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8th Grade TAKS Released Tests by Objective Objective Numbers, operations, and quantitative reasoning Patterns, relationships, and algebraic reasoning Geometry and spatial reasoning Measurement Probability and statistics Mathematical processes and tools Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning (8.1) Number, operation, and quantitative reasoning The student understands that different forms of numbers are appropriate for different situations The student is expected to (A) compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals; Several stores are having sales The prices are reduced by 62.5%, ⅔, 75%, ½, and 7/10 Which list shows the price reductions from greatest to least? A 75%, 62.5%, ½, ⅔, 7/10 B 75%, 7/10, ⅔, 62.5%, ½ C 75%, 7/10, 62.5%, ½, ⅔ D 75%, 7/10, 62.5%, ⅔, ½ Correct Answer - B Spring 2006 #31 Which fraction is between ⅔ and ¾? A ½ B 3/5 C 5/7 D ⅞ Correct Answer - C Spring 2004 #25 A librarian arranged some books on the shelf using the Dewey decimal system Choose the group of book numbers that is listed in order from least to greatest F 549.010, 549.101, 549.02, 549.3 G 392.4, 397.46, 399.53, 399.062 H 101.2, 101.04, 104.21, 110.0 J 834, 834.19, 834.2, 834.29 Correct Answer - J Spring 2003 #42 (8.1) Number, operation, and quantitative reasoning The student understands that different forms of numbers are appropriate for different situations The student is expected to (B) select and use appropriate forms of rational numbers to solve real-life problems, including those involving proportional relationships; The Texas state flag is rectangular and has a width-to-length ratio of 2:3 Which of the following can be used to find l, the length of a Texas flag with a width of 28 inches? A + 28 = + l B C D l = 28 28 = l ∙ 28 = ∙ l Correct Answer - C Spring 2006 #27 Carlos, Jackie, Lester, and Margie ate lunch at a restaurant The total amount of the bill, including tax and tip, was $44.60 Carlos paid $15.00, Jackie paid ¼ of the bill, Lester paid 20% of the bill, and Margie paid the rest of the bill Who paid the greatest part of the bill? F Carlos G Jackie H Lester J Margie Correct Answer - F Spring 2004 #40 A bag of mixed Yummy Gummies contains 26% green, 34% red, 24% blue, and 16% yellow gummies Carla put 250 mixed gummies in a bowl Which proportion can be used to find y, the total number of yellow gummies in the bowl? Correct Answer - G Spring 2003 #2 Zeb used the rule listed below to rewrite the expression 102 x 105 10m x 10n = 10m+n Based on this rule, which of these is equivalent to the expression 8-4 x 86? F 8-10, because 8-4 x 86 = 8-4 - G 810, because 8-4 x 86 = 84 + H 8-2, because 8-4 x 86 = 84 - J 82, because 8-4 x 86 = 8-4 + Correct Answer - J April 2006 #6 ∆LMN is similar to ∆XYZ Which procedure can be used to find the number of degrees in N? A Subtract 100 from 360 B Subtract 100 from 180 C Divide 100 by D Divide 180 by Correct Answer - B April 2004 #9 The figure below shows three shaded equilateral triangles inside a rectangle Which statement about this figure is true? A The shaded area is more than 50% of the area of the rectangle B The shaded area is ¾ of the unshaded area of the rectangle C The unshaded area is ⅔ of the shaded area of the rectangle D The shaded area is equal to the unshaded area of the rectangle Correct Answer - D April 2004 #31 Before the last game of the basketball season, Fernando had scored a total of 73 points He scored 20 points in the last game, making his season average 15.5 points per game To find the total number of games he played, first find the sum of 73 and 20 and then — F add the sum to 15.5 G subtract 15.5 from 73 H multiply the sum by 15.5 J divide the sum by 15.5 Correct Answer - J Spring 2003 #18 (8.16) Underlying processes and mathematical tools The student uses logical reasoning to make conjectures and verify conclusions The student is expected to (A) make conjectures from patterns or sets of examples and nonexamples The table shows n, the number of sides of a polygon, and S, the sum of the measures of the interior angles of that polygon Based on the table, which statement is true? A The sum of the interior angle measures decreases by ½ for each side increase on B The sum of the interior angle measures increases by 180° for each side increase of C The sum of the interior angle measures doubles for each side increase of D The sum of the interior angle measures is a whole-number multiple of 360° Correct Answer - B April 2006 #9 This Venn diagram is used to classify counting numbers according to a set of rules Which one of the following numbers belongs in the region of the diagram marked by the question mark? A 45 B 50 C 60 D 65 Correct Answer - C April 2006 #39 A pattern of equations is shown below Which statement best describes this pattern of equations? 1% of 800 = 2% of 400 = 4% of 200 = 8% of 100 = 16% of 50 = F When the percent is doubled and the other number is halved, the answer is G When the percent is doubled and the other number is doubled, the answer is H When the percent is increased by and the other number remains the same, the answer is J When the percent remains the same and the other number is increased by 2, the answer is Correct Answer - F April 2004 #10 The figures below have a repeating pattern Which shows a 180° rotation of the 19th figure in the pattern? Correct Answer - G Spring 2003 #20 (8.16) Underlying processes and mathematical tools The student uses logical reasoning to make conjectures and verify conclusions The student is expected to (B) validate his/her conclusions using mathematical properties and relationships A set of parentheses is missing from the expression below 15 - + · + Which of the following expressions has the parentheses in the correct place for the expression to equal 52? F G H J 15 - (5 + · 2) + (15 - + 7) · + 15 - (5 + · + 4) 15 - + · (2 + 4) Correct Answer - J April 2006 #8 Raymond packs boxes for an appliance company He can pack a large box in 10 minutes and a small box in minutes He needs to pack 10 large boxes and 20 small boxes If 2.5 hours remain before closing time, will Raymond have time to finish the work before closing time if he works without stopping? F Yes, Raymond will finish the work in 1.8 hours G No, it will take him hours to finish H Yes, Raymond will finish the work in 8.5 hours J No, it will take him hours to finish Correct Answer - J April 2006 #12 Mrs Avery bought a 5-pound bag of white potatoes for $4.25 If red potatoes sold for $0.89 per pound, why did Mrs Avery believe that she made the better buy? A The number of red potatoes in a 5-pound bag is greater than the number of white potatoes in a 5-pound bag B The cost for all kinds of potatoes in 5-pound bags is the same C The cost per pound of white potatoes is $0.04 less than the cost per pound of red potatoes D The cost per pound of white potatoes is $0.04 more than the cost per pound of red potatoes Correct Answer - C April 2004 #29 Valdemar has a spinner like the one shown below Valdemar would like to increase the chances of the following events: •Spinning an even number •Spinning a number less than •Spinning the square root of Valdemar decides to remove the from the spinner Which statement best supports his reasoning? A The number takes up more space on the spinner B Spinning the number has the greatest probability C The number is the greatest number D Spinning the number is not a desired event Correct Answer - D April 2004 #41 The following statements are true about ∆XYZ • The measure of each angle is evenly divisible by 12 • The measure of ∠Z is greater than the measure of ∠Y • The measure of ∠Y is greater than the measure of ∠X • The measure of ∠X is greater than 40° Which choice fits all statements for angles X, Y, and Z? F m∠X = 72° m∠Y = 60° m∠Z = 48° H m∠X = 50° m∠Y = 60° m∠Z = 70° G m∠X = 60° m∠Y = 72° m∠Z = 48° J m∠X = 48° m∠Y = 60° m∠Z = 72° Correct Answer - J Spring 2003 #44 [...]... Harrington wrote four irrational numbers on the board and asked Jared to choose the number closest to 3 Which irrational number should Jared choose? F √6 G √10 H 12 J √14 Correct Answer - G Spring 2004 #42 The area of a square is 125 square meters Which best represents the length of a side of the square? F 10.8 m G 11.2 m H 11.9 m J 12 m Correct Answer - G Spring 2003 #30 (8.1) Number, operation, and... rational numbers in problem situations; A recipe for 12 waffles calls for 1½ cups of milk, 2¼ cups of flour, and 1⅓ cups of other ingredients How many cups of milk, flour, and other ingredients are needed to make 36 waffles? A 20⅓ cups B 15¼ cups C 12 cups D 5 1 /12 cups Correct Answer - B April 2006 #11 On Friday the low temperature in Nome, Alaska, was -12 F, and the high temperature was 23°F How much... 2003 #21 A jeweler bought 2 meters of silver chain She used 20 centimeters to make a bracelet and 60 centimeters to make a necklace How many meters of silver chain did she have left? F 1,200 m G 120 m H 1.2 m J 0 .12 m Correct Answer - H Spring 2003 #24 (8.2) Number, operation, and quantitative reasoning The student selects and uses appropriate operations to solve problems and justify solutions The student... and the high temperature was 23°F How much warmer was the high temperature than the low temperature? A -35°F B -11°F C 11°F D 35°F Correct Answer - D Spring 2004 #35 A gift basket contains 6⅔ ounces of chocolate candy, 4½ ounces of hard candy, and 4 ounces of dried fruit What is the total weight of the contents of the gift basket? A 11 1/6 oz B 14½ oz C 14 3/5 oz D 15 1/6 oz Correct Answer - D Spring... amount for each monthly payment? F $50.00 G $150.00 H $113.00 J $67.00 Correct Answer - J Spring 2004 #16 Ms Gonzalez’s monthly electricity bills for March through June were $97.09, $103.96, $114.73, and $121 .82 She estimated that the electricity cost a total of $400.00 over these 4 months Which best describes her estimate? A Less than actual amount because she rounded to nearest $100 B Less than actual ... and asked Jared to choose the number closest to Which irrational number should Jared choose? F √6 G √10 H 12 J √14 Correct Answer - G Spring 2004 #42 The area of a square is 125 square meters... to make 36 waffles? A 20⅓ cups B 15¼ cups C 12 cups D 1 /12 cups Correct Answer - B April 2006 #11 On Friday the low temperature in Nome, Alaska, was -12 F, and the high temperature was 23°F How... centimeters to make a necklace How many meters of silver chain did she have left? F 1,200 m G 120 m H 1.2 m J 0 .12 m Correct Answer - H Spring 2003 #24 (8.2) Number, operation, and quantitative reasoning

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  • 8th Grade TAKS Released Tests by Objective

  • Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

  • (8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to (A) compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;

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  • (8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to (B) select and use appropriate forms of rational numbers to solve real-life problems, including those involving proportional relationships;

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  • (8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to (C) approximate mentally [and with calculators] the value of irrational numbers as they arise from problem situations (π, √2 );

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  • (8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to (D) express numbers in scientific notation, including negative exponents, in appropriate problem situations [using a calculator].

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  • (8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to (A) select and use appropriate operations to solve problems and justify the selections;

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  • (8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to (B) add, subtract, multiply, and divide rational numbers in problem situations;

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  • (8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to (C) evaluate a solution for reasonableness;

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  • (8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to (D) use multiplication by a constant factor (unit rate) to represent proportional relationships; for example, the arm span of a gibbon is about 1.4 times its height, a = 1.4h.

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  • Objective 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

  • (8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems. The student is expected to (A) compare and contrast proportional and non-proportional relationships;

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  • (8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems. The student is expected to (B) estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.

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  • (8.4) Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to (A) generate a different representation given one representation of data, such as a table, graph, equation, or verbal description.

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  • (8.5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to (A) estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations;

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  • (8.5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to (B) use an algebraic expression to find any term in a sequence.

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  • Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning.

  • (8.6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to (A) generate similar shapes using dilations including enlargements and reductions;

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  • (8.6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to (B) graph dilations, reflections, and translations on a coordinate plane.

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  • (8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to (A) draw solids from different perspectives;

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  • (8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to (B) use geometric concepts and properties to solve problems in fields such as art and architecture;

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  • (8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to (C) use pictures or models to demonstrate the Pythagorean Theorem;

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  • (8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to (D) locate and name points on a coordinate plane using ordered pairs of rational numbers.

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  • Objective 4: The student will demonstrate an understanding of the concepts and uses of measurement.

  • (8.8) Measurement. The student uses procedures to determine measures of solids. The student is expected to (A) find surface area of prisms and cylinders using [concrete] models and nets (two-dimensional models);

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  • (8.8) Measurement. The student uses procedures to determine measures of solids. The student is expected to (C) estimate answers and use formulas to solve application problems involving surface area and volume.

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  • (8.9) Measurement. The student uses indirect measurement to solve problems. The student is expected to (A) use the Pythagorean Theorem to solve real-life problems;

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  • (8.9) Measurement. The student uses indirect measurement to solve problems. The student is expected to (B) use proportional relationships in similar shapes to find missing measurements.

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  • (8.10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to (A) describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally;

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  • (8.10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to (B) describe the resulting effects on volume when dimensions of a solid are changed proportionally;

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  • Objective 5: The student will demonstrate an understanding of probability and statistics.

  • (8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to (A) find the probabilities of compound events (dependent and independent);

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  • (8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to (B) use theoretical probabilities and experimental results to make predictions and decisions.

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  • (8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to (A) select the appropriate measure of central tendency to describe a set of data for a particular purpose;

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  • (8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to (B) draw conclusions and make predictions by analyzing trends in scatterplots;

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  • (8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to (C) construct circle graphs, bar graphs, and histograms, [with and] without technology.

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  • (8.13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to (A) evaluate methods of sampling to determine validity of an inference made from a set of data;

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  • (8.13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to (B) recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

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  • Objective 6: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

  • (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.

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  • (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

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  • (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

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  • (8.15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected to (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

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  • (8.16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to (A) make conjectures from patterns or sets of examples and nonexamples.

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  • (8.16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to (B) validate his/her conclusions using mathematical properties and relationships.

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