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# IQ: INVESTIGATING

THE QUESTIONS
Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

## 2013-2016 Released Tests

Aligned to the Standards

## CONTENT BUILDER FOR THE PLC

To get to a specific section of this document, click on one of the tabs above

Math
Algebra I

NOTE: The realignment of 2013-2014 STAAR math assessment items represents the reviewed
and synthesized input from a sample of Texas educators. The process was designed to best
align the cognitive level and content of the previously released items with the new standards.
This realignment process does not represent a publication of the Texas Education Agency.

## User Guide - IQ [Investigating the Questions] Released Tests

Student Expectation
and Reporting Category
Student Expectation Description
Discuss which part(s) of the student
expectation has been tested.

## Discuss how many times this standard

has been assessed.

IQ Analysis
Investigating the Question

SE #

SE # Student Expectation

## Units in which SE is included

Units:

SE # Student Expectation

[Year] [Question #]

RC: #
Review prior to instruction.

## Analysis of Assessed Standards

Dual/Multiple
Coding

Dual/Multiple Coding

Content

## Review content and process standards

assessed in each item.

Process

Stimulus

Thinking

## Note stimulus (visual representation),

level of thinking, and other SEs related to
the item. Can students transfer learning
between contexts (item doesnt look like
samples used in class)?

Related SEs

## For the 2015 Sample Questions,

no state data are available.

Data Analysis
Item
A
B
C
D

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Item Data and Error Analyses

determine most common error patterns
(see below).

Implications

instruction.

## Error Analysis | Type of Errors

The pattern of incorrect responses (highly chosen or distributed) indicates students may have
made one or more of these error types:

## Guessing: Generally represented by equal distribution of incorrect answers. Students may

not know how to start or may not know what the question is about.

Careless Errors: Students cannot complete content specific procedures accurately. Make
low-level, careless mistakes.

Stopped Too Early: Students stop too early in problem solving or thinking.

Mixed Up Concepts: Students misunderstand the underlying concepts. They may mix up
concepts often related to academic vocabulary.

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

Linear Functions
A.2 Linear functions, equations, and inequalities. The student applies the
mathematical process standards when using properties of linear functions to write
and represent in multiple ways, with and without technology, linear equations,
inequalities, and systems of equations.
A.3 Linear functions, equations, and inequalities. The student applies the
mathematical process standards when using graphs of linear functions, key
features, and related transformations to represent in multiple ways and solve,
with and without technology, equations, inequalities, and systems of equations.
Connected Knowledge and Skills A.4, A.12

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section

SE A.2(A)

A.2(A)

Units:

## A.2(A) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

Content

2016 Q30

RC: 3

Multi Coding
Process A.1(A), A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
22
12
51
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 4 of 123

## A.2(A) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

2016 Q44

Content

Process

## A.1(A), A.1(B), A.1(E),

A.1(G)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
18
46
16
20

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 5 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2015 Q16

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
11
53
20
16

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 6 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.5(B) (Old) determine the domain and range for linear functions in given situations
Content

2015 Q34

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

80

State
62
36
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2015 Q54

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
6
11
77
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 7 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2014 Q10

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
64
6
28
3

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 8 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.5(B) (Old) determine the domain and range for linear functions in given situations
Content

2014 Q27

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

730

State
49
50
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 9 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2014 Q39

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
19
15
19
48

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 10 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2013 Q13

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
51
3
15
31

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 11 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.5(B) (Old) determine the domain and range for linear functions in given situations
Content

2013 Q39

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
12
36
18
34

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 12 of 123

## A.2(A) (New) determine the domain and range of a linear function in

mathematical problems; determine reasonable domain and range values
for real-world situations, both continuous and discrete; and represent
domain and range using inequalities

## Analysis of Assessed Standards

A.2(B) (Old) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete
Content

2013 Q48

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
15
67
12
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 13 of 123

SE A.2(B)

A.2(B)

Units:

## A.2(B) write linear equations in two variables in various forms, including

y = mx + b, Ax + By = C, and y y1 = m(x x1), given one point and the slope
and given two points

## Analysis of Assessed Standards

Content

2016 Q46

RC: 3

Supporting

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
17
17
53
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(B) (New) write linear equations in two variables in various forms,

including y = mx + b, Ax + By = C, and y y1 = m(x x1), given one point and
the slope and given two points

## Analysis of Assessed Standards

A.6(D) (Old) graph and write equations of lines given characteristics such as two
points, a point and a slope, or a slope and y intercept

Content

2015 Q23

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
43
22
20
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 14 of 123

## A.2(B) (New) write linear equations in two variables in various forms,

including y = mx + b, Ax + By = C, and y y1 = m(x x1), given one point and
the slope and given two points

## Analysis of Assessed Standards

A.6(D) (Old) graph and write equations of lines given characteristics such as two
points, a point and a slope, or a slope and yintercept

Content

2014 Q48

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
25
15
14
46

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(B) (New) write linear equations in two variables in various forms,

including y = mx + b, Ax + By = C, and y y1 = m(x x1), given one point and
the slope and given two points

## Analysis of Assessed Standards

A.6(D) (Old) graph and write equations of lines given characteristics such as two
points, a point and a slope, or a slope and y intercept

Content

2013 Q30

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
16
17
53
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 15 of 123

SE A.2(C)

A.2(C)

Units:

## A.2(C) write linear equations in two variables given a table of values, a

graph, and a verbal description

## Analysis of Assessed Standards

Content

2016 Q5

RC: 3

Multi Coding
Process A.1(B), A.1(D), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
70
10
10
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(C) write linear equations in two variables given a table of values, a

graph, and a verbal description

2016 Q35

Content

Process

## A.1(A), A.1(B), A.1(D),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
14
24
14
47

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 16 of 123

A.2(C) (New) write linear equations in two variables given a table of values,
a graph, and a verbal description

## Analysis of Assessed Standards

A.7(A) (Old) analyze situations involving linear functions and formulate linear
equations or inequalities to solve problems

Content

2015 Q31

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
38
44
7
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.2(C) (New) write linear equations in two variables given a table of values,
a graph, and a verbal description

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2014 Q1

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
13
3
74
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 17 of 123

A.2(C) (New) write linear equations in two variables given a table of values,
a graph, and a verbal description

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2014 Q22

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
17
23
23
38

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 18 of 123

A.2(C) (New) write linear equations in two variables given a table of values,
a graph, and a verbal description

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2013 Q7

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
64
9
12
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 19 of 123

SE A.2(D)

A.2(D)

Units:

## Analysis of Assessed Standards

Content

2016 Q42

RC: 3

Supporting

Multi Coding
Process A.1(A), A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

60

State
58
40
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Analysis of Assessed Standards

A.6(G) (Old) relate direct variation to linear functions and solve problems involving
proportional change

Content

2013 Q10

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
21
49
11
18

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 20 of 123

## Analysis of Assessed Standards

A.1(E) (Old) interpret and make decisions, predictions, and critical judgments from
functional relationships

Content

2013 Q42

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

234

State
59
40
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 21 of 123

## IQ Analysis | Investigating the Question

SE A.2(E)

A.2(E)

RC: 3

Units:

A.2(E) (New) write the equation of a line that contains a given point and is
parallel to a given line

## Analysis of Assessed Standards

G.7(B) (Old) use slopes and equations of lines to investigate geometric relationships,
including parallel lines, perpendicular lines, and special segments of triangles and
other polygons

Content

2013 Q25

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
11
12
63
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.2(F)

A.2(F) write the equation of a line that contains a given point and is perpendicular to a
given line

RC: 3

Units:

## IQ Analysis | Investigating the Question

SE A.2(G)

A.2(G) write an equation of a line that is parallel or perpendicular to the x- or y-axis and
determine whether the slope of the line is zero or undefined

Units:

RC: 3

v. 9.8.16

Page 22 of 123

## IQ Analysis | Investigating the Question

SE A.3(A)

A.3(A)

Units:

A.3(A) determine the slope of a line given a table of values, a graph, two
points on the line, and an equation written in various forms, including
y = mx + b, Ax + By = C, and y y1 = m(x x1)

## Analysis of Assessed Standards

Content

2016 Q51

RC: 2

Supporting

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
50
25
13
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.3(A) (New) determine the slope of a line given a table of values, a graph,
two points on the line, and an equation written in various forms, including
y = mx + b, Ax + By = C, and y y1 = m(x x1)

## Analysis of Assessed Standards

A.6(A) (Old) develop the concept of slope as rate of change and determine slopes
from graphs, tables, and algebraic representations

Content

2015 Q8

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
14
16
47
23

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 23 of 123

A.3(A) (New) determine the slope of a line given a table of values, a graph,
two points on the line, and an equation written in various forms, including
y = mx + b, Ax + By = C, and y y1 = m(x x1)

## Analysis of Assessed Standards

A.6(A) (Old) develop the concept of slope as rate of change and determine slopes
from graphs, tables, and algebraic representations

Content

2014 Q3

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
4
5
85
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 24 of 123

SE A.3(B)

A.3(B)

Units:

## A.3(B) calculate the rate of change of a linear function represented

tabularly, graphically, or algebraically in context of mathematical and
real-world problems

2016 Q1

RC: 2

Content

Process

## A.1(A), A.1(B), A.1(C),

A.1(E), A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
87
11
1
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 25 of 123

## A.3(B) calculate the rate of change of a linear function represented

tabularly, graphically, or algebraically in context of mathematical and
real-world problems

2016 Q19

Content

Process

## A.1(B), A.1(C), A.1(E),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
12
59
14
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 26 of 123

## A.3(B) calculate the rate of change of a linear function represented

tabularly, graphically, or algebraically in context of mathematical and
real-world problems

2016 Q38

Content

Process

## A.1(A), A.1(B), A.1(C),

A.1(E), A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
15
40
17
27

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 27 of 123

## IQ Analysis | Investigating the Question

SE A.3(C)

A.3(C)

Units:

A.3(C) graph linear functions on the coordinate plane and identify key
features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

Content

2016 Q14

RC: 2

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

5.5

State
68
32
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 28 of 123

A.3(C) graph linear functions on the coordinate plane and identify key
features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

Content

2016 Q23

Multi Coding
Process A.1(B), A.1(D), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
11
56
24
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 29 of 123

A.3(C) graph linear functions on the coordinate plane and identify key
features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

Content

2016 Q43

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
80
11
4
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 30 of 123

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2015 Q29

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
49
14
24
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 31 of 123

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.6(E) (Old) determine the intercepts of the graphs of linear functions and zeros of
linear functions from graphs, tables, and algebraic representations
Content

2015 Q41

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
27
7
59
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.6(C) (Old) investigate, describe, and predict the effects of changes in m and b
on the graph of y = mx + b

Content

2015 Q43

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
8
68
15
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.6(B) (Old) interpret the meaning of slope and intercepts in situations using data,
symbolic representations, or graphs
Content

2015 Q47

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
7
82
5
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 33 of 123

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.6(B) (Old) interpret the meaning of slope and intercepts in situations using data,
symbolic representations, or graphs
Content

2014 Q17

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
8
11
13
68

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 34 of 123

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2013 Q21

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
28
8
13
50

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 35 of 123

A.3(C) (New) graph linear functions on the coordinate plane and identify
key features, including x-intercept, y-intercept, zeros, and slope, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.6(E) (Old) determine the intercepts of the graphs of linear functions and zeros of
linear functions from graphs, tables, and algebraic representations
Content

2013 Q27

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

State
47
52
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

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## IQ Analysis | Investigating the Question

SE A.3(E)

A.3(E)

RC: 2

Units:

A.3(E) determine the effects on the graph of the parent function f(x) = x
when f(x) is replaced by af(x), f(x) + d, f(x c), f(bx) for specific values of
a, b, c, and d

## Analysis of Assessed Standards

Content

2016 Q11

Supporting

Multi Coding
Process A.1(B), A.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
7
59
27
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.4(A)

A.4(A) calculate, using technology, the correlation coefficient between two quantitative
variables and interpret this quantity as a measure of the strength of the linear
association

Units:

RC: 2

SE A.4(B)

Units:

RC: 2

v. 9.8.16

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## IQ Analysis | Investigating the Question

SE A.4(C)

A.4(C)

Units:

A.4(C) write, with and without technology, linear functions that provide a
reasonable fit to data to estimate solutions and make predictions for
real-world problems

2016 Q26

RC: 2

Content

Supporting

Process

## A.1(A), A.1(B), A.1(C),

A.1(E), A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
15
27
52
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 38 of 123

A.4(C) (New) write, with and without technology, linear functions that
provide a reasonable fit to data to estimate solutions and make predictions
for real-world problems

## Analysis of Assessed Standards

A.1(E) (Old) interpret and make decisions, predictions, and critical judgments from
functional relationships

Content

2015 Q9

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
25
59
10
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 39 of 123

A.4(C) (New) write, with and without technology, linear functions that
provide a reasonable fit to data to estimate solutions and make predictions
for real-world problems

## Analysis of Assessed Standards

A.2(D) (Old) collect and organize data, make and interpret scatterplots (including
recognizing positive, negative, or no correlation for data approximating linear
situations), and model, predict, and make decisions and critical judgments in
problem situations

Content

2015 Q33

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
23
3
70
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

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SE A.12(A)

A.12(A)

Units:

## A.12(A) decide whether relations represented verbally, tabularly,

graphically, and symbolically define a function

## Analysis of Assessed Standards

Content

2016 Q36

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
9
64
8
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 41 of 123

## A.12(A) (New) decide whether relations represented verbally, tabularly,

graphically, and symbolically define a function

## Analysis of Assessed Standards

A.1(B) (Old) gather and record data and use data sets to determine functional
relationships between quantities

Content

2015 Q46

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
10
10
23
58

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 42 of 123

SE A.12(B)

A.12(B)

Units:

## A.12(B) evaluate functions, expressed in function notation, given one or

more elements in their domains

## Analysis of Assessed Standards

Content

2016 Q27

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

54

State
44
55
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

A.6(F) (Old) interpret and predict the effects of changing slope and y intercept in
applied situations

Content

2013 Q14

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

480

State
51
48
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 43 of 123

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## A.4(C) (Old) connect equation notation with function notation, such as y = x + 1

and f(x) = x + 1

Content

2013 Q20

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

State
43
55
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

2A.1(A) (Old) identify the mathematical domains and ranges of functions and
determine reasonable domain and range values for continuous and discrete
situations

Content

2013 Q24

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

3.25

State
61
38
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 44 of 123

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

A.5(C) (Old) use, translate, and make connections among algebraic, tabular,
graphical, or verbal descriptions of linear functions

Content

2013 Q49

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
7
8
74
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.12(C)

A.12(C) identify terms of arithmetic and geometric sequences when the sequences are
given in function form using recursive processes

Units:

RC: 1

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Page 45 of 123

## IQ Analysis | Investigating the Question

SE A.12(D)

A.12(D)

Units:

A.12(D) (New) write a formula for the nth term of arithmetic and geometric
sequences, given the value of several of their terms

## A.3(B) (Old) look for patterns and represent generalizations algebraically

Content

2014 Q23

RC: 1

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
12
12
49
27

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.12(D) (New) write a formula for the nth term of arithmetic and geometric
sequences, given the value of several of their terms

## Analysis of Assessed Standards

G.5(A) (Old) use numeric and geometric patterns to develop algebraic expressions
representing geometric properties

Content

2013 Q13

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
3
4
19
74

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 46 of 123

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

## Systems of Equations and Inequalities

A.2 Linear functions, equations, and inequalities. The student applies the
mathematical process standards when using properties of linear functions to write
and represent in multiple ways, with and without technology, linear equations,
inequalities, and systems of equations.
A.3 Linear functions, equations, and inequalities. The student applies the
mathematical process standards when using graphs of linear functions, key
features, and related transformations to represent in multiple ways and solve,
with and without technology, equations, inequalities, and systems of equations.
A.5 Linear functions, equations, and inequalities. The student applies the
mathematical process standards to solve, with and without technology, linear
equations and evaluate the reasonableness of their solutions.

print this
section

SE A.2(H)

A.2(H)

Units:

## A.2(H) write linear inequalities in two variables given a table of values, a

graph, and a verbal description

2016 Q3

RC: 3

Content

Supporting

Process

## A.1(A), A.1(B), A.1(D),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
21
56
11
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(H) (New) write linear inequalities in two variables given a table of

values, a graph, and a verbal description

## Analysis of Assessed Standards

A.7(A) (Old) analyze situations involving linear functions and formulate linear
equations or inequalities to solve problems

Content

2014 Q52

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
12
19
12
58

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 48 of 123

## A.2(H) (New) write linear inequalities in two variables given a table of

values, a graph, and a verbal description

## Analysis of Assessed Standards

A.1(C) (Old) describe functional relationships for given problem situations and write
equations or inequalities to answer questions arising from the situations

Content

2013 Q4

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
18
19
61
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(H) (New) write linear inequalities in two variables given a table of

values, a graph, and a verbal description

## Analysis of Assessed Standards

A.1(D) (Old) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities

Content

2013 Q50

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
61
11
16
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 49 of 123

SE A.2(I)

A.2(I)

RC: 3

Units:

## A.2(I) write systems of two linear equations given a table of values, a

graph, and a verbal description

2016 Q13

Content

Process

## A.1(A), A.1(B), A.1(D),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
51
28
11
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.2(I) write systems of two linear equations given a table of values, a

graph, and a verbal description

Content

2016 Q48

Multi Coding

## A.1(A), A.1(B), A.1(D),

Process
A.1(F)

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
10
8
70
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 50 of 123

A.2(I) (New) write systems of two linear equations given a table of values, a
graph, and a verbal description

## Analysis of Assessed Standards

A.8(A) (Old) analyze situations and formulate systems of linear equations in two
unknowns to solve problems

Content

2015 Q24

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
63
24
7
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.2(I) (New) write systems of two linear equations given a table of values, a
graph, and a verbal description

## Analysis of Assessed Standards

A.8(A) (Old) analyze situations and formulate systems of linear equations in two
unknowns to solve problems

Content

2015 Q45

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
42
32
13
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 51 of 123

A.2(I) (New) write systems of two linear equations given a table of values, a
graph, and a verbal description

## Analysis of Assessed Standards

A.8(A) (Old) analyze situations and formulate systems of linear equations in two
unknowns to solve problems

Content

2014 Q6

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
4
9
20
67

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.2(I) (New) write systems of two linear equations given a table of values, a
graph, and a verbal description

## Analysis of Assessed Standards

A.8(A) (Old) analyze situations and formulate systems of linear equations in two
unknowns to solve problems

Content

2013 Q12

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
10
19
54
16

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 52 of 123

## IQ Analysis | Investigating the Question

SE A.3(D)

A.3(D)

Units:

A.3(D) graph the solution set of linear inequalities in two variables on the
coordinate plane

## Analysis of Assessed Standards

Content

2016 Q7

RC: 2

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
13
8
68
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 53 of 123

A.3(D) graph the solution set of linear inequalities in two variables on the
coordinate plane

## Analysis of Assessed Standards

Content

2016 Q47

Multi Coding
Process A.1(B), A.1(D), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
10
57
20
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 54 of 123

A.3(D) (New) graph the solution set of linear inequalities in two variables on
the coordinate plane

## Analysis of Assessed Standards

A.1(D) (Old) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities

Content

2015 Q49

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
9
19
55
17

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 55 of 123

A.3(D) (New) graph the solution set of linear inequalities in two variables on
the coordinate plane

## Analysis of Assessed Standards

A.1(D) (Old) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities

Content

2014 Q15

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
49
14
24
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 56 of 123

A.3(D) (New) graph the solution set of linear inequalities in two variables on
the coordinate plane

## Analysis of Assessed Standards

A.7(B) (Old) investigate methods for solving linear equations and inequalities using
concrete models, graphs, and the properties of equality, select a method, and
solve the equations and inequalities

Content

2013 Q31

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
13
14
45
27

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 57 of 123

SE A.3(F)

A.3(F)

RC: 2

Units:

## A.3(F) graph systems of two linear equations in two variables on the

coordinate plane and determine the solutions if they exist

## Analysis of Assessed Standards

Content

2016 Q32

Supporting

Multi Coding
Process A.1(B), A.1(D), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
61
11
15
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 58 of 123

A.3(F) (New) graph systems of two linear equations in two variables on the
coordinate plane and determine the solutions if they exist

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2013 Q3

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
3
32
5
60

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.3(G)

A.3(G) estimate graphically the solutions to systems of two linear equations with two
variables in real-world problems

Units:

RC: 2

## IQ Analysis | Investigating the Question

SE A.3(H)

A.3(H) graph the solution set of systems of two linear inequalities in two variables on
the coordinate plane

Units:

RC: 2

v. 9.8.16

Page 59 of 123

## IQ Analysis | Investigating the Question

SE A.5(A)

A.5(A)

Units:

A.5(A) solve linear equations in one variable, including those for which the
application of the distributive property is necessary and for which variables
are included on both sides

## Analysis of Assessed Standards

Content

2016 Q8

RC: 3

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
13
13
15
59

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(A) solve linear equations in one variable, including those for which the
application of the distributive property is necessary and for which variables
are included on both sides

## Analysis of Assessed Standards

Content

2016 Q52

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
8
16
67
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 60 of 123

## IQ Analysis | Investigating the Question

SE A.5(B)

A.5(B)

Units:

A.5(B) solve linear inequalities in one variable, including those for which the
application of the distributive property is necessary and for which
variables are included on both sides

## Analysis of Assessed Standards

Content

2016 Q33

RC: 3

Supporting

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
13
54
18
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.5(C)

A.5(C)

Units:

A.5(C) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

Content

2016 Q20

RC: 3

Multi Coding
Process A.1(A), A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

13

State
47
52
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 61 of 123

A.5(C) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

Content

2016 Q39

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
59
18
15
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2015 Q6

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
31
10
6
52

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2015 Q35

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
47
18
23
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2015 Q52

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
10
12
20
57

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2014 Q11

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
11
50
23
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2014 Q20

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

82

State
32
67
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## A.8(C) (Old) interpret and determine the reasonableness of solutions to systems of

linear equations

Content

2014 Q46

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
26
8
12
53

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2014 Q49

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
15
59
14
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## A.8(C) (Old) interpret and determine the reasonableness of solutions to systems of

linear equations

Content

2013 Q23

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
62
11
17
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.5(C) (New) solve systems of two linear equations with two variables for
mathematical and real-world problems

## Analysis of Assessed Standards

A.8(B) (Old) solve systems of linear equations using concrete models, graphs, tables,
and algebraic methods

Content

2013 Q26

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
18
53
17
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

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SE A.12(E)

A.12(E)

Units:

## A.12(E) solve mathematic and scientific formulas, and other literal

equations, for a specified variable

## Analysis of Assessed Standards

Content

2016 Q18

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
6
15
16
63

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

Simplifying Expressions
A.10 Number and algebraic methods. The student applies the mathematical
process standards and algebraic methods to rewrite in equivalent forms and perform
operations on polynomial expressions.
A.11 Number and algebraic methods. The student applies the mathematical
process standards and algebraic methods to rewrite algebraic expressions into
equivalent forms.
Connected Knowledge and Skills A.12

print this
section

## IQ Analysis | Investigating the Question

SE A.10(A)

A.10(A)

Units:

A.10(A) add and subtract polynomials of degree one and degree two

## Analysis of Assessed Standards

Content

2016 Q2

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
23
65
6
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

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SE A.10(B)

A.10(B)

Units:

2016 Q54

RC: 1

Content

Supporting

Process

## A.1(A), A.1(B), A.1(E),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
16
65
9
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.10(C)

RC: 1

A.10(C) determine the quotient of a polynomial of degree one and polynomial of degree Units:
two when divided by a polynomial of degree one and polynomial of degree two when
the degree of the divisor does not exceed the degree of the dividend
No test questions 2013 2016

v. 9.8.16

Page 70 of 123

SE A.10(D)

A.10(D)

Units:

## A.10(D) rewrite polynomial expressions of degree one and degree two in

equivalent forms using the distributive property

## Analysis of Assessed Standards

Content

2016 Q15

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
7
10
73
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.10(D) (New) rewrite polynomial expressions of degree one and degree

two in equivalent forms using the distributive property

## Analysis of Assessed Standards

A.4(B) (Old) use the commutative, associative, and distributive properties to simplify
algebraic expressions

Content

2015 Q19

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
21
10
56
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 71 of 123

## A.10(D) (New) rewrite polynomial expressions of degree one and degree

two in equivalent forms using the distributive property

## Analysis of Assessed Standards

A.4(B) (Old) use the commutative, associative, and distributive properties to simplify
algebraic expressions

Content

2014 Q47

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
53
16
21
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.10(D) (New) rewrite polynomial expressions of degree one and degree

two in equivalent forms using the distributive property

## Analysis of Assessed Standards

2A.7(A) (Old) use characteristics of the quadratic parent function to sketch the
related graphs and connect between the y = ax2 + bx + c and the y = a (x h)2 + k

Content

2013 Q2

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
7
4
4
85

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 72 of 123

## A.10(D) (New) rewrite polynomial expressions of degree one and degree

two in equivalent forms using the distributive property

## Analysis of Assessed Standards

A.4(B) (Old) use the commutative, associative, and distributive properties to simplify
algebraic expressions

Content

2013 Q9

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
17
16
13
54

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.10(E)

A.10(E)

Units:

A.10(E) factor, if possible, trinomials with real factors in the form ax2 + bx + c,
including perfect square trinomials of degree two

## Analysis of Assessed Standards

Content

2016 Q6

RC: 1

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
7
5
17
70

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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A.10(E) factor, if possible, trinomials with real factors in the form ax2 + bx + c,
including perfect square trinomials of degree two

## Analysis of Assessed Standards

Content

2016 Q49

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
47
14
17
21

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.10(E) (New) factor, if possible, trinomials with real factors in the form
ax2 + bx + c, including perfect square trinomials of degree two

## Analysis of Assessed Standards

A.4(A) (Old) find specific function values, simplify polynomial expressions, transform
and solve equations, and factor as necessary in problem situations

Content

2015 Q25

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
15
59
16
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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A.10(E) (New) factor, if possible, trinomials with real factors in the form
ax2 + bx + c, including perfect square trinomials of degree two

## Analysis of Assessed Standards

A.4(A) (Old) find specific function values, simplify polynomial expressions, transform
and solve equations, and factor as necessary in problem situations

Content

2013 Q53

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
9
24
13
55

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

SE A.10(F)

A.10(F)

Units:

## A.10(F) decide if a binomial can be written as the difference of two squares

and, if possible, use the structure of a difference of two squares to rewrite
the binomial

## Analysis of Assessed Standards

Content

2016 Q25

RC: 1

Supporting

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
16
13
13
58

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

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Page 75 of 123

SE A.11(A)

Units:

RC: 1

SE A.11(B)

A.11(B)

Units:

## A.11(B) simplify numeric and algebraic expressions using the laws of

exponents, including integral and rational exponents

## Analysis of Assessed Standards

Content

2016 Q10

RC: 1

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
22
27
40
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 76 of 123

## A.11(B) simplify numeric and algebraic expressions using the laws of

exponents, including integral and rational exponents

## Analysis of Assessed Standards

Content

2016 Q31

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
23
49
19
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.11(B) (New) simplify numeric and algebraic expressions using the laws of
exponents, including integral and rational exponents

## Analysis of Assessed Standards

A.11(A) (Old) use patterns to generate the laws of exponents and apply them in
problem solving situations

Content

2015 Q12

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
16
15
16
53

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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A.11(B) (New) simplify numeric and algebraic expressions using the laws of
exponents, including integral and rational exponents

## Analysis of Assessed Standards

A.11(A) (Old) use patterns to generate the laws of exponents and apply them in
problem solving situations

Content

2014 Q50

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
6
6
60
28

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.11(B) (New) simplify numeric and algebraic expressions using the laws of
exponents, including integral and rational exponents

## Analysis of Assessed Standards

A.11(A) (Old) use patterns to generate the laws of exponents and apply them in
problem solving situations

Content

2013 Q51

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
13
25
17
44

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

A.6 Quadratic functions and equations. The student applies the mathematical
process standards when using properties of quadratic functions to write and
represent in multiple ways, with and without technology, quadratic equations.
A.7 Quadratic functions and equations. The student applies the mathematical
process standards when using graphs of quadratic functions and their related
transformations to represent in multiple ways and determine, with and without
technology, the solutions to equations.
A.8 Quadratic functions and equations. The student applies the mathematical
process standards to solve, with and without technology, quadratic equations and
evaluate the reasonableness of their solutions. The student formulates statistical
relationships and evaluates their reasonableness based on real-world data.
Connected Knowledge and Skills A.12

print this
section

SE A.6(A)

A.6(A)

Units:

## A.6(A) determine the domain and range of quadratic functions and

represent the domain and range using inequalities

## Analysis of Assessed Standards

Content

2016 Q12

RC: 4

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
29
12
47
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 80 of 123

## A.6(A) determine the domain and range of quadratic functions and

represent the domain and range using inequalities

## Analysis of Assessed Standards

Content

2016 Q53

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
8
10
14
67

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

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Page 81 of 123

A.6(A) (New) determine the domain and range of quadratic functions and
represent the domain and range using inequalities

## Analysis of Assessed Standards

2A.6(A) (Old) determine the reasonable domain and range values of quadratic
functions, as well as interpret and determine the reasonableness of solutions to

Content

2013 Q20

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
17
16
26
41

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.6(A) (New) determine the domain and range of quadratic functions and
represent the domain and range using inequalities

## Analysis of Assessed Standards

2A.6(A) (Old) determine the reasonable domain and range values of quadratic
functions, as well as interpret and determine the reasonableness of solutions to

Content

2013 Q43

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
12
4
82
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 82 of 123

## IQ Analysis | Investigating the Question

SE A.6(B)

A.6(B)

Units:

A.6(B) (New) write equations of quadratic functions given the vertex and
another point on the graph, write the equation in vertex form
(f(x) = a(x h)2 + k), and rewrite the equation from vertex form to standard
form (f(x) = ax2 + bx + c)

RC: 4

## 2A.6(B) (Old) relate representations of quadratic functions, such as algebraic,

tabular, graphical, and verbal descriptions

Content

2013 Q12

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
1
3
94
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 83 of 123

A.6(B) (New) write equations of quadratic functions given the vertex and
another point on the graph, write the equation in vertex form
(f(x) = a(x h)2 + k), and rewrite the equation from vertex form to standard
form (f(x) = ax2 + bx + c)

## Analysis of Assessed Standards

2A.7(A) (Old) use characteristics of the quadratic parent function to sketch the
related graphs and connect between the y = ax2 + bx + c and the y = a (x h)2 + k

2013 Q16

Content

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
8
14
13
65

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## IQ Analysis | Investigating the Question

SE A.6(C)

A.6(C) write quadratic functions when given real solutions and graphs of their related
equations

Units:

RC: 4

v. 9.8.16

Page 84 of 123

## IQ Analysis | Investigating the Question

SE A.7(A)

A.7(A)

Units:

A.7(A) graph quadratic functions on the coordinate plane and use the
graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

Content

2016 Q34

RC: 4

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item

State
75
24
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 85 of 123

A.7(A) graph quadratic functions on the coordinate plane and use the
graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

Content

2016 Q45

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
19
12
4
65

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 86 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2015 Q3

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
26
11
48
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 87 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2015 Q17

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
15
11
21
54

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 88 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2015 Q44

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
4
13
62
21

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 89 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.10(B) (Old) make connections among the solutions (roots) of quadratic equations,
the zeros of their related functions, and the horizontal intercepts (x intercepts) of
the graph of the function
Content

2014 Q5

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
7
32
11
51

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 90 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2014 Q13

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
12
60
21
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 91 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.2(A) (Old) identify and sketch the general forms of linear (y = x) and quadratic (y
= x2) parent functions
Content

2014 Q16

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
23
36
8
33

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept, yintercept, zeros, maximum value, minimum values, vertex, and the equation
of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2014 Q21

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
44
23
19
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 92 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2014 Q43

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
10
68
7
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 93 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2013 Q2

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
6
8
78
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2013 Q34

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

-7

State
34
64
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 94 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## A.9(D) (Old) analyze graphs of quadratic functions and draw conclusions

Content

2013 Q41

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
37
9
15
39

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 95 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

A.10(B) (Old) make connections among the solutions (roots) of quadratic equations,
the zeros of their related functions, and the horizontal intercepts (x intercepts) of
the graph of the function
Content

2013 Q46

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
47
12
33
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 96 of 123

A.7(A) (New) graph quadratic functions on the coordinate plane and use
the graph to identify key attributes, if possible, including x-intercept,
y-intercept, zeros, maximum value, minimum values, vertex, and the
equation of the axis of symmetry

## Analysis of Assessed Standards

2A.7(A) (Old) use characteristics of the quadratic parent function to sketch the
related graphs and connect between the y = ax2 + bx + c and the y = a (x h)2 + k
Content

2013 Q48

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
91
3
1
4

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 97 of 123

SE A.7(B)

A.7(B)

Units:

## A.7(B) describe the relationship between the linear factors of quadratic

expressions and the zeros of their associated quadratic functions

## Analysis of Assessed Standards

Content

2016 Q16

RC: 4

Supporting

Multi Coding
Process A.1(B), A.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
14
61
14
11

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.7(B) describe the relationship between the linear factors of quadratic

expressions and the zeros of their associated quadratic functions

## Analysis of Assessed Standards

Content

2016 Q37

Supporting

Multi Coding
Process A.1(B), A.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
10
14
67
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

Page 98 of 123

## IQ Analysis | Investigating the Question

SE A.7(C)

A.7(C)

Units:

A.7(C) determine the effects on the graph of the parent function f(x) = x2
when f(x) is replaced by af(x), f(x) + d, f(x c), f(bx) for specific values of
a, b, c, and d

## Analysis of Assessed Standards

Content

2016 Q4

RC: 4

Multi Coding
Process A.1(B), A.1(E), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
3
9
67
21

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 99 of 123

A.7(C) determine the effects on the graph of the parent function f(x) = x2
when f(x) is replaced by af(x), f(x) + d, f(x c), f(bx) for specific values of
a, b, c, and d

## Analysis of Assessed Standards

Content

2016 Q24

Multi Coding
Process A.1(B), A.1(E), A.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
75
12
5
7

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.7(C) determine the effects on the graph of the parent function f(x) = x2
when f(x) is replaced by af(x), f(x) + d, f(x c), f(bx) for specific values of
a, b, c, and d

## Analysis of Assessed Standards

Content

2016 Q41

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
10
13
19
57

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.8(A)

A.8(A)

Units:

## A.8(A) solve quadratic equations having real solutions by factoring, taking

square roots, completing the square, and applying the quadratic formula

## Analysis of Assessed Standards

Content

2016 Q22

RC: 4

Multi Coding
Process A.1(B), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
7
13
13
67

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.8(A) solve quadratic equations having real solutions by factoring, taking

square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

Content

2016 Q29

Multi Coding
Process A.1(B), A.1(C), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
26
13
51
10

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2015 Q30

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
10
15
19
56

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2015 Q37

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
19
45
13
23

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.4(A) (Old) find specific function values, simplify polynomial expressions, transform
and solve equations, and factor as necessary in problem situations
Content

2014 Q8

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
11
5
69
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2014 Q24

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
17
35
31
16

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2014 Q40

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
16
23
48
12

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2013 Q15

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
39
54
4
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

A.10(A) (Old) solve quadratic equations using concrete models, tables, graphs, and
algebraic methods
Content

2013 Q28

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
19
40
35
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(A) (New) solve quadratic equations having real solutions by factoring,

taking square roots, completing the square, and applying the quadratic
formula

## Analysis of Assessed Standards

2A.6(C) (Old) determine a quadratic function from its roots (real and complex) or a
graph
Content

2013 Q40

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

40

State
46
50
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.8(B)

A.8(B)

Units:

## A.8(B) (New) write, using technology, quadratic functions that provide a

reasonable fit to data to estimate solutions and make predictions for realworld problems

## Analysis of Assessed Standards

2A.1(B) (Old) collect and organize data, make and interpret scatterplots, fit the
graph of a function to the data, interpret the results, and proceed to model,
predict, and make decisions and critical judgments

Content

2013 Q15

RC: 4

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
19
51
4
26

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.8(B) write, using technology, quadratic functions that provide a

reasonable fit to data to estimate solutions and make predictions for realworld problems

## 2A.6(B) (Old) relate representations of quadratic functions, such as algebraic,

tabular, graphical, and verbal descriptions

Content

2013 Q22

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
10
40
36
13

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.12(A)

A.12(A)

Units:

## A.12(A) (New) decide whether relations represented verbally, tabularly,

graphically, and symbolically define a function

## Analysis of Assessed Standards

A.1(B) (Old) gather and record data and use data sets to determine functional
relationships between quantities

Content

2014 Q19

RC: 1

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
49
20
15
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.12(A) (New) decide whether relations represented verbally, tabularly,

graphically, and symbolically define a function

## Analysis of Assessed Standards

A.1(B) (Old) gather and record data and use data sets to determine functional
relationships between quantities

Content

2013 Q32

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
18
30
37
15

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.12(B)

A.12(B)

Units:

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

A.4(A) (Old) find specific function values, simplify polynomial expressions, transform
and solve equations, and factor as necessary in problem situations

Content

2015 Q48

RC: 1

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
18
13
50
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

A.4(A) (Old) find specific function values, simplify polynomial expressions, transform
and solve equations, and factor as necessary in problem situations

Content

2014 Q42

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item

72

State
57
40
0
0

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.12(B) (New) evaluate functions, expressed in function notation, given one

or more elements in their domains

## Analysis of Assessed Standards

A.1(D) (Old) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities

Content

2013 Q8

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
9
5
76
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## Page 111 of 123

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Exponential Functions

Exponential Functions
A.9 Exponential functions and equations. The student applies the mathematical
process standards when using properties of exponential functions and their related
transformations to write, graph, and represent in multiple ways exponential equations
and evaluate, with and without technology, the reasonableness of their solutions.
Connected Knowledge and Skills A.12

print this
section

SE A.9(A)

A.9(A)

Units:

## A.9(A) determine the domain and range of exponential functions of the

form f(x) = abx and represent the domain and range using inequalities

## Analysis of Assessed Standards

Content

2016 Q21

RC: 5

Supporting

Multi Coding
Process A.1(B), A.1(E), A.1(G)
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C*
D

State
6
25
64
5

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.9(B)

A.9(B)

Units:

## A.9(B) (New) interpret the meaning of the values of a and b in exponential

functions of the form f(x) = abx in real-world problems

## Analysis of Assessed Standards

A.11(C) (Old) analyze data and represent situations involving exponential growth
and decay using concrete models, tables, graphs, or algebraic methods

Content

2013 Q11

RC: 5

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
76
18
4
2

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.9(C)

A.9(C)

Units:

## A.9(C) write exponential functions in the form f(x) = abx (where b is a

rational number) to describe problems arising from mathematical
and real-world situations, including growth and decay

2016 Q28

RC: 5

Content

Process

## A.1(A), A.1(B), A.1(E),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F*
G
H
J

State
43
19
18
19

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.9(C) write exponential functions in the form f(x) = abx (where b is a

rational number) to describe problems arising from mathematical
and real-world situations, including growth and decay

## Analysis of Assessed Standards

Content

2016 Q40

Multi Coding
Process A.1(B), A.1(D), A.1(F)
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
15
10
66
9

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Implications for Instruction/Notes

A.9(C) (New) write exponential functions in the form f(x) = abx (where b is a
rational number) to describe problems arising from mathematical and realworld situations, including growth and decay

## Analysis of Assessed Standards

A.1(E) (Old) interpret and make decisions, predictions, and critical judgments from
functional relationships

Content

2014 Q54

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
15
5
71
8

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## Page 116 of 123

A.9(C) (New) write exponential functions in the form f(x) = abx (where b is a
rational number) to describe problems arising from mathematical and realworld situations, including growth and decay

## 2A.11(F) (Old) analyze a situation modeled by an exponential function, formulate

an equation or inequality, and solve the problem

Content

2013 Q7

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B*
C
D

State
36
46
1
16

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## IQ Analysis | Investigating the Question

SE A.9(D)

A.9(D)

Units:

A.9(D) graph exponential functions that model growth and decay and
identify key features, including y-intercept and asymptote, in
mathematical and real-world problems

2016 Q9

RC: 5

Content

Process

## A.1(A), A.1(B), A.1(D),

A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A*
B
C
D

State
74
17
4
6

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## Page 118 of 123

A.9(D) graph exponential functions that model growth and decay and
identify key features, including y-intercept and asymptote, in
mathematical and real-world problems

2016 Q50

Content

Process

## A.1(A), A.1(B), A.1(E),

A.1(G)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H
J*

State
10
18
13
59

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## Page 119 of 123

A.9(D) (New) graph exponential functions that model growth and decay
and identify key features, including y-intercept and asymptote, in
mathematical and real-world problems

## Analysis of Assessed Standards

A.11(C) (Old) analyze data and represent situations involving exponential growth
and decay using concrete models, tables, graphs, or algebraic methods
Content

2015 Q22

Supporting

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G
H*
J

State
9
8
68
14

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.9(E)

A.9(E)

RC: 5

Units:

## A.9(E) write, using technology, exponential functions that provide a

reasonable fit to data and make predictions for real-world problems

2016 Q17

Content

Supporting

Process

## A.1(A), A.1(B), A.1(C),

A.1(E), A.1(F)

Multi Coding

Stimulus
Thinking
Related SEs

Data Analysis
Item
A
B
C
D*

State
13
6
27
53

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

## A.9(E) (New) write, using technology, exponential functions that provide a

reasonable fit to data and make predictions for real-world problems

## Analysis of Assessed Standards

2A.1(B) (Old) collect and organize data, make and interpret scatterplots, fit the
graph of a function to the data, interpret the results, and proceed to model,
predict, and make decisions and critical judgments

Content

2013 Q50

Dual Coding
Process
Stimulus
Thinking
Related SEs

Data Analysis
Item
F
G*
H
J

State
2
88
9
1

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

v. 9.8.16

SE A.12(A)

A.12(A)

Units:

RC: 1

SE A.12(B)

A.12(B)

Units:

RC: 1

## IQ Analysis | Investigating the Question

SE A.12(C)

A.12(C) identify terms of arithmetic and geometric sequences when the sequences are
given in function form using recursive processes

Units:

RC: 1

## IQ Analysis | Investigating the Question

SE A.12(D)

A.12(D) write a formula for the nth term of arithmetic and geometric sequences, given
the value of several of their terms

Units:

RC: 1

v. 9.8.16

## IQ Analysis | Investigating the Question

SE

RC:

Units:
Analysis of Assessed Standards
Dual / Multi
Coding

Content
Process

Stimulus
Thinking
Related SEs

Data Analysis
Item

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts

## Analysis of Assessed Standards

Dual / Multi
Coding

Content
Process

Stimulus
Thinking
Related SEs

Data Analysis
Item

State

Local

Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts