8th Grade Math STAAR 2013
Number, operation, and quantitative reasoning. The student understands that different forms of numbers are
appropriate for different situations. The student is expected to
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TEKS
Question Stems
8.1 A
compare and order rational numbers in
8 Which numbers from this list (of positive and negative
various forms including integers,
fractions, decimals and percents) are less than−09.4?
percents, and positive and negative
fractions and decimals;
Readiness Standard
30 Given a positive fractions and percents in a scenario, which
of the following lists the students in order from least to
greatest?
56 Given positive and negative decimal numbers in a table,
which list shows the numbers in the table from greatest to
least?
8.1 B
select and use appropriate forms of
4 Given a mixture scenario with fractions and mixed numbers,
rational numbers to solve real-life
which proportion can she use to determine how many cups she
problems including those involving
will need?
proportional relationships;
Supporting Standard
8.1 C
approximate (mentally [and with
calculators]) the value of irrational
numbers as they arise from problem
situations (such as π, 2);
Supporting Standard
8.1 D
express numbers in
36 Given two distances in scientific notation, how much farther
scientific notation,
is Mars from the sun than Earth?
including negative
exponents, in appropriate
problem situations.
Supporting Standard
Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve
problems and justify solutions. The student is expected to
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8.2 A
8.2 B
TEKS
select appropriate operations to solve
problems involving rational numbers
and justify the selections;
Supporting Standard
use appropriate operations to solve
problems involving rational numbers in
problem situations;
Readiness Standard
Question Stems
17 Given a distance, time and speed, evaluate the validity and
justify with an operation?
15 Given two prices and quantities, multiply and add to find
what was the total cost, in dollars and cents?
27 Given a beginning total and fractional amounts multiply and
subtract, how many tickets ?
8th Grade Math STAAR 2013
43 Given a total length in feet divide by inches and find how
much will be left after cutting as many of these lengths as
possible?
8.2 C
evaluate a solution for reasonableness;
Supporting Standard
8.2 D
use multiplication by a given constant
factor (including unit rate) to represent
and solve problems involving
proportional relationships including
conversions between measurement
systems.
Supporting Standard
22 Given a range of values and a percent, which of the
following is a reasonable estimate of the amount of money
spent during the next 3 weeks?
52 Given prices per game, at this rate, which expression can be
used to determine the charge for renting 9 video games for 1
day?
Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear
relationships in problem situations and solves problems. The student is expected to
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TEKS
Question Stems
8.3 A
compare and contrast proportional and
21 Given pounds and price, which of the following is NOT an
non-proportional linear relationships;
equivalent price per pound?
Supporting Standard
47 Given hours and amount, which of the following is an
equivalent rate?
8.3 B
estimate and find solutions to
12 Use multiplication and multiplication by a percent to find
application problems involving percents which of the following is closest to the number ?
and other proportional relationships
such as similarity and rates
Readiness Standard
34 Given a number per unit area and dimensions of a rectangle,
determine which of the following is closest to the number of
expected in this rectangular area?
45 Given a number and cost, determine at this rate, how much
would 60 cost, in dollars and cents?
Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a
numerical relationship. The student is expected to
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TEKS
Question Stems
8.4 A
generate a different representation of
18 Given an equation and scenario, which of the following
data given another representation of
graphs best represents this situation?
data (such as a table, graph, equation, or
8th Grade Math STAAR 2013
verbal description)
Readiness Standard
26 Given a scenario and equation, which table shows only
values that satisfy this equation?
35 Which equation best describes a relationship between x and
y in the table below?
51 Given a starting amount and rate, which equation
represents the relationship between y, and x ?
Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make
predictions and solve problems. The student is expected to
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TEKS
Question Stems
8.5 A
predict, find, and justify solutions to
1 Based on (a discrete) graph, what will be the(predicted)
application problems using appropriate
amount?
tables, graphs, and algebraic equations;
Readiness Standard
24 Given a scenario, equation and output, find the input?
49 Given a circle graph with percents and 90 (represent one
section), what was the total number of tickets sold?
53 Based on the data in the table, what would be the output
given an input?
8.5 B
find and evaluate an algebraic
5 Given a rule, which of the following sequences of numbers
expression to determine any term in an
could this expression describe?
arithmetic sequence (with a constant
rate of change)
Supporting Standard
Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is
expected to
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TEKS
Question Stems
8.6 A
generate similar figures using dilations
9 Given a side length (mixed number) and scale factor (fraction)
including enlargements and reductions; What is the side length of the new square?
Readiness Standard
8th Grade Math STAAR 2013
32 Given a figure with some dimensions and a scale factor, find
what are the measurements of x and y on the smaller?
55 Given dimensions of a rectangle and scale factor (decimals),
find which figure represents the new rectangle?
8.6 B
graph dilations, reflections, and
25 Which graph represents the reflection of this figure a cross
translations on a coordinate plane
the x-axis?
Supporting Standard
Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is
expected to
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TEKS
Question Stems
8.7 A
draw three-dimensional figures from
3 Given a perspective image of a figure, which of these could be
different perspectives;
the right-side view of this figure?
Supporting Standard
8.7 B
use geometric concepts and properties
40 Given a figure of a pentagon with sum and congruency
to solve problems in fields such as art
relationships, determine what is the measure of <Q?
and architecture;
Supporting Standard
8.7 C
use pictures or models to demonstrate
48 Which group of three squares will form a right triangle when
the Pythagorean Theorem; and
joined at their vertices?
Supporting Standard
8.7 D
locate and name points on a coordinate 14 Which points on the coordinate grid below satisfy the
plane using ordered pairs of rational
conditions x > -3 ½ and y < 1 4/5?
numbers
Supporting Standard
Measurement. The student uses procedures to determine measures of three-dimensional figures. The student is
expected to
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TEKS
Question Stems
8.8 A
find lateral and total surface area of
28 Use the ruler provided to measure the dimensions of the net
prisms, pyramids, and cylinders using
to the nearest ¼ inch. Which of the following is closets to the
[concrete] models and nets (twolateral surface area of the pyramid?
dimensional models);
Supporting Standard
8.8 B
connect models of prisms, cylinders,
pyramids, spheres, and cones to
formulas for volume of these objects;
Supporting Standard
8.8 C
estimate measurements and use
11 Given the dimensions of a rectangular prism, which of the
formulas to solve application problems
following is closest to the total surface area?
involving lateral and total surface area
and volume
8th Grade Math STAAR 2013
Readiness Standard
33 Given one cylinder inside another, which of the following is
closest to the maximum amount the smaller can contain in the
position shown?
41 Which of the following is the best estimate of the volume of
this cone?
Measurement. The student uses indirect measurement to solve problems. The student is expected to
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Question Stems
8.9 A
use the Pythagorean Theorem to solve
7 Given a diagram, which of the following is closest to the value
real-life problems
of the hypotenuse?
Readiness Standard
23 Given a diagram, which of the following is closest to the
length of the leg?
39 Given a diagram, what is the actual distance, in yards, across
the hypotenuse?
54 Given a diagram, what is the value of x, the leg
8.9 B
use proportional relationships in similar
two-dimensional figures or similar threedimensional figures to find missing
measurements
Readiness Standard
2 Given a diagram of two similar triangles, what is the length of
XZ?
37 Given a diagram of two similar triangular prisms, what is the
value of x, the height of the larger prism?
44 Given a diagram of two similar parallelograms, what is the
length of YZ?
Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student
is expected to
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Question Stems
8.10 A
describe the resulting
46 Given a regular pentagon (no dimensions) and a fractional
effects on perimeter and
scale factor, which of the following statements is true (about
area when dimensions of a
the perminter)
shape are changed
proportionally;
Supporting Standard
8.10 B
describe the resulting effect on volume
19 Given a fractional scale factor, how does the volume of the
when dimensions of a solid are changed new sphere compare with the volume of the original sphere?
proportionally
Supporting Standard
8th Grade Math STAAR 2013
Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions.
The student is expected to
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TEKS
Question Stems
8.11 A
find the probabilities of dependent and
6 What is the probability that the coin lands tails-up and the
independent events
cube lands on an even number?
Readiness Standard
20 Given two values, what is the probability of choosing two of
the same without replacement?
38 Given two cups with different items, what is the probability
of selecting one from the first cup and then selecting another
from the second?
8.11 B
use theoretical probabilities and
31 Based on the results of the survey, how many of the total
experimental results to make
can be expected to prefer ?
predictions and decisions
Supporting Standard
Probability and statistics. The student uses statistical procedures to describe data. The student is expected to
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Question Stems
8.12 A
use variability (range, including
13 Given a list of numbers, which measure of data does NOT
interquartile range (IQR)) and select the describe a typical number?
appropriate measure of central
tendency to describe a set of data and
justify the choice for a particular
situation; Supporting Standard
8.12 B
draw conclusions and make predictions
50 Based on the trend in the scatterplot, approximately how
by analyzing trends in scatterplots;
many people will be Supporting Standard
8.12 C
select and use an appropriate
10 Given a list of numbers, which box and whisker plot best
representation for presenting and
represents these data?
displaying relationships among collected
data, including line plots, line graphs,
stem and leaf plots, circle graphs, bar
graphs, box and whisker plots,
histograms, and Venn diagrams, with
and without the use of technology
Supporting Standard
Probability and statistics. The student evaluates prediction
ns and conclusions based on statistical data. The student is expected to
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TEKS
Question Stems
8.13 A
evaluate methods of sampling to
42 Which of the following best explains why the results from
determine validity of an inference made the survey may NOT be valid?
from a set of data; Supporting Standard
8th Grade Math STAAR 2013
8.13 B
recognize misuses of graphical or
numerical information and evaluate
predictions and conclusions based on
data analysis
Readiness Standard
16 Given a scenario and circle graph, which statement about
the conclusion is true?
29 Based on the (bar) graph, which statement is true?
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
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TEKS
Question Stems
8.14 A
identify and apply mathematics to
15 A purchasing scenario
everyday experiences, to activities in
and outside of school, with other
disciplines, and with other mathematical
topics;
24 Given a business scenario and equation
32 Given a business scenario and a figure
34 Given a population sampling scenario
38 Given everyday objects
43 Given a craft or construction example
45 Given a purchasing scenario
47 Given a salary and time worked scenario
49 Given a school purchasing scenario
8th Grade Math STAAR 2013
8.14 B
use a problem-solving model that
incorporates understanding the
problem, making a plan, carrying out the
plan, and evaluating the solution for
reasonableness;
7 Given a diagram, apply the Pythagorean Theorem.
11 Given a box and dimensions, find total surface are.
12 Given a packing scenario, multiply to find total amount and
then multiple to find percentage.
16 Given circle graph, determine solution and match with a
valid approach and justification.
22 Given a range of values, multiply to find an estimate for
purchases.
27 Use an act it out or similar strategy to solve a sequential
logic problem.
33 Given a figure and scenario, adjust dimensions to find
multiple volumes and subtract.
39 Given distances, find the length of the hypotenuse.
40 Given a figure and relationships, determine missing angle
measures.
54 Given a figure find the missing leg of a right triangle.
8.14 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
21 Given a proportion scenario, find the equivalent operations
needed to solve.
36 Given two values in scientific notation, find a strategy to
subtract the two values.
8th Grade Math STAAR 2013
53 Given a table of values, find the pattern and solve for
unknown output.
8.14 D
select tools such as real objects,
1 Given a scatter plot, draw and continue a trend line, using the
manipulatives, paper/pencil, and
trend line predict a future amount.
technology or techniques such as mental
math, estimation, and number sense to
28 Use a ruler to measure sides of a net, find lateral surface
solve problems
area.
50 Given a scatter plot, draw and continue a trend line, using
the trend line predict a future amount.
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
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Question Stems
8.15 A
communicate mathematical ideas using 3 Given a figure, identify a model of cubes.
language, efficient tools, appropriate
units, and graphical, numerical, physical,
or algebraic mathematical models
4 Appropriate units for a recipe
10 Representing data in a box and whisker plot
14 Graphing horizontal and vertical lines and naming points in a
coordinate plane
18 Given an equation, find the matching line graph.
19 Given a scale factor, describe the effect on volume.
26 Given an equation and scenario, find the appropriate table of
values.
29 Given a bar graph determine which statement is true.
31 Given two different responses to a survey, predict an amount
– Griddable
8th Grade Math STAAR 2013
35 Given a table of values, determine the appropriate equation.
46 Given a scale factor, describe the effect on perimeter.
48 Find the correct model of the Pythagorean Theorem.
51 Given a scenario, write an equation.
52 Given a scenario, find an equivalent expression.
Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify
conclusions. The student is expected to
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Question Stems
8.16 A
make conjectures from patterns or sets
5 Given an expression, choose an arithmetic sequence.
of examples and non-examples;
8.16 B
validate his/her conclusions using
17 Given a distance=rateXtime problem, choose the correct
mathematical properties and
justification.
relationships
42 Given a scenario, evaluate the sampling choice.