TAKS MATHEMATICS UPDATE

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TAKS MATHEMATICS UPDATE

• TEXAS ASSESSMENT CONFERENCE
• FEBRUARY 2002

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WHAT HAVE WE DONE?

• Surveyed the state on math curriculum
• Developed TAKS objectives
• Developed test items
• Met with educator committees for item review
• Created Information Booklets
• Constructed field tests

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WHAT ARE WE GOING TO BE DOING?

• Distributing Information Booklets
• Beginning new item development
• Administering TAKS field tests (April
  22-May 10, 2001)
• Scheduling educator committees for data review
• Scheduling educator committees for new item review

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COMPONENTS OF THE INFORMATION BOOKLETS

• General TAKS information
• General math information
• Grade specific information
• Grade specific Mathematics Chart
• Key to understanding the TEKS
• Important vocabulary

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COMPONENTS OF THE INFORMATION BOOKLETS BY
OBJECTIVE

• Why the TEKS grouped in each objective are
  critical for students success
• TAKS objectives and TEKS student expectations
• For your information
• Sample test items

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GENERAL MATH INFORMATION

• The TEKS were developed to provide educators with
  instructional goals at each grade level.
• It is important for educators to vertically align
  their instructional programs to reinforce the
  unifying strands of learning each year through
  grade-level-appropriate instruction.

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GENERAL MATH INFORMATION

• To understand how student learning progresses,
  educators are encouraged to become familiar with
  the curriculum at all grade levels.
• Educators may find it helpful to examine sample
  items at each grade level to gain a greater
  understanding of what students need to know and
  be able to do in mathematics as they move from
  grade to grade.

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GRIDS
The griddable format is intended to allow
students to work the problem and determine the
correct answer independently of the influences of
answer choices.
GRADE 3
GRADE 4/5
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GRIDDABLE ITEM
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GRIDS
GRADE 6/7/8
GRADE 9/10/11
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GRIDDABLE ITEM
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CALCULATORS

• Calculators may only be used on the high school
  TAKS tests (grades 9, 10, and 11).
• Each student must have a graphing calculator
  during the entire administration of the
  mathematics test.
• Any graphing calculator may be used except one
  with a typewriter-style keypad (known as QWERTY)
  or one that includes a computer algebra system
  (CAS).

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CALCULATORS

• Handheld minicomputers, digital personal
  assistants, or laptop computers may not be used.
• All types of memory must be cleared both before
  and after testing, including standard memory,
  ROM, and Flash ROM.
• In addition, any programs or applications must be
  removed prior to the test administration.

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CALCULATOR ITEM
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MATHEMATICS CHART
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MATHEMATICS CHART
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MEASUREMENT ITEM
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MATHEMATICS CHART
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MATHEMATICS CHART
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MEASUREMENT ITEM
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ALGEBRA ALIGNMENT

• 3.7A Patterns, relationships, and algebraic
  thinking. The student uses lists, tables, and
  charts to express patterns and relationships. The
  student is expected to identify patterns in a
  table of related number pairs based on a
  real-life situation and extend the table.

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ALGEBRA ALIGNMENT

• 4.7A Patterns, relationships, and algebraic
  thinking. The student uses organizational
  structures to analyze and describe patterns and
  relationships. The student is expected to
  describe the relationship between two sets of
  related data such as ordered pairs in a table.

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ALGEBRA ALIGNMENT

• 5.6A Patterns, relationships, and algebraic
  thinking. The student describes relationships
  mathematically. The student is expected to select
  from and use diagrams and number sentences to
  represent real-life situations.

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ALGEBRA ALIGNMENT

• 6.5A Patterns, relationships, and algebraic
  thinking. The student uses letters to represent
  an unknown in an equation. The student is
  expected to formulate an equation from a problem
  situation.

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ALGEBRA ALIGNMENT

• 7.5A Patterns, relationships, and algebraic
  thinking. The student uses equations to solve
  problems. The student is expected to formulate a
  possible problem situation when given a simple
  equation.

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ALGEBRA ALIGNMENT

• 8.5A Patterns, relationships, and algebraic
  thinking. The student uses graphs, tables, and
  algebraic representations to make predictions and
  solve problems. The student is expected to
  estimate, find, and justify solutions to
  application problems using appropriate tables,
  graphs, and algebraic equations.

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ALGEBRA ALIGNMENT

• Ab4A Foundations for functions. The student
  understands the importance of the skills required
  to manipulate symbols in order to solve problems
  and uses the necessary algebraic skills required
  to simplify algebraic expressions and solve
  equations and inequalities in problem situations.
  The student finds specific function values,
  simplifies polynomial expressions, transforms and
  solves equations, and factors as necessary in
  problem situations.

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SUMMARY

• TAKS is not the same as TAAS
• Teach the curriculum - TEKS
• Read the TAKS Information Booklets

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MATHEMATICS RESOURCES

• Texas Education Agency
• http//www.tea.state.tx.us/
• U.T. Dana Center
• http//www.utdanacenter.org/

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CONTACTS

• TEA Student Assessment
• Sue Borders Julie Guthrie
• 512-463-9536
• TEA Curriculum Professional Development
• Paula Gustafson Barbara Montalto
• 512-463-4318