Staar m math rehearsal d1 sample by RALLY! Education

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com LESLIE@RALLYEDUCATION.com …………………………………………………………………………………………………………………………

Mirrors the STAAR-M Math Test Builds STAAR-M Math Skills STAAR-M Math Rehearsal Grades 3–8 • • • •

Clear and simplified explicit directions Same content, format, and question-type as STAAR-M Larger font size Fewer questions per page

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STAAR-M Mathematics Rehearsal

Level D1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S The Texas Education IS Agency has neither endorsed nor authorized this practice PERM test booklet. ISBN 978-1-4204-6717-8 R 6717-8 Copyright ©2012 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. 0312.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR-M Mathematics Rehearsal

Contents

Level D1

Contents Introduction TEKS

.........................................4

..............................................5

Reference Materials Practice Test

....................................9

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Introduction

Level D1

Introduction STAAR Mathematics Test The State of Texas Assessments of Academic Readiness (STAAR) replaced the TAKS beginning with the 2011-2012 school year. The STAAR Mathematics test is similar to the previous TAKS Mathematics test, but is more rigorous. The STAAR Mathematics test continues to be based on the student expectations described in the Texas Essential Knowledge and Skills (TEKS). These student expectations are grouped under the STAAR Reporting Categories. STAAR–Modified (STAAR–M) Mathematics Test The STAAR–M Mathematics test is an assessment based on modified achievement standards. It assesses the same TEKS curriculum and the same student expectations as the STAAR. However, the test has differences in format such as larger font and fewer items per page. The test also has fewer answer choices, fewer open-ended griddable items, simpler vocabulary, and simpler wording of items.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STAAR–M Questions and Directions

STAAR-M Mathematics Rehearsal includes open-ended griddable and multiple-choice questions. Each multiple-choice question will offer three possible answer choices. STER.the . Students should review the questions and three choices carefully andMselect A E N their answer answer they think is best. Then fill in the circle that corresponds Y WAY ACKLIto N L A B A N I choice on the Student Answer Sheet. There is no Ipenalty guessing, UCED so even if S NOT for D O T I R . P students are not certain of the correct answer, E RE always pick one. GHTED they should

B OPYRI S BOOK TO C S I The STAAR-M will have aBlimited OOK amount R THofI open-ended griddable questions. E O L F P N M A three-columnS grid Student Answer Sheet for students to A is provided T GIVEon the Oanswers. THI S in their N record and bubble A practice grid is also included in the test S I N O I S S I book. An example PERM of a blank grid is shown below. . 0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

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STAAR-M Mathematics Rehearsal

Level D1

TEKS

Grade 4 TEKS Reporting Category 1: Numbers, Operations, and Quantitative Reasoning The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (4.1)

(4.2)

Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to: (A)

use place value to read, write, compare, and order whole numbers through 999,999,999; and (Supporting Standard)

(B)

use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using [concrete objects and] pictorial models. (Readiness Standard)

(A)

use [concrete objects and] pictorial models to generate equivalent fractions; (Supporting Standard)

(B)

model fraction quantities greater than one using [concrete objects and] pictorial models; (Supporting Standard)

ER. AY. A W

compare and order fractions using [concrete objects and] pictorial E models; MAST N I L and (Supporting Standard) NY LACK

TAB

D IN

NO relate decimals to fractions that name tenthsIT and S hundredths I DUCE [concrete Ousing R . P D E E R T objects and] pictorial models. (Readiness Standard) BE IGH PYR

K TO

O Number, operation, and quantitative S BOO The student adds and subtracts to K IS C R reasoning. I O H O T B solve meaningful problems O numbers and decimals. The student is N Fwhole MPLE involving E A V S I G expected to: S I T O TH (A) (B)

(4.4)

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:

IS N

ON subtraction to solve problems involving whole numbers; and use addition SIand S I M R PE (Supporting Standard)

add and subtract decimals to the hundredths place using [concrete objects and] pictorial models. (Supporting Standard)

Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to: (A)

model factors and products using arrays and area models; (Supporting Standard)

(B)

represent multiplication and division situations in picture, word, and number form; (Supporting Standard)

(C)

recall and apply multiplication facts through 12 âŤť 12; (Supporting Standard)

(D)

use multiplication to solve problems (no more than two digits times two digits without technology); and (Readiness Standard)

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

(E) (4.5)

Level D1

TEKS

use division to solve problems (no more than one-digit divisors and three-digit dividends without technology). (Readiness Standard)

Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to: (A)

round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and (Supporting Standard)

(B)

use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems. (Supporting Standard)

Reporting Category 2: Patterns, Relationships, and Algebraic Reasoning The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. (4.6)

(4.7)

Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. The student is expected to:

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

(A)

use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 ⫻ 9 ⫽ 81 and 81 ⫼ 9 ⫽ 9); and (Supporting Standard)

(B)

use patterns to multiply by 10 and 100. (Supporting Standard)

Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships. The student is expected STER. . A M to: E Y N (A)

ACKLI

Y WA

BL such asDordered describe the relationship between two sets of related Adata IN AN pairs in T O E N C U a table. (Readiness Standard) ROD . IT IS

REP TED H E G B I R O COPY IS BOOK T S I K O BO R TH Reporting Category P3: E O L F N M E S SA Geometry and Reasoning OT GIV THISpatial N S I SION S I The student will demonstrate an understanding of geometry and spatial reasoning. M R PE (4.8)

Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to: (A)

identify and describe right, acute, and obtuse angles; (Supporting Standard)

(B)

identify and describe parallel and intersecting (including perpendicular) lines using [concrete objects and] pictorial models; and (Supporting Standard)

(C)

use essential attributes to define two- and three-dimensional geometric figures. (Readiness Standard)

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STAAR-M Mathematics Rehearsal

(4.9)

Level D1

TEKS

Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to: (B)

use translations, reflections, and rotations to verify that two shapes are congruent; and (Readiness Standard)

(C)

use reflections to verify that a shape has symmetry. (Supporting Standard)

(4.10) Geometry and spatial reasoning. The student recognizes the connection between numbers and their properties and points on a line. The student is expected to: (A)

locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. (Readiness Standard)

Reporting Category 4: Measurement The student will demonstrate an understanding of the concepts and uses of measurement.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

(4.11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to: (A)

estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary; (Readiness Standard)

(B)

perform simple conversions between different units of length, between different STER. . A M units of capacity, and between different units of weight within theNcustomary E AY LI measurement system; (Supporting Standard) ANY W BLACK

(C)

OT A

ED IN

N use [concrete] models of standard cubic units volume; ODUC ITtoISmeasure R . P D E E R T (Supporting Standard) BE RIGH

OK TO COPY FOR T and mass. (Supporting Standard) PLE BObetween N M E (E) explain the difference weight A V S I G THIS NOTapplies S I (4.12) Measurement. The student measurement concepts. The student measures time N IO S(in S I M and temperature degrees Fahrenheit and Celsius). The student is expected to: R PE (D)

IS and (Supporting estimate volume in cubit Standard) OKunits; HIS BO

(A)

use a thermometer to measure temperature and changes in temperature; and (Supporting Standard)

(B)

use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time. (Supporting Standard)

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

TEKS

Level D1

Reporting Category 5: Probability and Statistics The student will demonstrate an understanding of probability and statistics. (4.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A)

use [concrete objects or] pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and (Supporting Standard)

(B)

interpret bar graphs. (Readiness Standard)

Underlying Processes and Mathematical Tools These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1â&#x20AC;&#x201C;5 and will be identified along with content standards.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

(4.14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A)

identify the mathematics in everyday situations;

(B)

solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C)

select or develop an appropriate problem-solving plan or strategy, including drawing STERit. out, A M a picture, looking for a pattern, systematic guessing and checking, acting E WAY. KLIN to solve C Y A N L making a table, working a simpler problem, or working backwards a A B A IN problem; and IS NOT DUCED

EPRO ED. IT COP OOK The student communicates about S B I S K (4.15) Underlying processes and mathematical tools. I O H BO informalFOlanguage. RT PLEusing Grade 4 mathematics The student is expected to: N M E A V S I G IS T H O T N (A) explain and record N IS observations using objects, words, pictures, numbers, and O I S S I technology; and PERM (D)

T ER use tools such as real objects, manipulatives, and to solve problems. YRIGH TO Btechnology

(B)

relate informal language to mathematical language and symbols.

(4.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to: (A)

make generalizations from patterns or sets of examples and nonexamples; and

(B)

justify why an answer is reasonable and explain the solution process.

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Reference Materials

Reference Materials Customary

Metric 1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft)

1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.)

1 centimeter (cm) = 10 millimeters (mm) 2

VOLUME AND CAPACITY

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

1 gallon (gal) = 4 quarts (qt)

1 pint (pt) = 2 cups (c)

Metric

1 liter (L) = 1,000 milliliters (mL)

1 quart (qt) = 2 pints (pt)

1 mile (mi) = 1,760 yards (yd)

Customary

Inches

LENGTH

1 cup (c) = 8 fluid ounces (fl oz)

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Customary Metric . GHTED BE RE I R O Y T P K CO 1 ton (T) = 2,000 pounds (lb) (kg)B= OO1,000 grams (g) S K 1ISkilogram I O H O T B N FOR(g) = 1,000 milligrams (mg) MPLE 1 pound (lb) = 16 ounces (oz) 1 gram E A V S I G S I T TH IS NO N O I S IS PERM TIME WEIGHT AND MASS

5 6

1 year = 12 months 1 year = 52 weeks 1 week = 7 days

1 day = 24 hours 1 hour = 60 minutes 1 minute = 60 seconds

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Reference Materials

Level D1

Reference Materials

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

This page shows only the metric ruler.

Centimeters

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

STAAR Modified Mathematics E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Practice Test

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Level D1

Practice Test

Look at the number line below.

Which of the fractions below should go in the box? A

8 ᎏ 1ᎏ 0

8 1ᎏ 1ᎏ 0

8ᎏ 1ᎏ 100

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Practice Test

Level D1

Look at the model below. It is shaded to show a fraction.

Which fraction does the model represent? A

ᎏ2 3ᎏ

ᎏ3 4ᎏ

ᎏ4 5ᎏ

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Practice Test

Level D1

Which table best represents the relationship below?

䊊×7=䊐䊊䊐 A

E L P M A S N O I 䊊䊐 T A C U D E ! Y RALL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A 49 7 S NOT PRODUCED I T I . GHTED BE RE I R O Y 70 10 T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM 28

䊊䊐 C

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STAAR-M Mathematics Rehearsal

Practice Test

Level D1

A polygon has a perimeter of 18 inches. Each side is exactly 3 inches long. The polygon is a — A

triangle

hexagon

pentagon

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Look at the amounts of money shown below. In which amount of money does the digit 7 represent seven cents?

B E RT Y

IN GOD WE TRUST

M12550009M

111 1

1999

D WE T R U GO

T S

M12550009M

IN GOD WE TRUST

1999

M12550009M

BE ER R TT LL II B

M12550009M

B E RT Y

BE ER R TT LL II B

LIBER TY

1999 1999

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 B E RT Y

S oo F ES A ATTE AA SSTT

U UN NII T

A CA RIIC EER M M

TE D

IN GOD WE TRUST

M21222490L

15 M21882356P

D WE T R U GO

T S

1963

1 99 9

LIBER TY

1999

M O C EE LL LL O N TT II C ON MO

F II V

TTSS

A A

TE D

S oo F ES A ATTE AA SSTT

U UN NII T

TE D

U UN NII T

D WE T R U GO

B U S UN UURRIIBU S U NU PPLL

S oo F ES A ATTE AA SSTT

A CA RIIC EER M M

EE IITT UUNN

M12550009M

T S

M12550009M

RRIICC

TY LIBER

1999

D S T EE CCEE NN AA TAATT EE SSOO FF

1999

M12550009M

BE ER R TT LL II B

M12550009M

BE ER R TT LL II B

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E M A V S I G S I T TH IS NO M N O I S IS PERM M E

Level D1

Practice Test

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STAAR-M Mathematics Rehearsal

Level D1

Practice Test

Look at the graph below. It shows the distance each student that takes the bus lives from school.

Bus Riders 16 14 12 Number of Students

10 8 6 4 2 0

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 6

Miles from School

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

How many students live more than 8 miles from school? A

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

Look at the model of a triangular prism below. The model was made from balls of clay and straws.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

What do the balls of clay represent? A

Faces

Edges

STER. . A M E Vertices ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

Look at the thermometer below. It shows the temperature outside at noon. °C

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

The temperature inside was 9°C cooler. What was the temperature inside? A

26°C

35°C

STER. . A M E 17°C ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Practice Test

Level D1

3ᎏ. Look at the model below. It is shaded to show 2ᎏ 100

Which decimal does the model represent? A

2.3

2.03

2.003

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Mathematics Rehearsal

Practice Test

Level D1

10 Look at the figure below.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Which two angles appear to be acute? A

Angles 3 and 4

Angles 2 and 4

Angles 1 and 3

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

11 The chairs are being set up for a school play. • There are 198 chairs to set up. • The chairs are divided into 12 rows. • There are 6 rows at the front. • Each front row has 16 chairs in it. • There are 6 rows at the back. • Each back row will have the same number of chairs. How many chairs will each of the back rows have? A

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 22

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

12 The graph below shows the number of different kinds of shoes that were sold at a beach shop last year.

Shoe Sales 700

Number Sold

600 500 400

Water Shoes Flip Flops

300 200 100 0

Red

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Blue

White

Yellow

Shoe Color

STER. . A M E LIN lastNyear? Y WAY ACKsold L According to the graph, how many yellow flip flops were A B A N I S NOT PRODUCED I T I . GHTED BE RE I R O Y T A 100 P K O K IS C R THIS BOO O O B N FO MPLE E A V B 250 S I G S I T TH IS NO N O I S C 350 PERMIS

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

13 Look at the table below. It shows the number of stickers in different numbers of boxes. Number of Boxes

Number of Stickers

120

150

210

8 Based on the pattern in the table, how many stickers will be in 8 boxes?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

You may practice recording your answer in the grid below. .

0 1 2 3 4 5 6 7 8 9

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

14 Look at the table below. It shows the amount of money earned at the school store. School Store Sales Monday

Wednesday

School Supplies

$216

$304

Snacks

$132

$188

How much more money was earned from selling school supplies than from selling snacks? A

$200

$840

$520

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

15 Look at the model of a rectangular prism below. The model is made of 1-inch cubes.

What is the volume of the model? A

108 cubic inches

36 cubic inches

18 cubic inches

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

16 Look at the graph below. It shows how many students chose each type of fruit to have with their lunch.

Lunch Fruits 11 10 9 8 7 Number 6 of 5 Students 4 3 2 1 0

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Apple

Banana Grapes Orange

Peach

Kind of Fruit

STER. . A M E According to the graph, how many more students choseCKapples A LIN IN ANY WAY L B A than peaches? S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO A 13 O O B N FO MPLE E A V S I G S I T TH B 6 IS NO N O I S IS PERM C

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

17 Mr. Greene is driving home. • Mr. Greene’s car gets about 31 miles per gallon of gas. • There are 7 gallons of gas left in the car’s tank. About how far can Mr. Greene drive before running out of gas? A

100 miles

40 miles

210 miles

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T 18 A museum offers tours. P K O K IS C R THIS BOO O O B PLE EN FO of tours. V I G • ThereTH are types IS S2AMdifferent T IS NO N O I S • EachER MIS is offered 8 times per day. P tour • Each tour can take 18 people.

Which number sentence could be used to find the maximum number of people who could take a tour each day? A B C

18 + 2 × 8 =

䊐 18 × 2 × 8 = 䊐 18 × 2 ÷ 8 = 䊐 Page 28

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

19 Look at the numbers on the number line.

16.0

16.2

16.5 16.6

Which of the numbers below should go in the box? A

17.1

17.0

16.9

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B FO a square? PLE sides Nthan Mmore E A 20 Which polygon IShas V S I G T TH IS NO N O I S IS A Pentagon PERM B

Trapezoid

Triangle

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

21 A teacher is using letters and numbers to put students into teams. The pictures below show the choices of letters and numbers.

Each student selects 1 letter and 1 number. How many combinations of 1 letter and 1 number are possible? A

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

22 A group of seniors are taking buses to the theater. • Each bus has 8 rows of seats. • Each row can seat 4 people. • There are 14 buses. How many people can the buses seat in all? A

448

160

112

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 31

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

23 Look at the figures below.

Which shape is congruent to the first shape in the row? A

Shape A

Shape B

Shape C

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

24 A recipe for fruit punch requires 4 quarts of orange juice.

1 quart = 2 pints

How many pints of orange juice are needed? A

16 pints

2 pints

8 pints

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K CO BOO S K IS its I O H O T B 25 An amusement parkPrecorded number of visitors. LE FOR N M E A V S I THIS NOT G S I N O • There were visitors on Saturday. ISSI6,289 PERM • There were 5,492 visitors on Sunday.

About how many more visitors were there on Saturday than on Sunday? A

2,000

800

100 Page 33

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

26 Look at the number sentence below.

䊐 × 8 = 48 Which number sentence is in the same fact family? A

䊐 × 12 = 48 48 ÷ 䊐 = 8

䊐 = 48

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . 27 A pet store keeps all its fish in fishIGtanks. HTED BE RE R O Y T P K O K IS C R THIS BOO O O B • There are 12 O tank. LE in each N Ffish MPfish E A V S I G S I T H • ThereTare 2ON rows IS NOof fish tanks. I S MIS 4 fish tanks in each row. PERare • There How many fish does the pet store have in all? A

Page 34

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

28 Look at the clock below. It shows the time that Mr. Murphy left home one morning.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Mr. Murphy arrived at work 20 minutes later. What time did Mr. Murphy arrive at work? A

7:55 A.M.

8:15 A.M.

STER. . A M E 8:05 A.M. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 35

ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

29 Look at the lines below.

N K

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Which line is perpendicular to line P? A

Line M

Line N

Line K

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 36

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

30 Which is the same as 6,520,080? A

Six million, five hundred two thousand, eight

Six million, fifty-two thousand, eight hundred

Six million, five hundred twenty thousand, eighty

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

31 Dominique has three sets of stickers. Use the ruler provided to measure the line segments under each set of stickers in inches. Which setTEof R.

E MAS WAY. N I L K C ANY BLA A N I T D O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NO N O I S IS PERM

stickers has a length of 3 inches?

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

32 The picture below shows a transformation.

Which type of transformation is shown? A

Rotation

Translation

Reflection

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 38

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

33 Look at the relationship shown in the table.

䉭䊐 81

Which rule describes the relationship in the table? A B C

䉭×9= 䉭÷9= 䉭–9=

E L P 䊐 SAM ATION C U 䊐 D E ! Y L Y L L 䊐 RAL A R . 9 9 . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 39

STAAR-M Mathematics Rehearsal

Level D1

Practice Test

34 Look at the model below. It represents the sum of 1.36 and 1.48.

What is the sum of 1.36 and 1.48? A

0.12

2.84

1.74

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 40

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

35 Which shape has exactly 1 line of symmetry?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 41

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

36 Look at the drawing below. It shows how much fruit pie a diner has left.

Which fraction represents the amount of fruit pie left? A

1ᎏ5ᎏ 8

1ᎏ1 6ᎏ

1ᎏ5 6ᎏ

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 42

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

37 Look at the figures below.

Which statement is true about these figures?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

They are all prisms.

They each have at least 1 square face.

They each have an equal number of vertices and faces.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR-M Mathematics Rehearsal

Practice Test

Level D1

38 The numbers below follow a pattern. 6

600

6,000

Which expression shows one way to find the next number in this pattern? A

6,000 × 10

6,000 × 100

6 × 100

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

STOP Page 44

STAAR-M Mathematics Rehearsal

Level D1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 45

STAAR-M Mathematics Rehearsal

Level D1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 46

STAAR-M Mathematics Rehearsal

Level D1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 47

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

ISBN 978-1-4204-6717-8