Transcript TAKS vs STAAR powerpoint - Region VII Education Service Center

Delinda Wall – Math
Janet Tyner – ELA
Cheri Hood – Social Studies
Nancy Tevebaugh – Science
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Service Center. All rights reserved.
STAAR Sample 6.8B and 6.11D
The figure below represents the floor of a building. Use the ruler
provided to measure the dimensions of this figure to the nearest
½ inch.
Scale
1 in = 20 ft
Which is closest to the perimeter in feet of the floor of the actual
building?
A.
B.
C.
D.
160 ft
8 ft
7 ft
140 ft
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TAKS 6.8B
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.
Scale
1 inch = 2 feet
Which of the following is closest to the perimeter in feet of the actual bulletin
board?
F.
G.
H.
J.
32 ft
76 ft
16 ft
48 ft
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STAAR Sample 7.2B and 7.13C
Mr. 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
B
C
D
10
14
6
4
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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.
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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 cm
B 24 cm
C 60 cm
D 150 cm
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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 cm
G 17.5 cm
H 8.5 cm
J
3 cm
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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
B
C
D
135 in³
22 ½ in³
45 in³
112 ½ in³
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TAKS 8.8C
A
cylindrical
vase is 6 inches
inbox
diameter
12 inches
high. There
are 3below.
inches of
Deb
has a rectangular
storage
with aand
height
of 18 inches,
as shown
sand in the vase, as shown below.
Which
of the
is closest
to the the
volume
of the
the box,
sandwhat
in thewill
vase?
If Deb
cutsfollowing
off a 2-inch
strip around
top of
be the new
volume of the box in cubic inches?
A 85 in³
B 254
in³ in³
F 1,600
C G
541,440
in³ in³
D 339
in³ in³
H 1,024
J 1,800 in³
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Importance of Vocabulary
TEKS
6.12A
7.14A
8.15A
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
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Importance of Vocabulary
Sample STAAR Question 6.6B and 6.13A
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TAKS Questions 6.6B
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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
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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
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Reading
and
Writing
2010
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2010
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2010
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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."
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2010
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discuss
Author’s choices
Look below the surface
Write
discuss
Draw thematic connections
Question the text
Write
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Eighth Grade
Social Studies
Readiness and Supporting
Standards
Only STAAR tested grades and subjects have
readiness and supporting standards.
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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
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8th Grade STAAR Blueprint
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 14 and will be identified along with the content.
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
Increasing Rigor
Think
critically/inferentially
Go beyond a literal
understanding of
what is read
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Look at the Cognitive Level of the Verbs
and Look at the Intent of the TEKS
•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;
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Identify the ideas from historic
documents including the Magna Carta,
theExplain
English Bill
Rights,of
thethe
Mayflower
theofimpact
election of
Compact,
the
Declaration
of
Andrew
Jackson,
including
the
Independence,
thethe
Federalist
beginning of
modernpapers
and
selected anti-Federalist
writings on
Democratic
Party.
From
2government.
– Geographic influences
the
U.S.Objective
system
Objective
1 –ofIssues
and Events in US
Identify
that were
acquired to
Objective
4 – political
influences
History areas
the
States.
(49%
correct)
Oform
nly
56%53%
wereofUnited
able
to answer
question
Only
8th graders
inthis
Region
7 gotfrom
this question correct
correctly.
and
Locate places and regions of
importance in the United States during
the 18th and 19th centuries. (60% correct)
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Grouping Readiness & Supporting
Standards
8th Grade Readiness Standard
Explain the reasons for the growth of
representative government and institutions
during the colonial period.
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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 =
test!
8% of the
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STAAR Reference Materials
6.6(B) calculate density to identify an unknown
substance; and
6.8(C) calculate average speed using distance
and time measurements;
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.
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;
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TAKS 2006
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TAKS 2006
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Sample Question
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TAKS 2006
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TAKS 2006
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Sample Question
6th Grade
6.5(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.
8.5(E) investigate how evidence of chemical reactions
indicate that new substances with different properties
are formed; and Readiness Standard
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TAKS 2009
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Sample Question
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
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TAKS 2009
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Sample Question
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TAKS 2009
OLD TEKS
8.8(A)
describe
the
structure
and parts
of an atom;
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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
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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
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STAAR Reference Materials
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.
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Sample Question
F=ma
• How do I find m?
• Conceptual, not
mathematical
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.
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