Grades 6 and 7 Math. TEKS and TAKS Daily Distributive Practice
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1 Grades 6 and 7 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Nine-question tests designed to meet 3 levels of achievement in a single classroom 30 days of review for reinforcement and addressing individual needs I'm the largest member of the deer family and the smartest deer in TEKSas. Humorous cartoon moose gives daily TAKS tips and quips Colored TEKS/TAKS correlation charts for sixth, seventh, and eighth grade Questions coding sheet included for quick tie in to the Muscle Moose Math Fitness Center--810 new questions! Written by Diane McKenzie Creator of TEKSas Daily Moose Muscle Moose Math Muscle Moosenager Math Moose English Moose Productions
2 Grades 6 and 7 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Nine-question test designed to meet 3 levels of achievement in a single classroom 30 days of review for reinforcement and addressing individual needs Challenge students to push their achievement to above grade level with built-in bonus questions Humorous cartoon moose gives daily TAKS tips and quips Questions coding key included to quickly identify TAKS objectives Colorful correlation charts show the progression of TEKS and TAKS objectives for grades 6-8 Six choices of answer sheets that provide a variety of graphic aids to assist students with daily tests Answer sheets/matching answer keys make grading a snap Track student progress by TAKS objective or TEK with easy to use charts Students can monitor their individual progress from week to week with semester bar graphs Carefully sequenced tests provide an organized progression of skills for a stand alone distributive practice program OR a direct optional tie-in to Muscle Moosenager Math Workout Center Strips of questions can be cut and pasted to design customized daily tests for the class or individuals
3 Design and Scoring of the TEKSas Daily Moosenager Tests Grade 6/7 The ninety tests of TEKSas Daily Moosenager are both sequential and cumulative. They are designed to meet the needs of three levels of achievement in your classroom. Because of this special design, scoring should be done in the following manner: 6 th grade * 7 th grade (first semester) 1-6 Basic to avg. 100 points 1-6 Review/below avg. 7 Enriched + 2 points 7 Average 8 Enriched + 2 points 8 Average 100 points 9 Bonus + 2 points 9 Bonus + 5 points Max 106 Max 105 * To be used in the second semester as review for TAKS/after TAKS or as a whole year program if used after the first six weeks Sample grades 6 th grade 7 th grade (first semester) -1/6 = = 85-1/8 = = 93-2/6 = = 71-2/8 = 75-3/6 = = 52-3/8 = = 68 The above grading scale worked very well in my GT 4/5 Math class. The fourth graders wanted to do the bonus questions. They learned the concepts early and were continually challenged to learn more. The fifth graders had the same challenge with bonus question number nine. Some students gained over six years growth using this system!
4 Using the Bonus Pages of TEKSas Daily Moosenager Day 1 Day 2 Day 3 Every three days of tests generate a bonus page. It is called a bonus page because it is made entirely of bonus questions. These pages become valuable as extra work for the better students later in the year, as review pages for the regular students, and as tutoring pages for the student who needs small group work or individual help. When you use these pages and how you use these pages is entirely your professional judgement. become Day 1 Day 2 Day 3 It is easy to see that the questions will now count as regular questions, not bonus questions. The questions will now count as 2 point bonus questions (instead of 5 points for seventh grade). Another important feature of the TEKSas Daily Moosenager tests is that they can come in strips of questions that you can easily cut and paste together to create tests and bonus pages of your own!
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7 6 7 8 (6.3) Patterns, relationships, and The student solves problems involving proportional relationships. The student is (7.3) Patterns, relationships, and The student solves problems involving proportional relationships. The student is (8.3) Patterns, relationships, and The student identifies proportional relationships in problem situations and solves problems. The student is 3A use ratios to describe proportional situations; 3B represent ratios and percents with [concrete] models, fractions, and decimals; and 3A estimate and find solutions to application problems involving percent; and 3B estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. 3A compare and contrast proportional and nonproportional relationships; and 3B estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates. 3C use ratios to make predictions in proportional situations. (6.4) Patterns, relationships, and The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is 4A use tables and symbols to represent and describe proportional and other relationships involving conversions, sequences, perimeter, area, etc.; and (7.4) Patterns, relationships, and The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is 4A generate formulas involving conversions, perimeter, area, circumference, volume, and scaling; (8.4) Patterns, relationships, and The student makes connections among various representations of various representations of a numerical relationship. The student is 4A generate a different representation of data such as a table, graph, equation, or verbal description.
8 6 7 8 (6.4) Patterns, relationships, and The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is (7.4) Patterns, relationships, and The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is (8.4) Patterns, relationships, and The student makes connections among various representations of a numerical relationship. The student is 4B generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data. 4B graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and (6.5) Patterns, relationships, and The student uses letters to represent an unknown in an equation. The student is 5A formulate an equation from a problem situation. 4C describe the relationship between the terms in a sequence and their positions in the sequence. (7.5) Patterns, relationships, and The student uses equations to solve problems. The student is 5A use {concrete} models to solve equations and use symbols to record the actions; and 5B formulate a possible problem situation when given a simple equation. (8.5) Patterns, relationships, and The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is 5A estimate, find, and justify solutions to application problems, using appropriate tables, graphs, and algebraic equations; and 5B use an algebraic expression to find any term in a sequence.
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