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<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

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