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TAKS (Texas Assessment of Knowledge and Skills)

Strategies for Preparing for and Taking the 9th Grade Math Test

By: Nathan Haude

Note: These are some specific pointers but are by no means meant to be all-inclusive for all situations or topics covered on the math TAKS (Texas Assessment of Knowledge and Skills) exam.

Tips for Objective 1 (Functional Relationships)

Concerning the independent quantity in a situation, time is virtually always independent. We cannot speed up or slow down time; it "does its own thing." This can help eliminate answer choices; when eliminating answer choices in a problem asking for the independent quantity, be sure to consider choices having to do with time.

Concerning the dependent quantity in a situation, cost is often dependent. When asked to identify an independent or dependent quantity, eliminate answer choices that describe a fixed number (in other words, one that does not change). For example, in a cell phone problem, the cost per minute to talk could be $0.25. This would never be a variable or changing quantity, so it could be eliminated as a possible answer choice if asked for the independent or dependent quantity (or variable) in a given situation.

When writing inequalities, highlight key words in the problem. For example, be careful with phrases like no more than because many students will see more than but not include or realize the "no" portion. Not seeing this can cause students to select an incorrect inequality to represent the given situation. Watch that often the only difference will be an "equal to" part when working with inequalities. For example, every part of two inequality choices might be the same except for the inequality symbol (such as < versus ?). Also, know when to use an equation versus an inequality.

Remember that independent quantities are like x-values (x-axis is horizontal, like the sun sets over the horizon), and dependent quantities are like y-values (y-axis is vertical). Students should be careful not to switch the two in the event they have to match a graph to a situation (or vice-versa).

Tips for Objective 2 (Properties and Attributes of Functions)

For data to represent a function, x-values cannot repeat. A problem can be simpler and seem less "overwhelming" for a student if he/she realizes they only need to look at x-values to determine if given data represents a function. In other words, y-values do not matter. Although the TAKS test is not timed, this can help a student "get through" the problem faster and not get "bogged down." To remember domain and range as far as what they represent, alphabetical order could be helpful here: Just like d is before r in the alphabet, x is before y.

For scatterplots and correlations, if students understand positive and negative slope when it comes to linear equations, they can see data that tend to decrease and the line of best fit have a negative slope because the line would be decreasing from left to right (like reading a book). If a student is given answer choices with a positive slope as the line of best fit for a given scatterplot, these choices could be crossed out if the scatterplot has a negative trend.

Also, function notation is the same as y equals. For example, f(x) = 3x – 1 and y = 3x – 1 mean the same thing.

Tips for Objective 3 (Linear Functions)

When graphing linear equations in the form y = mx + b, if students have difficulty graphing, they can thinking about beginning with the b. When using the slope formula (m = ), it does not matter which point is the first point and which is the second point as long as the first point "stays" the first point throughout the whole problem and the second point "stays" the second point throughout the whole problem. For example, imagine a question like: Find the slope of the line passing through the points (-1, 3) and (2, 5). In this problem, if a student selects (-1, 3) to be the first point, then x1 must be -1 for the whole problem, and y1 must be 3 for the whole problem.

To find the x-intercept, only work with the "x" part of a problem. In other words, "cover up" or ignore the "y" part of a problem. Similarly, to find the y-intercept, only work with the "y" part of a problem. If the term "intercept" confuses a student, it is similar to the word intersect. For example, when people cross the street, they cross the street at an intersection. Similarly, crossing the x-axis (or the x-intercept) occurs where a graph intercepts (or intersects) the x-axis. It is crucial for students to not mix up what the equation and graph for zero slope are like versus what the equation and graph for undefined (or no) slope are like.

To "read" the slope and y-intercept from a linear equation, students must remember to convert the equation to slope-intercept form. Often times, an answer choice or two given are based on how the equation looks in standard form. Students must be careful not to fall for "distractor" choices or choices that look good right off the bat. Do not rush through the test; check answers and think things through.

Tips for Objective 4 (Formulate and Use Linear Equations and Inequalities)

Often times, the word "per" is a good clue to involving multiplying. For example, if a car travels 60 miles per hour for four hours, the total distance traveled is 240 miles. The speed is multiplied by the time. Something cannot take a negative amount of time. This can help eliminate answer choices as it wouldn’t make sense for it to take, say, working -10 hours to earn $100 at a job. Similarly, someone cannot be -4 years old.

Students could be asked a question, given an inequality, to choose which ordered pair (or point) from a list of answer choices is or is not a solution for the given inequality. Students must be careful to see if the inequality includes an "equal to" part. For example, substituting a point into an inequality, a student could end up with, say, 11 < 11. This is not true, so the point substituted would not be a solution. On the other hand, if a student ends up with, say, 11 ? 11, this is a true statement, so the point substituted would be a solution. Highlighting key words and what is being asked could be beneficial here. A student could be asked if a point IS a solution or if a point IS NOT a solution. Students might very well understand algebraic processes, but critical reading is important, as well.

Tips for Objective 5 (Quadratic and Other Nonlinear Functions)

On the TAKS test (9th grade), the only changes to y = ax2 + c tested are changes to "c." Therefore, any answer choices about the graph shifting (or moving) to the left or to the right can be eliminated right off the bat. Using an "opposites" strategy can be employed concerning laws of exponents. When multiplying two terms with the same base (ex.: x2 · x3), exponents are added (the answer is x5). The opposite of multiplying is dividing. Similarly, the opposite of addition is subtraction.

Tips for Objective 6 (Geometric Relationships and Spatial Reasoning)

If a scale factor greater than 1 is used to go from the first shape to the second shape, the second shape must be larger. Therefore, any choice that would have the second shape smaller could be eliminated. Similarly, a scale factor less than 1 going from the first shape to the second shape means the second shape must be smaller.

When working with a coordinate plane, in a point, the order of values in a point can be remembered alphabetically. Just as x comes before y in the alphabet, the same is true for a coordinate pair: (x, y). Quadrants on a coordinate plane are numbered counter-clockwise. Students might forget this and go clockwise instead.

In similar figures, the angles stay the same. For example, if a student is given a shape and asked which of the answer choices given represents a figure similar to the given one, if any of the angles are different, that answer choice can be crossed out right away.

Tips for Objective 7 (Two and Three-Dimensional Representations of Geometric Relationships and Shapes)

Working with the Pythagorean Theorem, it does not matter which side is the "a" side and which side is the "b" side as long as "c" is correctly identified and labeled. Usually, students will understand "c" because not only does Pythagorean Theorem only work with right triangles, but "c" is always the longest side.

Pythagorean Theorem problems could have students find the missing side of a given figure but ask for a value besides the value of a side but rather the area or perimeter of a part or all of the given figure. Highlighting key words and critical reading is crucial here because a student could miss a question because they do not carefully read the question yet understand the Pythagorean Theorem.

Tips for Objective 8 (Concepts and Uses of Measurement and Similarity)

When instructed to use the ruler on the TAKS formula chart, students need to be careful to start measuring at "0" and not the edge of the formula chart. With the exception of word problems (which are case-by-case), if a figure is given and the surface area is asked for but it is not specified whether they are asking for lateral surface area or total surface area, assume they want the student to find the total surface area.

Lateral surface area refers to surface area not including the bases. For those students that are considered LEP and in an ESL program with their first language as Spanish, lateral is also similar to the word "lado" in Spanish, which means side. Also, a cylinder is not a prism because its base does not have edges.

Tips for Objective 9 (Percents, Proportional Relationships, Probability, and Statistics)

Probability can never be greater than 1 or less than 0. Therefore, any answer choices for the probability of something that do not satisfy this requirement can be eliminated. Looking at probability, be careful of the word and versus the word or. Also, there are some cases with the word "or" in which students must be careful not to "double count." In eighth grade, these special cases should be covered as part of the curriculum.

When looking at the mean of a set of data, this is like how students find their major grade, daily grade, or homework grade average because, for example, to find their daily average, a student typically adds up their daily grades and divides by how many daily grades he/she has.

Tips for Objective 10 (Underlying Processes and Mathematical Tools)

This is usually the objective that causes students the most difficulty as it has to do with applications and real-world situations. Highlighting key words, being cautious of irrelevant details and information, and critical reading skills are beneficial here.

About the Author

My name is Nathan Haude, and I offer one-on-one tutoring for Algebra I. I am a certified mathematics teacher for grades 4-12 through the Texas State Board for Educator Certification (SBEC). I am currently in my fourth year of teaching Algebra I and have worked with students ranging from mainstream to special needs to ESL. I offer tutoring services online and in-person one-on-one in the Spring, TX area. My website has more details: Haude Tutoring.

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