Friday, July 28, 2006
TAKS Vocabulary Grades 3-8
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
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
Monday, July 10, 2006
Math Strategies for High School Math
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
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
Friday, July 07, 2006
TAKS MAth Objectives
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.
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.
