85, 87, 89, 92, 95, 98, 98, 98, 100, 100

Which of the following best represents this information?

Quiz Scores

Stem Leaf

10

87

90

4 5 7 90 3 5 7

2 5

8 7 means 87.

A

Quiz Scores

Stem Leaf

10

87

90 0

4 5 7 90 1 1 1 3 5 7

2 5 8 8 8

8 7 means 87.

B

Quiz Scores

100

98

95

92

89

85

84

87

70

C

Quiz Scores

98

95

92

89

85

84

87

70

71

73

75

77100

D

GO ON

2 Mrs. Rodríguez will make name tags for each of the 45 choir members and 30 orchestramembers. The materials for each name tag cost $0.44. What is the total cost of the materialsMrs. Rodríguez will use to make these name tags?

F $33.00

G $75.00

H $58.20

J $49.80

3 A clear file box shaped like a rectangular prism is modeled below. The shaded part representsone base of the box.

11 in.

19 in.

14 in.

A formula for finding the volume of a rectangular prism is V B= h. Which equation can beused to find B, the area of the shaded base of the box in square inches?

1A B = ( )19 ( )142

B B = +19 14

C B = ( )19 ( )14

D B = +2 1( )9 2 1( )4

GO ON

204 Matt has answered of the questions on a test. What percentage of the test questions has

25Matt answered?

F 20%

G 45%

H 95%

J 80%

713A

5 The list below shows the number of weeks different songs stayed at the top of a music-ranking chart.

Music Ranking

Numberof Weeks

5

10

9

9

2

5

5

3

What is the difference between the mode and the mean of these data?

A 1

B 3

C 6

D 5

GO ON

6 Use the ruler provided to measure the dimensions of the figure below to the nearest half inch.

(3 in.)

Which of the following is closest to the area of this figure in square inches?

F 21 in.2

G 22. i50 n.2

H 11. i25 n.2

J 42 in.2

7 Abe is buying taco shells for a party. There will be 13 adults and 17 children attending theparty. He plans to make 3 tacos for each adult and 1 taco for each child. There are 8 tacoshells in each package. What is the least number of packages of taco shells Abe will need tobuy in order to have enough tacos for the people attending the party?

A 7, because ( )13× +3 17 ÷ 8 = 7

B 28, because ( )13× +17 3 ÷ 8 = 28

C 80, because ( )13 + ×17 8 ÷ 3 = 80

D 8, because ( )13 + ×17 3 ÷ 8 = 8

715B

(4 in.)

(3.5 in.)

713D

GO ON

8 The circle graph below shows the percentages of a family budget used for different monthlyexpenses.

Family Budget

Groceries25%

Clothes15%

Gasoline10%

Utilities20%

Mortgage30%

Which statement is supported by the data in the graph?

F The amount of money budgeted for utilities and gasoline combined is less than theamount budgeted for the mortgage.

G The amount of money budgeted for the mortgage is half the amount budgeted for clothes.

H The amount of money budgeted for groceries and clothes combined is twice the amountbudgeted for utilities.

J The amount of money budgeted for gasoline and clothes combined is greater than theamount budgeted for groceries.

GO ON

9 Which table contains the first five terms of the arithmetic sequence represented by theexpression where 5 6n + , n represents the position of a term in the sequence?

Position

Value ofTerm

1

7

2

8

3

9

4

10

5

11A

Position

Value ofTerm

1

5

2

10

3

15

4

20

5

25B

Position

Value ofTerm

1

11

2

12

3

13

4

14

5

15C

Position

Value ofTerm

1

11

2

16

3

21

4

26

5

31D

GO ON

10 Sal graphed a circle on the grid below.

–5–4

–6–7–8–9

–10

–3–2–1

123

456

789

10

–1 1–2–3–4–5–6–7–8–9–10 2 3 4 5 6 7 8 9 10

y

x

Sal translated the circle 6 units to the left and 7 units up. Which grid shows the result of thistranslation?

y10987

654

321

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10 x–1–2–3–4–5–6–7–8–9

–10

F

–5–4

–6–7–8–9

–10

–3–2–1

123

456

789

10

–1 1–2–3–4–5–6–7–8–9–10 2 3 4 5 6 7 8 9 10

y

xG

–5–4

–6–7–8–9

–10

–3–2–1

123

456

789

10

–1 1–2–3–4–5–6–7–8–9–10 2 3 4 5 6 7 8 9 10 x

y

–5–4

–6–7–8–9

–10

–3–2–1

123

456

789

10

–1 1–2–3–4–5–6–7–8–9–10 2 3 4 5 6 7 8 9 10

y

xJ

H

GO ON

11 Which situation is best represented by the equation below?

7 = 127 � 5b

A Of the 127 people attending a rugby game, 5 were at the concession stand, b wereseated, and 7 were standing up and cheering. What is b, the number of attendees whowere seated?

B There were 7 players left over after 127 rugby players in a league were divided into 5 teams with b players on each team. What is b, the number of players on each team?

C There were 5 players left over after 127 rugby players in a league were divided into 7 teams with b players on each team. What is b, the number of players on each team?

D Of b people attending a rugby game, there were 7 people at the concession stand, 127 people who were seated, and 5 people who were standing up and cheering. What isb, the number of people attending the game?

12 Which expression is represented by the model below?

0 5 10 15 20–5–10–15–20

F � �4 5v ( )

G 4 5v ( )�

H ( )�4 5v

J 4 5v

GO ON

13 The list below shows how many students attended a school dance in each of the past sixyears.

120, 132, 100, 150, 132, 140

Which measure of data should NOT be used to predict the number of students that will attendthe dance this year?

A Mean

B Median

C Mode

D Range

14 Yael worked out at a gym for 2 hours. Her workout consisted of stretching for 21 minutes,jogging for 45 minutes, and lifting weights for the remaining amount of time. Whatpercentage of Yael’s workout was spent lifting weights?

F 55%

G 45%

H 66%

J 54%

GO ON

15 At a restaurant, 42 people had breakfast on Saturday morning.

1• of the people ate eggs only.72

• of the people ate both pancakes and eggs.3

• The remaining people ate pancakes only.

Which fraction represents the number of people who ate pancakes only?

4A21

8B21

17C21

17D42

713A

16 Mr. Nelson sold 147 bags of popcorn and 216 bottles of water in 3 days. At this rate, howmany more bottles of water than bags of popcorn will Mr. Nelson sell in 5 days?

F 84

G 69

H 115

J Not here

GO ON

17 The dimensions of a cylindrical water tank are shown below.

18 yd

60 yd

Which of the following is the best estimate of the volume of this water tank?

A 58, y320 d3

B 3, y240 d3

C 14, y580 d3

D 19, y440 d3

18 The equation 5 3w w+ = 4 + 9 is modeled below.

=w w ww w

1 1

1w w

ww1 1

1

1

1

1

1

1

1

What value of w makes this equation true?

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

GO ON

19 The top, front, and side views of a three-dimensional figure are shown below.

Top SideFront

Which figure has these views?

A Rectangular prism

B Triangular prism

C Rectangular pyramid

D Triangular pyramid

20 A company predicts that this year’s sales will be equivalent to 144% of last year’s sales.Which value represents 144%?

F 14.4

11G 125

H 1 5. 6

4J 145

GO ON

21 Ms. Jacobs is a photographer. For each job she charges $135 for the first hour she works and$100 for each additional hour. Ms. Jacobs charged a total of $535 for a job on Friday. Whichequation can be used to determine h, the number of additional hours she worked on this job?

A 135h + =100 535

B 135 + +h 100 = 535

C 135 + =100h 535

D 135h = +535 100

22 A picture of a seashell is shown on the coordinate grid below.

–4

–3

–2

–1

1

2

3

4

–1 1–2–3–4 3 4

y

x

Which ordered pair represents a point located within the picture of the seashell?

F ( ,�1 2)

G ( ,�1 0)

H ( ,0 2)

J None of these

2

713D

GO ON

23 What is the value of the expression below?

6 5+ ÷( )9 3 2

A 36

B 51

C 99

D 11

GO ON

24 Fazio is selecting a jersey. His choices are shown below.

Fazio chooses a jersey at random and then replaces it. He then selects a second jersey atrandom. What is the probability that Fazio selects a striped jersey both times?

1F100

1G16

1H25

1J81

GO ON

25 Triangle QRS and triangle QTV are similar.

T

R

SV

Q

Which equation must be true?

TV TQA =

RS RQ

TQ TVB =VQ TR

VQ RQC =

SQ RS

TV RSD =

VQ RQ

GO ON

26 Quadrilateral WXYZ is described below.

• Line segment WX is parallel to line segment YZ.

• Line segment XY is the same length as line segment ZW.

• Line segment XY is not parallel to line segment ZW.

Which of the following describes quadrilateral WXYZ?

F Parallelogram

G Rectangle

H Scalene trapezoid

J Isosceles trapezoid

27 The list below shows the number of books returned to a library during each of 10 weeks.

393, 393, 496, 400, 458, 482, 491, 511, 507, 509

Which two measures of these data best describe the typical number of books that werereturned to the library each week?

A Mean and median

B Mean and range

C Mode and median

D Mode and range

GO ON

28 Becca drew a figure on the coordinate grid below.

!1 1!2!3!4x

!4

!3

!2

!1

1

2

3

4

y

She then translated the figure 3 units to the left and 1 unit down. Which ordered pairrepresents a point that lies on this image?

F ( ,0 4 )�

G ( ,� �1 1 )

H ( ,� �1 3 )

J ( ,� �2 1 )

2 3 4

GO ON

29 The table below shows the enrollment in each of three schools in a town during four years.

School Enrollment

School 2007 2008 2009 2010 Total

Elementary 517 489 506 523 2,035

Middle school 356 403 412 431 1,602

High school 472 485 493 506 1,956

Which statement is supported by the information in the table?

A The enrollment at the elementary school over the four years was 1,523 lower than thecombined enrollment at the other two schools over the four years.

B The enrollment at each of these schools increased every year.

C The enrollment at the middle school varied the least during the four years.

1D The enrollment at the elementary school over the four years was less than of thecombined enrollment of all three schools during the four years. 3

30 Every 2 days a scientist spends 1.25 hours observing dolphins and 3.5 hours observing sea lions. At this rate, how many total hours will the scientist spend observing dolphins andsea lions in 6 days?

F 28.5 h

G 14.25 h

H 9.5 h

J 23.5 h

GO ON

31 The park modeled below consists of a rectangular area and 2 semicircular areas. The area ofthe rectangular part of the park is 60,000 square yards.

300 yd

Which of the following is closest to the distance along the perimeter of this park?

A 628 yd

B 914 yd

C 1,856 yd

D 1,228 yd

32 A package of 25 wristbands costs $5.25. At this rate, what is the cost of 1 wristband in dollarsand cents?


GO ON

33 The dimensions of a solid block of cheese in the shape of a triangular prism are shown below.

6.9 cm

5.1 cm

9.9 cm

Which of these is the best estimate of the volume of the block of cheese in cubic centimeters?

A 175 cm3

B 270 cm3

C 350 cm3

D 135 cm3

734 Karen had 2 spools of wire. Each spool had 15 yards of wire. Karen used 3 yards of wire8

from each spool. How many yards of wire were left on the spools?

F

G

H

J

GO ON

35 Rosalind drew a rectangle with a width of 11 centimeters and a length of 14 centimeters.Which equation can be used to determine P, the perimeter of this rectangle in millimeters?

A P = +10( )2 � �11 2 14

B P = +10( )11 14

2 1� �1 + 2 14C P =10

11 + 14D P =10

GO ON

36 The net shown below can be folded along the dashed line segments to form a three-dimensional figure.

Which figure is best represented by this net?

F Hexagonal prism

G Hexagonal pyramid

H Pentagonal prism

J Pentagonal pyramid

37 Xian plans to run 14 laps around a track. Each lap is 400 yards. So far Xian has run 1,680 yards around the track. What percentage of the run has Xian completed?

A 7%

B 30%

C 70%

D 3%

GO ON

38 A crate is shaped like a rectangular prism. The crate is 1.2 feet wide, 3 feet long, and 4.5 feettall. What is the volume of the crate in cubic feet?


39 There are 5 numbers in a set of data. There are no repeated numbers in the set. Whichmeasure of data must represent a number in the set that is greater than 2 of the numbers inthe set and less than 2 of the numbers?

A Median

B Mean

C Mode

D Range

GO ON

40 The graph below shows the numbers and types of coins Reina and Devin have saved.

Coins Saved

Type of Coin

Num

ber

Quarter0

50

60

70

80

90

100

110

Dime Nickel Penny

KEY

DevinReina

Which statement is best supported by the information in the graph?

F The combined value of all the coins Reina has saved is less than $10.

G The value of the dimes Reina has saved is greater than the value of the nickels Devinhas saved.

H The combined value of all the coins Devin has saved is less than $25.

J The value of the quarters Devin has saved is twice the value of the quarters Reina hassaved.

GO ON

141 Cynthia started an exercise program. During the first week she walked mile every day.

21

Every week she increased the distance she walked each day by mile. Which method can be2

used to determine the number of miles Cynthia walked each day during the ninth week of her

exercise program?

1 1A Add to the product of 9 and

2 2

1B Multiply 9 by

2

1 1C Multiply 9 by the sum of and

2 2

1D Add 9 and

2

714A

GO ON

42 Which relationship is best represented by the graph below?

0.20

20

40

60

80

100

120

y

0.4 0.6 0.8 1x

F The number of seconds, x, in y hours

G The number of hours, x, in y seconds

H The number of gallons, x, in y fluid ounces

J The number of fluid ounces, x, in y gallons

43 Jessica has a rectangular picture. The picture is similar to a rectangle that measures 4 inchesby 6 inches. What could be the dimensions of Jessica’s picture?

A 8 in. by 10 in.

B 2 in. by 3 in.

C 5 in. by 7 in.

D 12 in. by 14 in.

GO ON

44 Two line segments intersect to form an angle that has a measure of 50.7°. What is themeasure, in degrees, of an angle that is supplementary to this angle?


45 Elisa surveyed people in her neighborhood about whether they would like to have a swimmingpool in their community park. Of those who responded, 65% were in favor of having aswimming pool. Based on these results, which statement could be true?

A Elisa surveyed 10 people, and 6 people were in favor of having a swimming pool.

B Elisa surveyed 20 people, and 13 people were in favor of having a swimming pool.

C Elisa surveyed 65 people, and 10 people were in favor of having a swimming pool.

D Elisa surveyed 13 people, and 5 people were in favor of having a swimming pool.

GO ON

46 One of the tokens for a board game is a circle containing 5 congruent triangles, as modeledbelow.

6 cm

1 cm

1 cm

714A

Which measurement is closest to the area in square centimeters of the token not covered bythe triangles?

F 2 5. cm2

G 28. c27 m2

H 110. c6 m2

J 25. c76 m2

47 The temperature at 7 P.M. was 45 degrees Fahrenheit. From 7 P.M. to 11 P.M. the temperaturedecreased 5 degrees each hour. Which equation can be used to find t, the temperature at 11 P.M.?

A t = 45 � �5( )11 7

B t = 45 � 5( )11 + 7

C t = ÷45 5( )11 � 7

D t = +45 5( )11 � 7

GO ON

48 Figure PQSR and figure P’Q’S’R’ are shown on the coordinate grid below.

Which statement describes how figure PQSR was transformed to form the image P’Q’S’R’?

F A translation across the x-axis

G A reflection across the x-axis

H A translation across the y-axis

J A reflection across the y-axis

249 Andrew plays on a basketball team. In two games he scored of the total number of points5

his team scored. His team scored 55 points in the first game and 35 points in the second

game. What was the number of points Andrew scored in these two games?

A 18

B 20

C 36

D 90

GO ON

50 Marcella bought a 25-ounce bottle of olive oil for $5.88. She used 60% of the olive oil in twoweeks. Which of the following is closest to the cost of the oil she used?

F $0.24

G $0.39

H $2.35

J $3.53

GO ON

51 The arrow on each spinner shown below will be spun one time.

1

4 3

2Blue Green

Which of the following diagrams shows all the possible outcomes when each arrow is spun once?

A 12

1

3

4

22

1

3

4

32

1

3

4

42

1

3

4

B 13

2

4BlueGreen

23

1

4BlueGreen

32

1

4BlueGreen

42

1

3BlueGreen

C 1Blue

Green2

Blue

Green3

Blue

Green4

Blue

Green

D 1Blue

Blue2

Green

Green3

Blue

Blue4

Green

Green

713C

GO ON

52 A hatbox in the shape of a cylinder is modeled below. The diameter of the cylinder is 24 inches. The height of the cylinder is 8 inches.

24 inches

The volume of a cylinder can be found by using the formula V B= h. Which expression canbe used to determine B, the area of the base of this hatbox in square inches?

F ( )24 2U

G ( )12 2U

H 8 12 � 2

J 122 � 8

53 Freida drove 20 miles in 24 minutes. At this rate, how many miles did she drive in 6 minutes?

A 1.2 mi

B 7.2 mi

C 5 mi

D 2 mi

354 Students in Mrs. Doyle’s classes use of a bottle of hand sanitizer every week. Which

4

expression can be used to find how many bottles of hand sanitizer the students will use in

12 weeks?

3F 12×4

3G 12 +4

3H 12 �4

3J 12 ÷4

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERSON THE ANSWER DOCUMENT.

866196 ISD71951 2 3 4 5 A B C D E Printed in the USA

STAARGRADE 7

MathematicsApril 2014

B

J

H

D

CG

B

STAAR Grade 7 Mathematics

J

Answer Key 2014 Release

Item Reporting Readiness or Content Student Process Student CorrectNumber Category Supporting Expectation Expectation Answer

1 5 Supporting 7.11(A) 2 1 Readiness 7.2(B) 7.13(A) F3 4 Supporting 7.9(B) 7.14(A) C4 1 Readiness 7.1(B) 5 5 Supporting 7.12(A) 7.13(A) A6 4 Readiness 7.9(A) 7.13(D) H7 1 Readiness 7.2(F) 7.15(B) A8 5 Readiness 7.11(B) 9 2 Supporting 7.4(C) 7.14(A) D10 3 Readiness 7.7(B) 7.14(A) F11 2 Readiness 7.5(B) 7.14(A) B12 1 Supporting 7.2(C) 7.14(A) G13 5 Readiness 7.12(B) 14 2 Readiness 7.3(A) 7.13(A) G15 1 Readiness 7.2(B) 7.13(B) A16 2 Readiness 7.3(B) 7.13(A) H17 4 Readiness 7.9(C) 7.13(B) C18 2 Supporting 7.5(A) 7.14(A) 619 3 Supporting 7.8(A) 20 1 Readiness 7.1(B) 21 2 Readiness 7.5(B) 7.14(A) C22 3 Supporting 7.7(A) 7.13(D) J23 1 Supporting 7.2(E) 24 5 Supporting 7.10(B) 7.13(A) H25 3 Readiness 7.6(D) 7.15(B) A26 3 Supporting 7.6(B) 7.13(C) J2727 55 ReadinessReadiness 7 12(B)7.12(B) AA28 3 Readiness 7.7(B) 7.13(D) H29 5 Readiness 7.11(B) 7.13(A) A30 2 Readiness 7.3(B) 7.13(A) G31 4 Readiness 7.9(A) 7.13(B) D32 1 Supporting 7.2(D) 7.13(A) 0.2133 4 Readiness 7.9(C) 7.13(B) A34 1 Readiness 7.2(F) 7.15(B) H35 2 Supporting 7.4(A) 7.14(A) A36 3 Supporting 7.8(B) 37 2 Readiness 7.3(A) 7.13(A) B38 4 Readiness 7.9(C) 7.13(A) 16.239 5 Readiness 7.12(B) A40 5 Readiness 7.11(B) 7.13(B) G41 1 Readiness 7.2(F) 7.14(A) B42 2 Supporting 7.4(B) 7.14(A) H43 3 Readiness 7.6(D) 7.15(B) B44 3 Supporting 7.6(A) 129.345 1 Readiness 7.1(B) 7.13(A) B46 4 Readiness 7.9(A) 7.13(B) J47 2 Readiness 7.5(B) 7.14(A) A48 3 Readiness 7.7(B) 7.14(A) J49 1 Readiness 7.2(B) 7.13(A) C50 2 Readiness 7.3(A) 7.13(A) J51 5 Supporting 7.10(A) 7.13(C) C52 4 Supporting 7.9(B) 7.14(A) G53 2 Readiness 7.3(B) 7.13(A) C54 1 Supporting 7.2(A) 7.13(A) F

Grade 6 Mathematics Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division

Fall 2010

STAAR Grade 6 Mathematics Assessment

Reporting Category 1: Numbers, Operations, and Quantitative Reasoning

The student will demonstrate an understanding of numbers, operations,

and quantitative reasoning.

(6.1) Number, operation, and quantitative reasoning. 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;

Supporting Standard

(B) generate equivalent forms of rational numbers including whole

numbers, fractions, and decimals; Readiness Standard

(C) use integers to represent real-life situations; Supporting Standard

(D) write prime factorizations using exponents; Supporting Standard

(E) identify factors of a positive integer, common factors, and the

greatest common factor of a set of positive integers; and

Supporting Standard

(F) identify multiples of a positive integer and common multiples and

the least common multiple of a set of positive integers.

Supporting Standard

(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; Supporting Standard

(B) use addition and subtraction to solve problems involving fractions

and decimals; Readiness Standard

(C) use multiplication and division of whole numbers to solve problems

including situations involving equivalent ratios and rates;

Readiness Standard

STAAR Grade 6 Mathematics Page 2 of 8


Fall 2010

(D) estimate and round to approximate reasonable results and to solve

problems where exact answers are not required; and

Supporting Standard

(E) use order of operations to simplify whole number expressions

(without exponents) in problem solving situations.

Readiness Standard



Fall 2010

Reporting Category 2: Patterns, Relationships, and Algebraic Reasoning

The student will demonstrate an understanding of patterns, relationships,

and algebraic reasoning.

(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to

(A) use ratios to describe proportional situations;

Supporting Standard

(B) represent ratios and percents with [concrete] models, fractions, and

decimals; and Supporting Standard

(C) use ratios to make predictions in proportional situations.

Readiness Standard

(6.4) Patterns, relationships, and algebraic thinking. 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 such as those involving conversions, arithmetic

sequences (with a constant rate of change), perimeter and area;

and Readiness Standard

(B) use tables of data to generate formulas representing relationships

involving perimeter, area, volume of a rectangular prism, etc.

Supporting Standard

(6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student is expected to

(A) formulate equations from problem situations described by linear

relationships. Readiness Standard



Fall 2010

Reporting Category 3: Geometry and Spatial Reasoning

The student will demonstrate an understanding of geometry and spatial

reasoning.

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to

(A) use angle measurements to classify angles as acute, obtuse, or

right; Supporting Standard

(B) identify relationships involving angles in triangles and quadrilaterals;

and Supporting Standard

(C) describe the relationship between radius, diameter, and

circumference of a circle. Readiness Standard

(6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is expected to

(A) locate and name points on a coordinate plane using ordered pairs of

non-negative rational numbers. Supporting Standard



Fall 2010

Reporting Category 4:

Measurement

The student will demonstrate an understanding of the concepts and uses

of measurement.

(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to

(A) estimate measurements (including circumference) and evaluate

reasonableness of results; Supporting Standard

(B) select and use appropriate units, tools, or formulas to measure and

to solve problems involving length (including perimeter), area, time,

temperature, volume, and weight; Readiness Standard

(C) measure angles; and Supporting Standard

(D) convert measures within the same measurement system (customary

and metric) based on relationships between units.

Supporting Standard



Fall 2010

Reporting Category 5:

Probability and Statistics

The student will demonstrate an understanding of probability and

statistics.

(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is expected to

(A) construct sample spaces using lists and tree diagrams; and

Supporting Standard

(B) find the probabilities of a simple event and its complement and

describe the relationship between the two. Supporting Standard

(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to

(A) select and use an appropriate representation for presenting and

displaying different graphical representations of the same data

including line plot, line graph, bar graph, and stem and leaf plot;

Supporting Standard

(B) identify mean (using [concrete objects and] pictorial models),

median, mode, and range of a set of data; Supporting Standard

(C) sketch circle graphs to display data; and Supporting Standard

(D) solve problems by collecting, organizing, displaying, and interpreting

data. Readiness Standard



Fall 2010

Underlying Processes and Mathematical Tools

These skills will not be listed under a separate recording category.

Instead, they will be incorporated into at least 75% of the test questions

in reporting categories 1–5 and will be identified along with content

standards.

(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to

(A) identify and apply mathematics to everyday experiences, to

activities in and outside of school, with other disciplines, and with

other mathematical topics;

(B) use a problem-solving model that incorporates understanding the

problem, making a plan, carrying out the plan, and evaluating the

solution for reasonableness;

(C) select 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

problem; and

(D) select tools such as real objects, manipulatives, paper/pencil, and

technology or techniques such as mental math, estimation, and

number sense to solve problems.

(6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and

mathematical language, representations, and models. The student is expected to

(A) communicate mathematical ideas using language, efficient tools,

appropriate units, and graphical, numerical, physical, or algebraic

mathematical models.

(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is

expected to

(A) make conjectures from patterns or sets of examples and

nonexamples; and

(B) validate his/her conclusions using mathematical properties and

relationships.



Fall 2010

2014 texas staar test grade 7 - math...2014 texas staar test – grade 7 - math total possible...

Documents