TAKS Math

On January 8, 2009, the USDE approved the use of the Texas Projection Measure (TPM) in the calculations for AYP in 2009. The TPM provides a method for measuring annual student improvement that also satisfies state legislative requirements passed during the 79th and 80th Texas legislative sessions. TEC §39.034 requires the measurement of annual improvement of student achievement. The TPM that was developed for TAKS, TAKS (Accommodated), and linguistically accommodated tests (LAT) is a multi-level regression-based prediction model. The model predicts student performance separately by subject in the next high-stakes grade (defined by Texas legislation as grades 5, 8, and 11). It uses current year scale scores and campus-level mean scores.

Projection equations are developed the year before they are applied, so that the formulas can be published and shared across the state before they are used in state accountability or federal AYP calculations. For example, projection equations developed in 2008 will be applied in 2009 to predict student performance. A student projected to be at or above proficiency in the next high stakes grade is determined to have met the improvement standard. Projections will be made each year for all subjects for all students who have valid scores in reading/English language arts and mathematics. The equations will be updated each year after the spring TAKS administration and will be published before their use the following year.

Beginning in 2009, the Texas Projection Measure (TPM) will be used to determine state accountability ratings. The TPM will be evaluated as a means of elevating a campus or district rating in cases where neither the TAKS base indicator nor Required Improvement (RI) are sufficient to allow a campus or district to earn the next higher rating. For any TAKS measure not meeting the standard for the next higher rating, RI, TPM, or the Exceptions Provision can elevate the rating one level, and only one level. Combinations of RI, TPM, and the Exceptions Provision cannot be used together for one measure to elevate a rating more than one level. Different features can be used for different measures to successfully elevate a rating, but multiple features cannot be used for any one measure.

Of the population of students who did not pass the test for a given subject, the number who met the TPM is determined. This count of failers who are projected to pass at the next high-stakes grade level is added to the count of passers and a new percentage is calculated. The new percentage is named “TAKS Met Standard with TPM.” If the “TAKS Met Standard with TPM” value is greater than or equal to the accountability standard for the subject, the measure meets the criteria for the next higher rating. If a student does not have a TPM for a test, that student is included in the TAKS indicator based on performance on the current year test. A TPM will be calculated for all grades and subjects except grade 7 writing and all subjects in grade 11. A TPM will not be available for grade 8 science until 2010.

approximate
intersection
random

circle
isosceles triangle
ratio

circle graph
line plot
reasonableness

circumference
milligram
regular polygons

common factor
millimeter
seconds

common multiple
minutes
side

complement
mode
similar

consecutive
parallelogram
similar polygon

degrees
pi
simple event

doubles
polygon
straight angle

fair (outcome)
possible combinations
surface area

hexagon
previous
tree diagram

hours
prime factor


integer
quadrilateral


7th







allowance
independent event
sample space

area of region
least common multiple
scale

complementary
maximum number
scale factor

commission
most common
scaling

compound event
net
sequence

convert
nth term
similarity

corresponding angles
pentagon
solids

counterexample
perspective
squares, square roots

independent event
position in sequence
supplementary

dimensions
possible outcomes
terms

discount
proportional relationship
top, side, front view

equivalent fraction
protractor
unit rate

exponent
random
vertex

graphic display
rational number


8th







3-dimensional
enlargement
rational number

annual
equal chance
reduction

arithmetic sequence
estimate
rotation

bar graph
exclude
scatterplot

circle graph
fair number cube
scientific notation

conclusion
histogram
simple interest

consecutive
irrational number
sphere

constant factor(unit rate)
irregular figure
stem-and-leaf plot

constant unit price
lateral area
trend

coordinate plane
negative number
twice

corresponding sides
positive number
valid

dilation
procedure
Venn diagram

edge
quadrant


3rd









area
figure
operation
side

bar graph
foot
parallel
square inch

between
fractional part
parallel lines
table

centimeter
geometric figure
pattern
tally chart

complete
graph
perimeter
temperature

congruent
inch
pictograph
thermometer

distance
information
point
total

equal
length
polygon
total value

equal area
less likely
prism
triangular prism

equally likely
line of symmetry
pyramid
triangular pyramid

estimate
meter
rectangle
yard

fact family
most likely
rectangular pyramid


facts
number line
represent


farther
number sentence
results


fewer
numeral
shaded


4th









acute angle
equation
pint


altogether
equivalent
possible outcomes


amount
gallon
pound


angle
gram
probability


arrangement
kilogram
quart


best estimate
line segment
quotient


capacity
liter
related


combined
measure
right angle


continue
millimeter
set


cube
model
square


cup
obtuse angle
sum


cylinder
ounce
tens place


decimal
outcome
translation


difference
paired
volume


edge
parallel lines
weight


equal
perpendicular lines



5th









advertisement
face
rectangular faces


appropriate
line
rectangular prism


circle
median (middle number)
reflection


combination
measurement
remained


composite number
most accurate
sequence


cone
non-example
tip


coordinate grid
number sentence
transformation


coordinates
ordered pair
trapezoid


cubic units
population
triangle


data
prediction
vertices


diagram
prime factorization



expression
range (spread)



extended
reasonable

HOW TO STUDY IN A MATH CLASS:
1. Try to take your math courses back-to-back without skipping a semester. Before starting a new course, review the math from your previous course.
2. Never let yourself fall behind. If the class seems too easy, remember that all math classes start with some review. But at a certain point, the classes kick into high gear and if you haven't been keeping up, you'll quickly be lost.
3. Your first test will be easiest, but don't get over confident and "blow it off." You may need that A on the first test to offset lower grades on harder tests later in the semester.
4. Read or at least scan the chapter before your lecture and read it again afterwards. But don't read a math book like a history book, with the goal of memorizing. Think of your textbook more as a reference book that will help you understand different kinds of math problems.
5. As you read your text, do the computations along with the book. Work the problems section by section as you read the text.
6. In your lecture, write down everything the professor writes down, and if he/she uses different colors of ink, do likewise. Even if you think you understand a problem thoroughly, write down each step! You may be confused two weeks later and need those notes for the test.
7. Memorize math symbols and definitions, but with processes and concepts, first understand them. When you look at a process, ask yourself the purpose for each step. Think of analogies as you try to understand a concept.
8. If you find yourself confused by a topic, try some of the following resources: a review book, a high school textbook (your own or from the library), a tutor, the T.A., or the instructor. Tutors can be extremely helpful, especially if you use them soon enough. Don't wait until you get a D on an exam!

SOLVING MATH PROBLEMS:
1. It is usually best to do the homework for your hardest courses first (this will usually be math). Also, do math homework as soon after class as possible so that concepts are fresh.
2. Try to do all of the assigned problems, but at least do a representative sampling of each kind of problem.
3. Check your first answers in a given section before going on to do a whole set of problems. When you make a mistake, determine the source of the error, and make a mental note of a method for avoiding that kind of error in the future (i.e. double check all positive and negative signs). If you can't find your error for a problem after two tries or 15 minutes, don't get stuck. Consult with another student or a tutor.
4. Do your homework with a classmate or with a group of students. At the very least, get a classmate's phone number, so you have someone to consult with when you're confused.
5. Read each problem slowly and carefully, running a pencil under the words to make sure you process each word (ie. find the length of the smaller leg of the triangle).
6. Summarize word problems by drawing a diagram or setting up the information in a table. Sort out the problem into given, find, need.
7. For a very difficult word problem or when you forget a formula, substitute simpler numbers. Once you understand the nature of the problem, use the same process with the real numbers in the problem.
8. At the end of a homework session, mentally review (or write on a note card) the most important concepts you've just learned.

STUDYING FOR AND TAKING MATH TESTS:
1. Don't just memorize formulas; make sure that you understand the concepts. Concepts will stay in your memory longer and are less likely to be forgotten under the stress of a test.
2. Remember that doing well on homework and/or quizzes is no guarantee of doing well on an exam.
3. The way to study for a math test is by working mixed problems in chapter reviews, old tests the professor has made available, and review books. It's not enough to be familiar with the material; you should have worked so many problems that the material is now easy for you.
4. Do some timed practice tests or sets of problems, and make sure the problems are mixed. You want to mimic the testing situation as closely as you can while you study for your exam.
5. During your practice tests, check all results, just as you will during the test. Use some of the following methods:
Plug you answer back into the problem to make sure it works (this is particularly important for word problems).
Estimate the answer to make sure your answer is in the right ball park.
Double check and + and - signs.
If time allows at the end of the test, rework the problem using an alternative method or rework the problem without looking at your original attempt.
6. Get plenty of sleep the night before the test. Sleep is essential for higher order thinking.
7. When you first get the actual test, write down any formulas you might forget. Next, apportion your time and begin work on the easiest problems. Also, look at the points given for problems and think of how to get the most points in the quickest amount of time.
8. Write each step so that you'll get some points if you miss the answer.
9. When your test is returned, rework all problems you missed and find out what went wrong.

Adapted from Winning at Math by Paul Nolting & How to Study in College by Walter Pauk

Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

Objective 2: The student will demonstrate an understanding of patterns, relationships, and algebraic thinking.

Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning.

Objective 4: The student will demonstrate an understanding of the concepts and uses of measurement.

Objective 5: The student will demonstrate an understanding of probability and statistics.

Objective 6: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.