1. Relations & Functions (x,y)y) DR ID 1

2. Relations & Functions Test administrator: Before administration begins, show students the front of this card and say: Remember that relations and functions are sets of ordered pairs, usually named with x and y coordinates. There are other words that are used to describe the x- and y-values in a relationship. For example, what do “D” and “R” stand for? Domain and Range Which goes with the x-values? Domain. So which goes with the y-values? Range. What could “I” and “D” stand for? Independent and Dependent Is the “independent variable” usually x or y? x So which is dependent? y Here’s an easy way to remember this chart: Say, “Every DOCTOR (DR) must have an ID.” It means that x and y (x,y) come in the same order as Domain and Range (D,R) and Independent, Dependent (I,D). 1 Grades 9-11

3. Slope 2 2 3

4. Test administrator: Before administration begins, show students the front of this card and say: You probably also know a lot about slope. Slope is a rate of change that tells how quickly a line moves up or down. Sometimes teachers use the phrase “rise over run” to describe slope. In this picture, would the slope of this line be 2 over 3, or 3 over 2? The slope is 2 over 3, or two-thirds. Yes, the slope of this line is 2 over 3. The “rise” is 2, and it goes on the top of the slope fraction. A formula to find slope says that you can subtract y-coordinates and x- coordinates and write them in a fraction. This formula is printed for you on your TAKS formula chart, but look at it—Which values go on top of the fraction: X-values or Y-values? The y-values. Please remember that the y-values go on TOP of the slope fraction. Here’s something to help you remember: RISE rhymes with Y’s. Both RISE and Y’s go on the top of the slope fraction. 2 Grades 9-11

5. Slope-Intercept Form 3 (0,1) y x

6. Slope Test administrator: Before administration begins, show students the front of this card and say: A lot of the time, equations for lines require you to use the slope. For example, the slope-intercept form of a line is “y equals mx plus b.” Here, the m stands for the slope, and the b represents the value of the line’s y-intercept. In this picture, the line has a slope of two-thirds. Also, since it crosses the y-axis at the point (0, 1), we say that the y-intercept is 1. So, the equation for the line is “y equals two-thirds x plus one.” 3 Grades 9-11

7. Graphing Calculator 4

8. Test administrator: Before administration begins, show students the front of this card and say: Remember that you can use a graphing calculator on any part of the test. As long as an x-and-y equation is in “Y Equals” form, you can enter it into a graphing calculator. To do this, you simply find the “Y Equals” button, which is just below the screen on the left-hand side. In this example, the student types in the expression “Two-thirds x plus one” next to the “Y Equals” that appears on the screen. Notice that if you have a fraction (like two-thirds) in the problem, many teachers recommend that you write it in a set of parentheses. To see the graph of this equation, you simply have to hit the “GRAPH” button, which is also under the screen, but on the RIGHT side. What if you need to see a TABLE for the equation? The “TABLE” command is written in small letters above the GRAPH button. To use this command, you must hit the “SECOND” button, then press “GRAPH.” 4 Grades 9-11

9. Formula Chart Perimeter Circumference Area Surface Area Volume Algebra 5

10. Formula Chart Test administrator: Before administration begins, show students the front of this card and say: Many problems will require you to use the formula chart. It is separated into about three sections: Perimeter and Circumference are at the top; then comes Area, and then Volume. What’s the difference between perimeter, area and volume? Answers may vary. Repeat these phrases after me: –Area covers [Students repeat: “Area covers.”] –Volume fills [Students repeat: “Volume fills.”] –Perimeter goes around. [Students repeat: “Perimeter goes around.”] Repeat these phrases after me: –Area is in square units [Students repeat: “Area is in square units.”] –Volume is in cubic units [Students repeat: “Volume is in cubic units.”] –Perimeter is in plain units. [Students repeat: “Perimeter is in plain units.”] In a measurement problem, ask yourself whether you must cover, fill, or go around an object to know which formula or units to use. 4 Grades 9-11

11. 5 Capital “ B ” in “B” is the Area of the Base Base Area = lw Volume = (lw)h Base Area =  r 2 Volume = (  r 2 )h

12. Test administrator: Before administration begins, show students the front of this card and say: On the formula chart, Volume for a prism or cylinder is listed as “V equals capital B times h.” Remember that the CAPITAL B does not represent one number from the picture that you can plug into this formula. Instead, CAPITAL B represents the AREA of the BASE of the prism or cylinder. For example, for the prism that looks like a box, what shape is on its Base? A rectangle How do you find the area of a rectangle? Length times width This means that you could re-write the formula for the volume of a box as, “length times width times height.” Now look at the cylinder. What shape is on the Base of a cylinder? A circle How do you find the area of a circle?Pi times the radius squared This means that you could re-write the formula for the volume of a cylinder as, “pi, times the radius squared, times the height.” Again, remember—CAPITAL B represents the AREA of the BASE of the prism, pyramid, cylinder or cone. 5 Capital “B” in V=Bh* Grades 9-11

13. 6 Probability

14. Test administrator: Before administration begins, show students the front of this card and say: Look at this picture. It shows two dice, and both are showing the value “1.” If you were asked to find the probability that you would roll two die and get BOTH of them to land on “1,” you would have to complete these two steps: First, write the probability that the first die land on “1,” which is 1 out of 6. Then, write the probability that the second die also lands on “1,” which is also 1 out of 6. Finally, you must MULTIPLY these two ratios to get 1 out of 36. Remember: ANY TIME you must find the probability that TWO things happen at the same time, you must MULTIPLY their individual probabilities together. 6 Probability Grades 9-11

15. 8 Other Tips  Read  Re-Read  Underline the question  Circle important information  Draw a picture  Label pictures

16. Test administrator: Before administration begins, show students the front of this card and say: You are about ready to start the Math TAKS test. Here are a few more test-taking strategies that could make a big difference in your performance: First, remember that this is NOT a timed test. You have as much time as you need. So, read every question carefully, then re-read it. Underline the question to make sure you understand what is being asked. Circle any important information in the problem, such as numbers, labels, units, and other mathematical terms. If you are given information about a graph or geometric figure, sketch it on your test paper. Then label on it the information provided in the question. Or, if a figure is already provided for you, label it with the given information from the problem. 8 Other Tips Grades 9-11