Grade 3 TAKS Reading�Objective 1

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Grade 3 TAKS Reading�Objective 1 Powered By Docstoc
					               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;
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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
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
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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
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;
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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
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
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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
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
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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
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.
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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
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
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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
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.




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