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IQ: INVESTIGATING

THE QUESTIONS
Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Quadratic Functions

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

Stimulus and Thinking

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

State Data Analysis

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


Add local data (state included),
determine most common error patterns
(see below).

Implications for Instruction/Notes


Implications
* Correct answer

Note patterns/considerations for


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:

lead4ward

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.

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Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Quadratic Functions

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

IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards

Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (80)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (730)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 13 of 123

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (H)

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes


* Correct answer (J)

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 15 of 123

IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

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


graph, and a verbal description

2016 Q35

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

* Correct answer (B)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 19 of 123

IQ Analysis | Investigating the Question

SE A.2(D)

A.2(D)

Units:

A.2(D) write and solve equations involving direct variation

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

Implications for Instruction/Notes

* Correct answer (60)

A.2(D) (New) write and solve equations involving direct variation

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 20 of 123

A.2(D) (New) write and solve equations involving direct variation

Analysis of Assessed Standards

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

Content

2013 Q42

Readiness

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

Implications for Instruction/Notes

* Correct answer (234)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

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:

No test questions 2013 2016

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

No test questions 2013 2016

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Source: Texas Education Agency STAAR Released Test Questions

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

* Correct answer (A)

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 24 of 123

IQ Analysis | Investigating the Question

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (5.5)

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

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

* Correct answer (C)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 32 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

2015 Q47

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (1)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 36 of 123

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

Implications for Instruction/Notes

* Correct answer (B)

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

No test questions 2013 2016

IQ Analysis | Investigating the Question

SE A.4(B)

A.4(B) compare and contrast association and causation in real-world problems

Units:

RC: 2

No test questions 2013 2016

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Page 37 of 123

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

Analysis of Assessed Standards


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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 40 of 123

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

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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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 42 of 123

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (54)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (480)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards

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

Implications for Instruction/Notes

* Correct answer (9)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (3.25)

lead4ward

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

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

No test questions 2013 2016

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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

Analysis of Assessed Standards

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

* Correct answer (C)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Quadratic Functions

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

IQ Analysis | Investigating the Question

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

Analysis of Assessed Standards


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

Implications for Instruction/Notes

* Correct answer (B)

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (F)


lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 49 of 123

IQ Analysis | Investigating the Question

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

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


graph, and a verbal description

Analysis of Assessed Standards


Content

2016 Q48

Multi Coding

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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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

* Correct answer (F)

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

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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

* Correct answer (J)

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards


Content

2016 Q47

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

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

No test questions 2013 2016

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

No test questions 2013 2016

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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

Readiness

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

* Correct answer (J)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (B)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (13)


lead4ward

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

Readiness

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

* Correct answer (A)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 62 of 123

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

Readiness

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

* Correct answer (A)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 63 of 123

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

Readiness

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

* Correct answer (B)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (82)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 64 of 123

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(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

* Correct answer (J)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)


lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 65 of 123

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(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

* Correct answer (A)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 66 of 123

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 67 of 123

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Quadratic Functions

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 69 of 123

IQ Analysis | Investigating the Question

SE A.10(B)

A.10(B)

Units:

A.10(B) multiply polynomials of degree one and degree two

2016 Q54

RC: 1

Analysis of Assessed Standards


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

Implications for Instruction/Notes

* Correct answer (G)

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

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IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (C)

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (A)

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
symbolic representations of quadratic functions

Content

2013 Q2

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (D)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 73 of 123

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

Readiness

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

* Correct answer (A)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 74 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 75 of 123

IQ Analysis | Investigating the Question

SE A.11(A)

A.11(A) simplify numerical radical expressions involving square roots

Units:

RC: 1

No test questions 2013 2016

IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

* Correct answer (B)

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 77 of 123

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

* Correct answer (H)

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 78 of 123

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Quadratic Functions

Exponential Functions

Quadratic 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

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section

IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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
quadratic equations and inequalities

Content

2013 Q20

Readiness

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

* Correct answer (J)

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
quadratic equations and inequalities

Content

2013 Q43

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

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
symbolic representations of quadratic functions

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

Implications for Instruction/Notes

* Correct answer (J)

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

No test questions 2013 2016

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Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (9)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

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

Analysis of Assessed Standards

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

Content

2015 Q17

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Analysis of Assessed Standards

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

Content

2015 Q44

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

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

* Correct answer (G)

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

Analysis of Assessed Standards

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

Content

2014 Q21

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

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

Analysis of Assessed Standards

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

Content

2014 Q43

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

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

Analysis of Assessed Standards

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

Content

2013 Q2

Readiness

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

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (-7)


lead4ward

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

Analysis of Assessed Standards

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

Content

2013 Q41

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

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

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

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
symbolic representations of quadratic functions
Content

2013 Q48

Readiness

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

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 97 of 123

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (G)

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

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

Readiness

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

* Correct answer (F)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 100 of 123

IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 101 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 102 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 103 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 104 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

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Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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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

Implications for Instruction/Notes

* Correct answer (40)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

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Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 107 of 123

A.8(B) 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.6(B) (Old) relate representations of quadratic functions, such as algebraic,


tabular, graphical, and verbal descriptions

Content

2013 Q22

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (A)

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

Implications for Instruction/Notes

* Correct answer (H)


lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (72)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 110 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.1(D) (Old) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities

Content

2013 Q8

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 111 of 123

back to home

Linear Functions

Systems of Equations
and Inequalities

Simplifying Expressions

Quadratic Functions

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

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section

IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (C)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

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IQ Analysis | Investigating the Question

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (F)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 115 of 123

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

Readiness

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

* Correct answer (H)

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (H)


lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards

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


an equation or inequality, and solve the problem

Content

2013 Q7

Readiness

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

Implications for Instruction/Notes

* Correct answer (B)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 117 of 123

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (A)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Analysis of Assessed Standards


Content

Readiness

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

Implications for Instruction/Notes

* Correct answer (J)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

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

Implications for Instruction/Notes

* Correct answer (H)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 120 of 123

IQ Analysis | Investigating the Question

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

Analysis of Assessed Standards


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

Implications for Instruction/Notes

* Correct answer (D)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 121 of 123

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

Readiness

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

Implications for Instruction/Notes

* Correct answer (G)

lead4ward

Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 122 of 123

IQ Analysis | Investigating the Question

SE A.12(A)

A.12(A)

Units:

RC: 1

No test questions 2013 2016

IQ Analysis | Investigating the Question

SE A.12(B)

A.12(B)

Units:

RC: 1

No test questions 2013 2016

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

No test questions 2013 2016

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

No test questions 2013 2016

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Source: Texas Education Agency STAAR Released Test Questions

v. 9.8.16

Page 123 of 123

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

Implications for Instruction/Notes

* Correct answer ( )

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

Implications for Instruction/Notes

* Correct answer ( )

lead4ward

Source: Texas Education Agency STAAR Released Test Questions