TAKS Objective 1

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TAKS Objective 1

• sequence numbers or the words associated with
  numbers (for example, listing the names of
  children in order from greatest to least based on
  their height)
• work with comparisons using pictorial models,
  word phrases (is less than, is equal to, etc.),
  or symbols ( ,
• solve problems with fractions or decimals
  representing whole numbers, numbers greater than
  one, or numbers less than one

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Objective 1 continued

• use pictorial representations to determine a
  missing factor
• work with problems and choose among answers
  that have information expressed in numbers or
  ranges of numbers
• round numbers before performing any
  computations when estimating. Students may need
  to use compatible numbers.

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Objective 1 sample item Marias teacher gave
her five numbers 6, 7, 3, 8, and 5. The teacher
told her to make the largest number possible
using all these numbers and placing the 7 in the
tens place. What is the largest number Maria
could have made? A 85,673 B 78,653 C 87,
653 D 86, 573
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Objective 1, sample problem 2 While waiting for
a train to pass, Nathan counted 19 railroad cars
in the first minute. It took 5 minutes for the
train to pass. Which is the best estimate of the
total number of railroad cars on the train? A
25 B 75 C 100 D 125
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TAKS Objective 2

• identify the number sentence that can be
  completed with a given term
• identify the number sentence that is related to
  a given number sentence containing a missing term
• describe the relationship, in symbols or in
  words, between paired numbers in a set of related
  number pairs

• identify the missing number in a number
  sentence or in a set of related number pairs
• describe the arithmetic operation that could be
  used to find a missing number in a set of related
  number pairs

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Objective 2 sample problem

• Lisas mother plans to decorate eggshells for a
  party. The table below shows how many cartons of
  eggs she needs to buy in order to have different
  numbers of eggshells.

Which expression shows how to find the missing
number? A 7 5 C 120 - 7 B
7 x 12 D 120 divided by 12
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Objective 2, sample problem 2

• Herman sells peanuts by the bag. The table shows
  how many peanuts there are in 2, 4, and 6 bags.

If Herman sells 9 bags of peanuts, how many
peanuts will he have sold? A 800 B 900 C
1,000 D 1,200
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TAKS Objective 3

• understand formal geometric terms
• use geometric models shown individually or as
  part of a more complex figure
• identify the correct transformation when a
  picture or a label of a translation, reflection,
  or rotation is given
• work with number lines that may or may not show
  the location of zero but will have at least two
  points numbered to identify the interval being
  used

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Objective 3 sample problem
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Objective 3, sample problem 2
Which letter on the number line best represents
32.6?
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• TAKS Objective 4
• Measure with the ruler on the Mathematics Chart
  only if the item specifically instructs them to
  use the ruler
• Use the given measurements of a figure to solve a
  problem
• match a measurement of weight, mass, volume, or
  capacity with an ordinary or familiar object
  using standard units
• tell time written in words or numerals, which
  can be shown on digital or analog clocks
• Solve problems with temperatures given in degrees
  Fahrenheit or degrees Celsius
• convert among units within the same system
• find the amount of elapsed time or change in
  temperature

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Objective 4, sample 1

• Mr. Bradford bought some hamburger meat for his
  familys dinner. Which is the best estimate of
  the amount of meat he bought?
• A 3 gallons
• B 3 grams
• C 3 centimeters
• D 3 pounds

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Objective 4, sample 2

• John was in a play at school. The play was
  performed every day from June 17 to June 28. If
  June 20 was a Wednesday, on which day did the
  play begin?
• A Sunday
• B Monday
• C Wednesday
• D Saturday

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TAKS Objective 5

• work with experimental outcomes displayed in the
  form of lists, tables, or diagrams
• read information directly from a graph to answer
  a question or to interpret a graph by combining
  or separating some of the information from the
  graph
• Use numbers or words to compare favorable
  outcomes

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Objective 5, sample 1
Shari had a bag of candy. The bag contained 2
red pieces, 2 blue pieces, and 1 green piece of
candy. If Sari took out 2 pieces of candy at a
time, which 2 pieces could she NOT have taken
out? A red and red B red and blue C green and
green D green and blue
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Objective 5, sample 2
Jake put these letter cards in a bag.
W
I
N
N
E
R
If Jake picks one letter card without looking,
what is the probability that he will pick the
letter card N? A 2 out of 6 B 4 out of 6 C 2
out of 4 D 2 out of 2
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TAKS Objective 6
Select the description of a mathematical
situation when provided a written or pictorial
prompt Identify the information that is needed
to solve a problem Select or describe the next
step or a missing step that would be appropriate
in a problem solving situation match informal
language to mathematical language or
symbols identify the question that is being
asked or answered select the generalization of
the common characteristic among examples select
an example from among nonexamples or a nonexample
from among examples based on a given
characteristic. A nonexample is a counterexample
or an example that shows a general statement to
be false.
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Objective 6, sample 1
Four people collect toy cars as shown on the
table. Since Abe had more toy cars than
everyone else, he decided to give 8 of his cars
to Dee. Which statement is NOT true after Abe
gave away 8 of his cars?
A Gus will have the least number of cars. B Ray
will have the most number of cars. C Dee will
have more cars than Gus. D Abe will have more
cars than Dee.
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Objective 6, sample 2

• Keris age and her younger sisters age together
  equal 16 years. Keris age is 3 times greater
  than her sisters. How old are the sisters?

• A 3 and 9
• B 4 and 12
• C 6 and 10
• D 3 and 13

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Ways to Help Your Child in Math!