2017 TEXAS STAAR TEST – GRADE 8 – MATH

Total Possible Score: 42

Needed Correct to Pass: 28
Needed Correct to Master: 37

Time Limit: 4 Hours

This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017,
along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available
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The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is
set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that
making the passing grade should not be considered "good enough." A student's goal should be to master each of the
objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives.

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 STAAR
®

State of Texas
Assessments of
Academic Readiness

GRADE 8
Mathematics

Administered March 2017

RELEASED

Copyright © 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

STAAR GRADE 8 MATHEMATICS STAAR

®

REFERENCE MATERIALS
State of Texas
Assessments of
Academic Readiness

LINEAR EQUATIONS

Slope-intercept form y = mx + b

Direct variation y = kx

y2 − y1
Slope of a line m =
x2 − x1

CIRCUMFERENCE

Circle C = 2πr or C = πd

AREA

Triangle A = 1 bh
2

Rectangle or parallelogram A = bh

Trapezoid A = 1 (b1 + b2)h

2

Circle A = πr 2

SURFACE AREA

Lateral Total

Prism S = Ph S = Ph + 2B

Cylinder S = 2πrh S = 2πrh + 2πr 2

VOLUME

Prism or cylinder V = Bh

Pyramid or cone V = 1 Bh
3

Sphere V = 4 πr 3
3
ADDITIONAL INFORMATION

Pythagorean theorem a2 + b 2 = c 2

Simple interest I = P rt

Compound interest A = P (1 + r)t

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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 MATHEMATICS

Mathematics
Page 7
DIRECTIONS

Read each question carefully. For a multiple-choice question, determine the

best answer to the question from the four answer choices provided. For a
griddable question, determine the best answer to the question. Then fill in the
answer on your answer document.

1 Which graph shows a non-proportional linear relationship between x and y?

y y
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
A 1 C 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9

y y
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
B 1 D 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9

Mathematics
Page 8
 2 The coordinate grid shows a pentagon. The pentagon is translated 1 unit to the left and
10 units down to create a new pentagon.

9
8
7
6
5
4
3
2
1
x
−9 −8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9
−1
−2
−3
−4
−5
−6
−7
−8
−9

Which rule describes this transformation?

F (x, y) (x 1, y 10)

G (x, y) (x + 1, y 10)

H (x, y) (x 1, y + 10)

J (x, y) (x + 1, y + 10)

Mathematics
Page 9
 3 Two numbers are shown on the number line.

9
3 2π

Which value is NOT located between these two numbers on the number line?

B 9

C
9
2
D
9

Mathematics
Page 10
 4 A water hose discharges water at a rate of 45 gallons per minute. Which graph has a slope
that best represents this rate?

Discharge Rate Discharge Rate

y y

150 150
135 135
Amount of Water

Amount of Water
120 120
105 105
(gallons)

(gallons)
90 90
F 75 H 75
60 60
45 45
30 30
15 15
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Time Time
(minutes) (minutes)

Discharge Rate Discharge Rate

y y

150 150
135 135
Amount of Water

Amount of Water
120 120
105 105
(gallons)

(gallons)
90 90
G 75 J 75
60 60
45 45
30 30
15 15
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Time Time
(minutes) (minutes)

Mathematics
Page 11
 5 Triangle MNP is graphed on a coordinate grid with vertices at M ( 3, 6), N (0, 3) and
P (6, 3). Triangle MNP is dilated by a scale factor of u with the origin as the center of dilation
to create triangle M ′N ′P′ .

Which ordered pair represents the coordinates of the vertex P′ ?

A (6 + u, 3 + u)

6 3
B ( , )
u u

1 1
C (6 + , 3+ )
u u

D (6u, 3 u)

Mathematics
Page 12
 6 The table shows the number of gallons of gasoline in a car’s gas tank after the car has been
driven x miles.

Gasoline Usage

Gallons of
Miles Driven, Gasoline in
x Tank, y

0 15
10 14.6
20 14.2
35 13.6
60 12.6
75 12

When these data are graphed on a coordinate grid, the points all lie on the same line. What
are the slope and y­intercept of this line?

1
F Slope = , y­intercept = 375
25

1
G Slope = , y­intercept = 15
25

H Slope = 25, y­intercept = 375

J Slope = 25, y­intercept = 15

Mathematics
Page 13
 7 A cylinder and its dimensions are shown in the diagram.

5 in.

h in.

Which equation can be used to find V, the volume of the cylinder in cubic inches?

A V = (2.5 h)2

B V = (5 h)2

C V = (2.5)2 h

D V = (5)2 h

Mathematics
Page 14
 8 The approximate volume in milliliters, m, for a volume of f fluid ounces is equal to
29.57 times the value of f. Which table represents this relationship?

Liquid Volume Liquid Volume

Fluid Ounces, f Milliliters, m Fluid Ounces, f Milliliters, m

F 29.57 1 H 0 29.57
59.14 2 1 59.14
88.71 3 2 88.71
118.28 4 3 118.28

Liquid Volume Liquid Volume

Fluid Ounces, f Milliliters, m Fluid Ounces, f Milliliters, m

G 29.57 0 J 1 29.57
59.14 1 2 59.14
88.71 2 3 88.71
118.28 3 4 118.28

Mathematics
Page 15
 9 The manager of a car dealership wants to attach a rope with flags to the top of a pole and to
a stake in the ground, as shown in the diagram.

26 ft

Stake

19.5 ft

Based on the diagram, what is the distance in feet from the top of the pole to the bottom of
the stake?

Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.

Mathematics
Page 16
 10 The scatterplot shows the number of people in each of 8 different households and the average
amount of money each household spent on groceries.

Weekly Grocery
Expenses
y

320

280

Average Amount Spent

on Groceries (dollars)
240

200

160

120

80

40

x
0 2 4 6 8
Number of People
in Household

Based on the scatterplot, what is the best prediction of the average amount of money spent
on groceries for a household that has 7 people?

F $240

G $190

H $210

J $300

Mathematics
Page 17
 11 Which graph does NOT represent y as a function of x?

y y
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
A 1 C 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9

y y
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
B 1 D 1

–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9
x
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9

12 What value of x makes this equation true?

x x
3= +3
3 9

F 3

G 9

H 1

J 27

Mathematics
Page 18
 13 An eighth­grade student estimated that she needs $8,800 for tuition and fees for each year of
college. She already has $5,000 in a savings account. The table shows the projected future
value of the account in five years based on different monthly deposits.

Future Value of a Savings Account

Initial Balance
$5,000 $5,000 $5,000 $5,000
(dollars)

Monthly Deposit
$100 $200 $300 $400
(dollars)

Account Value in
Five Years $12,273 $18,737 $25,202 $31,667
(dollars)

The student wants to have enough money saved in five years to pay the tuition and fees for
her first two years of college. Based on the table, what is the minimum amount she should
deposit in the savings account every month?

A $200

B $300

C $100

D $400

Mathematics
Page 19
 14 A cylinder and its dimensions are shown in the diagram.

8.4 cm

10.9 cm

Which measurement is closest to the lateral surface area of the cylinder in square
centimeters?

F 575.3 cm2

G 287.6 cm2

H 398.5 cm2

J 604.1 cm2

15 Two eighth­grade classes are selling raffle tickets to raise money.

• One class is selling tickets for $2.50 each and has already raised $350.
• The other class is selling tickets for $3.00 each and has already raised $225.

Which equation can be used to find t, the number of tickets each class needs to sell so that
the total amount raised is the same for both classes?

A 3t + 350 = 2.50 t + 225

B 350t + 2.50 = 225t + 3

C 2.50 t + 350 = 3t + 225

D Not here

Mathematics
Page 20
 16 Mr. Wilkins deposited $2,500 in a new account at his bank.

• The bank pays 6.5% interest compounded annually on this account.

• Mr. Wilkins makes no additional deposits or withdrawals.

Which amount is closest to the balance of the account at the end of 2 years?

F $2,835.56

G $2,513.00

H $2,662.50

J $2,825.00

17 Figure ABCDE is similar to figure VWXYZ.

B
A
D
X
W
Z

E
Y

Which proportion must be true?

AE CD
A =
XY VZ

AB YZ
B =
VW DE

BC DE
C =
XY YZ

AB CD
D =
VW XY

Mathematics
Page 21
 18 The mass of a textbook is approximately 0.00165 metric ton. How is this number written in
scientific notation?

5
F 165 × 10

3
G 1.65 × 10

4
H 16.5 × 10

2
J 0.165 × 10

19 The graph shows the relationship between the cost of some pecans and the weight of the
pecans in pounds.

Pecans
y

30
Cost (dollars)

20

10

x
0 1 2 3 4 5
Weight (pounds)

Which function best represents the relationship shown in the graph?

A y = 5x

1
B y= x
5

C y = 2x

1
D y= x
2

Mathematics
Page 22
 20 Pentagon MNPQR is shown on the coordinate grid. Pentagon MNPQR is dilated with the origin
1 1
as the center of dilation using the rule (x, y) ( x, y) to create pentagon M ′N ′P ′Q′R′.
4 4

y
12
11
10

Q 9
8
7
6
5

P 4
3
2
1 R
−12−11−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9 10 11 12
x
−1

N −2
−3
−4
−5
−6
−7
−8

M −9
−10
−11
−12

Which statement is true?

F Pentagon M ′N ′P ′Q′R′ is larger than pentagon MNPQR, because the scale factor is greater
than 1.

G Pentagon M ′N ′P ′Q′R′ is smaller than pentagon MNPQR, because the scale factor is less
than 1.

H Pentagon M ′N ′P ′Q′R′ is smaller than pentagon MNPQR, because the scale factor is greater
than 1.

J Pentagon M ′N ′P ′Q′R′ is larger than pentagon MNPQR, because the scale factor is less
than 1.

21 Clarissa needs a $2,500 loan in order to buy a car. Which loan option would allow her to pay
the least amount of interest?

A An 18­month loan with a 4.75% annual simple interest rate

B A 30­month loan with a 4.00% annual simple interest rate

C A 24­month loan with a 4.25% annual simple interest rate

D A 36­month loan with a 4.50% annual simple interest rate

Mathematics
Page 23
 22 Point J ( 4, 6) and point K (4, 4) are located on a coordinate grid.

9
8
7
6
5
4
3
2
1
x
−9 −8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9
−1
−2
−3
−4
−5
−6
−7
−8
−9

Which measurement is closest to the distance between point J and point K in units?

F 18 units

G 6 units

H 13 units

J 9 units

23 A rectangle’s perimeter and its area have the same numerical value. The width of the
rectangle is 3 units. What is the length of the rectangle in units?

Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.

Mathematics
Page 24
 24 A cone and its dimensions are shown in the diagram.

1
7 in.
2

5
5 in.
8

Which measurement is closest to the volume of the cone in cubic inches?

F 186.38 in.3

G 248.50 in.3

H 745.51 in.3

J 62.13 in.3

Mathematics
Page 25
 25 Which set of ordered pairs represents y as a function of x?

A (2, 5), (3, 1), (2, 1), (4, 7)

B (3, 2), (4, 3), (5, 2), (2, 6)

C (1, 3), (3, 5), (2, 5), (1, 6)

D (4, 7), (4, 6), (4, 4), (4, 1)

26 When three squares are joined at their vertices to form a right triangle, the combined area of
the two smaller squares is the same as the area of the largest square.

Which three squares do NOT support this statement?

21 cm

25 cm2

3 cm
F H

9 cm
4 cm

144 cm2

13 cm

100 cm2

G 5 cm J 6 cm

64 cm2

12 cm

Mathematics
Page 26
 27 A circle is graphed on a coordinate grid and then reflected across the y­axis. If the center of
the original circle was located at (x, y), which ordered pair represents the center of the new
circle after the transformation?

A (x, y)

B (x, y)

C ( x, y)

D ( x, y)

28 Leanor pays a total of $16.50 for every 6 shirts she has dry­cleaned. Which graph models a
relationship with the same unit rate?

y y

50 50
45 45
40 40
35 35
F 30 H 30
25 25
20 20
15 15
10 10
5 5
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

y y

50 50
45 45
40 40
35 35
G 30 J 30
25 25
20 20
15 15
10 10
5 5
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

Mathematics
Page 27
 29 An inequality is shown.

1
< x < 18%
8
Which value of x makes the inequality true?

1
A
5

B 1.6

C 0.09

D 0.02

Mathematics
Page 28
 30 Triangle MNP and triangle JKL are similar right triangles.

y
11
10

N 9

M 7
8

6
5

J K 4
3
2
1

−11−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 1 2 3 4 5 6 7 8 9 10 11
x
L −1
−2
−3
−4

P −5
−6
−7
−8
−9
−10
−11

Which proportion can be used to show that the slope of JL is equal to the slope of MP ?

0 ( 7) 4 ( 10)
F =
4 ( 4) 8 ( 1)

0 4 4 8
G =
4 ( 7) 1 ( 10)

0 ( 4) 4 ( 1)
H =
4 ( 7) 8 ( 10)

4 ( 7) 1 ( 10)
J =
0 4 4 8

31 Paula completely covered a square wall using 87.5 ft2 of wallpaper without any overlap. Which
measurement is closest to the side length of this wall in feet?

A 22 ft

B 44 ft

C 9 ft

D 7 ft

Mathematics
Page 29
 32 Ben collected data from a group of 12 people. He measured each person’s resting heart rate
and recorded the average number of hours each person exercised per week. He created a
scatterplot to show the data he collected.

Resting Heart Rate

and Weekly Exercise
y

100
90

(beats per minute)

Resting Heart Rate
80
70
60
50
40
30
20
10
x
0 1 2 3 4 5 6 7 8 9 10
Average Weekly Exercise
(hours)

Based on the scatterplot, what is the best prediction of the resting heart rate, in beats per
minute, of a person who exercises an average of 8 hours each week?

F 30 beats per minute

G 50 beats per minute

H 55 beats per minute

J 60 beats per minute

Mathematics
Page 30
 33 A right triangle and two of its side lengths are shown in the diagram.

39 cm
12 cm

x cm

Which measurement is closest to the value of x in centimeters?

A 37.1 cm

B 40.8 cm

C 27 cm

D 51 cm

34 The number of gift baskets Nikki can make varies directly with the amount of time she spends
1
making the baskets. She can make 4 baskets in hour.
2

How many baskets can Nikki make in 5 hours?

Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.

Mathematics
Page 31
 35 Mr. Flores opened an account with a deposit of $5,000.

• The account earned annual simple interest.

• He did not make any additional deposits or withdrawals.
• At the end of 4 years, the balance of the account was $6,500.

What is the annual interest rate on this account?

A 5.8%

B 7.5%

C 3.3%

D 1.9%

Mathematics
Page 32
 36 Quadrilateral FGHJ was dilated with the origin as the center of dilation to create
quadrilateral F ′G ′H′J′.

18

16 G′
14

12
G
F′ 10

6
F 4

x
−18 −16 −14 −12 −10 −8 −6 −4 −2 2 4 6 8 10 12 14 16 18
−2

−4
J −6

−8

J′ −10

−12 H
−14

−16 H′
−18

Which rule best represents the dilation that was applied to quadrilateral FGHJ to create
quadrilateral F ′G ′H′J′?

5 5
F (x, y) ( x, y )
7 7

G (x, y) (x + 1, y + 2)

H (x, y) (1.4 x, 1.4 y )

J (x, y) (x 2, y + 1)

Mathematics
Page 33
 37 Melissa is saving $25 that she earned for washing her mom’s car. She earns $10 every week
for doing chores, which she also saves.

Which function can be used to find t, the amount of money Melissa will have saved at the end
of n weeks of doing chores?

A t = 10n + 25

B t = 25n + 10

C t = 35n

D t = 15n

38 A rectangular prism and its dimensions are shown in the diagram.

6.5 in.

5 in.
7.5 in.

What is the total surface area of this prism in square inches?

Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.

Mathematics
Page 34
 39 Emily sells greeting cards. The graph models the linear relationship between the number of
boxes of cards she sells and her profit.

Selling Cards
y

50

Profit (dollars)
40

30

20
10
x
0 1 2 3 4 5 6
Number of Boxes

Which of these best describes the profit Emily makes from selling these cards?

A $7.50 per box

B $10.00 per box

C $4.00 per 30 boxes

D $3.00 per 4 boxes

Mathematics
Page 35
 40 The daily attendance at a bowling alley was recorded for 15 days. The scatterplot shows the
number of lanes rented each day and the number of people who bowled that day.

Bowling Alley Data

y

Number of People Bowling 70

60

50

40

30

20

10

x
0 1 2 3 4 5 6 7 8 9 10 11
Number of Lanes Rented

Which statement is best supported by the scatterplot?

F There is a non­linear association between the number of lanes rented and the number of
people who bowl.

G There is a negative linear association between the number of lanes rented and the number
of people who bowl.

H There is no apparent association between the number of lanes rented and the number of
people who bowl.

J There is a positive linear association between the number of lanes rented and the number
of people who bowl.

Mathematics
Page 36
 41 A container that holds sugar is shaped like a cylinder. The radius of the container is 3 inches,
and the height of the container is 10.5 inches.

Which measurement is closest to the volume of the container in cubic inches?

A 254.47 in.3

B 296.88 in.3

C 395.84 in.3

D 197.92 in.3

42 Frank and Erica are selling ribbons to raise money for the football team. The graph shows the
linear relationship between the number of ribbons each of them has left to sell and the
number of days that they have been selling ribbons.

Ribbon Sales
y

36
33
30
Number of Ribbons

27 Frank
Left to Sell

24
21
18 Erica
15
12
9
6
3
x
0 6 12 18 24 30 36 42 48
Days

On which day does it appear that Frank and Erica will have the same number of ribbons left
to sell?

F Day 15

G Day 48

H Day 33

J Day 18

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

Mathematics
ON THE ANSWER DOCUMENT. STOP
Page 37
 STAAR
GRADE 8
Mathematics
March 2017
 Answer Key
STAAR® Grade 8 Mathematics 2017 Release
Paper

Item Reporting Readiness or Content Student Correct

Number Category Supporting Expectation Answer
1 2 Supporting 8.5(F) B
2 3 Readiness 8.10(C) F
3 1 Readiness 8.2(D) C
4 2 Readiness 8.4(B) F
5 3 Readiness 8.3(C) D
6 2 Readiness 8.4(C) G
7 3 Supporting 8.6(A) C
8 2 Supporting 8.5(A) J
9 3 Readiness 8.7(C) 32.5
10 4 Readiness 8.5(D) F
11 2 Readiness 8.5(G) A
12 2 Readiness 8.8(C) J
13 4 Supporting 8.12(G) A
14 3 Readiness 8.7(B) G
15 2 Supporting 8.8(A) C
16 4 Readiness 8.12(D) F
17 3 Supporting 8.3(A) D
18 1 Supporting 8.2(C) G
19 2 Readiness 8.5(I) A
20 3 Supporting 8.3(B) G
21 4 Supporting 8.12(A) A
22 3 Supporting 8.7(D) H
23 2 Readiness 8.8(C) 6
24 3 Readiness 8.7(A) J
25 2 Readiness 8.5(G) B
26 3 Supporting 8.6(C) H
27 3 Readiness 8.10(C) C
28 2 Readiness 8.4(B) F
29 1 Readiness 8.2(D) D
30 2 Supporting 8.4(A) G
31 1 Supporting 8.2(B) C
32 4 Readiness 8.5(D) G
33 3 Readiness 8.7(C) A
34 2 Supporting 8.5(E) 40
35 4 Readiness 8.12(D) B
36 3 Readiness 8.3(C) H
37 2 Readiness 8.5(I) A
38 3 Readiness 8.7(B) 237.5
39 2 Readiness 8.4(C) A
40 4 Supporting 8.11(A) J
41 3 Readiness 8.7(A) B
42 2 Supporting 8.9(A) J

Copyright © 2017, Texas Education Agency (TEA). All rights reserved.

March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

1 A is incorrect because the B is correct because the graph C is incorrect because the D is incorrect because the
graph shows a line that goes shows a line that does not go graph shows a line that goes graph shows a line that goes
through the origin, which through the origin, which through the origin, which through the origin, which
makes the linear relationship makes the linear relationship makes the linear relationship makes the linear relationship
proportional. non-proportional. proportional. proportional.
2 F is correct because the G is incorrect because the H is incorrect because the J is incorrect because the
pentagon is translated 1 unit to pentagon is translated 1 unit to pentagon is translated 1 unit to pentagon is translated 1 unit to
the left and 10 units down, the left and 10 units down, the left and 10 units down, the left and 10 units down,
which is described by the which is described by the which is described by the which is described by the
transformation rule (x - 1, y - transformation rule (x - 1, y - transformation rule (x - 1, y - transformation rule (x - 1, y -
10). 10), not (x + 1, y - 10). 10), not (x - 1, y + 10). 10), not (x + 1, y + 10).
3 2
/9 is

This comparison is true. This comparison is true. This comparison is NOT true. This comparison is true.

4 F is correct because the graph G is incorrect because the H is incorrect because the J is incorrect because the
represents a line with a slope graph represents a line with a graph represents a line with a graph represents a line with a
of 45 gallons per minute. slope of 15 gallons per minute. slope of 0 gallons per minute. slope of 60 gallons per minute.

5 A is incorrect because the B is incorrect because the C is incorrect because the D is correct because the
dilation rule for P' can be dilation rule for P' can be dilation rule for P' can be dilation rule for P' can be
found by multiplying each of found by multiplying each of found by multiplying each of found by multiplying each of
the coordinates of (6, -3) by the coordinates of (6, -3) by the coordinates of (6, -3) by the coordinates of (6, -3) by
the scale factor, u, which is the scale factor, u, which is the scale factor, u, which is the scale factor, u, which is
represented by (6u, -3u), not represented by (6u, -3u), not represented by (6u, -3u), not represented by (6u, -3u).
(6 + u, -3 + u). (6/u, -3/u). (6 + 1/u, -3 + 1/u).
6 F is incorrect because the G is correct because the slope H is incorrect because the J is incorrect because the
slope can be found by the can be found by the change in slope can be found by the slope can be found by the
change in the gallons of the gallons of gasoline, y, change in the gallons of change in the gallons of
gasoline, y, divided by the divided by the change in the gasoline, y, divided by the gasoline, y, divided by the
change in the number of miles number of miles driven, x, change in the number of miles change in the number of miles
driven, x, which is -1/25, not which is -1/25. The y-intercept driven, x, which is -1/25, not driven, x, which is -1/25, not -
1/25. The y-intercept is 15, the is 15, the number of gallons of 25. The y-intercept is 15, the 25. The y-intercept is 15, the
number of gallons of gasoline gasoline when 0 miles were number of gallons of gasoline number of gallons of gasoline
when 0 miles were driven, not driven. when 0 miles were driven. when 0 miles were driven, not
375. 15.
7 A is incorrect because the B is incorrect because the C is correct because the D is incorrect because the
formula for volume of a formula for volume of a formula for the volume of a formula for volume of a
2 2 2
h and the h and the h and the
2 2 2
h, h, h,
2 2 the radius = 2.5. 2
. . h.
8 F is incorrect because it shows G is incorrect because it does H is incorrect because it does J is correct because it shows
the values in the milliliters not show the values in the not show the values in the the values in the milliliters
column, m, to be 29.57 divided milliliters column, m, to be milliliters column, m, to be column, m, to be 29.57
by the corresponding values in 29.57 multiplied by the 29.57 multiplied by the multiplied by the
the fluid ounces column, f, not corresponding values in the corresponding values in the corresponding values in the
multiplied. fluid ounces column, f. fluid ounces column, f. fluid ounces column, f.

Texas Education Agency

Student Assessment Division
September 2017
March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

9 A; 32.5 is correct because B; Students may have added
using the Pythagorean 19.5 + 26 = 45.5 or multiplied
Theorem, a2 + b2 = c2 gives, 19.5 x 26 = 507.
262 + 19.52 = 1056.25 and the
square root of 1056.25 is 32.5.

10 F is correct because based on G is incorrect because based H is incorrect because based J is incorrect because based
the scatterplot, the best on the scatterplot, the best on the scatterplot, the best on the scatterplot, the best
prediction of the average prediction of the average prediction of the average prediction of the average
amount of money spent on amount of money spent on amount of money spent on amount of money spent on
groceries for 7 people is groceries for 7 people is groceries for 7 people is groceries for 7 people is
closest to 240. closest to 240, not 190. closest to 240, not 210. closest to 240, not 300.
11 A is correct because each B is incorrect because each x C is incorrect because each x D is incorrect because each x
value of x is paired more than value is paired only once with value is paired only once with value is paired only once with
once with a corresponding a corresponding y value. This a corresponding y value. This a corresponding y value. This
value of y. This graph does graph represents y as a graph represents y as a graph represents y as a
NOT represent y as a function function of x. function of x. function of x.
of x.
12 F is incorrect because x/3 - 3 G is incorrect because x/3 - 3 H is incorrect because x/3 - 3 J is correct because x/3 - 3 =
= x/9 + 3, this simplifies to 2x = x/9 + 3, this simplifies to 2x = x/9 + 3, this simplifies to 2x x/9 + 3, this simplifies to 2x =
= 54, and dividing both sides = 54, and dividing both sides = 54, and dividing both sides 54, and dividing both sides by
by 2 simplifies to x = 27, not 3. by 2 simplifies to x = 27, not - by 2 simplifies to x = 27, not - 2 simplifies to x = 27.
9. 1.
13 A is correct because the cost B is incorrect because the cost C is incorrect because the cost D is incorrect because the cost
for two years of college is for two years of college is for two years of college is for two years of college is
2(8,800) = 17,600, so the 2(8,800) = 17,600, so the 2(8,800) = 17,600, so the 2(8,800) = 17,600, so the
amount the student still needs amount the student still needs amount the student still needs amount the student still needs
is 17,600 - 5,000 = 12,600. A is 17,600 - 5,000 = 12,600. A is 17,600 - 5,000 = 12,600. A is 17,600 - 5,000 = 12,600. A
monthly deposit of $200 is the monthly deposit of $300 is not monthly deposit of $100 will monthly deposit of $400 is not
smallest option from the table the smallest option from the result in $12,273 according to the smallest option from the
that will result in at least table that will result in at least the table, which is less than table that will result in at least
$12,600 at the end of five $12,600 at the end of five $12,600 the student needs at $12,600 at the end of five
years. years. the end of five years. years.
14 F is incorrect because the G is correct because the H is incorrect because the J is incorrect because the
formula for lateral surface area formula for lateral surface area formula for lateral surface area formula for lateral surface area

the radius = 4.2, not 8.4, so S the radius = 4.2, so S = the radius = 4.2, so S = the radius = 4.2, so S =

closest to 287.6, not 575.3. closest to 287.6. closest to 287.6, not 398.5. closest to 287.6, not 604.1.
15 A is incorrect because the B is incorrect because the C is correct because the D is incorrect because the
situation is represented by the situation is represented by the situation is represented by the situation is represented by the
equation 2.50t + 350 = 3t + equation 2.50t + 350 = 3t + equation 2.50t + 350 = 3t + equation 2.50t + 350 = 3t +
225, not 3t + 350 =2.50t + 225, not 350t + 2.5 = 225t + 225. 225, which is answer choice
225. 3. C.
16 F is correct because the G is incorrect because the H is incorrect because the J is incorrect because the
formula for compound interest formula for compound interest formula for compound interest formula for compound interest
is A = P(1 + r)t, so A = 2,500(1 is A = P(1 + r)t, so A = 2,500(1 is A = P(1 + r)t, so A = 2,500(1 is A = P(1 + r)t, so A = 2,500(1
+ 0.065)2 which is closest to + 0.065)2 which is closest to + 0.065)2 which is closest to + 0.065)2 which is closest to
2,835.56. 2,835.56, not 2,513.00. 2,835.56, not 2,662.50. 2,835.56, not 2,825.00.

Texas Education Agency

Student Assessment Division
September 2017
March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

17 A is incorrect because AE/XY B is incorrect because AB/VW C is incorrect because BC/XY D is correct because AB/VW =
= CD/VZ does not represent a = YZ/DE does not represent a = DE/YZ does not represent a CD/XY represents a true
true proportion of the lengths true proportion of the lengths true proportion of the lengths proportion of the lengths of the
of the corresponding sides of of the corresponding sides of of the corresponding sides of corresponding sides of the
the given similar figures. the given similar figures. the given similar figures. given similar figures.

18 F is incorrect because 0.00165 G is correct because 0.00165 H is incorrect because J is incorrect because 0.00165
is written as 1.65 x 10-3 in is written as 1.65 x 10-3 in 0.00165 is written as 1.65 x 10- is written as 1.65 x 10-3 in
scientific notation, not 165 x scientific notation. 3
in scientific notation, not 16.5 scientific notation, not 0.165 x
-5
10 . x 10-4. 10-2.
19 A is correct because the graph B is incorrect because the C is incorrect because the D is incorrect because the
shows the cost of 5 dollars for graph shows the cost of 5 graph shows the cost of 5 graph shows the cost of 5
every pound of pecan, which dollars for every pound of dollars for every pound of dollars for every pound of
is represented by the function pecan, which is represented pecan, which is represented pecan, which is represented
y = 5x. by the function y = 5x, not y = by the function y = 5x, not y = by the function y = 5x, not y =
1/5 x. 2x. 1/2x.
20 F is incorrect because the G is correct because the H is incorrect because the J is incorrect because the
dilation rule (1/4x, 1/4y) dilation rule (1/4x, 1/4y) dilation rule (1/4x, 1/4y) dilation rule (1/4x, 1/4y)
creates a pentagon that is creates a pentagon that is creates a pentagon that is creates a pentagon that is
smaller than the original smaller than the original smaller than the original smaller than the original
pentagon, not a larger pentagon. The 1/4 scale factor pentagon. The 1/4 scale factor pentagon, not a larger
pentagon. The 1/4 scale factor is less than 1. is less than 1, not greater than pentagon. The 1/4 scale factor
is less than 1, not greater than 1. is less than 1.
1.
21 A is correct because the B is incorrect because the C is incorrect because the D is incorrect because the
formula for simple interest is I formula for simple interest is I formula for simple interest is I formula for simple interest is I
= Prt, so I = 2,500(0.0475)(18) = Prt, so I = 2,500(0.0475)(18) = Prt, so I = 2,500(0.0475)(18) = Prt, so I = 2,500(0.0475)(18)
= 2137.50. This option has the = 2137.50. This option has the = 2137.50. This option has the = 2137.50. This option has the
least amount of interest for the least amount of interest for the least amount of interest for the least amount of interest for the
loan. loan, not 2,500(0.04)(30) = loan, not 2,500(0.0425)(24) = loan, not 2,500(0.0450)(36) =
3000. 2,550. 4,050.

22 F is incorrect because the G is incorrect because the H is correct because the J is incorrect because the
Pythagorean Theorem is + Pythagorean Theorem is a2 + Pythagorean Theorem is a2 + Pythagorean Theorem is a2 +
b2 = c2, so 102 + 82 = b2 = c2, so 102 + 82 = b2 = c2, so 102 + 82 = c2, b2 = c2, so 102 + 82 = c2,
c2, which simplifies to 164 = c2, which simplifies to 164 = which simplifies to 164 = c2, which simplifies to 164 = c2,
c2, and the square root of 164 c2, and the square root of 164 and the square root of 164 is and the square root of 164 is
is closest to 13, not 18. is closest to 13, not 6. closest to 13. closest to 13, not 9.
23 A; 6 is correct because if the B; Students may have
perimeter is equal to the area multiplied 4 x 3 = 12.
then 2l + 2w = lw , so 2l +
2(3) = l (3), which simplifies to
6=l.
24 F is incorrect because the G is incorrect because the H is incorrect because the J is correct because the
formula for the volume of a formula for the volume of a formula for the volume of a formula for the volume of a
2 2 2 2
h, so V h, so V = h, so V = h, so V =
2 2 2 2
(7.5) which (7.5) which is (7.5) which is (7.5) which is
is closest to 62.13, not 186.38. closest to 62.13, not 248.50. closest to 62.13, not 745.51. closest to 62.13.

Texas Education Agency

Student Assessment Division
September 2017
March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

25 A is incorrect because two of B is correct because each x C is incorrect because two of D is incorrect because all of
the ordered pairs have the value is paired only once with the ordered pairs have the the ordered pairs have the
same x value. To be a a corresponding y value. To same x value. To be a same x value. To be a
function, every x value is be a function, every x value is function, every x value is function, every x value is
paired with exactly one y paired with exactly one y paired with exactly one y paired with exactly one y
value. value. value. value.
26 F is incorrect because the G is incorrect because the H is correct because the J is incorrect because the
combined area of the smaller combined area of the smaller combined area of the smaller combined area of the smaller
squares, 32 + 42, is the same squares, 52 + 122, is the same squares, 92 + 144, is not the squares, 62 + 64, is the same
as the area of the largest as the area of the largest same as the area of the as the area of the largest
square, 25. These squares square, 132. These squares largest square, 212. These square, 100. These squares
support this statement. support this statement. squares do NOT support this support this statement.
statement.
27 A is incorrect because after B is incorrect because after C is correct because after a D is incorrect because after
the reflection across the y- the reflection across the y- reflection across the y-axis, the reflection across the y-
axis, the center of the new axis, the center of the new the center of the new circle will axis, the center of the new
circle will be at (-x, y), not (x, circle will be at (-x, y), not (x, - be at (-x, y). circle will be at (-x, y), not (-x, -
y). y). y).
28 F is correct because the graph G is incorrect because the H is incorrect because the J is incorrect because the
shows a unit rate of 2.75, graph shows a unit rate of graph shows a unit rate of graph shows a unit rate of
which models the same rate 16.50, which does not model 10.50, which does not model 22.50, which does not model
as the cost to dry-clean each the same rate as the cost to the same rate as the cost to the same rate as the cost to
shirt, 16.50/6 = 2.75. dry-clean each shirt, 16.50/6 = dry-clean each shirt, 16.50/6 = dry-clean each shirt, 16.50/6 =
2.75. 2.75. 2.75.
29
is about 0.141, which is is about 0.141, which is is about 0.141, which is about 0.141, which is between
between 1/8 = 0.125 and 18% between 1/8 = 0.125 and 18% between 1/8 = 0.125 and 18% 1/8 = 0.125 and 18% = 0.18.
= 0.18, not 1/5 = 0.2. = 0.18, not 1.6. = 0.18, not 0.09.
30 F is incorrect because the G is correct because the ratios H is incorrect because the J is incorrect because the
ratios simplify to 7/8 = 6/9, simplify to -4/3 = -12/9, which
which do not show the correct show the correct slope for which do not show the correct which do not show the correct
slope for segments JL and segments JL and MP. slope for segments JL and slope for segments JL and
MP. MP. MP.
31 A is incorrect because the B is incorrect because the C is correct because the D is incorrect because the
formula for the area of a formula for the area of a formula for the area of a formula for the area of a
square is A = s2, so 87.5 = s2, square is A = s2, so 87.5 = s2, square is A = s2, so 87.5 = s2, square is A = s2, so 87.5 = s2,
the side length is the square the side length is the square the side length is the square the side length is the square
root of 87.5, which is closest to root of 87.5, which is closest to root of 87.5, which is closest root of 87.5, which is closest to
9, not 22. 9, not 44. to 9. 9, not 7.
32 F is incorrect because based G is correct because based on H is incorrect because based J is incorrect because based
on the scatterplot, the best the scatterplot, the best on the scatterplot, the best on the scatterplot, the best
prediction of the resting heart prediction of the resting heart prediction of the resting heart prediction of the resting heart
of a person exercising at an of a person exercising at an of a person exercising at an of a person exercising at an
average of 8 hours each week average of 8 hours each week average of 8 hours each week average of 8 hours each week
is 50 beats per minute, not 30 is 50 beats per minute. is 50 beats per minute, not 55 is 50 beats per minute, not 60
beats per minute. beats per minute. beats per minute.

Texas Education Agency

Student Assessment Division
September 2017
March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

33 A is correct because the B is incorrect because the C is incorrect because the D is incorrect because the
Pythagorean Theorem is a2 + Pythagorean Theorem is a2 + Pythagorean Theorem is a2 + Pythagorean Theorem is a2 +
b2 = c2, so 122 + x2 = 392 which b2 = c2, so 122 + x2 = 392 which b2 = c2, so 122 + x2 = 392 which b2 = c2, so 122 + x2 = 392 which
simplifies to x2 = 1,377 and the simplifies to x2 = 1,377 and the simplifies to x2 = 1,377 and the simplifies to x2 = 1,377 and the
square root of 1,377 is closest square root of 1,377 is closest square root of 1,377 is closest square root of 1,377 is closest
to 37.1. to 37.1, not 40.8. to 37.1, not 27. to 37.1, not 51.

34 F; 40 is correct because if G; Students may have

Nicki can make 4 baskets in multiplied 4 baskets times 5
1/2 hour, she can make 40 hours to get 20 or multiplied 2
baskets in 8 hours. times 5 to get 10.

35 A is incorrect because the B is correct because the C is incorrect because the D is incorrect because the
formula for simple interest is I formula for simple interest is I formula for simple interest is I formula for simple interest is I
= Prt and the interest is 6,500 - = Prt and the interest is 6,500 - = Prt and the interest is 6,500 - = Prt and the interest is 6,500 -
5,000 = 1,500, so 1,500 = 5,000 = 1,500, so 1,500 = 5,000 = 1,500, so 1,500 = 5,000 = 1,500, so 1,500 =
5,000(r)(4), and dividing both 5,000(r)(4), and dividing both 5,000(r)(4), and dividing both 5,000(r)(4), and dividing both
sides by 20,000 gives r = sides by 20,000 gives r = sides by 20,000 gives r = sides by 20,000 gives r =
0.075 = 7.5%, not 5.8%. 0.075 = 7.5%. 0.075 = 7.5%, not 3.3%. 0.075 = 7.5%, not 1.9%.
36 F is incorrect because the G is incorrect because the H is correct because the J is incorrect because the
coordinates of F'G'H'J' are coordinates of F'G'H'J' are coordinates of F'G'H'J' are coordinates of F'G'H'J' are
found by multiplying the found by multiplying the found by multiplying the found by multiplying the
coordinates of FGHJ by 1/4 coordinates of FGHJ by 1/4 coordinates of FGHJ by 1/4 coordinates of FGHJ by 1/4
which is described by the which is described by the which is described by the which is described by the

1.4y).
5/7y). 2). 1).
37 A is correct because the B is incorrect because the C is incorrect because the D is incorrect because the
amount of money can be amount of money can be amount of money can be amount of money can be
found by multiplying 10 times found by multiplying 10 times found by multiplying 10 times found by multiplying 10 times
the number of weeks, n, and the number of weeks, n, and the number of weeks, n, and the number of weeks, n, and
adding her saving of 25, which adding her saving of 25, which adding her saving of 25, which adding her saving of 25, which
is represented by the function t is represented by the function t is represented by the function t is represented by the function t
= 10n + 25. = 10n + 25, not t = 25n + 10. = 10n + 25, not t = 35n. = 10n + 25, not t = 15n.

38 F; 237.5 is correct because G; Students may have

the formula for the total multiplied 7.5(5)(6.5) = 243.75
surface area of a rectangular or (7.5 + 5 + 6.5)(4) = 76.
prism is S = Ph + 2B which is
25(6.5) + 2(37.5) = 237.5.
39 A is correct because the graph B is incorrect because the C is incorrect because the D is incorrect because the
describes the profit to be graph describes the profit to graph describes the profit to graph describes the profit to
$7.50 for each box. be $7.50 for each box, not be $7.50 for each box, not be $7.50 for each box, not
10.00 for each box. 4.00 for 30 boxes. 3.00 for 4 boxes.

Texas Education Agency

Student Assessment Division
September 2017
March 2017 STAAR Grade 8 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J

40 F is incorrect because the G is incorrect because the H is incorrect because the J is correct because the
scatterplot models a positive scatterplot models a positive scatterplot models a positive scatterplot models a positive
linear association, not a non- linear association, not a linear association, not a no linear association between the
linear association, between negative linear association, apparent association, between lanes rented and the number
the lanes rented and the between the lanes rented and the lanes rented and the of people who bowl.
number of people who bowl. the number of people who number of people who bowl.
bowl.
41 A is incorrect because the B is correct because the C is incorrect because the D is incorrect because the
formula for volume of a formula for volume of a formula for volume of a formula for volume of a
2 2 2 2
h, so V = h, so V = h, so V = h, so V =
2 2 2 2
(10.5) which is closest to (10.5) which is closest to (10.5) which is closest to (10.5) which is closest to
296.88, not 254.47. 296.88. 296.88, not 395.84. 296.88, not 197.92.
42 F is incorrect because the two G is incorrect because the two H is incorrect because the two J is correct because the two
lines appear to intersect at day lines appear to intersect at day lines appear to intersect at day lines appear to intersect at day
18, not day 15. 18, not day 48. 18, not day 33. 18.

Texas Education Agency

Student Assessment Division
September 2017
Grade 8 Mathematics
Assessment

Eligible Texas Essential

Knowledge and Skills

Texas Education Agency

Student Assessment Division
January 2014
STAAR Grade 8 Mathematics Assessment
Mathematical Process Standards
These student expectations will not be listed under a separate reporting
category. Instead, they will be incorporated into test questions across
reporting categories since the application of mathematical process
standards is part of each knowledge statement.

(8.1) Mathematical process standards. The student uses mathematical

processes to acquire and demonstrate mathematical understanding. The
student is expected to

(A) apply mathematics to problems arising in everyday life, society, and

the workplace;

(B) use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve
problems;

(D) communicate mathematical ideas, reasoning, and their implications

using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;

(E) create and use representations to organize, record, and

communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate

mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.

STAAR Grade 8 Mathematics Page 2 of 9

Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 1:
Numerical Representations and Relationships
The student will demonstrate an understanding of how to represent and
manipulate numbers and expressions.

(8.2) Number and operations. The student applies mathematical process

standards to represent and use real numbers in a variety of forms. The
student is expected to

(A) extend previous knowledge of sets and subsets using a visual

representation to describe relationships between sets of real
numbers; Supporting Standard

(B) approximate the value of an irrational number, including and

square roots of numbers less than 225, and locate that rational
number approximation on a number line; Supporting Standard

(C) convert between standard decimal notation and scientific notation;

and Supporting Standard

(D) order a set of real numbers arising from mathematical and real-world
contexts. Readiness Standard

STAAR Grade 8 Mathematics Page 3 of 9

Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 2:
Computations and Algebraic Relationships
The student will demonstrate an understanding of how to perform
operations and represent algebraic relationships.

(8.4) Proportionality. The student applies mathematical process standards to

explain proportional and non-proportional relationships involving slope. The
student is expected to

(A) use similar right triangles to develop an understanding that slope, m,

given as the rate comparing the change in y-values to the change in
x-values, (y 2 – y1)/(x2 – x1), is the same for any two points (x1, y1)
and (x2, y2) on the same line; Supporting Standard

(B) graph proportional relationships, interpreting the unit rate as the

slope of the line that models the relationship; and
Readiness Standard

(C) use data from a table or graph to determine the rate of change or
slope and y-intercept in mathematical and real-world problems.
Readiness Standard

(8.5) Proportionality. The student applies mathematical process standards to

use proportional and non-proportional relationships to develop foundational
concepts of functions. The student is expected to

(A) represent linear proportional situations with tables, graphs, and

equations in the form of y = kx; Supporting Standard

(B) represent linear non-proportional situations with tables, graphs, and

equations in the form of y = mx + b, where b ≠ 0;
Supporting Standard

(E) solve problems involving direct variation; Supporting Standard

(F) distinguish between proportional and non-proportional situations

using tables, graphs, and equations in the form y = kx or
y = mx + b, where b ≠ 0; Supporting Standard

(G) identify functions using sets of ordered pairs, tables, mappings, and
graphs; Readiness Standard

(H) identify examples of proportional and non-proportional functions that

arise from mathematical and real-world problems; and
Supporting Standard

STAAR Grade 8 Mathematics Page 4 of 9

Texas Education Agency
Student Assessment Division
January 2014
 (I) write an equation in the form y = mx + b to model a linear
relationship between two quantities using verbal, numerical, tabular,
and graphical representations. Readiness Standard

(8.8) Expressions, equations, and relationships. The student applies

mathematical process standards to use one-variable equations or
inequalities in problem situations. The student is expected to

(A) write one-variable equations or inequalities with variables on both

sides that represent problems using rational number coefficients and
constants; Supporting Standard

(B) write a corresponding real-world problem when given a one-variable

equation or inequality with variables on both sides of the equal sign
using rational number coefficients and constants; and
Supporting Standard

(C) model and solve one-variable equations with variables on both sides
of the equal sign that represent mathematical and real-world
problems using rational number coefficients and constants.
Readiness Standard

(8.9) Expressions, equations, and relationships. The student applies

mathematical process standards to use multiple representations to develop
foundational concepts of simultaneous linear equations. The student is
expected to

(A) identify and verify the values of x and y that simultaneously satisfy
two linear equations in the form y = mx + b from the intersections of
the graphed equations. Supporting Standard

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Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 3:
Geometry and Measurement
The student will demonstrate an understanding of how to represent and
apply geometry and measurement concepts.

(8.3) Proportionality. The student applies mathematical process standards to

use proportional relationships to describe dilations. The student is expected
to

(A) generalize that the ratio of corresponding sides of similar shapes are
proportional, including a shape and its dilation;
Supporting Standard

(B) compare and contrast the attributes of a shape and its dilation(s) on
a coordinate plane; and Supporting Standard

(C) use an algebraic representation to explain the effect of a given

positive rational scale factor applied to two-dimensional figures on a
coordinate plane with the origin as the center of dilation.
Readiness Standard

(8.6) Expressions, equations, and relationships. The student applies

mathematical process standards to develop mathematical relationships and
make connections to geometric formulas. The student is expected to

(A) describe the volume formula V = Bh of a cylinder in terms of its base

area and its height; and Supporting Standard

(C) use models and diagrams to explain the Pythagorean theorem.

Supporting Standard

(8.7) Expressions, equations, and relationships. The student applies

mathematical process standards to use geometry to solve problems. The
student is expected to

(A) solve problems involving the volume of cylinders, cones, and

spheres; Readiness Standard

(B) use previous knowledge of surface area to make connections to the

formulas for lateral and total surface area and determine solutions
for problems involving rectangular prisms, triangular prisms, and
cylinders; Readiness Standard

(C) use the Pythagorean theorem and its converse to solve problems;
and Readiness Standard

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Texas Education Agency
Student Assessment Division
January 2014
 (D) determine the distance between two points on a coordinate plane
using the Pythagorean theorem. Supporting Standard

(8.8) Expressions, equations, and relationships. The student applies

mathematical process standards to use one-variable equations or
inequalities in problem situations. The student is expected to

(D) use informal arguments to establish facts about the angle sum and
exterior angle of triangles, the angles created when parallel lines are
cut by a transversal, and the angle-angle criterion for similarity of
triangles. Supporting Standard

(8.10) Two-dimensional shapes. The student applies mathematical process

standards to develop transformational geometry concepts. The student is
expected to

(A) generalize the properties of orientation and congruence of rotations,

reflections, translations, and dilations of two-dimensional shapes on
a coordinate plane; Supporting Standard

(B) differentiate between transformations that preserve congruence and

those that do not; Supporting Standard

(C) explain the effect of translations, reflections over the x- or y-axis,

and rotations limited to 90°, 180°, 270°, and 360° as applied to two-
dimensional shapes on a coordinate plane using an algebraic
representation; and Readiness Standard

(D) model the effect on linear and area measurements of dilated two-
dimensional shapes. Supporting Standard

STAAR Grade 8 Mathematics Page 7 of 9

Texas Education Agency
Student Assessment Division
January 2014
Reporting Category 4:
Data Analysis and Personal Financial Literacy
The student will demonstrate an understanding of how to represent and
analyze data and how to describe and apply personal financial concepts.

(8.5) Proportionality. The student applies mathematical process standards to

use proportional and non-proportional relationships to develop foundational
concepts of functions. The student is expected to

(C) contrast bivariate sets of data that suggest a linear relationship with
bivariate sets of data that do not suggest a linear relationship from a
graphical representation; and Supporting Standard

(D) use a trend line that approximates the linear relationship between
bivariate sets of data to make predictions. Readiness Standard

(8.11) Measurement and data. The student applies mathematical process

standards to use statistical procedures to describe data. The student is
expected to

(A) construct a scatterplot and describe the observed data to address

questions of association such as linear, non-linear, and no
association between bivariate data; and Supporting Standard

(B) determine the mean absolute deviation and use this quantity as a
measure of the average distance data are from the mean using a
data set of no more than 10 data points. Supporting Standard

(8.12) Personal financial literacy. The student applies mathematical process

standards to develop an economic way of thinking and problem solving
useful in one’s life as a knowledgeable consumer and investor. The student
is expected to

(A) solve real-world problems comparing how interest rate and loan
length affect the cost of credit; Supporting Standard

(C) explain how small amounts of money invested regularly, including

money saved for college and retirement, grow over time;
Supporting Standard

(D) calculate and compare simple interest and compound interest

earnings; and Readiness Standard

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Texas Education Agency
Student Assessment Division
January 2014
 (G) estimate the cost of a two-year and four-year college education,
including family contribution, and devise a periodic savings plan for
accumulating the money needed to contribute to the total cost of
attendance for at least the first year of college.
Supporting Standard

STAAR Grade 8 Mathematics Page 9 of 9

Texas Education Agency
Student Assessment Division
January 2014