2017 TEXAS STAAR TEST GRADE 8 MATH - Fort Bend ISD · 2017 TEXAS STAAR TEST – GRADE 8 ... Initial Balance (dollars) $5,000 $5,000 $5,000 $5,000 Monthly Deposit (dollars) $100 $200

2017 TEXAS STAAR TEST – GRADE 8 – MATH

Total Possible Score: 42 Needed Correct to Pass: 28

Needed Correct to Master: 37

Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, 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 "Needed Correct to Master" 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 2017, 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://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ 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 may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .

When printing questions for math, 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.

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®STAARState of Texas

Assessments of Academic Readiness

GRADE 8 Mathematics

Administered March 2017

RELEASED

Copyright © 2017, 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.

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y2 − y1m = x − x2 1

®

STAARState of Texas

Assessments of Academic Readiness

STAAR GRADE 8 MATHEMATICS REFERENCE MATERIALS LINEAR EQUATIONS

Slope-intercept form y =�mx +�b

Direct variation y =�kx

Slope of a line

CIRCUMFERENCE

Circle C =�2πr or C =�πd

AREA

1Triangle A =� bh2

Rectangle or parallelogram A =�bh

1Trapezoid A =� (b +�b )h1 22

2A =�πr Circle

SURFACE AREA

Lateral Total

Prism S =�Ph S =�Ph +�2B

Cylinder S =�2πrh 2 S =�2πrh +�2πr

VOLUME

Prism or cylinder V =�Bh

1Pyramid or cone V =� Bh 3

Sphere V =�43

πr 3

ADDITIONAL INFORMATION

2 2 2a +�b =�c Pythagorean theorem

Simple interest I =�Prt

tA =�P (1 +�r) Compound interest

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MATHEMATICS

Mathematics

Page 7

DIRECTIONS

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

1 Which graph shows a non-proportional linear relationship between x and y?

A–1 1–2–3–4–5–6–7–8–9 2 x

–5–4

–6–7–8–9

–3–2–1

1234

6789

5

y

3 4 5 6 7 8 9

C–1 1–2–3–4–5–6–7–8–9 2 3 4 5 6 x

–5–4

–6–7–8–9

–3–2–1

1234

6789

5

y

7 8 9

B–1 1–2–3–4–5–6–7–8–9 2 x

–5–4

–6–7–8–9

–3–2–1

1234

6789

5

y

3 4 5 6 7 8 9

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

–5–4

–6–7–8–9

–3–2–1

1234

6789

5

y

Mathematics

Page 8

y

9 8 7 6 5 4 3 2 1

−9 −8 −7 −6 −5 −4 −3 −2 −1 −1

1 2 3 4 5 6 7 8 9

−2 −3 −4 −5 −6 −7 −8 −9

x

2 The coordinate grid shows a pentagon. The pentagon is translated 1 unit to the left and 10 units down to create a new pentagon.

Which rule describes this transformation?

F x y) o ( �� 1, y( , x �� 10)

G x y) o ( + 1, y �� 10)( , x

H x y) o ( �� 1, y( , x + 10)

J x y) o ( + 1, y( , x + 10)

Mathematics

Page 9

S2

9

S9

9 3 2π

3 Two numbers are shown on the number line.

Which value is NOT located between these two numbers on the number line?

A S

B 9

C

D

Mathematics

Page 10

4 A water hose discharges water at a rate of 45 gallons per minute. Which graph has a slope that best represents this rate?

Discharge Rate y

75

15 x

0 1 2 3 4 5 6 7 8 9 10Time

(minutes)

150 135

Amou

nt o

f Wat

er(g

allo

ns)

120 105 90

60 45 30

Discharge Rate y

15 x

0 1 2 3 4 5 6 7 8 9 10Time

(minutes)

150 135

Amou

nt o

f Wat

er(g

allo

ns)

120 105 90 75 60 45 30

H

Discharge Rate y

Amou

nt o

f Wat

er(g

allo

ns)

15 x

0 1 2 3 4 5 6 7 8 9 10Time

(minutes)

75

150 135 120 105 90

60 45 30

J

Discharge Rate y

Amou

nt o

f Wat

er(g

allo

ns)

15 x

0 1 2 3 4 5 6 7 8 9 10Time

(minutes)

150 135 120 105 90 75 60 45 30

F

G

Mathematics

Page 11

1 1(6 + �� + ), 3

u u

6 3 ( , �� )u u

5 Triangle MNP is graphed on a coordinate grid with vertices at M ( 3,�� 6), N (0, 3) and

P (6, ��3). Triangle MNP is dilated by a scale factor of u with the origin as the center of dilation

to create triangle M N P′′ ′ .

Which ordered pair represents the coordinates of the vertex P′?

A (6 + u, ��3 + u)

B

C

D (6u, ��3 ) u

Mathematics

Page 12

1 Slope = ��

25

1Slope =

25

Gasoline Usage

Miles Driven, x

Gallons of Gasoline in

Tank, y

0 15 10 14.6 20 14.2 35 13.6 60 12.6 75 12

6 The table shows the number of gallons of gasoline in a car’s gas tank after the car has been driven x miles.

When these data are graphed on a coordinate grid, the points all lie on the same line. What are the slope and yintercept of this line?

F , yintercept = 375

G , yintercept = 15

H Slope = 25, yintercept = 375

J Slope = ��25, yintercept = 15

Mathematics

Page 13

5 in.

h in.

7 A cylinder and its dimensions are shown in the diagram.

Which equation can be used to find V, the volume of the cylinder in cubic inches?

A V = (2.5 )2S h

B V = (5 )2S h

C V = S(2.5)2h

D V = S(5)2h

Mathematics

Page 14

Liquid Volume

Fluid Ounces, f Milliliters, m

29.57 1

59.14 2

88.71 3

118.28 4

Liquid Volume


0 29.57

1 59.14

2 88.71

3 118.28

Liquid Volume


29.57 0

59.14 1

88.71 2

118.28 3

Liquid Volume


1 29.57

2 59.14

3 88.71

4 118.28

8 The approximate volume in milliliters, m, for a volume of f fluid ounces is equal to 29.57 times the value of f. Which table represents this relationship?

F H

G J

Mathematics

Page 15

9 The manager of a car dealership wants to attach a rope with flags to the top of a pole and to a stake in the ground, as shown in the diagram.

19.5 ft

26 ft

Stake

Based on the diagram, what is the distance in feet from the top of the pole to the bottom of the stake?

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

Mathematics

Page 16

10 The scatterplot shows the number of people in each of 8 different households and the average amount of money each household spent on groceries.

Weekly Grocery Expenses

y

Aver

age

Amou

nt S

pent

on G

roce

ries

(dol

lars

)

320

280

240

200

160

120

80

40

Number of People in Household

x 0 2 4 6 8

Based on the scatterplot, what is the best prediction of the average amount of money spent on groceries for a household that has 7 people?

F $240

G $190

H $210

J $300

Mathematics

Page 17

x �� 3 = x + 3

3 9

y9 8 7 6 5 4 3 2 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 –1

1 2 3 4 5 6 7 8 9

–2 –3 –4 –5 –6 –7 –8 –9

x

y

9 8 7 6 5 4 3 2 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 –1

1 2 3 4 5 6 7 8 9

–2 –3 –4 –5 –6 –7 –8 –9

x

y

x

9 8 7 6 5 4 3 2 1

–9 9–8 –7 –6 –5 –4 –3 –2 –1 –1

1 2 3 4 5 6 7 8

–2 –3 –4 –5 –6 –7 –8 –9

y

x

9 8 7 6 5 4 3 2 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 –1

1 2 3 4 5 6 7 8 9

–2 –3 –4 –5 –6 –7 –8 –9

11 Which graph does NOT represent y as a function of x?

A C

B D

12 What value of x makes this equation true?

F 3

G ��9

H ��1

J 27

Mathematics

Page 18

Future Value of a Savings Account

Initial Balance (dollars) $5,000 $5,000 $5,000 $5,000

Monthly Deposit (dollars) $100 $200 $300 $400

Account Value in Five Years (dollars)

$12,273 $18,737 $25,202 $31,667

13 An eighthgrade student estimated that she needs $8,800 for tuition and fees for each year of college. She already has $5,000 in a savings account. The table shows the projected future value of the account in five years based on different monthly deposits.

The student wants to have enough money saved in five years to pay the tuition and fees for her first two years of college. Based on the table, what is the minimum amount she should deposit in the savings account every month?

A $200

B $300

C $100

D $400

Mathematics

Page 19

8.4 cm

10.9 cm

14 A cylinder and its dimensions are shown in the diagram.

Which measurement is closest to the lateral surface area of the cylinder in square centimeters?

F 575.3 cm2

G 287.6 cm2

H 398.5 cm2

J 604.1 cm2

15 Two eighthgrade classes are selling raffle tickets to raise money.

• One class is selling tickets for $2.50 each and has already raised $350.

• The other class is selling tickets for $3.00 each and has already raised $225.

Which equation can be used to find t, the number of tickets each class needs to sell so that the total amount raised is the same for both classes?

A 3t + 350 = 2.50 t + 225

B 350t + 2.50 = 225t + 3

C 2.50 t + 350 = 3t + 225

D Not here

Mathematics

Page 20

AE XY

= CD VZ

AB VW

= YZ DE

BC XY

= DE YZ

AB VW

= CD XY

16 Mr. Wilkins deposited $2,500 in a new account at his bank.

• The bank pays 6.5% interest compounded annually on this account.

• Mr. Wilkins makes no additional deposits or withdrawals.

Which amount is closest to the balance of the account at the end of 2 years?

F $2,835.56

G $2,513.00

H $2,662.50

J $2,825.00

17 Figure ABCDE is similar to figure VWXYZ.

C

V

Z

Y

X W

A B

D

E

Which proportion must be true?

A

B

C

D

Mathematics

Page 21

1 y = x

2

1 y = x

5

18 The mass of a textbook is approximately 0.00165 metric ton. How is this number written in scientific notation?

F 165 × 10��5

G 1.65 × 10��3

H 16.5 × 10��4

J 0.165 × 10��2

19 The graph shows the relationship between the cost of some pecans and the weight of the pecans in pounds.

Pecans y

30

20

10

x0

Weight (pounds)

Cost

(do

llars

)

1 2 3 4 5

Which function best represents the relationship shown in the graph?

A y = 5x

B

C y = 2x

D

Mathematics

Page 22

1 1( ,x y) o ( x, y)

4 4

y 12 11 10 9Q 8 7 6 5

P 4 3 2 1 R

−1 −12 −11 0 −9 −8 −7 −6 −5 −4 −3 −2 −1 −1

1 2 3 4 5 6 7 8 9 10 11 12

N −2 −3 −4 −5 −6 −7 −8 −9M

−10 −11 −12

x

20 Pentagon MNPQR is shown on the coordinate grid. Pentagon MNPQR is dilated with the origin

as the center of dilation using the rule to create pentagon ′ ′ ′ ′ M N P Q R′ .

Which statement is true?

F Pentagon M N P Q R′ ′ ′ ′ ′ is larger than pentagon MNPQR, because the scale factor is greater than 1.

G Pentagon M N P Q R′ ′ ′ ′ ′ is smaller than pentagon MNPQR, because the scale factor is less than 1.

H Pentagon M N P Q R′ ′ ′ ′ ′ is smaller than pentagon MNPQR, because the scale factor is greater than 1.

J Pentagon M N P Q R′ ′ ′ ′ ′ is larger than pentagon MNPQR, because the scale factor is less than 1.

21 Clarissa needs a $2,500 loan in order to buy a car. Which loan option would allow her to pay the least amount of interest?

A An 18month loan with a 4.75% annual simple interest rate

B A 30month loan with a 4.00% annual simple interest rate

C A 24month loan with a 4.25% annual simple interest rate

D A 36month loan with a 4.50% annual simple interest rate

Mathematics

Page 23

y

9 8 7 6 5 4 3 2 1

−9 −8 −7 −6 −5 −4 −3 −2 −1 −1

1 2 3 4 5 6 7 8 9

−2 −3 −4 −5 −6 −7 −8 −9

x

22 Point J ( 4,�� 6) and point K (4, 4) are located on a coordinate grid.

Which measurement is closest to the distance between point J and point K in units?

F 18 units

G 6 units

H 13 units

J 9 units

23 A rectangle’s perimeter and its area have the same numerical value. The width of the rectangle is 3 units. What is the length of the rectangle in units?


Mathematics

Page 24

in.

in.

71 2

55 8

24 A cone and its dimensions are shown in the diagram.

Which measurement is closest to the volume of the cone in cubic inches?

F 186.38 in.3

G 248.50 in.3

H 745.51 in.3

J 62.13 in.3

Mathematics

Page 25

100 cm2

6 cm

64 cm2

13 cm

5 cm

12 cm

25 cm2

3 cm

4 cm

25 Which set of ordered pairs represents y as a function of x?

A ^(2, 5), (3, 1), (2, 1), (4, 7)`

B ^(3, 2), (4, 3), (5, 2), (2, 6)`

C ^(1, 3), (3, 5), (2, 5), (1, 6)`

D ^(4, 7), (4, 6), (4, 4), (4, 1)`

26 When three squares are joined at their vertices to form a right triangle, the combined area of the two smaller squares is the same as the area of the largest square.

Which three squares do NOT support this statement?

F H

9 cm

21 cm

144 cm2

G J

Mathematics

Page 26

27 A circle is graphed on a coordinate grid and then reflected across the yaxis. If the center of the original circle was located at x y),( , which ordered pair represents the center of the newcircle after the transformation?

A x y)( ,

B ( ,x ��y)

C (��x y) ,

D (��x, ��y)

28 Leanor pays a total of $16.50 for every 6 shirts she has drycleaned. Which graph models a relationship with the same unit rate?

y

50 45 40 35 3025 20 15 10 5

x 0 1 2 3 4 5 6 7 8 9 10

y

50 45 40 35 3025 20 15 10 5

x 0 1 2 3 4 5 6 7 8 9 10

F H

y

50 45 40 35 30 25 20 15 10 5

x 0 1 2 3 4 5 6 7 8 9 10

y

50 45 40 35 30 25 20 15 10 5

x 0 1 2 3 4 5 6 7 8 9 10

G J

Mathematics

Page 27

15

1 x 18%< <

8

29 An inequality is shown.

Which value of x makes the inequality true?

A

B 1.6

C 0.09

D 0.02

Mathematics

Page 28

�4 ( 7)� �� 0 4�� =

�1� � ( 10)� �� 4 8� ��

MPJL

y

11 10

N 9 8M 7 6 5

J K 4 3 2 1

−1 −11 0 −9 −8 −7 −6 −5 −4 −3 −2 −1 −1

1 2 3 4 5 6 7 8 9 10 11L

−2 −3 −4

P −5 −6 −7 −8 −9

−10 −11

x

0 ( 7)�� 4 ( 4)�� =

�4� � ( 10)� �� 8 ( 1)��

0 4�� 4 ( 7)� �� =

�4 8� �� 1� � ( 10)� ��

0 ( 4)�� 4 ( 7)�� =

�4 ( 1)� �� 8 � ( 10)� ��

30 Triangle MNP and triangle JKL are similar right triangles.

Which proportion can be used to show that the slope of is equal to the slope of ?

F

G

H

J

31 Paula completely covered a square wall using 87.5 ft2 of wallpaper without any overlap. Which

measurement is closest to the side length of this wall in feet?

A 22 ft

B 44 ft

C 9 ft

D 7 ft

Mathematics

Page 29

32 Ben collected data from a group of 12 people. He measured each person’s resting heart rate and recorded the average number of hours each person exercised per week. He created a scatterplot to show the data he collected.

Resting Heart Rate and Weekly Exercise

y

100 90 80 70 60 50 40 30 20 10

x 0

Average Weekly Exercise (hours)

Rest

ing

Hea

rt R

ate

(bea

ts p

er m

inut

e)

1 2 3 4 5 6 7 8 9 10

Based on the scatterplot, what is the best prediction of the resting heart rate, in beats per minute, of a person who exercises an average of 8 hours each week?

F 30 beats per minute

G 50 beats per minute

H 55 beats per minute

J 60 beats per minute

Mathematics

Page 30

33 A right triangle and two of its side lengths are shown in the diagram.

12 cm39 cm

x cm

Which measurement is closest to the value of x in centimeters?

A 37.1 cm

B 40.8 cm

C 27 cm

D 51 cm

34 The number of gift baskets Nikki can make varies directly with the amount of time she spends

making the baskets. She can make 4 baskets in12hour.

How many baskets can Nikki make in 5 hours?

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

Mathematics

Page 31

35 Mr. Flores opened an account with a deposit of $5,000.

• The account earned annual simple interest.

• He did not make any additional deposits or withdrawals.

• At the end of 4 years, the balance of the account was $6,500.

What is the annual interest rate on this account?

A 5.8%

B 7.5%

C 3.3%

D 1.9%

Mathematics

Page 32

5 5x y) o ( x, y( , )

7 7

y

18

16 G′ 14

12

F′ 10 G

8

6F 4

2

−1 88 −16 −14 −12 −10 −8 −6 −4 −2 −2

2 4 6 8 10 12 14 16 1

−4J −6

−8

J′ −10

−12 H −14

−16 H′ −18

x

36 Quadrilateral FGHJ was dilated with the origin as the center of dilation to create quadrilateral F G′ ′H′J′.

Which rule best represents the dilation that was applied to quadrilateral FGHJ to create quadrilateral F G′ ′H′J′?

F

G (x y) o (x + 1, y, + 2)

H (x y) o x y, (1.4 , 1.4 )

J (x y) o (x �� 2, y, + 1)

Mathematics

Page 33

37 Melissa is saving $25 that she earned for washing her mom’s car. She earns $10 every week for doing chores, which she also saves.

Which function can be used to find t, the amount of money Melissa will have saved at the end of n weeks of doing chores?

A t = 10n + 25

B t = 25n + 10

C t = 35n

D t = 15n

38 A rectangular prism and its dimensions are shown in the diagram.

5 in. 7.5 in.

6.5 in.

What is the total surface area of this prism in square inches?


Mathematics

Page 34

39 Emily sells greeting cards. The graph models the linear relationship between the number of boxes of cards she sells and her profit.

Selling Cards y

50

40

30

20

10

x 0

Prof

it (d

olla

rs)

1 2 3 4 5 6 Number of Boxes

Which of these best describes the profit Emily makes from selling these cards?

A $7.50 per box

B $10.00 per box

C $4.00 per 30 boxes

D $3.00 per 4 boxes

Mathematics

Page 35

40 The daily attendance at a bowling alley was recorded for 15 days. The scatterplot shows the number of lanes rented each day and the number of people who bowled that day.

Bowling Alley Datay

Num

ber

of P

eopl

e Bo

wlin

g 70

60

50

40

30

20

1010

x 0 1 2 3 4 5 6 7 8 9 10 11

Number of Lanes Rented

Which statement is best supported by the scatterplot?

F There is a nonlinear association between the number of lanes rented and the number of people who bowl.

G There is a negative linear association between the number of lanes rented and the number of people who bowl.

H There is no apparent association between the number of lanes rented and the number of people who bowl.

J There is a positive linear association between the number of lanes rented and the number of people who bowl.

Mathematics

Page 36

41 A container that holds sugar is shaped like a cylinder. The radius of the container is 3 inches, and the height of the container is 10.5 inches.

Which measurement is closest to the volume of the container in cubic inches?

A 254.47 in.3

B 296.88 in.3

C 395.84 in.3

D 197.92 in.3

42 Frank and Erica are selling ribbons to raise money for the football team. The graph shows the linear relationship between the number of ribbons each of them has left to sell and the number of days that they have been selling ribbons.

Num

ber

of R

ibbo

ns

Left

to

Sell

y

36 33 30 27 24 21 18 15 12 9 6 3

0 6

Frank

Erica

Ribbon Sales

x 12 18 24 30 36 42 48

Days

On which day does it appear that Frank and Erica will have the same number of ribbons left to sell?

F Day 15

G Day 48

H Day 33

J Day 18

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS ON THE ANSWER DOCUMENT. Mathematics STOP

Page 37

STAAR GRADE 8

Mathematics March 2017

STAAR® Grade 8 Mathematics 2017 Release

Answer Key Paper

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 2 Supporting 8.5(F) B 2 3 Readiness 8.10(C) F 3 1 Readiness 8.2(D) C 4 2 Readiness 8.4(B) F 5 3 Readiness 8.3(C) D 6 2 Readiness 8.4(C) G 7 3 Supporting 8.6(A) C 8 2 Supporting 8.5(A) J 9 3 Readiness 8.7(C) 32.5

10 4 Readiness 8.5(D) F 11 2 Readiness 8.5(G) A 12 2 Readiness 8.8(C) J 13 4 Supporting 8.12(G) A 14 3 Readiness 8.7(B) G 15 2 Supporting 8.8(A) C 16 4 Readiness 8.12(D) F 17 3 Supporting 8.3(A) D 18 1 Supporting 8.2(C) G 19 2 Readiness 8.5(I) A 20 3 Supporting 8.3(B) G 21 4 Supporting 8.12(A) A 22 3 Supporting 8.7(D) H 23 2 Readiness 8.8(C) 6 24 3 Readiness 8.7(A) J 25 2 Readiness 8.5(G) B 26 3 Supporting 8.6(C) H 27 3 Readiness 8.10(C) C 28 2 Readiness 8.4(B) F 29 1 Readiness 8.2(D) D 30 2 Supporting 8.4(A) G 31 1 Supporting 8.2(B) C 32 4 Readiness 8.5(D) G 33 3 Readiness 8.7(C) A 34 2 Supporting 8.5(E) 40 35 4 Readiness 8.12(D) B 36 3 Readiness 8.3(C) H 37 2 Readiness 8.5(I) A 38 3 Readiness 8.7(B) 237.5 39 2 Readiness 8.4(C) A 40 4 Supporting 8.11(A) J 41 3 Readiness 8.7(A) B 42 2 Supporting 8.9(A) J

Copyright © 2017, Texas Education Agency (TEA). All rights reserved.

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March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J 1 A is incorrect because the

graph shows a line that goes through the origin, which makes the linear relationship proportional.

B is correct because the graph shows a line that does not go through the origin, which makes the linear relationship non-proportional.

C is incorrect because the graph shows a line that goes through the origin, which makes the linear relationship proportional.

D is incorrect because the graph shows a line that goes through the origin, which makes the linear relationship proportional.

2 F is correct because the pentagon is translated 1 unit to the left and 10 units down, which is described by the transformation rule (x - 1, y -10).

G is incorrect because the pentagon is translated 1 unit to the left and 10 units down, which is described by the transformation rule (x - 1, y -10), not (x + 1, y - 10).

H is incorrect because the pentagon is translated 1 unit to the left and 10 units down, which is described by the transformation rule (x - 1, y -10), not (x - 1, y + 10).

J is incorrect because the pentagon is translated 1 unit to the left and 10 units down, which is described by the transformation rule (x - 1, y -10), not (x + 1, y + 10).

3 $�LV�LQFRUUHFW�EHFDXVH�ʌ�LV�EHWZHHQ�WKH�¥��DQG��ʌ��This comparison is true.

%�LV�LQFRUUHFW�EHFDXVH�¥��LV�EHWZHHQ�WKH�¥��DQG��ʌ��This comparison is true.

&�LV�FRUUHFW�EHFDXVH�ʌ��LV�QRW�EHWZHHQ�WKH�¥��DQG��ʌ��This comparison is NOT true.

'�LV�LQFRUUHFW�EHFDXVH�ʌ2/9 is EHWZHHQ�WKH�¥��DQG��ʌ��This comparison is true.

4 F is correct because the graph represents a line with a slope of 45 gallons per minute.

G is incorrect because the graph represents a line with a slope of 15 gallons per minute.

H is incorrect because the graph represents a line with a slope of 0 gallons per minute.

J is incorrect because the graph represents a line with a slope of 60 gallons per minute.

5 A is incorrect because the dilation rule for P' can be found by multiplying each of the coordinates of (6, -3) by the scale factor, u, which is represented by (6u, -3u), not (6 + u, -3 + u).

B is incorrect because the dilation rule for P' can be found by multiplying each of the coordinates of (6, -3) by the scale factor, u, which is represented by (6u, -3u), not (6/u, -3/u).

C is incorrect because the dilation rule for P' can be found by multiplying each of the coordinates of (6, -3) by the scale factor, u, which is represented by (6u, -3u), not (6 + 1/u, -3 + 1/u).

D is correct because the dilation rule for P' can be found by multiplying each of the coordinates of (6, -3) by the scale factor, u, which is represented by (6u, -3u).

6 F is incorrect because the slope can be found by the change in the gallons of gasoline, y, divided by the change in the number of miles driven, x, which is -1/25, not 1/25. The y-intercept is 15, the number of gallons of gasoline when 0 miles were driven, not 375.

G is correct because the slope can be found by the change in the gallons of gasoline, y, divided by the change in the number of miles driven, x, which is -1/25. The y-intercept is 15, the number of gallons of gasoline when 0 miles were driven.

H is incorrect because the slope can be found by the change in the gallons of gasoline, y, divided by the change in the number of miles driven, x, which is -1/25, not 25. The y-intercept is 15, thenumber of gallons of gasolinewhen 0 miles were driven.

J is incorrect because the slope can be found by the change in the gallons of gasoline, y, divided by the change in the number of miles driven, x, which is -1/25, not -25. The y-intercept is 15, the number of gallons of gasoline when 0 miles were driven, not 15.

7 A is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h and the UDGLXV� ��VR�9� �ʌ��2h, QRW�9� �ʌ��K�2 .

B is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h and the UDGLXV� ��VR�9� �ʌ��2h, QRW�9� �ʌ��K�2 .

C is correct because the formula for the volume of a F\OLQGHU�LV�9� �ʌU�K�DQG�WKH�UDGLXV� ��VR�9� �ʌ��K��the radius = 2.5.

D is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h and the UDGLXV� ��VR�9� �ʌ��2h, QRW�9� �ʌ��2h.

8 F is incorrect because it shows the values in the milliliters column, m, to be 29.57 divided by the corresponding values in the fluid ounces column, f, not multiplied.

G is incorrect because it does not show the values in the milliliters column, m, to be 29.57 multiplied by the corresponding values in the fluid ounces column, f.

H is incorrect because it does not show the values in the milliliters column, m, to be 29.57 multiplied by the corresponding values in the fluid ounces column, f.

J is correct because it shows the values in the milliliters column, m, to be 29.57 multiplied by the corresponding values in the fluid ounces column, f.

Texas Education Agency Student Assessment Division

September 2017

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Item # Response A/F Response B/G Response C/H Response D/J 9 A; 32.5 is correct because

using the Pythagorean Theorem, a2 + b2 = c2 gives, 262 + 19.52 = 1056.25 and the square root of 1056.25 is 32.5.

B; Students may have added 19.5 + 26 = 45.5 or multiplied 19.5 x 26 = 507.

10 F is correct because based on the scatterplot, the best prediction of the average amount of money spent on groceries for 7 people is closest to 240.

G is incorrect because based on the scatterplot, the best prediction of the average amount of money spent on groceries for 7 people is closest to 240, not 190.

H is incorrect because based on the scatterplot, the best prediction of the average amount of money spent on groceries for 7 people is closest to 240, not 210.

J is incorrect because based on the scatterplot, the best prediction of the average amount of money spent on groceries for 7 people is closest to 240, not 300.

11 A is correct because each value of x is paired more than once with a corresponding value of y. This graph does NOT represent y as a function of x.

B is incorrect because each x value is paired only once with a corresponding y value. This graph represents y as a function of x.

C is incorrect because each x value is paired only once with a corresponding y value. This graph represents y as a function of x.

D is incorrect because each x value is paired only once with a corresponding y value. This graph represents y as a function of x.

12 F is incorrect because x/3 - 3 = x/9 + 3, this simplifies to 2x = 54, and dividing both sides by 2 simplifies to x = 27, not 3.

G is incorrect because x/3 - 3 = x/9 + 3, this simplifies to 2x = 54, and dividing both sides by 2 simplifies to x = 27, not -9.

H is incorrect because x/3 - 3 = x/9 + 3, this simplifies to 2x = 54, and dividing both sides by 2 simplifies to x = 27, not -1.

J is correct because x/3 - 3 = x/9 + 3, this simplifies to 2x = 54, and dividing both sides by 2 simplifies to x = 27.

13 A is correct because the cost for two years of college is 2(8,800) = 17,600, so the amount the student still needs is 17,600 - 5,000 = 12,600. A monthly deposit of $200 is the smallest option from the table that will result in at least $12,600 at the end of five years.

B is incorrect because the cost for two years of college is 2(8,800) = 17,600, so the amount the student still needs is 17,600 - 5,000 = 12,600. A monthly deposit of $300 is not the smallest option from the table that will result in at least $12,600 at the end of five years.

C is incorrect because the cost for two years of college is 2(8,800) = 17,600, so the amount the student still needs is 17,600 - 5,000 = 12,600. A monthly deposit of $100 will result in $12,273 according to the table, which is less than $12,600 the student needs at the end of five years.

D is incorrect because the cost for two years of college is 2(8,800) = 17,600, so the amount the student still needs is 17,600 - 5,000 = 12,600. A monthly deposit of $400 is not the smallest option from the table that will result in at least $12,600 at the end of five years.

14 F is incorrect because the formula for lateral surface area RI�D�F\OLQGHU�LV�6� ��ʌUK�DQG�the radius = 4.2, not 8.4, so S ��ʌ��ZKLFK�LV�closest to 287.6, not 575.3.

G is correct because the formula for lateral surface area RI�D�F\OLQGHU�LV�6� ��ʌUK�DQG�the radius = 4.2, so S = ��ʌ��ZKLFK�LV�closest to 287.6.

H is incorrect because the formula for lateral surface area RI�D�F\OLQGHU�LV�6� ��ʌUK�DQG�the radius = 4.2, so S = ��ʌ��ZKLFK�LV�closest to 287.6, not 398.5.

J is incorrect because the formula for lateral surface area RI�D�F\OLQGHU�LV�6� ��ʌUK�DQG�the radius = 4.2, so S = ��ʌ��ZKLFK�LV�closest to 287.6, not 604.1.

15 A is incorrect because the situation is represented by the equation 2.50t + 350 = 3t + 225, not 3t + 350 =2.50t + 225.

B is incorrect because the situation is represented by the equation 2.50t + 350 = 3t + 225, not 350t + 2.5 = 225t + 3.

C is correct because the situation is represented by the equation 2.50t + 350 = 3t + 225.

D is incorrect because the situation is represented by the equation 2.50t + 350 = 3t + 225, which is answer choice C.

16 F is correct because the formula for compound interest is A = P(1 + r)t, so A = 2,500(1 + 0.065)2 which is closest to 2,835.56.

G is incorrect because the formula for compound interest is A = P(1 + r)t, so A = 2,500(1 + 0.065)2 which is closest to 2,835.56, not 2,513.00.

H is incorrect because the formula for compound interest is A = P(1 + r)t, so A = 2,500(1 + 0.065)2 which is closest to 2,835.56, not 2,662.50.

J is incorrect because the formula for compound interest is A = P(1 + r)t, so A = 2,500(1 + 0.065)2 which is closest to 2,835.56, not 2,825.00.


September 2017


Item # Response A/F Response B/G Response C/H Response D/J 17 A is incorrect because AE/XY

= CD/VZ does not represent a true proportion of the lengths of the corresponding sides of the given similar figures.

B is incorrect because AB/VW = YZ/DE does not represent a true proportion of the lengths of the corresponding sides of the given similar figures.

C is incorrect because BC/XY = DE/YZ does not represent a true proportion of the lengths of the corresponding sides of the given similar figures.

D is correct because AB/VW = CD/XY represents a true proportion of the lengths of the corresponding sides of the given similar figures.

18 F is incorrect because 0.00165 is written as 1.65 x 10-3 in scientific notation, not 165 x 10-5 .

G is correct because 0.00165 is written as 1.65 x 10-3 in scientific notation.

H is incorrect because 0.00165 is written as 1.65 x 10-

3 in scientific notation, not 16.5 x 10-4 .

J is incorrect because 0.00165 is written as 1.65 x 10-3 in scientific notation, not 0.165 x 10-2 .

19 A is correct because the graph shows the cost of 5 dollars for every pound of pecan, which is represented by the function y = 5x.

B is incorrect because the graph shows the cost of 5 dollars for every pound of pecan, which is represented by the function y = 5x, not y = 1/5 x.

C is incorrect because the graph shows the cost of 5 dollars for every pound of pecan, which is represented by the function y = 5x, not y = 2x.

D is incorrect because the graph shows the cost of 5 dollars for every pound of pecan, which is represented by the function y = 5x, not y = 1/2x.

20 F is incorrect because the dilation rule (1/4x, 1/4y) creates a pentagon that is smaller than the original pentagon, not a larger pentagon. The 1/4 scale factor is less than 1, not greater than 1.

G is correct because the dilation rule (1/4x, 1/4y) creates a pentagon that is smaller than the original pentagon. The 1/4 scale factor is less than 1.

H is incorrect because the dilation rule (1/4x, 1/4y) creates a pentagon that is smaller than the original pentagon. The 1/4 scale factor is less than 1, not greater than 1.

J is incorrect because the dilation rule (1/4x, 1/4y) creates a pentagon that is smaller than the original pentagon, not a larger pentagon. The 1/4 scale factor is less than 1.

21 A is correct because the formula for simple interest is I = Prt, so I = 2,500(0.0475)(18) = 2137.50. This option has the least amount of interest for the loan.

B is incorrect because the formula for simple interest is I = Prt, so I = 2,500(0.0475)(18) = 2137.50. This option has the least amount of interest for the loan, not 2,500(0.04)(30) = 3000.

C is incorrect because the formula for simple interest is I = Prt, so I = 2,500(0.0475)(18) = 2137.50. This option has the least amount of interest for the loan, not 2,500(0.0425)(24) = 2,550.

D is incorrect because the formula for simple interest is I = Prt, so I = 2,500(0.0475)(18) = 2137.50. This option has the least amount of interest for the loan, not 2,500(0.0450)(36) = 4,050.

22 F is incorrect because the Pythagorean Theorem is D� + b2 = c2, so 102 + 82 = c2, which simplifies to 164 = c2, and the square root of 164 is closest to 13, not 18.

G is incorrect because the Pythagorean Theorem is a2 + b2 = c2, so 102 + 82 = c2, which simplifies to 164 = c2, and the square root of 164 is closest to 13, not 6.

H is correct because the Pythagorean Theorem is a2 + b2 = c2, so 102 + 82 = c2, which simplifies to 164 = c2, and the square root of 164 is closest to 13.

J is incorrect because the Pythagorean Theorem is a2 + b2 = c2, so 102 + 82 = c2, which simplifies to 164 = c2, and the square root of 164 is closest to 13, not 9.

23 A; 6 is correct because if the perimeter is equal to the area then 2l + 2w = lw , so 2l + 2(3) = l (3), which simplifies to 6 = l .

B; Students may have multiplied 4 x 3 = 12.

24 F is incorrect because the formula for the volume of a FRQH�LV�9� ��ʌU2h, so V ��ʌ��2(7.5) which is closest to 62.13, not 186.38.

G is incorrect because the formula for the volume of a FRQH�LV�9� ��ʌU2h, so V = ��ʌ��2(7.5) which is closest to 62.13, not 248.50.

H is incorrect because the formula for the volume of a FRQH�LV�9� ��ʌU2h, so V = ��ʌ��2(7.5) which is closest to 62.13, not 745.51.

J is correct because the formula for the volume of a FRQH�LV�9� ��ʌU2h, so V = ��ʌ��2(7.5) which is closest to 62.13.


September 2017

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Item # Response A/F Response B/G Response C/H Response D/J 25 A is incorrect because two of

the ordered pairs have the same x value. To be a function, every x value is paired with exactly one y value.

B is correct because each x value is paired only once with a corresponding y value. To be a function, every x value is paired with exactly one y value.

C is incorrect because two of the ordered pairs have the same x value. To be a function, every x value is paired with exactly one y value.

D is incorrect because all of the ordered pairs have the same x value. To be a function, every x value is paired with exactly one y value.

26 F is incorrect because the combined area of the smaller squares, 32 + 42 , is the same as the area of the largest square, 25. These squares support this statement.

G is incorrect because the combined area of the smaller squares, 52 + 122 , is the same as the area of the largest square, 132. These squares support this statement.

H is correct because the combined area of the smaller squares, 92 + 144, is not the same as the area of the largest square, 212. These squares do NOT support this statement.

J is incorrect because the combined area of the smaller squares, 62 + 64, is the same as the area of the largest square, 100. These squares support this statement.

27 A is incorrect because after the reflection across the y-axis, the center of the new circle will be at (-x, y), not (x, y).

B is incorrect because after the reflection across the y-axis, the center of the new circle will be at (-x, y), not (x, -y).

C is correct because after a reflection across the y-axis, the center of the new circle will be at (-x, y).

D is incorrect because after the reflection across the y-axis, the center of the new circle will be at (-x, y), not (-x, -y).

28 F is correct because the graph shows a unit rate of 2.75, which models the same rate as the cost to dry-clean each shirt, 16.50/6 = 2.75.

G is incorrect because the graph shows a unit rate of 16.50, which does not model the same rate as the cost to dry-clean each shirt, 16.50/6 = 2.75.

H is incorrect because the graph shows a unit rate of 10.50, which does not model the same rate as the cost to dry-clean each shirt, 16.50/6 = 2.75.

J is incorrect because the graph shows a unit rate of 22.50, which does not model the same rate as the cost to dry-clean each shirt, 16.50/6 = 2.75.

29 $�LV�LQFRUUHFW�EHFDXVH�is about 0.141, which is between 1/8 = 0.125 and 18% = 0.18, not 1/5 = 0.2.

%�LV�LQFRUUHFW�EHFDXVH�is about 0.141, which is between 1/8 = 0.125 and 18% = 0.18, not 1.6.

&�LV�LQFRUUHFW�EHFDXVH�is about 0.141, which is between 1/8 = 0.125 and 18% = 0.18, not 0.09.

'�LV�FRUUHFW�EHFDXVH� LV�about 0.141, which is between 1/8 = 0.125 and 18% = 0.18.

30 F is incorrect because the ratios simplify to 7/8 = 6/9, which do not show the correct slope for segments L and

P.

G is correct because the ratios simplify to -4/3 = -12/9, which show the correct slope for segments L and M .

H is incorrect because the UDWLRV�VLPSOLI\�WR��which do not show the correct slope for segments L and

P.

J is incorrect because the UDWLRV�VLPSOLI\�WR��which do not show the correct

slope for segments L and MP.

31 A is incorrect because the formula for the area of a square is A = s2, so 87.5 = s2, the side length is the square root of 87.5, which is closest to 9, not 22.

B is incorrect because the formula for the area of a square is A = s2, so 87.5 = s2, the side length is the square root of 87.5, which is closest to 9, not 44.

C is correct because the formula for the area of a square is A = s2, so 87.5 = s2, the side length is the square root of 87.5, which is closest to 9.

D is incorrect because the formula for the area of a square is A = s2, so 87.5 = s2, the side length is the square root of 87.5, which is closest to 9, not 7.

32 F is incorrect because based on the scatterplot, the best prediction of the resting heart of a person exercising at an average of 8 hours each week is 50 beats per minute, not 30 beats per minute.

G is correct because based on the scatterplot, the best prediction of the resting heart of a person exercising at an average of 8 hours each week is 50 beats per minute.

H is incorrect because based on the scatterplot, the best prediction of the resting heart of a person exercising at an average of 8 hours each week is 50 beats per minute, not 55 beats per minute.

J is incorrect because based on the scatterplot, the best prediction of the resting heart of a person exercising at an average of 8 hours each week is 50 beats per minute, not 60 beats per minute.


September 2017

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Item # Response A/F Response B/G Response C/H Response D/J 33 A is correct because the

Pythagorean Theorem is a2 + b2 = c2, so 122 + x2 = 392 which simplifies to x2 = 1,377 and the square root of 1,377 is closest to 37.1.

B is incorrect because the Pythagorean Theorem is a2 + b2 = c2, so 122 + x2 = 392 which simplifies to x2 = 1,377 and the square root of 1,377 is closest to 37.1, not 40.8.

C is incorrect because the Pythagorean Theorem is a2 + b2 = c2, so 122 + x2 = 392 which simplifies to x2 = 1,377 and the square root of 1,377 is closest to 37.1, not 27.

D is incorrect because the Pythagorean Theorem is a2 + b2 = c2, so 122 + x2 = 392 which simplifies to x2 = 1,377 and the square root of 1,377 is closest to 37.1, not 51.

34 F; 40 is correct because if Nicki can make 4 baskets in 1/2 hour, she can make 40 baskets in 8 hours.

G; Students may have multiplied 4 baskets times 5 hours to get 20 or multiplied 2 times 5 to get 10.

35 A is incorrect because the formula for simple interest is I = Prt and the interest is 6,500 -5,000 = 1,500, so 1,500 = 5,000(r)(4), and dividing both sides by 20,000 gives r = 0.075 = 7.5%, not 5.8%.

B is correct because the formula for simple interest is I = Prt and the interest is 6,500 -5,000 = 1,500, so 1,500 = 5,000(r)(4), and dividing both sides by 20,000 gives r = 0.075 = 7.5%.

C is incorrect because the formula for simple interest is I = Prt and the interest is 6,500 -5,000 = 1,500, so 1,500 = 5,000(r)(4), and dividing both sides by 20,000 gives r = 0.075 = 7.5%, not 3.3%.

D is incorrect because the formula for simple interest is I = Prt and the interest is 6,500 -5,000 = 1,500, so 1,500 = 5,000(r)(4), and dividing both sides by 20,000 gives r = 0.075 = 7.5%, not 1.9%.

36 F is incorrect because the coordinates of F'G'H'J' are found by multiplying the coordinates of FGHJ by 1/4 which is described by the GLODWLRQ�UXOH��[��\��ĺ��[��\��QRW��[��\��ĺ��[��5/7y).

G is incorrect because the coordinates of F'G'H'J' are found by multiplying the coordinates of FGHJ by 1/4 which is described by the GLODWLRQ�UXOH��[��\��ĺ��[��\��QRW��[��\��ĺ��[��\��2).

H is correct because the coordinates of F'G'H'J' are found by multiplying the coordinates of FGHJ by 1/4 which is described by the GLODWLRQ�UXOH��[��\��ĺ��[��1.4y).

J is incorrect because the coordinates of F'G'H'J' are found by multiplying the coordinates of FGHJ by 1/4 which is described by the GLODWLRQ�UXOH��[��\��ĺ��[��\��QRW��[��\��ĺ��[��\��1).

37 A is correct because the amount of money can be found by multiplying 10 times the number of weeks, n, and adding her saving of 25, which is represented by the function t = 10n + 25.

B is incorrect because the amount of money can be found by multiplying 10 times the number of weeks, n, and adding her saving of 25, which is represented by the function t = 10n + 25, not t = 25n + 10.

C is incorrect because the amount of money can be found by multiplying 10 times the number of weeks, n, and adding her saving of 25, which is represented by the function t = 10n + 25, not t = 35n.

D is incorrect because the amount of money can be found by multiplying 10 times the number of weeks, n, and adding her saving of 25, which is represented by the function t = 10n + 25, not t = 15n.

38 F; 237.5 is correct because the formula for the total surface area of a rectangular prism is S = Ph + 2B which is 25(6.5) + 2(37.5) = 237.5.

G; Students may have multiplied 7.5(5)(6.5) = 243.75 or (7.5 + 5 + 6.5)(4) = 76.

39 A is correct because the graph describes the profit to be $7.50 for each box.

B is incorrect because the graph describes the profit to be $7.50 for each box, not 10.00 for each box.

C is incorrect because the graph describes the profit to be $7.50 for each box, not 4.00 for 30 boxes.

D is incorrect because the graph describes the profit to be $7.50 for each box, not 3.00 for 4 boxes.


September 2017


Item # Response A/F Response B/G Response C/H Response D/J 40 F is incorrect because the

scatterplot models a positive linear association, not a non-linear association, between the lanes rented and the number of people who bowl.

G is incorrect because the scatterplot models a positive linear association, not a negative linear association, between the lanes rented and the number of people who bowl.

H is incorrect because the scatterplot models a positive linear association, not a no apparent association, between the lanes rented and the number of people who bowl.

J is correct because the scatterplot models a positive linear association between the lanes rented and the number of people who bowl.

41 A is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h, so V = ʌ��2(10.5) which is closest to 296.88, not 254.47.

B is correct because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h, so V = ʌ��2(10.5) which is closest to 296.88.

C is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h, so V = ʌ��2(10.5) which is closest to 296.88, not 395.84.

D is incorrect because the formula for volume of a F\OLQGHU�LV�9� �ʌU2h, so V = ʌ��2(10.5) which is closest to 296.88, not 197.92.

42 F is incorrect because the two lines appear to intersect at day 18, not day 15.

G is incorrect because the two lines appear to intersect at day 18, not day 48.

H is incorrect because the two lines appear to intersect at day 18, not day 33.

J is correct because the two lines appear to intersect at day 18.


September 2017

Grade 8 Mathematics Assessment

Eligible Texas Essential Knowledge and Skills


January 2014

STAAR Grade 8 Mathematics Assessment

Mathematical Process Standards These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement. (8.1) Mathematical process standards. The student uses mathematical

processes to acquire and demonstrate mathematical understanding. The student is expected to

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

STAAR Grade 8 Mathematics Page 2 of 9 Texas Education Agency

Student Assessment Division January 2014



Reporting Category 1: Numerical Representations and Relationships The student will demonstrate an understanding of how to represent and manipulate numbers and expressions. (8.2) Number and operations. The student applies mathematical process

standards to represent and use real numbers in a variety of forms. The student is expected to

(A) extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers; Supporting Standard

(B) approximate the value of an irrational number, including � and square roots of numbers less than 225, and locate that rational number approximation on a number line; Supporting Standard

(C) convert between standard decimal notation and sci entific notation; and Supporting Standard

(D) order a set of real numbers arising from mathematical and real-world contexts. Readiness Standard



Reporting Category 2: Computations and Algebraic Relationships The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. (8.4) Proportionality. The student applies mathematical process standards to

explain proportional and non-proportional relationships involving slope. The student is expected to

(A) use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line; Supporting Standard

(B) graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and Readiness Standard

(C) use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems. Readiness Standard

(8.5) Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to

(A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx; Supporting Standard

(B) represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0; Supporting Standard

(E) solve problems involving direct variation; Supporting Standard

(F) distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0; Supporting Standard

(G) identify functions using sets of ordered pairs, tables, mappings, and graphs; Readiness Standard

(H) identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and Supporting Standard



(I) write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. Readiness Standard

(8.8) Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The s tudent is expected to

(A) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants; Supporting Standard

(B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants; and Supporting Standard

(C) model and solve one-variable equations w ith variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants. Readiness Standard

(8.9) Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to

(A) identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations. Supporting Standard



Reporting Category 3: Geometry and Measurement The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. (8.3) Proportionality. The student applies mathematical process standards to

use proportional relationships to describe dilations. The student is expected to

(A) generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation; Supporting Standard

(B) compare and co ntrast the attributes of a shape and its dilation(s) on a coordinate plane; and Supporting Standard

(C) use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation. Readiness Standard

(8.6) Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to

(A) describe the volume formula V = Bh of a cylinder in terms of its base area and its height; and Supporting Standard

(C) use models and diagrams to explain the Pythagorean theorem. Supporting Standard

(8.7) Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to

(A) solve problems involving the volume of cylinders, cones, and spheres; Readiness Standard

(B) use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders; Readiness Standard

(C) use the Pythagorean theorem and its converse to solve problems; and Readiness Standard



(D) determine the distance between two points on a coordinate plane using the Pythagorean theorem. Supporting Standard

(8.8) Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations o r inequalities in problem situations. The s tudent is expected to

(D) use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a t ransversal, and the angle-angle criterion for similarity of triangles. Supporting Standard

(8.10) Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to

(A) generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane; Supporting Standard

(B) differentiate between transformations that preserve congruence and those that do not; Supporting Standard

(C) explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and Readiness Standard

(D) model the effect on linear and area measurements of dilated two-dimensional shapes. Supporting Standard



Reporting Category 4: Data Analysis and Personal Financial Literacy The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts. (8.5) Proportionality. The student applies mathematical process standards to

use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to

(C) contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation; and Supporting Standard

(D) use a trend line that approximates the linear relationship between bivariate sets of data to make predictions. Readiness Standard

(8.11) Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to

(A) construct a sc atterplot and d escribe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data; and Supporting Standard

(B) determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points. Supporting Standard

(8.12) Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one’s life as a knowledgeable consumer and investor. The student is expected to

(A) solve real-world problems comparing how interest rate and loan length affect the cost of credit; Supporting Standard

(C) explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time; Supporting Standard

(D) calculate and compare simple interest and compound interest earnings; and Readiness Standard



(G) estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college. Supporting Standard

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