grade 8 mathematics teks staar zingers - sirius … · · 2017-09-06grade 8 mathematics teks ......

NEW TEKSGRADE 8 MATHEMATICS

STAAR® ZINGERSSolving the Most-Missed STAAR® Test Items

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• Challenging test items engage students. • Interactive instruction promotes student thinking.• Guided practice builds test-taking confidence.

Use with Your Students!

Graphing Calculator GuideTI-Nspire CX TI-84+

ON-OFF On: Press c.Off: Press / c.

On: Press É. Off: yM.

Contrast Brighter: Press and hold / and tap -. Dimmer: Press / and tap +.

Brighter: Press y and hold £.Dimmer: Press y and hold ¤.

Starting / Resetting Memory

To start a new document, select c, then 1 New Document. To save the old document, select Yes to save, or No to continue without saving.

To reset the memory and any previous settings, press y, Ã, 7, 1, 2.

Mode Press c and select 5:Settings . Move the cursor to desired setting and press ·.

Press z. The active settings are highlighted. Move the cursor to desired setting and press Í.

Copying a Previous Entry

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.

ENTRY or yÍ retrieves the previous expression and places the cursor at its end. You can then edit the expression.

Copyright © 2017 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: 978-1-943008-48-3

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.

Sampler

i Table of Contents

Table of ContentsWelcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiUsing the Grade 8 Mathematics Zingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iiiSTAAR Problem-Solving Strategies: 3 Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivGreat Griddables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiYour Friend the Graphing Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix

1 Zingers —Solving the Most-Missed STAAR Test Items (Spring 2016)

Percent Answering Incorrect TEKS

Correlations toGrade 8 Math: Readiness

Review and Practice PageDate Due Done

Zinger 1 54% 8.2D Lesson 1 2

Zinger 2 69% 8.8C Lesson 2 4


Zinger 4 53% 8.5I Lesson 5 8


Zinger 6 64% 8.5G Lesson 7 12


Zinger 8 69% 8.7B Lesson 10 16




Zinger 12 61% 8.4A Supporting Success 2 24

Zinger 13 57% 8.5B Supporting Success 2 26

Zinger 14 65% 8.5H Supporting Success 3 28

Zinger 15 56% 8.5E Supporting Success 3 30


Zinger 17 66% 8.7D Supporting Success 6 34

Zinger 18 68% 8.10D Supporting Success 7 36


Zinger 20 58% 8.12G Supporting Success 9 40

2 On Your Own —Mixed Readiness Practice (13 STAAR Test Items)

TEKS


Review and Practice TEKS


Review and Practice

1 8.10C Lesson 12 8 8.7C Lesson 8

2 8.5G Lesson 7 9 8.4B Lesson 4

3 8.8C Lesson 2 10 8.12D Lesson 11

4 8.5I Lesson 5 11 8.2D Lesson 1

5 8.7B Lesson 10 12 8.7A Lesson 9

6 8.3C Lesson 13 13 8.4C Lesson 3

7 8.5D Lesson 6

Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside backcover

Included in Sampler

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© Sirius Education Solutions

ii Welcome Letter

Dear Students,

There are many important qualities of character and intelligence that the STAAR tests are not designed to measure—as this cartoon shows.

Dys

lexi

cKid

s.ne

t

Qualities Not Measured by STAAR Tests

Big-Picture ThinkingComp�ionReliabilityMotivationHumorEmpathy

Sense of Beauty

Humility

Sense of Wonder

PersistenceCuriosityEnthusiasm

COURAGE

LeadershipCreativityCivic-Minded

Resourcefulness

PositivityResilience

What the STAAR Grade 8 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 ItemsZingers 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!

Your partners in STAAR success,

The Sirius Education Team

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iii Using the Grade 8 Mathematics Zingers

Using the Grade 8 Mathematics Zingers

1 READ and UNDERSTANDGood 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?

2 PLAN and SOLVEExamine 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.

3 LOOK BACKWhat do you think? What did you learn from the other students’ solution processes?

Reflecting on the problem will help you remember it when you see similar problems on the STAAR test.

4 GUIDED PRACTICENow 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!

5 INDEPENDENT PRACTICEApply what you learned with more practice.

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!

14 Grade 8 Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items

8.7C Use the Pythagorean Theorem and its converse to solve problems.

READ and UNDERSTAND Read the problem carefully. 73% of students missed this one!

1. The diagram shows a(n) right | acute | obtuse triangle.

2. The total height of the piece of plywood is labeled .

3. The height of the piece of plywood above the pole is feet.

4. 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:

a2 + b2 = c2

52 + h2 = 132

25 + h2 = 169h2 = 169 − 25h2 = 144, so h = √

___ 144 = 12

So h = 12 feet.

Bailey thinks. . .I’ll use b for the longer leg of the triangle. By the Pythagorean Theorem:

b2 = 132 − 52

b2 = 144b = √

___ 144

b = 12

The height of the plywood, h, is 2 feet more than b. So h = 12 + 2 = 14 feet.

5. Caitlin correctly | incorrectly

states the Pythagorean Theorem.

6. Bailey correctly | incorrectly

uses the diagram to find h.

The set designer for a play painted some background scenery on a large piece of plywood. He used a 13-foot-long pole to hold the piece of plywood upright, as shown in the diagram below. STAAR Grade 8 2016 #15

h

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ZINGER 7

15 Zinger 7

LOOK BACK Answer each question.

7. Explain the mistake that Caitlin makes.

8. The correct number to enter is . Enter this value into the grid and shade the appropriate bubbles.

GUIDED PRACTICE Read the problem carefully.

9. Using the Pythagorean Theorem, the unknown leg of the triangle is cm.

10. To find t, add cm to the length of the longer leg.

11. The correct answer is . Record your answer in the grid.

INDEPENDENT PRACTICE Answer each question.

12. 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.

13. The length x of the ramp is inches, so the total length of the two

pieces of wood is inches .

14. If the two pieces of wood were laid along the ground, how far would theystick out beyond the lower leg of the triangle? Explain.

The drawing shows a side view of a photo on a desk. What is t, the total height of the photo in centimeters?

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Challenge Yourself Cover up the instruction and try to solve the problem on your own.

When taking the STAAR Grade 8 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.

TEKS with full text

Fill in the blanks.

Show your thinking.

Complete the step-by-step solutions.

Wow, 73% of the students tested missed this problem!

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14 Grade 8 Mathematics Zingers Solving the Most-Missed STAAR Test Items

8.7C Use the Pythagorean Theorem and its converse to solve problems.


1. The diagram shows a(n) right | acute | obtuse triangle.

2. The total height of the piece of plywood is labeled .

3. The height of the piece of plywood above the pole is feet.

4. You are finding the value of , which is the height of the piece of plywood.


Caitlin thinks. . .I’ll use the Pythagorean Theorem to find the length of the longer leg:

a2 + b2 = c2

52 + h2 = 132

25 + h2 = 169h2 = 169 − 25h2 = 144, so h = √

___ 144 = 12

So h = 12 feet.

Bailey thinks. . .I’ll use b for the longer leg of the triangle. By the Pythagorean Theorem:

b2 = 132 − 52

b2 = 144b = √

___ 144

b = 12

The height of the plywood, h, is 2 feet more than b. So h = 12 + 2 = 14 feet.

5. Caitlin correctly | incorrectly

states the Pythagorean Theorem.

6. Bailey correctly | incorrectly

uses the diagram to find h.

The set designer for a play painted some background scenery on a large piece of plywood. He used a 13-foot-long pole to hold the piece of plywood upright, as shown in the diagram below. STAAR Grade 8 2016 #15

h

2 ft

5 ft

13 ft

0

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What is h, the total height in feet of the piece of plywood?

ZINGER 7

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15 Zinger 7


7. Explain the mistake that Caitlin makes.

8. The correct number to enter is . Enter this value into the grid and shade the appropriate bubbles.


9. Using the Pythagorean Theorem, the unknown leg of the triangle is cm.

10. To find t, add cm to the length of the longer leg.

11. The correct answer is . Record your answer in the grid.

INDEPENDENT PRACTICE Answer each question.

12. 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.

13. The length x of the ramp is inches, so the total length of the two

pieces of wood is inches .

14. If the two pieces of wood were laid along the ground, how far would theystick out beyond the lower leg of the triangle? Explain.

The drawing shows a side view of a photo on a desk. What is t, the total height of the photo in centimeters?

0

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8.12D Calculate and compare simple interest and compound interest earnings.


1. Nicolas deposits $ into Account I that earns simple | compound

interest of % per year.

2. He deposits $ into Account II that earns simple | compound

interest of %. The interest is compounded .

3. You are to find the balance of Account I and Account II

after years.


Dylan thinks. . .

The reference sheet gives the formulas for simple interest, I = Prt, and for compound interest, A = P (1 + r)t.

Since t = 1 for both accounts, the formulas become I = Pr and A = P(1 + r).

I = Pr A = P(1 + r)I = 400(0.035) A = 250(1 + 0.0325)I = 14 A = 258.125

So 400 + 14 + 258.125 ≈ 672.13.

My choice is A.

Noemi thinks. . .

My plan for finding the total is this:

400 + [400(0.035)(2)] + [250(1 + 0.0325)2] 400 + 28 + [250(1.0325)2]

Since B, C, and D are close together, I will not round until the last step.

428 + [250(1.06605625)] 428 + 266.5140625 694.5140625 694.51

My choice is D.

4. Dylan substituted the

correct | incorrect value for t.

5. Noemi correctly | incorrectly

did not round until the end.

Nicolas has $650 to deposit into two different savings accounts. STAAR Grade 8 2016 #41

• Nicolas will deposit $400 into Account I, which earns 3.5% annual simple interest.

• He will deposit $250 into Account II, which earns 3 1 __ 4 % 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 2 years?

A $672.13 C $694.25

B $695.00 D $694.51

ZINGER 9

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19 Zinger 9


6. 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.

7. Explain the difference between I and A in the two formulas.

8. The correct answer choice is A | B | C | D .


9. For the first account, P = , r = %, and t = ,

so I = Prt = and Afirst = P + I = .

10. For the second account, P = , r = %, and t = ,

so Asecond = P(1 + r)t = .

11. Afirst + Asecond =

12. The correct answer choice is F | G | H | J .

INDEPENDENT PRACTICE Solve each problem.

13. A deposit of $150 in a savings account earns 3% simple interest. The

total amount in the account after 4 years with no additional deposits

or withdrawals is .

14. Jordan has $750 to deposit. The bank offers one account that earns

4.5% annual simple interest and another account that earns 4.5%

interest compounded annually. After 5 years, with no additional

deposits or withdrawals, the balance of the second account would

be how much greater?

Keegan deposits $500 into an account that earns 2.3% simple interest. He also

deposits $400 into an account that earns 2 1 __ 2 % 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 5 years?

F $1,010.06 H $921.50

G $1,009.50 J $943.25

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1. The field and the playground are in the shape of similar .

2. The field is larger | smaller than the playground.

3. The length of the field is times the length of the playground.

The width of the field is times the width of the playground.

4. You must find the statement to compare the field and the

playground.


Simon thinks. . .

I’ll make a sketch of the two rectangles.

x

y

3.2y

3.2x

I know that the area of the small rectangular playground is xy, so the area of the large rectangular field is 2(3.2xy) or 6.4xy.

My choice is A.

Malia thinks. . .

The perimeter of the playground is 2(x + y). The perimeter of the field is 2(3.2x + 3.2y) or 3.2[2(x + y)].

I can eliminate C and D.

The area of the playground is xy. The area of the field is (3.2x)(3.2y) or 10.24(xy).

My choice is B.

5. Simon correctly | incorrectly

finds the relationship between thelarger area and the smaller area.

6. Malia correctly | incorrectly

finds the perimeter of the field to be3.2 times the perimeter of the playground.

A preschool has a rectangular field and a rectangular playground that are similar in shape. Each dimension of the field is 3.2 times the corresponding dimension of the playground. Which statement is true? STAAR Grade 8 2016 #13

A The area of the field is 6.4 times the area of the playground.

B The area of the field is 10.24 times the area of the playground.

C The perimeter of the field is 6.4 times the perimeter of the playground.

D The perimeter of the field is 10.24 times the perimeter of the playground.

8.10D Model the effect on linear and area measurements of dilated two-dimensional shapes. ZINGER 18

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37 Zinger 18


7. What mistake did Simon make? Explain.

8. The correct answer choice is A | B | C | D .


9. 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 .

10. The area of the large rectangle is ℓw and the area of the small rectangle is

0.25ℓw | 0.5ℓw .

11. The perimeter of the large rectangle is 2ℓ + 2w and the perimeter of the small

rectangle is 0.25(2ℓ + 2w) | 0.5(2ℓ + 2w) .

12. 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 4 __ 5 to create a smaller square.

13. The area of the small square is times the area of the large square.

14. The perimeter of the small square is times the perimeter of the large square.

A triangle is enlarged by a scale factor of 5 __ 3 to create a larger triangle.

15. The perimeter of the larger triangle is times the perimeter of the smaller triangle.

16. The area of the larger triangle is times the area of the smaller triangle.

The pieces of a quilt pattern include two similar rectangles. Each dimension of the small rectangle is 0.5 times the corresponding dimension of the large rectangle. Which statement is true?

F The area of the small rectangle is 0.5 times the area of the large rectangle.

G The area of the large rectangle is 2.5 times the area of the small rectangle.

H The perimeter of the small rectangle is 0.5 times the perimeter of the large rectangle.

J The perimeter of the small rectangle is 0.25 times the perimeter of the large rectangle.

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8.7C

U

se t

he P

ytha

gore

an T

heor

em a

nd it

s co

nver

se t

o so

lve

prob

lem

s.

READ

and

UN

DER

STAN

D

Rea

d t

he

pro

ble

m c

aref

ully

. 73%

of

stu

den

ts m

isse

d t

his

on

e!

1.

The

dia

gra

m s

ho

ws

a(n)

ri

gh

t |

acu

te

| o

btu

se

tria

ng

le.

2.

The

tota

l hei

gh

t o

f th

e p

iece

of

ply

wo

od

is la

bel

ed

.

3.

The

hei

gh

t o

f th

e p

iece

of

ply

wo

od

ab

ove

th

e p

ole

is

fee

t.

4.

You

are

fin

din

g t

he

valu

e o

f ,

wh

ich

is t

he

hei

gh

t o

f th

e p

iece

of

ply

wo

od

.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Cait

lin

th

ink

s. .

.I’l

l use

the

Pyth

agor

ean

Theo

rem

to fi

nd

the

leng

th o

f the

long

er le

g:

a2 + b

2 =c2

52 + h

2 =13

2

25 +

h2 =

169

h2 =16

9 −

25h2 =

144,

so

h =

√___

144 =

12

So h

= 1

2 fe

et.

Bail

ey t

hin

ks.

. .

I’ll u

se b

for t

he lo

nger

leg

of th

e tri

angl

e.

By th

e Py

thag

orea

n Th

eore

m:

b2 =13

2 − 5

2

b2 =14

4b =

√___

144

b =

12

The

heig

ht o

f the

ply

woo

d, h

, is 2

feet

mor

e th

an b

. So

h =

12 +

2 =

14

feet

.

5.

Cai

tlin

co

rrec

tly

| in

corr

ectl

y

stat

es t

he

Pyth

ago

rean

Th

eore

m.

6.

Bai

ley

corr

ectl

y |

inco

rrec

tly

use

s th

e d

iag

ram

to

fin

d h

.

The

set

desi

gner

for

a p

lay

pain

ted

som

e ba

ckgr

ound

sce

nery

on

a la

rge

piec

e of

pl

ywoo

d. H

e us

ed a

13-

foot

-lon

g po

le t

o ho

ld t

he p

iece

of

plyw

ood

upri

ght,

as

show

n in

the

dia

gram

bel

ow.

STA

AR

Gra

de 8

201

6 #1

5

h

2 ft

5 ft

13 f

t

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

+ –

Wha

t is

h,

the

tota

l hei

ght

in f

eet

of t

he p

iece

of

plyw

ood?

ZIN

GER

7

h

2

tota

lh

14

Grade 8 Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items © Sirius Education Solutions14–15

Answers to Zingers Sampler

19

Zin

ge

r 9

LOO

K BA

CK

An

swer

eac

h q

ues

tio

n.

6.

In

th

e fi

rst

step

, No

emi w

rote

a p

lan

fo

r th

e en

tire

pro

ble

m. D

ylan

inst

ead

solv

ed t

he

pro

ble

m o

ne

step

at

a ti

me.

Wh

ich

way

do

yo

u p

refe

r? E

xpla

in.

7.

Exp

lain

th

e d

iffe

ren

ce b

etw

een

I an

d A

in t

he

two

fo

rmu

las.

8.

Th

e co

rrec

t an

swer

ch

oic

e is

A

|

B

| C

|

D

.

GUI

DED

PRA

CTIC

E

Rea

d t

he

pro

ble

m c

aref

ully

.

9.

Fo

r th

e fi

rst

acco

un

t, P

=

, r =

%

, an

d t

=

,

so I =

Prt

=

an

d A

firs

t = P

+ I =

.

10.

Fo

r th

e se

con

d a

cco

un

t, P

=

, r =

%

, an

d t

=

,

so A

seco

nd =

P(1

+ r

)t =

.

11.

Afi

rst +

Ase

con

d =

12.

Th

e co

rrec

t an

swer

ch

oic

e is

F

| G

|

H

| J

.

IND

EPEN

DEN

T PR

ACTI

CE

Solv

e ea

ch p

rob

lem

.

13.

A d

epo

sit

of

$150

in a

sav

ing

s ac

cou

nt

earn

s 3%

sim

ple

inte

rest

. Th

e

tota

l am

ou

nt

in t

he

acco

un

t af

ter

4 ye

ars

wit

h n

o a

dd

itio

nal

dep

osi

ts

or

wit

hd

raw

als

is

.

14.

Jo

rdan

has

$75

0 to

dep

osi

t. T

he

ban

k o

ffer

s o

ne

acco

un

t th

at e

arn

s

4.5%

an

nu

al s

imp

le in

tere

st a

nd

an

oth

er a

cco

un

t th

at e

arn

s 4.

5%

inte

rest

co

mp

ou

nd

ed a

nn

ual

ly. A

fter

5 y

ears

, wit

h n

o a

dd

itio

nal

dep

osi

ts o

r w

ith

dra

wal

s, t

he

bal

ance

of

the

seco

nd

acc

ou

nt

wo

uld

be

ho

w m

uch

gre

ater

?

Keeg

an d

epos

its

$500

into

an

acco

unt

that

ear

ns 2

.3%

sim

ple

inte

rest

. H

e al

so

depo

sits

$40

0 in

to a

n ac

coun

t th

at e

arns

2 1 __ 2 %

inte

rest

com

poun

ded

annu

ally

.

Keeg

an w

ill n

ot m

ake

any

addi

tiona

l dep

osits

or w

ithdr

awal

s. W

hich

am

ount

is

clos

est

to t

he t

otal

bal

ance

of th

ese

two

acco

unts

at

the

end

of 5

yea

rs?

F $1

,010

.06

H

$921

.50

G

$1,0

09.5

0 J

$943

.25

$500 $4

00

$168

.00

$15.

89

$57.

50$5

57.5

0

$452

.563

2852

$1,0

10.0

6328

52

2.3 2.

5

5

5

I is

the

inte

rest

. A

dd t

he p

rinci

pal t

o fi

nd t

he fi

nal b

alan

ce. A

is t

he fi

nal b

alan

ce.

An

swer

s w

ill v

ary;

Wri

tin

g a

pla

n m

ay h

elp

pre

ven

t er

rors

.

18G

rad

e 8

Math

em

ati

cs Z

ing

ers

So

lvin

g t

he

Mo

st-M

isse

d S

TAA

R T

est

Item

s

8.12

D

Cal

cula

te a

nd c

ompa

re s

impl

e in

tere

st a

nd c

ompo

und

inte

rest

ear

ning

s.

READ

and

UN

DER

STAN

D

Rea

d t

he

pro

ble

m c

aref

ully

. 70%

of

stu

den

ts m

isse

d t

his

on

e!

1.

Nic

ola

s d

epo

sits

$ in

to A

cco

un

t I

that

ear

ns

sim

ple

|

com

po

un

d

inte

rest

of

% p

er y

ear.

2.

He

dep

osi

ts $

into

Acc

ou

nt II

th

at e

arn

s si

mp

le

| co

mp

ou

nd

inte

rest

of

%. T

he

inte

rest

is c

om

po

un

ded

.

3.

You

are

to

fin

d t

he

bal

ance

of

Acc

ou

nt I

and

Acc

ou

nt II

afte

r y

ears

.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Dyla

n t

hin

ks.

. .

The

refe

renc

e sh

eet g

ives t

he fo

rmul

as fo

r sim

ple

inte

rest

, I =

Prt

, and

for c

ompo

und

inte

rest

, A =

P (1

+ r)

t .

Sinc

e t =

1 fo

r bot

h ac

coun

ts, t

he fo

rmul

as

beco

me

I = P

r and

A =

P(1

+ r)

.

I = P

rA

= P(

1 +

r)I =

400

(0.0

35)

A =

250(

1 +

0.03

25)

I = 1

4A

= 25

8.12

5So

400

+ 1

4 +

258.

125

≈ 67

2.13

.

My

choi

ce is

A.

No

em

i th

ink

s. .

.

My

plan

for f

indi

ng th

e to

tal i

s thi

s:

400

+ [4

00(0

.035

)(2)]

+ [2

50(1

+ 0

.032

5)2 ]

400

+ 28

+ [2

50(1

.032

5)2 ]

Sinc

e B,

C, a

nd D

are

clo

se to

geth

er, I

will

no

t rou

nd u

ntil

the

last

ste

p.

428

+ [2

50(1

.066

0562

5)]

428

+ 26

6.51

4062

5 69

4.51

4062

5 69

4.51

My

choi

ce is

D.

4.

Dyl

an s

ub

stit

ute

d t

he

corr

ect

| in

corr

ect

valu

e fo

r t.

5.

No

emi

corr

ectl

y |

inco

rrec

tly

did

no

t ro

un

d u

nti

l th

e en

d.

Nic

olas

has

$65

0 to

dep

osit

into

tw

o di

ffer

ent

savi

ngs

acco

unts

. ST

AA

R G

rade

8 2

016

#41

• N

icol

as w

ill d

epos

it $4

00 in

to A

ccou

nt I

, w

hich

ear

ns 3

.5%

ann

ual

sim

ple

inte

rest

.

• H

e w

ill d

epos

it $2

50 in

to A

ccou

nt I

I, w

hich

ear

ns 3

1 __ 4 %

inte

rest

co

mpo

unde

d an

nual

ly.

Nic

olas

will

not

mak

e an

y ad

ditio

nal d

epos

its

or w

ithdr

awal

s. W

hich

am

ount

is

clos

est

to t

he t

otal

bal

ance

of th

ese

two

acco

unts

at

the

end

of 2

yea

rs?

A

$672

.13

C

$694

.25

B

$695

.00

D

$694

.51

ZIN

GER

9

400

3.5 25

03

1 __ 4 an

nu

ally

tota

l2

22%

27%

20%

30%

© Sirius Education Solutions Zinger 9 18–19


37

Zin

ge

r 18

LOO

K BA

CK

An

swer

eac

h q

ues

tio

n.

7.

Wh

at m

ista

ke d

id S

imo

n m

ake?

Exp

lain

.

8.

Th

e co

rrec

t an

swer

ch

oic

e is

A

|

B

| C

|

D

.

GUI

DED

PRA

CTIC

E

Rea

d t

he

pro

ble

m c

aref

ully

.

9.

Usi

ng

ℓ a

nd

w f

or

the

len

gth

an

d w

idth

of

the

larg

e re

ctan

gle

, th

e le

ng

th o

f th

e

smal

l rec

tan

gle

is

ℓ a

nd

th

e w

idth

of

the

smal

l rec

tan

gle

is

w .

10.

Th

e ar

ea o

f th

e la

rge

rect

ang

le is

ℓw

an

d t

he

area

of

the

smal

l rec

tan

gle

is

0.25

ℓw

| 0.

5ℓw

.

11.

Th

e p

erim

eter

of

the

larg

e re

ctan

gle

is 2

ℓ +

2w

an

d t

he

per

imet

er o

f th

e sm

all

rect

ang

le is

0.

25(2

ℓ +

2w

) |

0.5(

2ℓ +

2w

) .

12.

Th

e co

rrec

t an

swer

ch

oic

e is

F

| G

|

H

| J

.

IND

EPEN

DEN

T PR

ACTI

CE

An

swer

eac

h q

ues

tio

n u

sin

g t

he

rela

ted

sta

tem

ent.

A s

qu

are

is d

ilate

d b

y a

scal

e fa

cto

r 4 __ 5 t

o c

reat

e a

smal

ler

squ

are.

13.

Th

e ar

ea o

f th

e sm

all s

qu

are

is

tim

es t

he

area

of

the

larg

e sq

uar

e.

14.

Th

e p

erim

eter

of

the

smal

l sq

uar

e is

t

imes

th

e p

erim

eter

of

the

larg

e sq

uar

e.

A t

rian

gle

is e

nla

rged

by

a sc

ale

fact

or

of

5 __ 3 to

cre

ate

a la

rger

tri

ang

le.

15.

Th

e p

erim

eter

of

the

larg

er t

rian

gle

is

tim

es t

he

per

imet

er o

f th

e sm

alle

r tr

ian

gle

.

16.

Th

e ar

ea o

f th

e la

rger

tri

ang

le is

tim

es t

he

area

of

the

smal

ler

tria

ng

le.

The

piec

es o

f a

quilt

pat

tern

incl

ude

two

sim

ilar

rect

angl

es.

Each

dim

ensi

on o

f th

e sm

all r

ecta

ngle

is 0

.5 t

imes

the

cor

resp

ondi

ng d

imen

sion

of th

e la

rge

rect

angl

e.

Whi

ch s

tate

men

t is

tru

e?

F Th

e ar

ea o

f th

e sm

all r

ecta

ngle

is 0

.5 t

imes

the

are

a of

the

larg

e re

ctan

gle.

G

The

area

of th

e la

rge

rect

angl

e is

2.5

tim

es t

he a

rea

of t

he s

mal

l rec

tang

le.

H

The

peri

met

er o

f th

e sm

all r

ecta

ngle

is 0

.5 t

imes

the

per

imet

er o

f th

e la

rge

rect

angl

e.

J Th

e pe

rim

eter

of th

e sm

all r

ecta

ngle

is 0

.25

times

the

per

imet

er o

f th

e la

rge

rect

angl

e.

0.5

0.5

16

___

25

4 __ 5 5 __ 3

25

___ 9

Sim

on

fo

un

d t

he

area

of

the

fiel

d b

y d

ou

blin

g 3

.2 in

stea

d o

f sq

uar

ing

it.

36G

rad

e 8

Math

em

ati

cs Z

ing

ers

So

lvin

g t

he

Mo

st-M

isse

d S

TAA

R T

est

Item

s

READ

and

UN

DER

STAN

D

Rea

d t

he

pro

ble

m c

aref

ully

. 68%

of

stu

den

ts m

isse

d t

his

on

e!

1.

The

fiel

d a

nd

th

e p

layg

rou

nd

are

in t

he

shap

e o

f si

mila

r .

2.

The

fiel

d is

la

rger

|

smal

ler

than

th

e p

layg

rou

nd

.

3.

The

len

gth

of

the

fiel

d is

t

imes

th

e le

ng

th o

f th

e p

layg

rou

nd

.

The

wid

th o

f th

e fi

eld

is

tim

es t

he

wid

th o

f th

e p

layg

rou

nd

.

4.

You

mu

st fi

nd

th

e s

tate

men

t to

co

mp

are

the

fiel

d a

nd

th

e

pla

ygro

un

d.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Sim

on

th

ink

s. .

.

I’ll m

ake

a sk

etch

of t

he tw

o re

ctan

gles

.

x

y

3.2y

3.2x

I kno

w th

at th

e ar

ea o

f the

smal

l rec

tang

ular

pl

aygr

ound

is x

y, so

the

area

of t

he la

rge

rect

angu

lar f

ield

is 2

(3.2

xy) o

r 6.4

xy.

My

choi

ce is

A.

Mali

a t

hin

ks.

. .

The

perim

eter

of t

he p

layg

roun

d is

2(x

+ y).

Th

e pe

rimet

er o

f the

fiel

d is

2(3.

2x +

3.2

y)

or 3

.2[2

(x +

y)].

I can

elim

inat

e C

and

D.

The

area

of t

he p

layg

roun

d is

xy.

The

area

of t

he fi

eld

is (3

.2x)

(3.2

y) o

r 10.

24(x

y).

My

choi

ce is

B.

5.

Sim

on

co

rrec

tly

| in

corr

ectl

y

fin

ds

the

rela

tio

nsh

ip b

etw

een

th

ela

rger

are

a an

d t

he

smal

ler

area

.

6.

Mal

ia

corr

ectl

y |

inco

rrec

tly

fin

ds

the

per

imet

er o

f th

e fi

eld

to

be

3.2

tim

es t

he

per

imet

er o

f th

e p

layg

rou

nd

.

A p

resc

hool

has

a r

ecta

ngul

ar fi

eld

and

a re

ctan

gula

r pl

aygr

ound

tha

t ar

e si

mila

r in

sh

ape.

Eac

h di

men

sion

of th

e fie

ld is

3.2

tim

es t

he c

orre

spon

ding

dim

ensi

on o

f th

e pl

aygr

ound

. W

hich

sta

tem

ent

is t

rue?

ST

AA

R G

rade

8 2

016

#13

A

The

area

of th

e fie

ld is

6.4

tim

es t

he a

rea

of t

he p

layg

roun

d.

B

The

area

of th

e fie

ld is

10.

24 t

imes

the

are

a of

the

pla

ygro

und.

C

The

peri

met

er o

f th

e fie

ld is

6.4

tim

es t

he p

erim

eter

of th

e pl

aygr

ound

.

D

The

peri

met

er o

f th

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© Sirius Education Solutions Zinger 18 36–37


STAAR GRADE 8 MATHEMATICSREFERENCE MATERIALS

r

)

LINEAR EQUATIONS

Slope-intercept form y mx b= +

Direct variation y kx=

Slope of a line my yx x=

−

−2 1

2 1

CIRCUMFERENCE

Circle orC r= 2π C d= π

AREA

Triangle A h= 12

b

Rectangle or parallelogram A bh=

Trapezoid A b+12 1 2

(b= h

Circle A r= π 2

SURFACE AREA

Lateral Total

Prism S Ph= S Ph B= + 2

Cylinder S rh r= +2 2 2π πS rh= 2π

VOLUME

Prism or cylinder V Bh=

Pyramid or cone V Bh= 13

Sphere V = 3π43

ADDITIONAL INFORMATION

Pythagorean theorem a b c2 2 2+ =

Simple interest I Prt=

Compound interest A P r t= +( )1

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GRADE 8MATHEMATICS

ZINGERS CONTENTSPart 1: ZINGERSZinger 1 54% IncorrectZinger 2 69% IncorrectZinger 3 43% IncorrectZinger 4 53% IncorrectZinger 5 57% IncorrectZinger 6 64% IncorrectZinger 7 73% IncorrectZinger 8 69% IncorrectZinger 9 70% IncorrectZinger 10 78% IncorrectZinger 11 66% IncorrectZinger 12 61% IncorrectZinger 13 57% IncorrectZinger 14 65% IncorrectZinger 15 56% IncorrectZinger 16 61% IncorrectZinger 17 66% IncorrectZinger 18 68% IncorrectZinger 19 58% IncorrectZinger 20 58% Incorrect

Part 2: ON YOUR OWN13 Mixed Readiness TEKS

STAAR Practice Items

Use with your class for free!

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2017 UPDATE


GRADE 8 MATHEMATICSPractice Test—Form B

2017 UPDATE


GRADE 8 MATHEMATICSPractice Test—Form A

2017 UPDATE


GRADE 8 MATHEMATICSPractice Tests—Forms A & BTeacher’s Edition

Table of Contents

Form A Answer Key 1

Solutions 2

Form A Student Answer Sheet------Blackline Master 7

Form B Answer Key 9

Solutions 10

Form B Student Answer Sheet------Blackline Master 15

Copyright © February 2017 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.


Printed in Texas.


Thank you for respecting the copyright and the hard work involved in creating this product.

Table of Contents

Form A Answer Key 1

Solutions 2

Form A Student Answer Sheet------Blackline Master 7

Form B Answer Key 9

Solutions 10

Form B Student Answer Sheet------Blackline Master 15

Copyright © February 2017 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.


Printed in Texas.


Thank you for respecting the copyright and the hard work involved in creating this product.

1 © Sirius Education Solutions

Practice Test – Form A Answers

© Sirius Education Solutions 1

Item Number

Correct Answer

Reporting Category

Readiness or Supporting

Content Student Expectation

Process Student Expectation

1 C 1 Readiness 8.2D 8.1A, 8.1B, 8.1E, 8.1F 2 H 2 Supporting 8.5B 8.1A, 8.1B, 8.1D, 8.1F 3 D 4 Readiness 8.12D 8.1A, 8.1B, 8.1C, 8.1F 4 J 2 Readiness 8.4B 8.1B, 8.1E, 8.1F 5 C 3 Supporting 8.3A 8.1B, 8.1E, 8.1F 6 G 2 Readiness 8.8C 8.1B, 8.1E, 8.1F 7 D 2 Supporting 8.5A 8.1B, 8.1C, 8.1E, 8.1F 8 G 3 Readiness 8.7B 8.1B, 8.1C, 8.1E, 8.1F 9 B 4 Supporting 8.5C 8.1B, 8.1E, 8.1F 10 G 3 Supporting 8.3B 8.1B, 8.1E, 8.1G 11 A 2 Readiness 8.5I 8.1B, 8.1D, 8.1F 12 J 3 Readiness 8.7A 8.1A, 8.1B, 8.1C, 8.1E, 8.1F 13 6.25 4 Supporting 8.11B 8.1A, 8.1B, 8.1F 14 G 3 Readiness 8.10C 8.1B, 8.1D, 8.1F 15 A 1 Supporting 8.2C 8.1B, 8.1E, 8.1F 16 F 2 Supporting 8.5H 8.1A, 8.1B, 8.1G 17 A 3 Readiness 8.3C 8.1B, 8.1D, 8.1F 18 F 3 Readiness 8.3C 8.1B, 8.1D, 8.1F 19 D 4 Readiness 8.5D 8.1A, 8.1B, 8.1E, 8.1F 20 J 2 Readiness 8.5G 8.1B, 8.1F 21 D 3 Supporting 8.6A 8.1B, 8.1C, 8.1D, 8.1F 22 F 3 Readiness 8.7C 8.1A, 8.1B, 8.1C, 8.1E, 8.1F 23 –3 2 Readiness 8.5G 8.1B, 8.1F 24 H 3 Supporting 8.10D 8.1B, 8.1E, 8.1F 25 A 3 Supporting 8.7D 8.1B, 8.1C, 8.1E, 8.1F 26 H 1 Readiness 8.2D 8.1A, 8.1B, 8.1F 27 C 2 Readiness 8.4C 8.1B, 8.1E, 8.1F 28 J 3 Readiness 8.10C 8.1B, 8.1D, 8.1F 29 62.4 2 Readiness 8.4B 8.1A, 8.1B, 8.1C, 8.1F 30 H 2 Readiness 8.8C 8.1B, 8.1F 31 D 3 Readiness 8.7B 8.1B, 8.1F 32 J 4 Readiness 8.5D 8.1A, 8.1B, 8.1E, 8.1F 33 C 2 Readiness 8.4C 8.1A, 8.1B, 8.1E, 8.1F 34 G 1 Supporting 8.2B 8.1A, 8.1B, 8.1F 35 D 4 Supporting 8.11A 8.1A, 8.1B, 8.1E, 8.1G 36 G 2 Supporting 8.9A 8.1B, 8.1E, 8.1F 37 90 3 Supporting 8.10B 8.1B, 8.1C, 8.1F 38 H 2 Supporting 8.8A 8.1A, 8.1B, 8.1D, 8.1F 39 D 4 Readiness 8.12D 8.1A, 8.1B, 8.1C, 8.1F 40 J 2 Supporting 8.5F 8.1B, 8.1F 41 A 3 Readiness 8.7A 8.1B, 8.1C, 8.1F 42 H 2 Readiness 8.8C 8.1A, 8.1B, 8.1F


Grade 8 Mathematics Practice Test – Form A Solutions


1 C Write the fractions as decimals and

then compare them: 473 3.47

100, 3.50,

43 3.5812

, and 23 3.405

. The least to

greatest order of the decimals is 3.40, 3.47, 3.5, and 3.58, so the least to greatest order of the given numbers is

235

, 473100

, 3.5, 4312

.

2 H The total cost of n soccer balls at $15

per ball is 15n. This amount must be subtracted from the coach’s budget of $400, leaving an amount a = 400 – 15n. The equation a = 400 – 15n can be rewritten using the Commutative Property of Addition as a = –15n + 400.

3 D Convert 20% to 0.20. Substitute

P = $4,000, r = 0.20, and t = 5 into the formula for compound interest.

5

5

1

4,000 1 0.20

4,000(1.2)9,953.28

tA P r

To find the amount of interest earned, subtract the principal from the total amount: $9,953.28 – $4,000.00 = $5,953.28.

4 J A quick way to find the correct graph

is to notice that the table lists four points that are on the graph: (–3, –2), (0, 0), (3, 2), and (6, 4). The only graph that contains those points is J.

5 C To make it easier to match up

corresponding sides of the trapezoids, redraw one so that it is oriented in the same direction as the other. Then check each proportion to see which one shows the same relationships on both sides of the equation. The correct proportion is C, which shows

left long parallel side

right long parallel side left side with two right angles

right side with two right angles

.

6 G The equation shows 2x – 3 = –4x + 3. If you add 3 1-tiles to both sides, you can remove 3 opposite pairs of –1 and 1 from the left side. The resulting equation has 2 x-tiles on the left side and, on the right side, 4 –x-tiles and 6 1-tiles. (2x = –4x + 6) If you add 4 x-tiles on both sides, you can remove 4 opposite pairs x and –x from the right side. (6x = 6) Each x on the left side can be paired with 1 of the 1-tiles on the right side. So, x = 1.

7 D Each of the three sides of an

equilateral triangle measures s units, so the perimeter equals s + s + s = 3s. Only the ordered pairs in Table D satisfy the equation p = 3s: 9 = 3(3); 12 = 3(4); 18 = 3(6); 24 = 3(8).

8 G Substitute r = 7 ft. and S = 1,406.7

ft2 into the formula for the total surface area of a cylinder.

2

22 2

1, 406.7 2 (7) 2 71, 406.7 14 981, 406.7 43.96 307.72

1,098.98 43.9625.0

S rh r

hh

hh

h

9 B Linear means “resembling a line.” The

only graph whose points fall in a pattern resembling a line is Graph B.

10 G A dilation of a figure by a scale factor

of k multiplies the side lengths of the figure by k but leaves the angle measures the same.

11 A The equation of a line can be written

in the form y = mx + b, where y is the slope of the line and b is the y-intercept. The y-intercept is the y-coordinate of the point in the table with x-coordinate zero. So, b = 3. The slope of the graph is the rate of change in the y-values as the x-values increase. Since the y-values decrease by 4 for each increase of 1 unit in the x-value, the slope, m, is –4. The equation is 4 3y x .

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STAAR GRADE 8 MATHEMATICS — 2017 Edition New TEKS

Practice Tests Forms A & BTwo distinct secure form tests that closely match the released STAAR test items and blueprint.

Practice Tests are sold in 10-packs: 10 Form A & 10 Form B student booklets with bubble sheets, and 1 Teacher’s Edition

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