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Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards TAKS Objectives Summary TEKS Student Expectations For Your Information Report – Test Performance Grade 7 TAKS Mathematics — Total Items (7.1) Number, operation, and Objective 1—For Your Information Objective 1 Tested – 10 quantitative reasoning. The At seventh grade, students should be able student represents and uses to round numbers before performing any The student will demonstrate an Average items numbers in a variety of equivalent computations when estimating (the use of understanding of numbers, Correct forms. The student is expected to compatible numbers may be necessary); operations, and quantitative Number – 6.0 (A) compare and order integers and use information given in the form of reasoning. and positive rational numbers; numbers or ranges of numbers when Average items (B) convert between fractions, working problems. Knowledge of numbers, operations, Correct decimals, whole numbers, and and quantitative reasoning is critical Percent – 60% percents mentally, on paper, [or for the development of mathematical with a calculator]; and skills. Students need to understand the (C) represent squares and square value of digits based on their positions roots using geometric models. in numbers, including rational numbers, in order to read and work (7.2) Number, operation, and with numbers. Students should know quantitative reasoning. The how to use both negative and positive student adds, subtracts, multiplies, rational numbers in real-life problems. or divides to solve problems and Understanding squares and square justify solutions. The student is roots becomes important as students expected to learn to work with more abstract (A) represent multiplication and algebraic expressions and equations. division situations involving Numbers that are more abstract and fractions and decimals with complicated will be used as students [concrete] models, pictures, words, work with and distinguish among the and numbers; four basic operations and the order in (B) use addition, subtraction, which they are used to solve equations. multiplication, and division to Students should also be developing a solve problems involving fractions sense of the reasonableness of an and decimals; expected answer. Quantitative (C) use models to add, subtract, reasoning is knowing when an answer multiply, and divide integers and makes sense and is one purpose for connect the actions to algorithms; Version 10/3/12 Page 1 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards rounding numbers to estimate. (D) use division to find unit rates Students should be prepared to apply and ratios in proportional the basic concepts included in relationships such as speed, Objective 1 to other topics in seventh- density, price, recipes, and student- grade mathematics. In addition, the teacher ratio; knowledge and skills in Objective 1 at (E) simplify numerical expressions seventh grade provide the foundation involving order of operations and for mastering the knowledge and skills exponents; in Objective 1 at eighth grade. (F) select and use appropriate Objective 1 groups together the basic operations to solve problems and building blocks within the TEKS— justify the selections; and numbers, operations, and quantitative (G) determine the reasonableness reasoning—from which mathematical of a solution to a problem. understanding stems. Grade 7 TAKS Mathematics — Total Items (7.3) Patterns, relationships, and Objective 2—For Your Information Objective 2 Tested – 10 algebraic thinking. The student At seventh grade, students should be able solves problems involving to match a description of a proportional The student will demonstrate an Average items proportional relationships. The situation with a ratio, which may or may understanding of patterns, Correct student is expected to not be expressed in lowest terms; write an relationships, and algebraic Number – 5.4 (A) estimate and find solutions to expression to find the nth term where n reasoning. application problems involving represents the position of the term in the Average items percent; and sequence; identify the expression when Understanding patterns, relationships Correct (B) estimate and find solutions to given terms in a sequence, and vice versa; and algebraic thinking is an integral Percent – 54% application problems involving match a relationship represented by an component for the foundation of basic proportional relationships such as equation or written description with the algebra. In seventh grade, students similarity, scaling, unit costs, and same relationship shown in pairs of will estimate, find solutions, describe related measurement units. numbers; and generate and/or match an relationships, and graph data. These equation with a solution strategy for an skills will enable students to express (7.4) Patterns, relationships, and application situation. relationships in academic areas such algebraic thinking. The student as geometry and science. Using represents a relationship in proportional relationships is helpful in numerical, geometric, verbal, and calculating percents in everyday symbolic form. The student is situations such as shopping. expected to Understanding how terms in a (A) generate formulas involving Version 10/3/12 Page 2 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards sequence are related is important in conversions, perimeter, area, fields such as marketing and real circumference, volume, and estate. Students should be able to use scaling; models, expressions with variables, (B) graph data to demonstrate and simple equations to solve relationships in familiar concepts problems and communicate results such as conversions, perimeter, effectively. The concepts in Objective 2 area, circumference, volume, and should prepare students to continue scaling; and their learning of more advanced (C) describe the relationship algebraic ideas. In addition, mastering between the terms in a sequence the knowledge and skills in Objective 2 and their positions in the sequence. at seventh grade will help students master the knowledge and skills in (7.5) Patterns, relationships, and Objective 2 at eighth grade. Objective algebraic thinking. The student 2 combines the basic algebra concepts uses equations to solve problems. within the TEKS—patterns, The student is expected to relationships, and algebraic thinking. (A) use [concrete] models to solve equations and use symbols to record the actions; and (B) formulate a possible problem situation when given a simple equation. Grade 7 TAKS Mathematics — Total Items (7.6) Geometry and spatial Objective 3—For Your Information Objective 3 Tested – 7 reasoning. The student compares At seventh grade, students should be able and classifies shapes and solids to use formal geometric terms correctly; The student will demonstrate an Average items using geometric vocabulary and identify geometric models presented as a understanding of geometry and Correct properties. The student is expected simple figure or as part of a more-complex spatial reasoning. Number – 4.5 to figure; and graph points on coordinate grids (A) use angle measurements to using all four quadrants. Knowledge of geometry and spatial Average items classify pairs of angles as reasoning is important because the Correct complementary or supplementary; structure of the world is based on Percent – 64% (B) use properties to classify geometric properties. With this shapes including triangles, knowledge, students should be able to quadrilaterals, pentagons, and classify angles, identify angle circles; Version 10/3/12 Page 3 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards relationships in basic polygons, and (C) use properties to classify describe the relationship between solids, including pyramids, cones, basic terms of a circle. Students must prisms, and cylinders; and learn to plot points on a coordinate (D) use critical attributes to define grid using ordered pairs of non- similarity. negative rational numbers. These concepts build spatial reasoning skills (7.7) Geometry and spatial that help develop an understanding of reasoning. The student uses distance and location. The knowledge coordinate geometry to describe and skills contained in Objective 3 will location on a plane. The student is allow students to understand the basic expected to concepts of geometry as related to the (A) locate and name points on a real world. In addition, the knowledge coordinate plane using ordered and skills in Objective 3 at sixth grade pairs of integers; and are closely aligned with the knowledge (B) graph translations on a and skills in Objective 3 at seventh coordinate plane. grade. Objective 3 combines the fundamental concepts of size and (7.8) Geometry and spatial shape found within the TEKS— reasoning. The student uses geometry and spatial reasoning—from geometry to model and describe which all geometric understanding is the physical world. The student is built. expected to (A) sketch a solid when given the top, side, and front views; (B) make a net (two-dimensional model) of the surface area of a solid; and (C) use geometric concepts and properties to solve problems in fields such as art and architecture. Grade 7 TAKS Mathematics — Total Items (7.9) Measurement. The student Objective 4—For Your Information Objective 4 Tested – 5 solves application problems At seventh grade, students should be able involving estimation and to measure with the ruler on the The student will demonstrate an Average items measurement. The student is Mathematics Chart only if the item understanding of the concepts and Correct expected to specifically instructs students to use the Version 10/3/12 Page 4 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards uses of measurement. Number – 2.7 (A) estimate measurements and ruler; and use the given measurements of a solve application problems figure to solve problems. Understanding the concepts and uses Average items involving length (including of measurement has many real-world Correct perimeter and circumference), applications and provides a basis for Percent – 54% area, and volume. developing skills in geometry. Students will continue to develop measurement skills by solving application problems involving estimation and measurement. Understanding and application of estimation in measurement provide students with the skills necessary to identify reasonableness of answers and help students solve more-difficult problems in eighth grade. These skills are important in real-world applications, such as construction and architecture, and in other academic disciplines, such as engineering and science. Understanding the basic concepts included in Objective 4 will prepare students to apply measurement skills in a multitude of situations inside and outside the classroom. In addition, the knowledge and skills found in Objective 4 at seventh grade provide a foundation on which to build in eighth grade. Objective 4 includes the concepts within the TEKS from which an understanding of measurement is developed. Grade 7 TAKS Mathematics— (7.10) Probability and statistics. Objective 5—For Your Information Objective 5 Total Items The student recognizes that a At seventh grade, students should be able Tested – 7 physical or mathematical model to match a situation with a sample space Version 10/3/12 Page 5 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards The student will demonstrate an can be used to describe the that lists all possible combinations or select understanding of probability and Average items probability of real-life events. The the missing portion of a given sample statistics. Correct student is expected to space; determine whether the graphical Number – 3.9 (A) construct sample spaces for representation of the given data is Understanding probability and compound events (dependent and appropriate and/or accurate; understand and statistics will help students become Average items independent). distinguish among mean, median, mode, informed consumers of data and Correct and range to determine which is most information. When describing and Percent – 55% (7.11) Probability and statistics. appropriate for a particular purpose; match predicting the results of a probability The student understands that the the mean, median, mode, and/or range with experiment, students should begin to way a set of data is displayed a given data set, which may be listed in the recognize and account for all the influences its interpretation. The text of the item or presented in graphical possibilities of a given situation. student is expected to form; and given an incomplete data set, Students should be able to compare (A) select and use an appropriate identify the piece of missing data that will different graphical representations of representation for presenting produce a target mean, median, mode, the same data and solve problems by collected data and justify the and/or range for the completed data set. analyzing the data presented. Students selection; and should be able to recognize (B) make inferences and appropriate and accurate convincing arguments based on an representations of data in everyday analysis of given or collected data. situations and in information related to science and social studies. Calculating (7.12) Probability and statistics. measures of central tendency allows The student uses measures of students to average grades, figure central tendency and range to sports statistics, determine election describe a set of data. The student results, etc. The knowledge and skills is expected to contained in Objective 5 are essential (A) describe a set of data using for processing everyday information. mean, median, mode, and range; In addition, the knowledge and skills in and Objective 5 at seventh grade provide (B) choose among mean, median, the foundations for mastering the mode, or range to describe a set of knowledge and skills in Objective 5 at data and justify the choice for a eighth grade. Objective 5 includes the particular situation. concepts within the TEKS that form the groundwork for an understanding of probability and statistics. Version 10/3/12 Page 6 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards Grade 7 TAKS Mathematics— Total Items (7.13) Underlying processes and Objective 6—For Your Information Objective 6 Tested – 9 mathematical tools. The student At seventh grade, students should be able applies Grade 7 mathematics to to select the description of a mathematical The student will demonstrate an Average items solve problems connected to situation when provided a written or understanding of the mathematical Correct everyday experiences, pictorial prompt; identify the information processes and tools used in problem Number – 5.9 investigations in other disciplines, that is needed to solve a problem; select or solving. and activities in and outside of describe the next step or a missing step that Average items school. The student is expected to would be most appropriate in a problem Knowledge and understanding of Correct (A) identify and apply solving situation; match informal language underlying processes and Percent – 65% mathematics to everyday to mathematical language and/or symbols; mathematical tools are critical for experiences, to activities in and identify the question that is being asked or students to be able to apply outside of school, with other answered; draw a conclusion by mathematics in their everyday lives. disciplines, and with other investigating patterns and/or sets of Problems that occur in the real world mathematical topics; examples and nonexamples, which can be often require the use of multiple (B) use a problem-solving model defined as counterexamples; and choose the concepts and skills. Students should be that incorporates understanding the correct supporting information for a given able to recognize mathematics as it problem, making a plan, carrying conclusion. occurs in real-life situations, out the plan, and evaluating the generalize from mathematical patterns solution for reasonableness; and and sets of examples, select an (C) select or develop an appropriate approach to solving a appropriate problem-solving problem, solve the problem, and then strategy from a variety of different determine whether the answer is types, including drawing a picture, reasonable. Expressing these problem looking for a pattern, systematic situations in mathematical language guessing and checking, acting it and symbols is essential to finding out, making a table, working a solutions to real-life problems. These simpler problem, or working concepts allow students to backwards to solve a problem. communicate clearly and to use logical reasoning to make sense of their (7.14) Underlying processes and world. Students can then connect the mathematical tools. The student concepts they have learned in communicates about Grade 7 mathematics to other disciplines and to mathematics through informal and higher mathematics. Through an mathematical language, understanding of the basic ideas found representations, and models. The Version 10/3/12 Page 7 of 8 Information from the State about correlation between TAKS Objectives and TEKS Student Expectations for application in the TSLAC State School Library Program Standards in Objective 6, students will be able to student is expected to analyze and solve real-world (A) communicate mathematical problems. In addition, the knowledge ideas using language, efficient and skills in Objective 6 at seventh tools, appropriate units, and grade are closely aligned with the graphical, numerical, physical, or knowledge and skills in Objective 6 at algebraic mathematical models. eighth grade. Objective 6 incorporates the underlying processes and (7.15) Underlying processes and mathematical tools within the TEKS mathematical tools. The student that are used in finding mathematical uses logical reasoning to make solutions to real-world problems. conjectures and verify conclusions. The student is expected to (A) make conjectures from patterns or sets of examples and nonexamples; and (B) validate his/her conclusions using mathematical properties and relationships. Version 10/3/12 Page 8 of 8

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posted: | 10/3/2012 |

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