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Applying the Readiness and Supporting TEKS for the STAAR

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

Math Problem-Solving Skills & Strategies for STAAR Math

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Mastering STAAR Math with RALLY! Words Applying the Readiness & Supporting TEKS Grade Levels 3–8 • • • •

Guided Instruction Independent Practice Math Journal/Answer Book Academic Vocabulary FREE SHIPPING

Price $389 10 Copies of 5 Strand Books per grade level-Total of 50 books RALLY! Words Math Essential Vocabulary (Online Access for 15 Students) Level C D E F G H

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LEVEL

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Applying the Readiness and Supporting TEKS for the STAAR

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4and PATTERNS Patterns Relationships RELAT Algebraic To the Teacher Mastering STAAR Math prepares students to succeed on the STAAR Math Test.

The STAAR Math Test assesses the TEKS in the STAAR Reporting Categories.

The program is organized into five books: • • • • •

Numbers, Operations, and Quantitive Reasoning Patterns, Relationships, and Algebraic Reasoning Geometry and Spatial Reasoning Measurement Probability and Statistics

E L P SAM ATION C U D E !

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Each TEKS has Guided Practice and Independent Practice math problems. The Guided Practice math problems have a hint for every problem. The hints offer strategies to help students solve the problem. Students are introduced to several different problem-solving strategies: Make a Chart or List, Graph, Sort Data STER. Work Backwards A M E ACKLIN Use Manipulatives or Act Out L B A S NOT OK TO BE Write a Number Sentence, Use Ratio or Proportion I T I .

GHTED OR THIS BO I Use a Formula or Rule R Y P CO IVEN F Y WAY. Guess and CheckBOOK IS G T O IS N PLE IN AN Make IEstimates S SAM SSION UCED

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In the Independent Practice section, students respond to four math problems for each TEKS on their own.

After each TEKS, students can write in a two-page math journal. This journal is where students can show their work and answer questions about the TEKS they have just learned.

ISBN 978-1-4204-6337-8 R 6337-8 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. 0811.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

2 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Contents TEKS (7.3) . . . . . . . . . . . . . . . 4

TEKS (7.5) . . . . . . . . . . . . . . 35

TEKS Skill

TEKS Skill

Guided Practice

Independent Practice

(A) Readiness . . . . . 5 . . . . . . . . 6 (B) Readiness. . . . . 10 . . . . . . . 11

Guided Practice

Independent Practice

(B) Readiness. . . . . 36 . . . . . . . 37 (A) Supporting. . . . 41 . . . . . . . 42

TEKS (7.4) . . . . . . . . . . . . . . 15 TEKS Skill

Guided Practice

Independent Practice

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(A) Supporting. . . . 16 . . . . . . . 17 (B) Supporting. . . . 22 . . . . . . . 24 (C) Supporting. . . . 30 . . . . . . . 31

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3 Š 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 .

4and PATTERNS Patterns Relationships RELAT AlgebraicP P

TEKS (7.3) The student solves problems involving direct proportional relationships.

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(A) Readiness . . . . . . . . . . . . . . . . . . . . . . 5 (B) Readiness . . . . . . . . . . . . . . . . . . . . . 10

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

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4 © 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 .

4 4Relationships PATTERNS Patterns cTIONSHIPS Reasoning Relationships Patterns and RELAT ALGE Algebraic an Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.3) The student solves problems involving direct proportional relationships.

(A) Readiness. The student is expected to estimate and find solutions to application problems involving percent.

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1 Of the 725 students at Hunter’s Glen Middle School, 24% are in the school band. How many students are in the school band?

HINT Write a Number Sentence. Change 24% to a decimal, then multiply to find the number of students.

24% ⫻ 725 ⫽ ___ ⫻ 725 ⫽ ___ students

A B C D

STER. A M E ACKLIN L B A 127 S NOT OK TO BE I T I .

147 GHTED OR THIS BO I R Y P O 174 IVEN F Y WAY. K IS C G O T O O B LE N IS N UCED IN AN 721S SAMP O I S S I I D TH PERM REPRO

5 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Independent Practice Directions: Solve the problems on your own.

2 Ryan answered 70% of the questions on his science test correctly. There were 40 questions on the test, and all the questions had equal value. How many questions did Ryan NOT answer correctly on his test?

F 11 G 12 H 28 J 33

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3 Of the 840 members of Fitness for Life, 35% take strength-training classes.

How many members take strength-training classes?

A 294

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B 350 C D

6 Š 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an 4 Magy spelled 80% of the words on her spelling test correctly. There were 25 words on the test, and all the words had equal value. How many words did Magy NOT spell correctly on her test?

F 5 G 7 H 18 J 20

5 Of the 180 passengers on a plane, 45% have to switch planes in Dallas. How many passengers have to switch planes in Dallas?

A 45 B 81 C 99 D 135

E L P SAM ATION C U D E !

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

7 Š 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

8 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

9 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.3) The student solves problems involving direct proportional relationships.

(B) Readiness. The student is expected to estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

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1 Jeremy is planning to build a model of a train using a scale where 2 inches represents 25 feet. If the train is 70 feet long, what is the length in inches that Jeremy should build the model of the train?

HINT Make Estimates. The first step in solving the problem is to divide TER. 70 S A M E by 25. Since 75 divided by 25 equals 3, you know that CKLIN 70 divided by A L B A 25 will be a little less than 3. The next step BE the quotient NOTis to multiply O S I T T K I O . from step 1 by the number of represent ED that IS BO 25 feet (2 inches).

GHTinches H I T R Y R P O Since 3 ⫻ 2 ⫽ 6, the N Fa little less than 6 inches.

S COanswer willEbe

GIV OK I WAY. T O Y O B N N E A L S AMP D IN ON I THIS S PERMISSI EPRODUCE R

A 2.8 in.

B 3.5 in.

C 5.6 in.

D 7 in.

10 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Independent Practice Directions: Solve the problems on your own.

2 Samara is planning to build a model of a bike path using a scale where 3 inches represents 5 miles. If the bike path is 20 miles long, what is the length in inches that Samara should build the model of the bike path?

F 4 in.

G 12 in.

H 15 in.

J 20 in.

E L P SAM ATION C U D E !

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3 Carlos is planning to make a model of a building using a scale where 2 inches represents 15 feet. If the building is 90 feet long, what is the length in inches that Carlos should make the model of the building?

TER. S A M E 30 in.

ACKLIN L B A 12 in.

S NOT OK TO BE I T I .

6 in.

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

A 75 in.

B C D

11 Š 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic 4 Julia is planning to build a model of a parking lot using a scale where 2 inches represents 25 feet. If the parking lot is 85 feet long, what is the length in inches that Julia should build the model of the parking lot?

F 3.4 in.

G 6.8 in.

H 12.5 in.

J 42.5 in.

5 Filipe is planning to build a model of a health club using a scale where 3 inches represents 30 feet. If the health club is 126 feet long, what is the length in inches that Filipe should build the model of the health club?

A 4.2 in.

B 8.4 in.

C 10 in.

E L P SAM ATION C U D E !

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D 12.6 in.

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

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12 Š 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

13 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

14 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an

TEKS (7.4) The student represents a relationship in numerical, geometric, verbal, and symbolic form.

E L P SAM ATION C U D E !

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(A) Supporting . . . . . . . . . . . . . . . . . . . . 16 (B) Supporting . . . . . . . . . . . . . . . . . . . . 22 (C) Supporting . . . . . . . . . . . . . . . . . . . . 30

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

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15 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.4) The student represents a relationship in numerical, geometric, verbal, and symbolic form.

(A) Supporting. The student is expected to generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling.

E L P SAM ATION C U D E !

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1 Jonelle wants to find the perimeter of the isosceles trapezoid shown below.

7 inches

12 inches

13 inches

STER. A M E ACKLIN L B A 17 inches IT IS NOT O BE T K O .

GHTED OR THIS BO I R Y P Which equation could Jonelle O use to find Y. of the trapezoid?

IVENP,Fthe perimeter K IS C A G O W T O Y O B MPLE SSION IS N UCED IN AN A S S I HINT TH ROD ERMI P REPUse Use a Formula or Rule. the formula for perimeter of an isosceles trapezoid to answer the question. Replace the variables with the missing numbers.

P ⫽ a + b + 2c

A P ⫽ 7 · 17 + 13 B P ⫽ 7 + 17 + (2 · 13) C P ⫽ (7 + 17) · 12 ÷ 2 D P ⫽ 7 + 17 + 12 + 13

16 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Independent Practice Directions: Solve the problems on your own.

2 Two beach balls can fit inside a circle, as shown in the drawing below.

E L P SAM ATION C U D E !

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If each beach ball has a circumference of 40 inches, which equation could be used to find d, the diameter of the circle? .

F G H

STER A M E 40 ACKLIN ᎏᎏ · 2 ⫽ d L B A ␲ BE NOT O S I T T K I O .

40 ᎏᎏ ⫽ d GHTED OR THIS BO I R ␲ Y P O IVEN F Y WAY. K IS C G O T O O B 40 ⫽ ␲ ·M dP·L2E N IS N UCED IN AN A O I S S S S I I D TH PERM REPRO

J 40 · ␲ ⫽ 2 · d

17 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic 3 Giorgio wants to find the area of the isosceles trapezoid shown below.

8 inches 5 inches

4 inches 14 inches

Which equation could Giorgio use to find A, the area of the trapezoid?

A A ⫽ 8 · 14 + 5 B A ⫽ 8 + 14 + (2 · 5)

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C A ⫽ (8 + 14) · 4 ÷ 2 D A ⫽ 8 + 5 + 14 + 4

4 Two game tokens can fit inside a circle, as shown in the drawing below.

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO If each game token has a circumference of 9 centimeters, which equation could be used to find d, the diameter of the circle?

F 9·␲⫽2·d G 9⫽␲·d·2 9 H ᎏᎏ ⫽ d ␲ 9 J ᎏᎏ · 2 ⫽ d ␲

18 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an 8 centimeters

5 Reeta wants to find the area of the isosceles triangle shown below.

10 centimeters

12 centimeters

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Which equation could Reeta use to find A, the area of the triangle?

A A ⫽ (2 · 10) + 12 B A ⫽ 12 · 8 ÷ 2 C A ⫽ 12 · 8

D A ⫽ 12 · 10

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

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19 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

20 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

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STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

21 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.4) The student represents a relationship in numerical, geometric, verbal, and symbolic form.

(B) Supporting. The student is expected to graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling.

E L P SAM ATION C U D E !

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1 The table below shows the different sizes of square gardens Alex can build.

Square Garden Sizes Garden

Side Length (feet)

P Q R S

4 8 12 . IT D16

STER. A M E ACKLIN L B A IS NOT OOK TO BE GHTE OR THIS B I R Y P IS CO relationship Y. side length and IVEN Fbetween K correct G Which graph shows the O WAthe T O Y O B N N E A L S P square Ogarden IN N I Alex canD build? perimeter AofMeach THIS S PERMISSI EPRODUCE R HINT Make a Graph. Without looking at the answer choices, make your own graph that shows the relationship between the side length and perimeter of each square garden Alex can build. Then choose the answer that matches the graph you made.

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4Relationships cTIONSHIPS Reasoning Patterns ALGE an Square Garden Sizes

20 16 12

C

8 4 0

4

Perimeter (feet)

A

Perimeter (feet)

Square Garden Sizes

8 12 16

80 64 48 32 16 0

Side Length (feet)

8 12 16

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Square Garden Sizes

Square Garden Sizes 300

32

Perimeter (feet)

Perimeter (feet)

40

B

4

Side Length (feet)

240

24

D

16

8

180 120 60

STER. A M E Side Length Side Length ACKLIN L B A (feet) O BE S NOT (feet) I T T K I O .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO 0

4

8 12 16

0

4 8 12 16

23 Š 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Independent Practice Directions: Solve the problems on your own.

2 The table below shows the different sizes of square blankets Carolyn can knit.

Square Blanket Sizes Blanket

Side Length (feet)

A B

2 4

C D

6 8

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

Which graph shows the correct relationship between the side length and perimeter of each square blanket Carolyn can knit?

.

TER Square Blanket Sizes E MAS

Square Blanket Sizes

Perimeter (feet)

Perimeter (feet)

ACKLIN L B A 40 S20NOT OK TO BE I T I .

32 GHTED OR16THIS BO I R Y P O 24 IHVEN F 12Y WAY. K IS C G F O T O O B PLE M16 N IS N UCED IN AN 8 A O I S S S S I I 8 ERM 4 D TH P REPRO 0

2

4 6 8

0

4 6 8

Side Length (feet)

Square Blanket Sizes

Square Blanket Sizes 75

8 6

J

4 2 0

2

4 6 8

Perimeter (feet)

Perimeter (feet)

10

G

2

Side Length (feet)

60 45 30 15 0

Side Length (feet)

2 4 6

8

Side Length (feet) 24

Š 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an 3 The table below shows the different sizes of square picture frames Gerardo can build.

Square Picture Frame Sizes Picture Frame

Side Length (inches)

E F

5 10

G

15

H

20

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

Which graph shows the correct relationship between the side length and perimeter of each square picture frame Gerardo can build?

Square Picture Frame Sizes

500

Perimeter (inches)

A

Perimeter (inches)

Square Picture Frame Sizes

STER. A M E CKLIN 200 10 T A BLA O BE S NO5 I T 100 T K I O .

GHTED OR THIS BO I R Y P O 0 5 10 15IS20 15 20 Y5. 10Length IVEN F Y 0WASide K C G O T O Side Length O B MPLE (inches) N IS N UCED IN AN A O (inches) I S S S S I I D TH O R P PERM RE 400

C

300

Square Picture Frame Sizes

30

D

20 10 5 10 15 20

Perimeter (inches)

Perimeter (inches)

15

100

40

0

20

Square Picture Frame Sizes

50

B

25

80 60 40 20 0

Side Length (inches)

5 10 15 20

Side Length (inches)

25 Š 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic 4 The table below shows the different sizes of square pictures that Linda can paint.

Square Picture Sizes Picture

Side Length (feet)

K L

1 2

M

3

N

4

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

Which graph shows the correct relationship between the side length and perimeter of each square picture Linda can paint?

Square Picture Sizes

5 4

Perimeter (feet)

Perimeter (feet)

Square Picture Sizes

20 16

STER. A M E CKLIN 1 4 T A BLA O BE S NO I T T K I O .

0 1 2 3 4 S1BO2 3 4 GHTED OR T0HISide I R Y P Side Length Length CO NF S E I .

V Y I K A G O (feet) (feet) W T PLE BO SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

F

3

H

2

Square Picture Sizes

6

J

4 2 1

2 3 4

Perimeter (feet)

Perimeter (feet)

20

8

0

8

Square Picture Sizes

10

G

12

16 12 8 4 0

Side Length (feet)

1 2 3

4

Side Length (feet)

26 Š 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an 5 The table below shows the different sizes of square tables Ian can build.

Square Table Sizes Table

Side Length (feet)

M N

3 6

O P

9 12

Which graph shows the correct relationship between the side length and perimeter of each square table Ian can build?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

Square Table Sizes

60 48 36

C

Perimeter (feet)

A

Perimeter (feet)

Square Table Sizes

30 24 18

STER. A M E ACKLIN L B A 0 3 6 9 12 O BE S N0OT 3 6OK9 T12 I T I .

Side Length Length S BO(feet) HTED R THISide (feet) COPYRIG O IVEN F Y WAY. K IS G O T O O B MPLE SSION IS N UCED IN AN A S S I I TH Square Square Table Sizes PERMTable RSizes EPROD 24 12

12

120

9

D

6 3 0

6

150

Perimeter (feet)

B

Perimeter (feet)

15

12

3

6 9 12

90 60 30 0

Side Length (feet)

3 6

9 12

Side Length (feet)

27 Š 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

28 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

29 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.4) The student represents a relationship in numerical, geometric, verbal, and symbolic form.

(C) Supporting. The student is expected to use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence.

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

1 Which rule can be used to find the value of any term in the sequence below where n represents the position of the term?

Position Value of Term 1 7 2 13 STER. A M E 3 19 ACKLIN L B A 4 25 T IS NOT O BE T K I O .

D O 5 YRIGHTE 31 R THIS B P O EN F IS CO .

Y WAY OT GIV BOOK n

MPLE SSION IS N UCED IN AN A S S I D TH ERMI P REPRO HINT

Guess and Check. Choose a rule from the list below. Check by replacing n with a number from the Position column, evaluating the expression, and comparing with the number from the Value of Term column. Do this for each row of the table.

A 2n + 5 B 3n + 4 C 5n – 3 D 6n + 1

30 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Independent Practice Directions: Solve the problems on your own. n 2 Which sequence follows the rule ᎏᎏ, in which n represents the position of a term 6 in the sequence?

1 1 1 2 5 F ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, 1,...

6 3 2 3 6 1 1 1 1 1 1 G ᎏᎏ, ᎏᎏ, ᎏᎏ, 1, 1ᎏᎏ, 1ᎏᎏ, 1ᎏᎏ,..

6 3 2 6 3 2 1 5 1 5 1 H ᎏᎏ, ᎏᎏ, 1, 1ᎏᎏ, 1ᎏᎏ, 2, 2ᎏᎏ,...

6 6 6 6 6 1 1 1 1 1 1 J ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ,...

2 3 4 5 6 7

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

3 Which rule can be used to find the value of any term in the sequence below R. where n represents the position of the term?

MASTE

LINE K C A L Position Value of Term OT A B TO BE N S I T BOOK TED.5I 1 S H I G H I T R COPY GIVEN7 FOR S I 2 K O WAY. T O Y O B N N E A L S AMP D9IN ON3 I THIS S PERMISSI EPRODUCE 11 4R 13

5 n A 2n + 3 B 3n + 2 C 4n + 1 D 7n – 2

31 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic 4 Which rule can be used to find the value of any term in the sequence below where n represents the position of the term?

Position 1 2 3 4 5 n F 2n + 1 G 3n + 1 H 4n – 1 J 5n – 2

Value of Term 3 7 11 15 19

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

n 5 Which sequence follows the rule ᎏᎏ, in which n represents the position of a term 8 R. in the sequence?

MASTE A B C

LINE K C A L 1 1 1 1 1 OT A B TO BE ᎏᎏ, ᎏᎏ, ᎏᎏ, 1, 1ᎏᎏ, 1ᎏᎏ,...

N S I 8 4 2 8 4 T BOOK TED. I S H I G H I 1 1 3 1 5 3 T R ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ,...

COPY GIVEN FOR 8 4 8 2 8 4 OOK IS WAY. T Y O B N N E A L S 1 3 S5AM 7P 1 ION I ODUCED IN S ᎏTᎏ,HᎏIS ᎏ, ᎏᎏ, ᎏᎏ, 1, 1ᎏᎏ,...

S I M 8 8 8 8 PER8 REPR

1 1 1 1 1 1 D ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ, ᎏᎏ,...

2 4 5 6 7 8

32 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

33 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

34 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an

TEKS (7.5) The student uses equations to solve problems.

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

(B) Readiness . . . . . . . . . . . . . . . . . . . . . 36 (A) Supporting . . . . . . . . . . . . . . . . . . . . 41

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

35 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.5) The student uses equations to solve problems.

(B) Readiness. The student is expected to formulate problem situations when given a simple equation and formulate an equation when given a problem situation.

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

1 Which situation is best represented by the equation x – 7 ⫽ 14?

HINT Work Backwards. Write an equation to represent each situation described below. Which equation that you wrote matches the one given above?

A

B

STER. A M E ACKLIN L B 1 A Mimi picked 14 apples and ate ᎏᎏ of them.IWhat number O BE of S NOTis x, Othe T T K 2 I .

GHTED OR THIS BO I R apples she had left?

Y P O IVEN F Y WAY. K IS C G O T O O B N walked for LE 14 minutes IN 7ANminutes. What is x, the MPfor AaronSran N ISand A D O I E S C S S U I I D running and the time he TH ROspent difference between PERM the time REPhe spent walking?

C Nick spent $7 of his allowance and had $14 left. What is x, the total amount of Nick’s allowance?

D Rachel has hit 7 of the last 14 balls pitched. What is x, the total number of balls pitched?

36 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Independent Practice Directions: Solve the problems on your own.

2 Which situation is best represented by the equation x – 9 ⫽ 27?

1 F There are 27 students in Valerie’s class, and ᎏᎏ of them are in the band.

3 What is x, the number of students in Valerie’s class who are not in the band?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

G Jeff used 9 magnets for his science project and had 27 magnets left. What is x, the total number of magnets Jeff had?

H Alicia did drills for 9 minutes and ran laps for 27 minutes. What is x, the difference between the time she spent doing drills and running laps?

J Umberto has cleaned 9 of the 27 fish he and his friends caught. What is x, R. the total number of fish caught?

MASTE

3

LINE K C A L OT A B TO BE N S I T OK D. Iequation S H Which situation is best represented byTEthe xB–O5 ⫽ 20?

I G H I T R COPY GIVEN FOR S I Y. K O WApicnic T O Y O B N N E A A Shaun has filled 5 of the 20 coolers for the school with ice. What is L S IN MP NI A D O I S E S C S S U I I D need to be filled? x, that THthe total number PERM of coolers REPRO B Shellae bought 5 watermelons and 20 oranges. What is x, the difference between the number of watermelons and oranges she bought?

1 C Joe had 20 tubes of paint and used ᎏᎏ of them to paint a mural. What is x, 4 the number of tubes of paint he had left?

D Rhonda used 5 apples for a recipe and had 20 apples left. What is x, the total number of apples Rhonda had?

37 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic 4 Stephany is s years old. Romeo’s age, r, is 5 more than 3 times Stephany’s age.

Which of the following equations best represents this situation?

F s = 5r + 3 G r = 3s + 5 H r = (5 + 3)s J s = (5 + 3)r

5 Ashton is a years old. Kimberli’s age, k, is 2 less than 4 times Ashton’s age.

Which of the following equations best represents this situation?

A k = 4a – 2

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

B a = 4k – 2

C k = (4 – 2)a

D a = (4 – 2)a

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

38 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

39 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

40 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Guided Practice Directions: Use the hint to help you solve the problem.

TEKS (7.5) The student uses equations to solve problems.

(A) Supporting. The student is expected to use [concrete and] pictorial models to solve equations and use symbols to record the actions.

E L P SAM = ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

1 The equation 4x + 6 ⫽ x + 9 is modeled below.

x

x

x

1

1

1

1

1

1

x

1

1

1

1

1

1

1

1

x

1

What value of x makes the equation true?

STER. A M E HINT ACKLIN L B A NOTtriangles O BEcircles to Sout Use Manipulatives or Act it Out. Cut and I T T K I O .

HTED awayR6THcircles IS BOfrom each side of the GTake model the equation shown.

I R Y P O O EN F each W IVfrom equation. Take away side K IS C 1 triangle AY.of the equation. Make G O T O Y O B N N E A L S I value ofDx.IN P equal to find AMgroups ON the THIS S PERMISSI EPRODUCE R

A x⫽1 B x⫽2 C x⫽3 D x⫽4

41 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Independent Practice Directions: Solve the problems on your own.

2 The equation 3x + 7 ⫽ x + 11 is modeled below.

x

x

1

1

1

1

1

1

x 1

=

x

1

1

1

1

1

1

1

1

1

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8 1

1

What value of x makes the equation true?

F x⫽1 G x⫽2 H x⫽3

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

The equation 4x + 5 ⫽ 2x + 11 is modeled GHTED below.

HIS BO I T R Y R P O O IVEN F Y WAY. K IS C G O T O O B 1 1 1 MPLE SSION IS N UCED IN AN A S S I I D M 1 1 TH O P ER REPR J x⫽4

3

x

x

x

x

1

1

1

=

x

x

1

1

1

1

1

1

1

1

What value of x makes the equation true?

A x⫽1 B x⫽2 C x⫽3 D x⫽4

42 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an 4 The equation 5x + 2 ⫽ 2x + 11 is modeled below.

1 x

x

x

x

x 1

=

x

x

1

1

1

1

1

1

1

1

1

1

1

What value of x makes the equation true?

F x⫽1 G x⫽2 H x⫽3 J x⫽4

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 = 8 8

5 The equation 3x + 7 ⫽ 2x + 11 is modeled below.

1 STER. A M E N I 1 1 1 L K C BLA 1 E 1 1 x x x x NOxT A 1 IS K TO B O 1 1 1 1 HTED. IT O B THIS 1 1 1 1 YRIG R P O O F C GIVEN NY WAY. OK IS T O O B N E L S IN A MP NI A D O I S E S C S S U I I D true?

What THvalue of xPmakes ERM the equation REPRO 1

1

A x⫽1 B x⫽2 C x⫽3 D x⫽4

43 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic Choose One: • Write directions for how to solve one of the practice problems.

• What questions would you like to ask your teacher to help you better understand the math you have just learned?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

44 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an Choose One: • Write two math problems that are similar to the ones you have just solved.

• What is something you would like to do or learn about in math class?

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

45 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

46 © 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 .

4Relationships cTIONSHIPS Reasoning Patterns ALGE an

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

47 © 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 .

4and PATTERNS Patterns Relationships RELAT Algebraic

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

48 © 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 .

E L P SAM ATION C U D E !

Y L RAL 99.RALLY .

8 8 8

STER. A M E ACKLIN L B A S NOT OK TO BE I T I .

GHTED OR THIS BO I R Y P O IVEN F Y WAY. K IS C G O T O O B MPLE SSION IS N UCED IN AN A S S I I D TH PERM REPRO

E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S S IS DU THI PERM REPRO

S TA A R MATH

Mastering STAAR Math: Applying the Readiness and Supporting TEKS for the STAAR prepares students for the STAAR Math test. Each book focuses on a different TEKS Reporting Category assessed on the test. There is one guided practice problem and four independent practice problems for each TEKS that will be assessed on the STAAR. The series provides instructional practice in math problem solving. Students are taught several different problem-solving strategies.

Each of the 5 TEKS Reporting Categories are in a separate book: • • • • •

Numbers, Operations, and Quantitive Reasoning Patterns, Relationships, and Algebraic Reasoning Geometry and Spatial Reasoning Measurement Probability and Statistics