Grade 8 - Region 13
Grade 8 - Region 13
Grade 8 - Region 13
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
TAKS Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.<br />
TEKS: 8.1 & 8.2<br />
.<br />
12. Which of the following numbers is greater than<br />
−1.075?<br />
5. Which list shows the following<br />
numbers in order from least to greatest?<br />
8.1 (A) compare<br />
and order rational<br />
numbers in various<br />
forms including<br />
integers, percents,<br />
and<br />
positive and<br />
negative fractions<br />
and decimals;<br />
F. −2.03<br />
G. −1.90<br />
H. −1.06<br />
J. −1.26<br />
Answer = C<br />
© 2009 ESC <strong>Region</strong> XIII Page 1 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
27. As part of a science experiment, four students<br />
each planted some flower seeds. After one week the<br />
students compared the number of seeds that<br />
germinated with the number of seeds planted. Their<br />
results are shown in the table below.<br />
;<br />
Which list shows the results in order from least to<br />
greatest?<br />
One Question<br />
Answer = A<br />
© 2009 ESC <strong>Region</strong> XIII Page 2 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.1 (B) select and<br />
use appropriate<br />
forms of rational<br />
numbers to solve<br />
real-life problems<br />
including<br />
those involving<br />
proportional<br />
relationships;<br />
49. A cookie recipe requires 2 pounds of butter to<br />
make 18 dozen cookies. If a baker wants to make only<br />
3 dozen cookies, which proportion can he use to find b,<br />
the number of pounds of butter he needs?<br />
19. Danny has a collection of 85<br />
baseball cards. Players on his favorite<br />
team are found on 20% of the cards.<br />
Which proportion can Danny use to find<br />
f, the number of cards that are of players<br />
on his favorite team?<br />
Answer = A<br />
Answer = B<br />
© 2009 ESC <strong>Region</strong> XIII Page 3 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.1 (C)<br />
approximate<br />
(mentally [and with<br />
calculators]) the<br />
value of irrational<br />
numbers as they<br />
arise from<br />
problem situations<br />
(such as , 2 ); and<br />
8.1 (D) express<br />
numbers in<br />
scientific notation,<br />
including negative<br />
exponents, in<br />
appropriate<br />
problem situations.<br />
29. If AB = √ 89, the length of AB is —<br />
A. between 43 units and 45 units<br />
B. between 88 units and 90 units<br />
C. between 8 units and 9 units<br />
D. between 9 units and 10 units<br />
22. A human red blood cell is about 0.000008 meter in<br />
diameter. Which of the following represents this<br />
number in scientific notation?<br />
F. 0.8 × 10 – 6<br />
G. 8.0 × 10 – 6<br />
H. 0.8 × 10 6<br />
J. 8.0 × 10 6<br />
12. Julie has a table with a square top.<br />
The area of the tabletop is 52 square<br />
feet.<br />
Which is closest to the length of each<br />
side of this square top?<br />
F. 6 feet<br />
G. 8 feet<br />
H. 7 feet<br />
39. Earth has a diameter of about<br />
41,900,000 feet. Which expression<br />
represents this number in scientific<br />
notation?<br />
A. 4.19 10 7<br />
B. 4.19 10 5<br />
C. 41.9 10 7<br />
© 2009 ESC <strong>Region</strong> XIII Page 4 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.2 (A) select<br />
appropriate<br />
operations to solve<br />
problems involving<br />
rational numbers<br />
and justify the<br />
selections;<br />
8.2 (B) use<br />
appropriate<br />
operations to solve<br />
problems involving<br />
rational numbers in<br />
problem<br />
situations;<br />
6. A truck driver travels at an average speed of<br />
53 miles per hour. Which equation can be used to find<br />
d, the distance the truck driver will travel in 3 hours?<br />
F. d = 53 · 3<br />
G. d = 53 ÷ 3<br />
H. d = 3 ÷ 53<br />
J. d = 3 + 53<br />
31. Jodie wants to buy a shirt regularly priced at<br />
$20. The shirt is on sale for 15% off the regular price.<br />
Which equation can be used to determine s, the sale<br />
price of the shirt, no including tax?<br />
A. s = 20 − (20)(0.15)<br />
B. s = 20 − (20 + 0.15)<br />
C. s = 20(0.15)<br />
D. s = 20 + 0.15<br />
19. Marcos buys 15 folders that cost $0.75 each and 6<br />
pens that cost $1.25 each. What is the total cost in<br />
dollars and cents of the folders and pens, not including<br />
tax?<br />
Record your answer and fill in the bubbles on your<br />
answer document. Be sure to use the correct place<br />
value.<br />
Answer = 18.75<br />
23. A grocery store had a sale.<br />
• Beef cost $9.85 for 5 pounds.<br />
• Bread cost $1.88 for 1 loaf.<br />
Which equation can be used to find c,<br />
the cost of 3 pounds of beef and<br />
2 loaves of bread?<br />
A. c = 3(9.85 ÷ 5) + 2(1.88)<br />
B. c = 9.85 + 1.88<br />
C. c = 3(1.88) + 2(9.85)<br />
One Question<br />
31. At a coffee shop, Colombian coffee<br />
beans cost $8.75 per pound, and<br />
Brazilian coffee beans cost $9.50 per<br />
pound. How much do 2 pounds of<br />
Colombian coffee beans and 1 pound of<br />
Brazilian coffee beans cost, not including<br />
tax?<br />
A. $27.00<br />
B. $27.75<br />
C. $36.50<br />
© 2009 ESC <strong>Region</strong> XIII Page 5 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.2 (C) evaluate a<br />
solution for<br />
reasonableness;<br />
and<br />
8.2 (D) use<br />
multiplication by a<br />
constant factor<br />
(unit rate) to<br />
represent<br />
proportional<br />
relationships.<br />
2. Tomás will earn $45 for each mile he walks in a<br />
charity walkathon. Tomás walks between 8 and 12<br />
miles during the walkathon. Which of the following is a<br />
possible amount he will earn for the charity?<br />
F. $405<br />
G. $315<br />
H. $630<br />
J. $900<br />
41. The cars in a parade are passing Marisol at a rate<br />
of 2 cars per minute. If it takes 18 minutes for all the<br />
cars to pass by Marisol, which equation can she use to<br />
determine c, the number of cars in the parade?<br />
Answer = D<br />
14. George and his family drove about<br />
288 miles on 10 gallons of gas. Which<br />
best represents the number of miles they<br />
traveled on each gallon of gas?<br />
F. 30 mi<br />
G. 20 mi<br />
H. 22 mi<br />
28. Jeremy’s ceiling fan spins 4.5 times<br />
as fast on high speed as it does on low<br />
speed.<br />
• The number of revolutions the fan<br />
makes on high speed can be<br />
represented by h.<br />
• The number of revolutions the fan<br />
makes on low speed can be represented<br />
by l.<br />
Which equation shows the relationship<br />
between h and l if the fan spins the same<br />
amount of time on each speed?<br />
F. h = 4.5l<br />
G. h = l + 4.5<br />
H. 4.5h = l + 4.5<br />
© 2009 ESC <strong>Region</strong> XIII Page 6 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
Objective 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.<br />
TEKS: 8.3, 8.4, & 8.5<br />
17. Jasmine is building birdhouses. It takes her<br />
hours to build 4 birdhouses. Which of the following<br />
8.3 (A) compare<br />
and contrast<br />
proportional and<br />
non-proportional<br />
linear<br />
relationships; and<br />
is an equivalent rate?<br />
A. 14 hours to build 18 birdhouses<br />
B. 28 hours to build 35 birdhouses<br />
C. 7 hours to build 8 birdhouses<br />
D. 21 hours to build 28 birdhouses<br />
34. Mrs. Jackson bought 8 pounds of potatoes for<br />
$3.92. Which of the following represents the same<br />
price per pound?<br />
F. 10 pounds of potatoes for $4.70<br />
G. 25 pounds of potatoes for $11.25<br />
H. 5 pounds of potatoes for $2.45<br />
J. 20 pounds of potatoes for $9.60<br />
3. Nancy bought 4 pounds of tomatoes<br />
for $4.60. Which of these rates gives the<br />
same price per pound?<br />
A. 6 pounds for $5.75<br />
B. 3 pounds for $3.45<br />
C. 9 pounds for $11.25<br />
8. Zavala Middle School has 12<br />
teachers and 216 students.<br />
Which of the following schools has a<br />
ratio of teachers to students that is equal<br />
to the ratio at Zavala Middle School?<br />
F. A school with 15 teachers and 255<br />
students<br />
G. A school with 16 teachers and 288<br />
students<br />
H. A school with 21 teachers and 399<br />
students<br />
© 2009 ESC <strong>Region</strong> XIII Page 7 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
15. Gabby can assemble 7 music books in 4 minutes.<br />
At this rate, how many music books can she assemble<br />
in 2 hours?<br />
40. Janet is using the buttermilk<br />
pancake recipe shown below. The recipe<br />
makes 12 pancakes.<br />
A. 14<br />
B. 105<br />
C. 69<br />
D. 210<br />
8.3 (B) estimate<br />
and find solutions<br />
to application<br />
problems involving<br />
percents and other<br />
proportional<br />
relationships such<br />
as similarity and<br />
rates.<br />
If Janet wants to make 36 pancakes,<br />
how much of each ingredient does she<br />
need?<br />
Answer = H<br />
© 2009 ESC <strong>Region</strong> XIII Page 8 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
25. In July 2005 the United States imported<br />
approximately 10.3 million barrels of oil per day.<br />
Canada supplied about 16% of the imported oil. Which<br />
of these is closest to the number of barrels of oil the<br />
United States imported from Canada each day?<br />
A. 5.7 million<br />
B. 1.6 million<br />
C. 2.1 million<br />
D. 0.2 million<br />
One Question<br />
© 2009 ESC <strong>Region</strong> XIII Page 9 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
23. The graph of the equation y = x − 2 is shown<br />
below.<br />
<strong>13</strong>. Which table best represents the<br />
equation 2x + y = 4?<br />
8.4 (A) generate a<br />
different<br />
representation of<br />
data given another<br />
representation of<br />
data (such as a<br />
table, graph,<br />
equation, or verbal<br />
description).<br />
Which table of values best represents ordered pairs on<br />
the graphed equation?<br />
Answer = A<br />
Answer = D<br />
© 2009 ESC <strong>Region</strong> XIII Page 10 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
42. Which equation best represents the relationship<br />
between x and y in the table below?<br />
30. Which of the following equations<br />
best represents the graph below?<br />
F. y = −3x − 1<br />
G. y = 3x − 1<br />
H. y = 3x + 1<br />
Answer = F<br />
© 2009 ESC <strong>Region</strong> XIII Page 11 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
37. Alyssa rakes leaves for her neighbors. She<br />
charges $4.00 per hour to rake leaves plus $7.00 to<br />
remove the leaves. She uses the equation below to<br />
calculate t, her total earnings based on h, the number<br />
of hours she works.<br />
t = 7 + 4h<br />
20. Look at the bar graph below. It<br />
shows the diameter of 4 moons in the<br />
solar system.<br />
8.5 (A) predict,<br />
find, and justify<br />
solutions to<br />
application<br />
problems using<br />
appropriate tables,<br />
graphs,<br />
and algebraic<br />
equations; and<br />
How much will Alyssa earn if she works for 3 hours 15<br />
minutes?<br />
A. $23.00<br />
B. $34.65<br />
C. $20.00<br />
D. $35.75<br />
Which moon has a diameter between<br />
2,100 and 2,300 miles?<br />
F. Callisto<br />
G. Titan<br />
H. Io<br />
© 2009 ESC <strong>Region</strong> XIII Page 12 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
48. The graph below shows the stopping distance for a<br />
certain car, depending on the speed of the car when<br />
the brakes were applied.<br />
25. Look at the table below. It shows the<br />
shipping fee for different amounts of<br />
purchases.<br />
If the car needed 210 feet to stop, approximately how<br />
fast was the car traveling?<br />
F. Between 40 and 50 miles per hour<br />
G. Between 50 and 60 miles per hour<br />
H. Between 60 and 70 miles per hour<br />
J. Between 70 and 80 miles per hour<br />
If the shipping fees continue to increase<br />
at the same rate, what is the shipping<br />
fee for a $<strong>13</strong>4.00 purchase?<br />
A. $11.50<br />
B. $<strong>13</strong>.00<br />
C. $14.50<br />
© 2009 ESC <strong>Region</strong> XIII Page <strong>13</strong> of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.5 (B) find and<br />
evaluate an<br />
algebraic<br />
expression to<br />
determine any<br />
term in an<br />
arithmetic<br />
sequence (with a<br />
constant rate of<br />
change).<br />
8. The table below shows the value of the first five<br />
terms in a sequence.<br />
Which expression can be used to find the value of the<br />
nth term?<br />
F. 5n – 2<br />
G. 23 – 6n<br />
H. 15 – 2n<br />
J. 18 – 5n<br />
30. The expression shown below describes a<br />
sequence of numbers.<br />
2n + 3<br />
If n represents the position of a number in this<br />
sequence, which sequence of numbers does this<br />
expression describe?<br />
F. 5, 8, 11, 14, 17, . . .<br />
G. 5, 7, 9, 11, <strong>13</strong>, . . .<br />
H. 2, 3, 5, 8, <strong>13</strong>, 21, . . .<br />
J. 2, 5, 8, 11, 14, . . .<br />
33. Look at the table below. It shows the<br />
position of each term in a sequence. The<br />
table also shows the value of the first 5<br />
terms in the sequence.<br />
Which expression can be used to find<br />
any term in the sequence?<br />
A. 4n + 1<br />
B. n + 1<br />
C. –4n + 9<br />
One Question<br />
© 2009 ESC <strong>Region</strong> XIII Page 14 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning.<br />
TEKS: 8.6 & 8.7<br />
39. With the origin as the center of dilation, rectangle 38. Tomoko has a rectangular picture<br />
PQRS will be dilated by a scale factor of to form that is 12 inches by 18 inches. She<br />
rectangle P′Q′R′S′.<br />
enlarges the picture’s dimensions by<br />
50%.<br />
What are the dimensions of the new<br />
picture?<br />
8.6 (A) generate<br />
similar figures<br />
using dilations<br />
including<br />
enlargements and<br />
reductions; and<br />
F. 9 inches by 15 inches<br />
G. 15 inches by 21 inches<br />
H. 18 inches by 27 inches<br />
What will be the length of<br />
A. 3 units<br />
B. 2 units<br />
C. 27 units<br />
D. 18 units<br />
© 2009 ESC <strong>Region</strong> XIII Page 15 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
4. Figure STUVW will be translated 5 units left and 7<br />
units up to form figure S′T′U′V′W′.<br />
11. Look at quadrilateral TUVW on the<br />
grid below.<br />
8.6 (B) graph<br />
dilations,<br />
reflections, and<br />
translations on a<br />
coordinate plane.<br />
Which ordered pair best represents point W′?<br />
F. (3, 6)<br />
G. (−2, 1)<br />
H. (−7, 6)<br />
J. (2, −1)<br />
Quadrilateral TUVW is reflected across<br />
the y-axis. Which set of coordinates best<br />
represents the endpoints of ?<br />
A. (8, 8), (8, 4)<br />
B. (8, 8), (4, 8)<br />
C. ( 8, 8), ( 8, 4)<br />
© 2009 ESC <strong>Region</strong> XIII Page 16 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
45. The vertices of triangle XYZ are X (–7, 3), Y (–4,<br />
6), and Z (–2, 3).<br />
.<br />
If triangle XYZ is reflected across the y-axis, which<br />
graph best represents triangle X′Y′Z′?<br />
One Question<br />
Answer = B<br />
© 2009 ESC <strong>Region</strong> XIII Page 17 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
20. The drawings below show the top, front, and rightside<br />
views of a 3-dimensional figure built using identical<br />
cubes.<br />
2. Look at the drawings below. They<br />
represent the top, front, and right-side<br />
views of a 3-dimensional figure.<br />
8.7 (A) draw threedimensional<br />
figures from<br />
different<br />
perspectives;<br />
Which 3-dimensional figure do these views best<br />
represent?<br />
Which 3-dimensional view best<br />
represents this figure?<br />
Answer = J<br />
Answer = H<br />
© 2009 ESC <strong>Region</strong> XIII Page 18 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
11. The scale drawing below shows a door. Use the<br />
ruler on the Mathematics Chart to measure the<br />
dimensions of this door to the nearest inch.<br />
18. The Cadena family built a new<br />
house.<br />
• The house is 48 feet wide by 72 feet<br />
long.<br />
8.7 (B) use<br />
geometric<br />
concepts and<br />
properties to solve<br />
problems in fields<br />
such as art and<br />
architecture;<br />
Which of the following dimensions are closest to those<br />
of the actual door?<br />
• In a scale drawing of the house, inch<br />
represents 1 foot.<br />
What is the width of this house in the<br />
scale drawing?<br />
F. 24 inches<br />
G. 36 inches<br />
H. 6 inches<br />
Answer = D<br />
© 2009 ESC <strong>Region</strong> XIII Page 19 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
32. The right triangle shown below is formed by joining<br />
three squares at their vertices.<br />
29. Look at the triangle below. ΔRST is<br />
a right triangle.<br />
8.7 (C) use<br />
pictures or models<br />
to demonstrate the<br />
Pythagorean<br />
Theorem; and<br />
What is the value of x, the side length of the smallest<br />
square?<br />
F. 16 cm<br />
G. 8 cm<br />
H. 2 cm<br />
J. 32 cm<br />
What is the length of RS in centimeters<br />
(cm)?<br />
A. 8 cm<br />
B. 6 cm<br />
C. 12 cm<br />
© 2009 ESC <strong>Region</strong> XIII Page 20 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
16. Parallelogram KLMN has vertices K (−7, −7), L<br />
(−5, 2), M (3, 6), and N (1, −3).<br />
27. The circle shown below has a radius<br />
of 5 units.<br />
8.7 (D) locate and<br />
name points on a<br />
coordinate plane<br />
using ordered<br />
pairs of rational<br />
numbers.<br />
Which of the following are coordinates of a point inside<br />
parallelogram KLMN?<br />
Which ordered pair best represents the<br />
center of this circle?<br />
A. (−3, −3)<br />
B. (−2, −3)<br />
C. (−2, −4)<br />
Answer = G<br />
© 2009 ESC <strong>Region</strong> XIII Page 21 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
Objective 4: The student will demonstrate an understanding of the concepts and uses of measurement.<br />
TEKS: 8.8, 8.9, & 8.10<br />
44. A cube is shown below.<br />
36. Look at the cube below. Each edge<br />
of the cube is 5 centimeters (cm) long.<br />
8.8 (A) find lateral<br />
and total surface<br />
area of prisms,<br />
pyramids, and<br />
cylinders using<br />
[concrete] models<br />
and nets (twodimensional<br />
models); and<br />
What is the total surface area of this cube?<br />
What is the total surface area of the<br />
cube?<br />
F. 25 square centimeters<br />
G. 125 square centimeters<br />
H. 150 square centimeters<br />
Answer = H<br />
© 2009 ESC <strong>Region</strong> XIII Page 22 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
21. A cylindrical glass vase is 6 inches in diameter and<br />
12 inches high. There are 3 inches of sand in the vase,<br />
as shown below.<br />
8.8 (C) estimate<br />
measurements<br />
and use formulas<br />
to solve application<br />
problems involving<br />
lateral and total<br />
surface area and<br />
volume.<br />
No Question<br />
Which of the following is closest to the volume of the<br />
sand in the vase?<br />
A. 85 in. 3<br />
B. 254 in. 3<br />
C. 54 in. 3<br />
D. 339 in. 3<br />
© 2009 ESC <strong>Region</strong> XIII Page 23 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
24. Tai sailed east from the marina for 48 miles and<br />
then sailed south for 14 miles, as shown in the<br />
diagram.<br />
17. A ramp in a parking garage is built<br />
using the dimensions below.<br />
8.9 (A) use the<br />
Pythagorean<br />
Theorem to solve<br />
real-life problems;<br />
and<br />
What is the shortest distance Tai can sail to return to<br />
the marina?<br />
F. 62 mi<br />
G. 82 mi<br />
H. 50 mi<br />
J. 34 mi<br />
Which equation can be used to find c,<br />
the length of the ramp in feet?<br />
Answer = A<br />
© 2009 ESC <strong>Region</strong> XIII Page 24 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
7. Trapezoid JKLM is similar to trapezoid WXYZ.<br />
7. Rectangle MNPQ is similar to<br />
rectangle RSTU.<br />
8.9 (B) use<br />
proportional<br />
relationships in<br />
similar twodimensional<br />
figures or similar<br />
three-dimensional<br />
figures to find<br />
missing<br />
measurements.<br />
What is the length of YZ?<br />
What is the length of RS in centimeters<br />
(cm)?<br />
Answer = D<br />
A. 14 cm<br />
B. 27 cm<br />
C. 12 cm<br />
© 2009 ESC <strong>Region</strong> XIII Page 25 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
28. Which statement best describes the change in the<br />
perimeter of a triangle if all its side lengths are<br />
multiplied by 4?<br />
24. How does the area of a square<br />
change when the sides are reduced to<br />
their lengths?<br />
8.10 (A) describe<br />
the resulting<br />
effects on<br />
perimeter and area<br />
when dimensions<br />
of a shape are<br />
changed<br />
proportionally; and<br />
F. The new perimeter will be 12 times as large as the<br />
perimeter of the original triangle.<br />
G. The new perimeter will be 16 times as large as the<br />
perimeter of the original triangle.<br />
H. The new perimeter will be 4 times as large as<br />
the perimeter of the original triangle.<br />
J. The new perimeter will be 8 times as large as the<br />
perimeter of the original triangle.<br />
Answer = H<br />
© 2009 ESC <strong>Region</strong> XIII Page 26 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
Objective 5: The student will demonstrate an understanding of probability and statistics.<br />
TEKS: 8.11, 8.12, & 8.<strong>13</strong><br />
14. The probability of getting a red gumball from a 15. Penelope tossed a fair coin and<br />
rolled a fair cube numbered 1 through 6.<br />
gumball machine is . The probability of getting a red What is the probability that Penelope<br />
rolled a 5 and the coin landed tails up?<br />
piece of candy from a candy machine is . If both a<br />
8.11 (A) find the<br />
probabilities of<br />
dependent and<br />
independent<br />
events; and<br />
gumball and a piece of candy are purchased, what is<br />
the probability that both are red?<br />
Answer = F<br />
Answer = C<br />
© 2009 ESC <strong>Region</strong> XIII Page 27 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.11 (B) use<br />
theoretical<br />
probabilities and<br />
experimental<br />
results to make<br />
predictions and<br />
decisions.<br />
43. Tim recorded that 27 out of 63 customers used a<br />
shopping cart at a grocery store. Based on these<br />
results, about how many customers out of 350 can be<br />
expected to use a shopping cart?<br />
A. 110<br />
B. 260<br />
C. 90<br />
D. 150<br />
34. The results of a random survey of<br />
50 dog owners showed that 10 of them<br />
use Tex Brand dog food. How many dog<br />
owners out of 3,500 can be expected to<br />
use Tex Brand dog food?<br />
F. 17,500<br />
G. 700<br />
H. 3,440<br />
8.12 (A) select the<br />
appropriate<br />
measure of central<br />
tendency or range<br />
to describe a set of<br />
data and<br />
justify the choice<br />
for a particular<br />
situation;<br />
9. A store manager collects data showing the number<br />
of times each brand of soap is purchased in his store.<br />
Which measure of data shows which brand he sells<br />
most?<br />
A. Range<br />
B. Mean<br />
C. Mode<br />
D. Median<br />
22. The median, mode, and range of the<br />
heights of basketball players on a team<br />
are known. The shortest player on the<br />
team is 70 inches tall. Which of these<br />
can be used to find the height of the<br />
tallest player?<br />
F. Mode<br />
G. Range<br />
H. Median<br />
© 2009 ESC <strong>Region</strong> XIII Page 28 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
18. Tuan made the scatterplot below to show the<br />
relationship between his typing accuracy and his typing<br />
speed.<br />
1. Look at the scatterplot below. It<br />
shows the golf scores of 4 people in an<br />
annual golf tournament from 2000 to<br />
2007.<br />
8.12 (B) draw<br />
conclusions and<br />
make predictions<br />
by analyzing<br />
trends in<br />
scatterplots; and<br />
Which statement best describes the relationship shown<br />
in this scatterplot?<br />
F. There is no relationship between Tuan’s typing<br />
speed and his typing accuracy.<br />
G. As Tuan’s typing speed increased, his accuracy<br />
remained constant.<br />
H. As Tuan’s typing speed increased, his accuracy<br />
increased.<br />
J. As Tuan’s typing speed increased, his accuracy<br />
decreased.<br />
Which statement best describes the<br />
relationship on the scatterplot?<br />
A. From 2000 to 2007, the players’<br />
scores went down.<br />
B. From 2000 to 2007, the players’<br />
scores stayed the same.<br />
C. From 2000 to 2007, the players’<br />
scores went up.<br />
© 2009 ESC <strong>Region</strong> XIII Page 29 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
36. There were 200 students who voted for a class<br />
color. The results are shown in the graph below.<br />
6. Look at the table below. It shows the<br />
weights of 11 babies.<br />
8.12 (C) select and<br />
use an appropriate<br />
representation for<br />
presenting and<br />
displaying<br />
relationships<br />
among collected<br />
data, including line<br />
plots, line graphs,<br />
[stem and leaf<br />
plots,] circle<br />
graphs,<br />
bar graphs, box<br />
and whisker plots,<br />
histograms, and<br />
Venn diagrams,<br />
[with and] without<br />
the<br />
use of technology.<br />
Based on the information in the graph, which table<br />
represents the actual number of votes for each color?<br />
Which histogram best represents the<br />
data in the table?<br />
Answer = J<br />
Answer = F<br />
© 2009 ESC <strong>Region</strong> XIII Page 30 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.<strong>13</strong> (A) evaluate<br />
methods of<br />
sampling to<br />
determine validity<br />
of an inference<br />
made from a set of<br />
data;<br />
and<br />
46. One Saturday Haley asked all the people leaving a<br />
jogging trail whether they run on a regular basis. Of the<br />
378 people she asked, 347 said yes. Haley concluded<br />
that nearly all the people in her city run on a regular<br />
basis.<br />
What is the best explanation of why her conclusion<br />
might NOT be valid?<br />
F. The sample size was not large enough.<br />
G. Haley should have randomly selected people<br />
leaving the jogging trail.<br />
H. Haley did not ask how long each person ran.<br />
J. The sample may not have been representative of<br />
all the people in the city.<br />
No Question<br />
© 2009 ESC <strong>Region</strong> XIII Page 31 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
1. The graph below shows the results of a survey<br />
about the animal that people prefer as a pet.<br />
10. Look at the graph below. It shows<br />
the age groups of the employees at an<br />
elementary school.<br />
8.<strong>13</strong> (B) recognize<br />
misuses of<br />
graphical or<br />
numerical<br />
information and<br />
evaluate<br />
predictions and<br />
conclusions based<br />
on data analysis.<br />
According to this graph, which statement is true?<br />
A. Twice as many people prefer dogs to fish.<br />
B. Most people do not prefer horses as pets because<br />
they are too big to care for.<br />
C. Many people prefer fish as pets because they are<br />
easy to care for.<br />
D. Five more people prefer cats to birds.<br />
Which statement is best supported by<br />
the information in the graph?<br />
F. There are more employees in the 25–<br />
35 age group than there are in the<br />
36–45 age group.<br />
G. There are exactly 50 employees from<br />
age 36 to age 55.<br />
H. There are fewer employees in the<br />
25–35 age group than all employees<br />
over the age of 35.<br />
© 2009 ESC <strong>Region</strong> XIII Page 32 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
33. Mr. Reyna spent the afternoon bird-watching at the<br />
coast. The table below shows the number of each type<br />
of bird he saw.<br />
Based on the information in the table, which of these is<br />
NOT a valid conclusion?<br />
One Question<br />
A. Mr. Reyna saw twice as many roseate spoonbills as<br />
brown pelicans.<br />
B. Of the birds Mr. Reyna saw, 2% were great blue<br />
herons.<br />
C. Mr. Reyna saw 20 times as many brown pelicans<br />
as great blue herons.<br />
D. More than half the birds Mr. Reyna saw were<br />
herring gulls.<br />
© 2009 ESC <strong>Region</strong> XIII Page 33 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
Objective 6: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.<br />
TEKS: 8.14, 8. 15, & 8.16<br />
<strong>13</strong>. The table below shows monthly water rates for<br />
using g gallons of water.<br />
35. A movie theater sold $80 worth of<br />
popcorn.<br />
8.14 (A) identify<br />
and apply<br />
mathematics to<br />
everyday<br />
experiences, to<br />
activities in and<br />
outside of<br />
school, with other<br />
disciplines, and<br />
with other<br />
mathematical<br />
topics;<br />
What is the total cost for a business that uses 10,000<br />
gallons in one month?<br />
A. $7.00<br />
B. $9.40<br />
C. $17.00<br />
D. $29.40<br />
• The theater sold 20 small bags of<br />
popcorn at $3 per bag.<br />
• The theater sold large bags of popcorn<br />
for $4 per bag.<br />
How many large bags of popcorn did the<br />
theater sell?<br />
A. 10<br />
B. 5<br />
C. 25<br />
© 2009 ESC <strong>Region</strong> XIII Page 34 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.14 (B) use a<br />
problem-solving<br />
model that<br />
incorporates<br />
understanding the<br />
problem, making a<br />
plan, carrying out<br />
the plan, and<br />
evaluating the<br />
solution for<br />
reasonableness;<br />
and<br />
40. Four people plan to drive an equal amount of time<br />
during a 16-hour car trip. The first driver accidentally<br />
drives 15% longer than he should have. If the other<br />
three people evenly divide the remaining driving time,<br />
how long will each of the three people drive?<br />
F. 4.6 hours<br />
G. 3.8 hours<br />
H. 4 hours<br />
J. 5 hours<br />
35. The cost of renting video games at two different<br />
video stores is listed below.<br />
• Best Videos: $2 per video game plus a<br />
$30 membership fee<br />
• Quality Videos: $5 per video game and no<br />
membership fee<br />
For what number of video games is the cost of renting<br />
from either store the same?<br />
A. 10<br />
B. 12<br />
C. 6<br />
D. 15<br />
One Question<br />
4. Mr. Rodríguez asked his students to<br />
solve the equation shown below.<br />
4n + 8 = 16<br />
Which equation shows a reasonable first<br />
step in solving this equation?<br />
F. 4n + (8 · 8) = 16 · 8<br />
G. 4n + (8 − 8) = 16 − 8<br />
H. 4n + (8 − 8) = 16 + 8<br />
.<br />
© 2009 ESC <strong>Region</strong> XIII Page 35 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
32. Esther is 5 years older than<br />
Margaret. Margaret is 1 year older than 3<br />
times<br />
8.14 (C) select or<br />
develop an<br />
appropriate<br />
problem-solving<br />
strategy from a<br />
variety of different<br />
types, including<br />
drawing a picture,<br />
looking for a<br />
pattern, systematic<br />
guessing and<br />
checking, acting it<br />
out, making a<br />
table, working a<br />
simpler problem,<br />
or working<br />
backwards to solve<br />
a problem.<br />
One Question<br />
3. Marta is twice as old as Jamie, and Angie is onefourth<br />
the age of Kelly. Kelly is 8 years older than<br />
Marta. Jamie is 20 years old. Who is the youngest?<br />
A. Marta<br />
B. Jamie<br />
C. Angie<br />
D. Kelly<br />
Bertha’s age. Bertha is 5 years old. Who<br />
is oldest?<br />
F. Bertha<br />
G. Esther<br />
H. Margaret<br />
9. A bakery sold its bread in the<br />
morning. That afternoon it sold 21 more<br />
loaves and had 6 left. How many loaves<br />
did the bakery have at the beginning<br />
of the day?<br />
A. 27<br />
B. 54<br />
C. 108<br />
© 2009 ESC <strong>Region</strong> XIII Page 36 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
50. Frank plans to make a display by stacking cans.<br />
The top 3 rows are shown below.<br />
37. A company builds 2 models of<br />
bookcases.<br />
• One model has 3 shelves.<br />
• The other model has 4 shelves.<br />
• The company built both models of<br />
bookcases and used exactly 21 shelves.<br />
How many of each model did the<br />
company build?<br />
The display will be a total of 7 rows high. How many<br />
cans in all will Frank need to make the display?<br />
F. 49<br />
G. 28<br />
H. 7<br />
J. 22<br />
A. 5 bookcases with 3 shelves and<br />
2 bookcases with 4 shelves<br />
B. 3 bookcases with 3 shelves and<br />
3 bookcases with 4 shelves<br />
C. 2 bookcases with 3 shelves and<br />
4 bookcases with 4 shelves<br />
© 2009 ESC <strong>Region</strong> XIII Page 37 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.15 (A)<br />
communicate<br />
mathematical<br />
ideas using<br />
language, efficient<br />
tools, appropriate<br />
units, and<br />
graphical,<br />
numerical,<br />
physical, or<br />
algebraic<br />
mathematical<br />
models.<br />
38. Mr. Reynolds wants to determine the number of<br />
bags of fertilizer he should buy in order to completely<br />
cover his yard. Which of the following methods can he<br />
use to find the number of bags of fertilizer he needs?<br />
F. Multiply the area of the yard by the area each bag of<br />
fertilizer can cover<br />
G. Divide the area of the yard by the area each bag<br />
of fertilizer can cover<br />
H. Multiply the area of the yard by the cost of each bag<br />
of fertilizer<br />
J. Divide the area of the yard by the weight of each<br />
bag of fertilizer<br />
26. Which equation models the rule<br />
shown below?<br />
Answer = H<br />
© 2009 ESC <strong>Region</strong> XIII Page 38 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.16 (A) make<br />
conjectures from<br />
patterns or sets of<br />
examples and<br />
nonexamples; and<br />
10. The following figures are in Set R.<br />
The following figures are not in Set R.<br />
Which of the following figures belongs in Set R?<br />
16. A gymnasium was lined with flags.<br />
The flags were placed in a repeating<br />
pattern of 4 colors, as shown below.<br />
purple, yellow, green, orange, . . .<br />
If the first flag was purple, what color<br />
was the 30th flag?<br />
F. Purple<br />
G. Yellow<br />
H. Orange<br />
Answer = G<br />
© 2009 ESC <strong>Region</strong> XIII Page 39 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
26. A set of tiles is shown below.<br />
One Question<br />
Which statement best describes the relationship<br />
between the numerators and denominators of these<br />
fractions?<br />
F. The denominator is the square of the numerator.<br />
G. The denominator is twice the numerator.<br />
H. The denominator is the cube of the numerator.<br />
J. The denominator is three times the numerator.<br />
© 2009 ESC <strong>Region</strong> XIII Page 40 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
8.16 (B) validate<br />
his/her conclusions<br />
using<br />
mathematical<br />
properties and<br />
relationships.<br />
5. A mistake was made in simplifying the expression<br />
below.<br />
Simplify: 5 + 2(6 + 4) − 2 3<br />
Step 1: 5 + 2(10) − 2 3<br />
Step 2: 7(10) − 2 3<br />
Step 3: 70 − 2 3<br />
Step 4: 70 − 8<br />
Step 5: 62<br />
In which step did the mistake first appear?<br />
A. Step 1<br />
B. Step 2<br />
C. Step 3<br />
D. Step 4<br />
21. Which of the following expressions<br />
is equal to 30?<br />
A. 28 − 7 × (30 ÷ 6)<br />
B. 28 + 7 − (30 ÷ 6)<br />
C. 28 × 7 ÷ (30 − 6)<br />
© 2009 ESC <strong>Region</strong> XIII Page 41 of 42
<strong>Grade</strong> 8 Math TAKS and TAKS-M By Objective<br />
District: Campus: Teacher:<br />
47. Louise wants to buy some socks. The packages of<br />
socks she could buy are listed below.<br />
• 4 pairs of socks for $12.64<br />
• 6 pairs of socks for $18.00<br />
Louise concludes that the package containing 6 pairs<br />
of socks is a better price. Which statement best<br />
describes her conclusion?<br />
A. Louise is correct because the package of 6<br />
pairs costs exactly $0.16 less per pair.<br />
One Question<br />
B. Louise is incorrect because the package of 4 pairs<br />
costs exactly $0.16 less per pair.<br />
C. Louise is correct because the package of 6 pairs<br />
costs exactly $0.08 less per pair.<br />
D. Louise is incorrect because the package of 4 pairs<br />
costs exactly $0.08 less per pair.<br />
© 2009 ESC <strong>Region</strong> XIII Page 42 of 42