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Prerequisite Grade Profile

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Question 1

2025PK3 prerequisiteGrade 3 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

3.6

Current TEKS

3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies geometric figures using attributes.

Exact prerequisite skill · PK3

recognize common shapes, regardless of size

Teacher guide PDF · Page 9

Question Analysis

Need to Know
Students need to recognize common shapes, regardless of size.
Asked to Show
Find the rectangle.
Item Demand
Locate and select the rectangle using geometric figures in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Geometric Figures
Academic Vocabulary
rectangleside

Question 2

2025PK4 prerequisiteGrade 3 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

3.6

Current TEKS

3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies geometric figures using attributes.

Exact prerequisite skill · PK4

recognize common shapes, regardless of orientation and size

Teacher guide PDF · Page 10

Question Analysis

Need to Know
Students need to recognize common shapes, regardless of orientation and size.
Asked to Show
Find the shape that has four sides.
Item Demand
Locate and select the shape that has four sides using geometric figures in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Geometric Figures
Academic Vocabulary
siderectangletriangle

Question 3

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

3.6

Current TEKS

3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies geometric figures using attributes.

Exact prerequisite skill · Kindergarten

identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably

Teacher guide PDF · Page 11

Question Analysis

Need to Know
Students need to identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably.
Asked to Show
Find the shape Nico drew.
Item Demand
Locate and select the shape Nico drew using geometric figures in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Geometric Figures
Academic Vocabulary
rectanglepentagontriangleside

Question 4

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

3.6

Current TEKS

3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies geometric figures using attributes.

Exact prerequisite skill · Kindergarten

classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size

Teacher guide PDF · Page 12

Question Analysis

Need to Know
Students need to classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.
Asked to Show
Find the sentence that describes the two shapes.
Item Demand
Locate and select the sentence that describes the two shapes using geometric figures in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Geometric Figures
Academic Vocabulary
side

Question 5

2025PK4 prerequisiteGrade 3 Mathematics · Cluster 2
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies even or odd numbers.

Exact prerequisite skill · PK4

represent quantities up to 10

Teacher guide PDF · Page 13

Question Analysis

Need to Know
Students need to represent quantities up to 10.
Asked to Show
Find the six birds in the nests.
Item Demand
Locate and select the six birds in the nests using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
No additional term tagged

Question 6

2025PK4 prerequisiteGrade 3 Mathematics · Cluster 2
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies even or odd numbers.

Exact prerequisite skill · PK4

represent quantities up to 10

Teacher guide PDF · Page 14

Question Analysis

Need to Know
Students need to represent quantities up to 10.
Asked to Show
Find the set with an even number of eggs in each nest and no eggs left over.
Item Demand
Locate and select the set with an even number of eggs in each nest and no eggs left over using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
even

Question 7

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 2
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies even or odd numbers.

Exact prerequisite skill · Kindergarten

count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

Teacher guide PDF · Page 15

Question Analysis

Need to Know
Students need to count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.
Asked to Show
Find the set of eggs that shows an even number.
Item Demand
Locate and select the set of eggs that shows an even number using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
even

Question 8

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 2
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Identifies even or odd numbers.

Exact prerequisite skill · Kindergarten

generate a number that is one more than or one less than another number up to at least 20

Teacher guide PDF · Pages 16, 17

Question Analysis

Need to Know
Students need to generate a number that is one more than or one less than another number up to at least 20.
Asked to Show
Find the sentence that tells how an even number of birds can become an odd number of birds.
Item Demand
Locate and select the sentence that tells how an even number of birds can become an odd number of birds using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
evenodd

Question 9

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 3
Teacher guideStudent booklet

Current TEKS

3.2

Current TEKS

3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Uses whole number relationships to demonstrate an understanding of place value.

Exact prerequisite skill · Kindergarten

recognize instantly the quantity of a small group of objects in organized and random arrangements

Teacher guide PDF · Page 18

Question Analysis

Need to Know
Students need to recognize instantly the quantity of a small group of objects in organized and random arrangements.
Asked to Show
Find the group of five bowling balls.
Item Demand
Locate and select the group of five bowling balls using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
No additional term tagged

Question 10

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 3
Teacher guideStudent booklet

Current TEKS

3.2

Current TEKS

3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Uses whole number relationships to demonstrate an understanding of place value.

Exact prerequisite skill · Kindergarten

recognize instantly the quantity of a small group of objects in organized and random arrangements

Teacher guide PDF · Page 19

Question Analysis

Need to Know
Students need to recognize instantly the quantity of a small group of objects in organized and random arrangements.
Asked to Show
Find the group of six bowling balls.
Item Demand
Locate and select the group of six bowling balls using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
No additional term tagged

Question 11

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 3
Teacher guideStudent booklet

Current TEKS

3.2

Current TEKS

3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Uses whole number relationships to demonstrate an understanding of place value.

Exact prerequisite skill · Grade 1

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

Teacher guide PDF · Page 20

Question Analysis

Need to Know
Students need to skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
Asked to Show
Find the total number of bowling pins that were in all three lanes.
Item Demand
Locate and select the total number of bowling pins that were in all three lanes using diagram/image in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Diagram/Image
Academic Vocabulary
No additional term tagged

Question 12

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 3
Teacher guideStudent booklet

Current TEKS

3.2

Current TEKS

3.2 Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Uses whole number relationships to demonstrate an understanding of place value.

Exact prerequisite skill · Grade 1

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

Teacher guide PDF · Page 21

Question Analysis

Need to Know
Students need to skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
Asked to Show
Find the list of numbers that counts by 10.
Item Demand
Locate and select the list of numbers that counts by 10 using verbal description in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Verbal Description
Academic Vocabulary
No additional term tagged

Question 13

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 4
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems using operations involving whole numbers.

Exact prerequisite skill · Kindergarten

model the action of joining to represent addition and the action of separating to represent subtraction

Teacher guide PDF · Page 22

Question Analysis

Need to Know
Students need to model the action of joining to represent addition and the action of separating to represent subtraction.
Asked to Show
Find the number sentence that represents the total number of toy bears.
Item Demand
Locate and select the number sentence that represents the total number of toy bears using equation/expression in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Equation/Expression
Academic Vocabulary
number sentence

Question 14

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 4
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems using operations involving whole numbers.

Exact prerequisite skill · Kindergarten

solve word problems using objects and drawings to find sums up to 10 and differences within 10

Teacher guide PDF · Pages 23, 24

Question Analysis

Need to Know
Students need to solve word problems using objects and drawings to find sums up to 10 and differences within 10.
Asked to Show
Find the number sentence that shows the total number of toy bears Zane has.
Item Demand
Locate and select the number sentence that shows the total number of toy bears Zane has using equation/expression in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Equation/Expression
Academic Vocabulary
number sentence

Question 15

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 4
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems using operations involving whole numbers.

Exact prerequisite skill · Grade 1

compose 10 with two or more addends with and without concrete objects

Teacher guide PDF · Pages 25, 26

Question Analysis

Need to Know
Students need to compose 10 with two or more addends with and without concrete objects.
Asked to Show
Find the total number of toys Zane put on the shelves.
Item Demand
Locate and select the total number of toys Zane put on the shelves using equation/expression in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Equation/Expression
Academic Vocabulary
number sentence

Question 16

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 4
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems using operations involving whole numbers.

Exact prerequisite skill · Grade 1

apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

Teacher guide PDF · Page 27

Question Analysis

Need to Know
Students need to apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
Asked to Show
Find the missing number.
Item Demand
Locate and select the missing number using equation/expression in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Equation/Expression
Academic Vocabulary
number sentence

Question 17

2025Kindergarten prerequisiteGrade 3 Mathematics · Cluster 5
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving collections of coins and bills.

Exact prerequisite skill · Kindergarten

identify U.S. coins by name, including pennies, nickels, dimes, and quarters

Teacher guide PDF · Page 28

Question Analysis

Need to Know
Students need to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
Asked to Show
Find the dime.
Item Demand
Locate and select the dime using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
dimecoin

Question 18

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 5
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving collections of coins and bills.

Exact prerequisite skill · Grade 1

write a number with the cent symbol to describe the value of a coin

Teacher guide PDF · Page 29

Question Analysis

Need to Know
Students need to write a number with the cent symbol to describe the value of a coin.
Asked to Show
Find the value of one dime or two nickels.
Item Demand
Locate and select the value of one dime or two nickels using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
nickeldimecent

Question 19

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 5
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving collections of coins and bills.

Exact prerequisite skill · Grade 1

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

Teacher guide PDF · Pages 30, 31

Question Analysis

Need to Know
Students need to identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
Asked to Show
Find the set of coins that is worth the same amount as one quarter.
Item Demand
Locate and select the set of coins that is worth the same amount as one quarter using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
quartercoinnickelpennycent

Question 20

2025Grade 1 prerequisiteGrade 3 Mathematics · Cluster 5
Teacher guideStudent booklet

Current TEKS

3.4

Current TEKS

3.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving collections of coins and bills.

Exact prerequisite skill · Grade 1

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

Teacher guide PDF · Page 32

Question Analysis

Need to Know
Students need to identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them.
Asked to Show
Find the sentence that describes the relationship between Alfonzo’s money and Layla’s money.
Item Demand
Locate and select the sentence that describes the relationship between Alfonzo’s money and Layla’s money using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
moneyquartersdimecentmore than

Question 1

2025Kindergarten prerequisiteGrade 4 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

4.8

Current TEKS

4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving length, time, liquid volume, mass/weight, or money.

Exact prerequisite skill · Kindergarten

give an example of a measurable attribute of a given object, including length, capacity, and weight

Teacher guide PDF · Page 9

Question Analysis

Need to Know
Students need to give an example of a measurable attribute of a given object, including length, capacity, and weight.
Asked to Show
Find the screwdriver that is seven square tiles long.
Item Demand
Locate and select the screwdriver that is seven square tiles long using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
squarelength

Question 2

2025Kindergarten prerequisiteGrade 4 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

4.8

Current TEKS

4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving length, time, liquid volume, mass/weight, or money.

Exact prerequisite skill · Kindergarten

give an example of a measurable attribute of a given object, including length, capacity, and weight

Teacher guide PDF · Page 10

Question Analysis

Need to Know
Students need to give an example of a measurable attribute of a given object, including length, capacity, and weight.
Asked to Show
Find the object that is seven square tiles long.
Item Demand
Locate and select the object that is seven square tiles long using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
square

Question 3

2025Grade 1 prerequisiteGrade 4 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

4.8

Current TEKS

4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving length, time, liquid volume, mass/weight, or money.

Exact prerequisite skill · Grade 1

use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

Teacher guide PDF · Pages 11, 12

Question Analysis

Need to Know
Students need to use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement.
Asked to Show
Find the number of square tiles Zoe uses to measure her hammer.
Item Demand
Locate and select the number of square tiles Zoe uses to measure her hammer using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
squarelength

Question 4

2025Grade 2 prerequisiteGrade 4 Mathematics · Cluster 1
Teacher guideStudent booklet

Current TEKS

4.8

Current TEKS

4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

These TEKS were implemented in 2014-2015. The 2025 released item was administered after implementation, so no historical crosswalk is needed.

Current implementation as administered

Current TEA framework

Essence Statement

Solves problems involving length, time, liquid volume, mass/weight, or money.

Exact prerequisite skill · Grade 2

determine a solution to a problem involving length, including estimating lengths

Teacher guide PDF · Pages 13, 14

Question Analysis

Need to Know
Students need to determine a solution to a problem involving length, including estimating lengths.
Asked to Show
Find how much longer Zoe’s hammer is than the nail.
Item Demand
Locate and select how much longer Zoe’s hammer is than the nail using manipulatives in released STAAR Alternate 2 item. The response requires the student to indicate the matching response.
Stimulus Type
Manipulatives
Academic Vocabulary
lengthsquare
Showing 24 of 1741 items