5-Day 8th Grade STAAR Math Review

🗂️ Quick Access — All Slide Decks & Worksheets

Click any link to open the file. All files are in the same folder as this lesson plan.

Day	Topic	Slide Deck	Worksheet
Day 1	Proportional Relationships & Slope	🖥️ Open Slides	📄 Open Worksheet
Day 2	Writing & Solving Linear Equations	🖥️ Open Slides	📄 Open Worksheet
Day 3	Functions & Scatterplots	🖥️ Open Slides	📄 Open Worksheet
Day 4	Pythagorean Theorem & Transformations	🖥️ Open Slides	📄 Open Worksheet
Day 5	Volume, Ordering Numbers & Mixed Review	🖥️ Open Slides	📄 Open Worksheet
⭐ Step-by-Step Concept Guide 27 slides · All 5 concepts · One idea per slide · Faded worked examples · Chapter navigation 🎓 Open Concept Guide →
🤖 AI Tutor — STAAR Math Review Chatbot Powered by MagicSchool · Personalized help · Available anytime · Ask questions about any concept 🤖 Open AI Tutor →

⚠️ Important: Keep all files together in the same folder so the links work correctly.

🖼️ Embedded Cheat Sheets & Visuals

Finding the Equation
(Day 1 & 2 Worksheets)

Verbal to Desmos Checklist
(Day 2 Worksheet & Slides)

Identifying Functions
(Day 3 Worksheet & Slides)

Volume & Surface Area
(Day 5 Worksheet & Slides)

Ordering Numbers
(Day 5 Worksheet & Slides)

Daily Exit Ticket Form
(Use every day)

Student Population

This 5-day STAAR Math review is designed for a special education small group pull-out averaging 50 minutes per session. Students range from Intellectual Disability (ID) to Other Health Impairment (OHI) for ADHD. All instruction is culturally responsive and contextualized for students in Dallas, Texas.

Instructional Framework

🧠

Evidence-Based Approaches Used: Explicit Instruction (I Do → We Do → You Do), Backward-Faded Worked Examples (Cognitive Load Theory), Procedural Checklists (Proceduralizing Strategy), Schema-Based Instruction, Universal Design for Learning (UDL), Culturally Responsive Teaching (CRT), and STAAR Desmos Calculator Integration (the same calculator students use on test day).

High-Leverage Readiness TEKS — Prioritized for This Group

Based on the TEA STAAR Grade 8 Math Blueprint and lead4ward TEKS Snapshot, these readiness standards are historically the most tested and most accessible for short-term mastery:

Day	TEKS	Standard	Priority	Why Accessible
1	8.4(B)	Graph proportional relationships; interpret unit rate as slope	HIGH	Concrete, visual, uses real-world rates
1	8.4(C)	Determine rate of change (slope) and y-intercept from data	HIGH	Procedural — follows clear steps
2	8.5(I)	Write equations in y = mx + b form	HIGH	Most-tested TEKS; template-based
2	8.8(C)	Solve one-variable equations with variables on both sides	HIGH	Step-by-step procedural process
3	8.5(G)	Identify functions using ordered pairs, tables, mappings, graphs	HIGH	Pattern recognition; visual
3	8.5(D)	Use trend line to make predictions (scatterplots)	HIGH	Graph reading; estimation skills
4	8.7(C)	Pythagorean Theorem and its converse	HIGH	Formula on reference chart; solve in Desmos with a²+b²~c²
4	8.10(A)	Transformations (translations, reflections, rotations)	HIGH	Visual; can use coordinate rules
5	8.7(A)	Volume of cylinders, cones, spheres	HIGH	Formulas provided; Desmos V~Bh method
5	8.2(D)	Order a set of real numbers	MED	Number line visual; concrete

Accommodations by Disability Category

🧩 For Students with ID (Intellectual Disability)

Simplified language — Rewrite word problems at lower reading level
Reduced number of answer choices — Highlight 2 of 4 options when possible during practice
Concrete manipulatives — Algebra tiles, base-ten blocks, number lines
Visual step-by-step checklists with pictures/icons at each step
Extended time (1.5x–2x on all tasks)
Oral administration — Read problems aloud; allow oral responses
Calculator access for all computation
Reduced problem sets (e.g., 5 problems instead of 10)
Enlarged font (16pt+) with increased spacing
Color-coded reference sheets at desk
Repeated practice with same problem type before moving on

⚡ For Students with OHI/ADHD

Chunked tasks — Break worksheets into 3-4 problem sections
Movement breaks — 2-3 min every 12-15 min
Fidget tools allowed during instruction
Visual timer displayed for each task segment
Preferential seating — Near teacher, away from distractions
Written + verbal directions simultaneously
Graphic organizers pre-printed (no copying from board)
Frequent check-ins — Every 3-4 problems
Choice in order of problems to solve
Token/point system for on-task behavior
Noise-reducing headphones during independent work
Highlight key words in problems before solving

Universal Supports for ALL Students in This Group

🌐 Applied Every Day

✅ STAAR Reference Chart available at all times (TEA Reference Materials)
✅ STAAR Desmos Calculator used in every session — the SAME calculator students will have on test day (STAAR Desmos Texas Testing Version). Students practice entering formulas using the tilde (~) regression method so they can let Desmos solve for unknowns.
✅ Procedural checklist for every problem type — laminated on desk
✅ Faded worked examples before independent practice
✅ Sentence stems for math talk ("I noticed that…", "My first step is…")
✅ Anchor charts posted on wall for each day's concept
✅ Error analysis journals — students identify and correct mistakes
✅ Positive reinforcement — Praise effort, not just accuracy
✅ Culturally relevant contexts — Dallas landmarks, local food, community data

STAAR Test-Day Accommodations (IEP-Based)

📌

Review each student's IEP for specific STAAR accommodations. Common allowable accommodations include: Extra time, oral/signed administration, spelling assistance, basic transcribing, individualized/small-group setting, reading aloud to self, and content/language supports (text-to-speech). See the 2025–2026 STAAR Accommodations Educator Guide for full details.

🎯 Learning Objectives

Students will graph a proportional relationship and identify the unit rate as slope.
Students will determine slope and y-intercept from a table or graph.

🌍 Culturally Responsive Context

🏙️

Dallas Connection: Students explore proportional relationships using real scenarios: cost of DART bus passes per ride, price per taco at local Dallas taquerías, miles walked on the Katy Trail per hour, and growth of the Dallas Mavericks' win record over weeks. Data reflects students' everyday experiences in their Dallas community.

⏱ 50-Minute Schedule

0:00 – 0:05

Warm-Up / Hook (5 min) — "How much does a DART day pass cost? If you ride 3 times, how much per ride?" Quick-write or partner chat. Display DART pricing visual. ADHD: Movement — students stand to share answers

0:05 – 0:20

I Do — Explicit Instruction (15 min)

Model: "Tacos cost $2 each at a local taquería. Let's make a table & graph."
Build table: 1 taco = $2, 2 = $4, 3 = $6
Connect: "Slope IS the unit rate — how much per one!"
Use anchor chart: Slope = Rise ÷ Run = Δy ÷ Δx
DESMOS The Desmos Table + Regression Method — "Let Desmos find the equation!"

🖩 Desmos Steps — Finding Slope from a Table

1: Pick any TWO points from the table

2: In Desmos, press the + (plus sign) button

3: Click on "table" — a table appears!

4: Type your two points into the table (x₁, y₁) and (x₂, y₂)

5: Click the "Add regression" symbol — Desmos gives you the equation!

💡 Desmos shows: y = 2x → The number in front of x IS the slope! "m = 2 means $2 per taco."

⚠️ Common student confusion: Some students struggle telling apart m (slope) and b (y-intercept) in y = mx + b. Remind them: "m is the MULTIPLIER — the number TOUCHING the x. b is the BONUS — the number all by itself."

ID: Use physical graph paper and colored dots alongside Desmos

0:20 – 0:30

We Do — Guided Practice with Faded Examples (10 min)

Problem: "Jaylen walks on the Katy Trail. He walks 3 miles per hour."
Students fill in partially completed table and graph using the faded example below
Use procedural checklist to verify each step

ADHD: 2-min movement break after this segment

0:30 – 0:42

You Do — Independent Practice (12 min)

3-4 problems (reduced set for ID) using Dallas contexts
Checklist at desk; calculator available; teacher circulates
Problems: Mavericks ticket prices per game, cost of elotes per cup

ID: Reduced to 2-3 problems; enlarged font; read aloud

0:42 – 0:50

Exit Ticket & Closure (8 min)

2 STAAR-format questions (see below)
Review answers together; celebrate effort
Preview: "Tomorrow we learn to write the EQUATION for these relationships!"

🎲 Low-Prep Activities — Day 1: Slope & Proportional Relationships

Activity	Time	Materials	How It Works
Slope Scavenger Hunt	8-10 min	Index cards, tape	Write 8-10 tables/graphs on index cards and tape them around the room. Students walk to each card, find the slope, and record on a recording sheet. ADHD: Movement built in! ID: Pair with a buddy; provide checklist
Slope Match-Up (Memory Game)	5-8 min	Index cards (write tables on one set, slopes on another)	Lay cards face down. Students flip two at a time — match the table to its slope. Keep matched pairs. Most matches wins! Uses only index cards + marker.
"What's My Rate?" Whiteboard Relay	5-7 min	Mini whiteboards or scratch paper	Teacher reads a Dallas scenario aloud: "3 tacos cost $9. What's the unit rate?" Students write answer on whiteboard and hold up. Fastest correct answer gets a point for their team. ADHD: Fast-paced, competitive, high engagement
Desmos Table Race DESMOS	5 min	Desmos calculator (device)	Teacher gives a table of values. Students race to enter it into Desmos, add regression, and call out the slope. First to correctly identify slope AND y-intercept wins. Builds Desmos fluency!
Menu Math	10 min	Printed or projected menu (real or made-up Dallas restaurant)	Give students a taquería/restaurant menu. "If 1 taco = $2.50, fill in the table for 2, 3, 4, 5 tacos. Graph it. Find the slope." Students create their own proportional relationships from the menu. ID: Pre-fill part of the table

📐 Faded Worked Example — Finding Slope from a Table WITH DESMOS

Context: A food truck near Fair Park charges a set price per taco. Use the table and Desmos to find the slope (unit rate).

Tacos (x)	Cost (y)
1	$3
2	$6
3	$9
4	$12

Problem 1 (Fully Worked):

1

Pick any TWO points from the table: (1, 3) and (2, 6) ✅

2

DESMOS Press the + (plus sign) in Desmos and click "table" ✅

3

DESMOS Type the two points into the Desmos table:

x₁: 1 y₁: 3

x₂: 2 y₂: 6

✅

4

DESMOS Click the "Add regression" symbol — Desmos gives: y = 3x ✅

5

Read the equation: y = 3x → The slope (m) is 3 → Unit rate = $3 per taco ✅
Remember: m is the MULTIPLIER — the number touching the x!

Problem 2 (Partially Faded — complete the last 2 steps):

Katy Trail walking data: (1, 2.5), (2, 5)

1

Pick two points: (1, 2.5) and (2, 5) ✅

2

DESMOS Press + → click "table" → Type points into table ✅

3

DESMOS Click "Add regression" — Desmos gives: y = ____x

4

The slope (m) = ____ → Unit rate = ____ miles per hour

Problem 3 (Mostly Faded — complete steps 2 through 4):

DART bus costs: (1, 1.75) and (3, 5.25)

1

Pick two points: (1, 1.75) and (3, 5.25) ✅

2

DESMOS Press ____ → click ____ → Type points into the table

3

DESMOS Click ________________ — Desmos gives: y = ____x + ____

4

The slope (m) = ____ → The y-intercept (b) = ____ → Unit rate = $____ per ride

🖼️ Daily Exit Ticket Form — Print & use every day!

🎫 Exit Ticket — Day 1

1. The table shows the total cost for buying tamales at a Dallas market.

Tamales	Cost
2	$5.00
4	$10.00
6	$15.00

What is the slope (unit rate) of this relationship?

A. $5.00 per tamale

B. $2.50 per tamale ✓

C. $15.00 per tamale

D. $10.00 per tamale

2. A line passes through (0, 0) and (4, 12). What is the slope?

A. 4

B. 3 ✓

C. 12

D. 1/3

🎯 Learning Objectives

Students will write a linear equation in y = mx + b form from a table, graph, or scenario.
Students will solve one-variable equations with variables on both sides.

🌍 Culturally Responsive Context

🎶

Dallas Connection: Students compare cell phone plans (T-Mobile vs. AT&T monthly costs with fees), calculate earnings from a weekend job at a Dallas flea market (La Pulga), and determine how many rides at the State Fair of Texas they can afford with different ticket packages. Real-world scenarios from students' lives make abstract equations tangible.

⏱ 50-Minute Schedule

0:00 – 0:05

Warm-Up (5 min) — Review: "What is slope? What is y-intercept?" Use hand signals (thumbs up = I remember, sideways = kinda, down = need help). Quick slope review with 2 table problems from Day 1.

0:05 – 0:20

I Do — Explicit Instruction (15 min)

Part A: Writing y = mx + b
Scenario: "You work at La Pulga and earn $10/hour plus $20 for setting up the booth."
m (slope) = $10/hour, b (y-intercept) = $20 start → y = 10x + 20
From a table: find slope (Day 1 skill), find b where x = 0
Part B: Solving equations with variables on both sides
Example: "Two phone plans: Plan A costs 15x + 30, Plan B costs 10x + 55. When are they equal?"
15x + 30 = 10x + 55 → Model step-by-step with algebra tiles
DESMOS The Desmos Tilde Method for Solving Equations:

🖩 Desmos Steps — Solving Equations with Variables on Both Sides

1: 15a + 30 ~ 10a + 55 ← Type the WHOLE equation using ~ (tilde, NOT equals!)

2: Desmos shows: a = 5 ← That's the answer!

⚠️ CRITICAL RULE — NO "x"! Students CANNOT use the letter "x" when solving equations this way. Desmos treats x as a graphing variable. Change x to ANY other letter (a, b, n, t, etc.) and Desmos will solve it! We use "a" in class.

💡 "Both plans cost the same at 5 months! We just typed ONE line and Desmos solved the whole thing!"

DESMOS Writing equations: After finding m and b using the table + regression method (Day 1 skill), type the equation in Desmos → Does the line pass through all our table points? If yes, our equation is correct!

ID: Use color-coded equation mats (variables = green, constants = blue); Desmos as visual check

0:20 – 0:22

Movement Break (2 min) — Stand, stretch, "Equation Shake" (shake body for each step you remember) ADHD: Essential reset

0:22 – 0:35

We Do — Guided Practice (13 min)

Faded worked examples for both writing equations AND solving
Students use procedural checklists at desks
State Fair context: "Admission is $18, and each ride costs $4. Write an equation for total cost."
Solve: "When does Plan A = Plan B?" with guided steps

0:35 – 0:43

You Do — Independent Practice (8 min)

3 problems: 1 write equation, 1 solve equation, 1 combined
Checklist on desk; teacher supports as needed

ID: 2 problems; read aloud; allow oral explanation of steps

0:43 – 0:50

Exit Ticket & Closure (7 min)

🎲 Low-Prep Activities — Day 2: Writing & Solving Equations

Activity	Time	Materials	How It Works
Equation Auction	8-10 min	Scratch paper, pencil	Teacher shows a scenario (e.g., "State Fair: $18 entry + $4/ride"). Students write the equation on paper. Teacher "auctions" — students hold up answers. Correct equations earn play money points. Students love the bidding energy! ADHD: Game format keeps attention
Equation Builder Cards	5-8 min	Index cards (write m values on some, b values on others)	Students draw one "slope" card (e.g., m = 4), one "y-intercept" card (e.g., b = 18), and build the equation y = 4x + 18. Then create a Dallas story to match: "You pay $18 to get in and $4 per ride." ID: Provide sentence frame: "You start with $___ and earn/pay $___ per ___."
Step-by-Step Whiteboard Solve	5-7 min	Mini whiteboards or scratch paper	Teacher writes an equation (e.g., 5x + 10 = 3x + 24). Students solve ONE STEP at a time on whiteboards. After each step, hold up board for check before moving on. Builds procedural fluency one step at a time. ADHD: Frequent check-ins prevent drifting
Desmos Intersection Detective DESMOS	5-8 min	Desmos calculator (device)	Give students two equations. Graph both in Desmos, find where lines cross. "At what x are both plans equal?" Then verify by plugging x back into both equations by hand. Connects visual to algebraic!
"Two Truths and a Lie" — Equations	5 min	Nothing — just verbal!	Show 3 equations for a scenario. Two are correct, one is wrong. Students discuss with a partner and spot the "lie." Great error analysis with ZERO prep. ID: Reduce to "Truth or Lie" with just 2 choices

📐 Faded Worked Example — Solving Equations with Variables on Both Sides WITH DESMOS

Problem 1 (Fully Worked): Solve 5x + 10 = 3x + 24

1

Change "x" to another letter! We can't use x in Desmos for this. Let's use "a" → Rewrite: 5a + 10 = 3a + 24 ✅

2

DESMOS Type the equation using ~ (tilde) instead of =:

5a + 10 ~ 3a + 24

✅

3

Read the answer from Desmos: a = 7 → so x = 7 ✅

4

Check: 5(7) + 10 = 45 ✓ and 3(7) + 24 = 45 ✓ → Both sides equal! ✅

Problem 2 (Partially Faded): Solve 4x + 8 = 2x + 20

1

Change "x" to "a" → 4a + 8 = 2a + 20 ✅

2

DESMOS Type with tilde: 4a + 8 ~ 2a + 20 ✅

3

Desmos shows: a = ____ → so x = ____

4

Check: 4(__) + 8 = ____ and 2(__) + 20 = ____ → Equal? ____

Problem 3 (Mostly Faded): Solve 6x + 5 = 2x + 25

1

Change "x" to another letter: ____ ✅

2

DESMOS Type with tilde: ________________________________

3

Desmos shows: ____ = ____ → so x = ____

4

Check: ________________________________________

🎫 Exit Ticket — Day 2

1. At the State Fair of Texas, admission costs $18 and each ride costs $4. Which equation represents the total cost (y) for x rides?

A. y = 18x + 4

B. y = 4x + 18 ✓

C. y = 22x

D. y = 4x − 18

2. Solve: 3x + 12 = x + 28

A. x = 4

B. x = 8 ✓

C. x = 16

D. x = 20

🎯 Learning Objectives

Students will identify functions using ordered pairs, tables, mappings, and graphs (vertical line test).
Students will use a trend line to make predictions from scatterplot data.

🌍 Culturally Responsive Context

🏀

Dallas Connection: Students analyze whether real data is a function: Dallas Mavericks player stats (does each jersey number map to one player?), student survey data (shoe size vs. height for classmates), and local temperature trends in Dallas by month. Scatterplot data uses real Dallas weather data and local restaurant ratings.

⏱ 50-Minute Schedule

0:00 – 0:05

Warm-Up (5 min) — "Function or Not?" card sort activity. Students sort 4 tables into "Function" and "Not a Function" piles at their desks. ADHD: Hands-on sorting = kinesthetic engagement

0:05 – 0:18

I Do — Explicit Instruction: Functions (13 min)

"A function is like a vending machine — each button gives you EXACTLY one item."
Show 4 representations: ordered pairs, table, mapping, graph
Key rule: Each input (x) can only have ONE output (y)
Vertical Line Test on graph: "If a vertical line touches the graph more than once, it's NOT a function."
Dallas context: "Each student ID number → one student name = function. One phone number → multiple people = NOT a function."

ID: Use color coding — green border = function, red border = not

0:18 – 0:20

Movement Break (2 min) — "Stand if it's a function, sit if it's not" — teacher shows quick examples ADHD: Total Physical Response engagement

0:20 – 0:30

I Do / We Do — Scatterplots & Trend Lines (10 min)

Show scatterplot of Dallas monthly temperatures vs. ice cream sales
DESMOS Build a scatterplot in Desmos: Press the + (plus sign) → click "table". Enter x-values (temperatures) and y-values (ice cream sales). Desmos plots the points automatically!
DESMOS Add a trend line: Click the "Add regression" symbol → Desmos draws the best-fit line AND gives you the equation! Remember: m = MULTIPLIER (slope), b = BONUS (y-intercept). Use the line to predict: "If it's 95°F in July, trace up to the line — how many ice cream cones?"
Key vocab: positive association, negative association, no association
Guided practice with faded example

0:30 – 0:42

You Do — Independent Practice (12 min)

3-4 mixed problems: identify functions (2) + scatterplot prediction (1-2)
Checklist at desk; teacher circulates for check-ins every 3-4 problems

ID: 2 problems; visual aids with arrows on mapping diagrams

0:42 – 0:50

Exit Ticket & Closure (8 min)

🎲 Low-Prep Activities — Day 3: Functions & Scatterplots

Activity	Time	Materials	How It Works
Function or Not? Four Corners	5-7 min	Nothing — just space!	Label room corners: "Function," "Not a Function," "I Think Function," "I Think Not." Teacher shows a set of ordered pairs or a table. Students walk to the corner matching their answer. Discuss. ADHD: Full-body movement + decision making ID: Allow buddy system; show only 2 corners (Function / Not)
Vending Machine Analogy Sort	5-8 min	Index cards or sticky notes	Write real-life mappings on cards: "Student ID → Student Name," "Phone Number → Multiple People," "Jersey Number → Player." Students sort into "Function" and "Not a Function" piles using the vending machine rule: one button = one item only. Dallas context: use Mavericks jersey numbers!
Human Scatterplot	8-10 min	Masking tape on the floor (make an x/y axis)	Tape a large coordinate plane on the floor. Give each student a sticky note with their data point (e.g., shoe size vs. height). Students physically stand on their point. Class observes: "Do you see a positive trend? Negative? No trend?" Then lay a jump rope as the trend line. ADHD: Total Physical Response — students ARE the data!
Desmos Scatterplot Builder DESMOS	5-8 min	Desmos calculator (device)	Students survey 5 classmates (e.g., "How many hours of sleep last night?" vs. "How many snacks today?"). Enter data into a Desmos table. Add regression line with `y₁ ~ mx₁ + b`. Describe the association. Real data = real engagement!
Vertical Line Test Tracing	3-5 min	Printed graphs + a pencil or ruler	Give students 6 printed graphs. They hold a pencil/ruler vertically and slide it across each graph. If the pencil touches more than one point at any spot → NOT a function. Circle the answer. Simple, tactile, effective. ID: Use large-print graphs; highlight the "double-touch" spots in color

📐 Faded Worked Example — Identifying a Function

Problem 1 (Fully Worked): Is this a function? {(2, 5), (3, 7), (4, 9), (5, 11)}

1

List all x-values: 2, 3, 4, 5 ✅

2

Check: Does any x-value repeat? No ✅

3

Each x has exactly one y → YES, it IS a function ✅

Problem 2 (Partially Faded): Is this a function? {(1, 4), (2, 7), (1, 9), (3, 5)}

1

List all x-values: 1, 2, 1, 3 ✅

2

Does any x-value repeat? ____ Which one? ____

3

Is it a function? ____ Why? ________________________________

🎫 Exit Ticket — Day 3

1. Which set of ordered pairs represents a function?

A. {(1, 3), (2, 5), (1, 7), (4, 9)}

B. {(1, 3), (2, 5), (3, 7), (4, 9)} ✓

C. {(5, 1), (5, 2), (5, 3), (5, 4)}

D. {(2, 4), (3, 6), (2, 8), (4, 10)}

2. A scatterplot shows that as the temperature in Dallas increases, water park attendance also increases. What type of association does this show?

A. Positive association ✓

B. Negative association

C. No association

D. Non-linear association

🎯 Learning Objectives

Students will use the Pythagorean Theorem (a² + b² = c²) to find missing side lengths.
Students will identify and describe transformations (translations, reflections, rotations).

🌍 Culturally Responsive Context

🏗️

Dallas Connection: Pythagorean Theorem applied to real Dallas scenarios: finding the diagonal distance across Klyde Warren Park, calculating the height of Reunion Tower using its shadow, measuring screen diagonals at AT&T Stadium. Transformations use Dallas map grids — translate the Cowboys star logo, reflect shapes across the Trinity River, rotate patterns from local murals in Deep Ellum.

⏱ 50-Minute Schedule

0:00 – 0:05

Warm-Up (5 min) — Show a photo of Reunion Tower. "If the tower casts a shadow 300 feet long and a wire from the top to the end of the shadow is 500 feet... how tall is the tower?" Activate curiosity. ADHD: Visual hook with real photo

0:05 – 0:18

I Do — Pythagorean Theorem with STAAR Desmos (13 min)

Reference chart connection: a² + b² = c² — "It's ON your reference chart!"
Label: a = leg, b = leg, c = hypotenuse (LONGEST side, across from the right angle)
Anchor chart: "Hypotenuse Hunter" — Always identify the hypotenuse FIRST
Model: "A TV at AT&T Stadium is 48 inches wide and 36 inches tall. What's the diagonal?"
DESMOS The Desmos Method — "Let Desmos do the math!"

🖩 Desmos Steps — Pythagorean Theorem

1: a² + b² ~ c² ← Type the formula using ~ (tilde, not equals!)

2: a = 48 ← Plug in the first leg

3: b = 36 ← Plug in the second leg

4: c = ← Leave this BLANK — Desmos will solve for c!

💡 Teacher tip: When you leave one variable blank, Desmos uses regression (~) to solve for it! The answer appears as a slider value. For this problem, Desmos shows c = 60 inches. "See? Desmos did the squaring, adding, AND square root for us!"

💡 Finding a LEG instead? Same method! If c = 13 and a = 5, just type: Line 1: a² + b² ~ c², Line 2: a = 5, Line 3: b = (leave blank), Line 4: c = 13 → Desmos gives you b = 12!

ID: Provide pre-labeled triangle diagrams; teacher projects Desmos on screen while students follow along on their devices

0:18 – 0:20

Movement Break (2 min) — "Transformation Dance" — Teacher says "translate" (slide left), "reflect" (mirror pose), "rotate" (turn 90°) ADHD: Kinesthetic vocabulary building

0:20 – 0:32

I Do / We Do — Transformations (12 min)

Translation: slide shape → add/subtract to coordinates → (x + a, y + b)
Reflection: flip across x-axis → (x, −y); y-axis → (−x, y)
Rotation 90° clockwise → (y, −x)
Use Dallas map grid overlay; students transform the Cowboys star logo
Faded worked example with coordinate rules

0:32 – 0:42

You Do (10 min) — 4 problems: 2 Pythagorean, 2 transformations. Checklist available. ID: 2-3 problems; enlarged grid paper; pre-labeled diagrams

0:42 – 0:50

Exit Ticket & Closure (8 min)

🎲 Low-Prep Activities — Day 4: Pythagorean Theorem & Transformations

Activity	Time	Materials	How It Works
Pythagorean Theorem Desmos Race DESMOS	5-8 min	Desmos calculator (device), scratch paper	Teacher calls out: "a = 9, b = 12 — find c!" Students race to set up `a² + b² ~ c²` in Desmos and call out the answer. First correct answer earns a point. Then switch: "c = 25, a = 7 — find b!" Builds speed AND Desmos fluency for test day. ADHD: Competitive, fast-paced
Classroom Measurement Challenge	8-10 min	Measuring tape or ruler, scratch paper	Students measure the length and width of real objects (desk, whiteboard, floor tiles). Then use Desmos to find the diagonal. "Measure your desk — 24 inches by 18 inches. What's the diagonal?" Students physically measure to verify their Desmos answer! ADHD: Hands-on, out of seat ID: Work in pairs; teacher pre-measures for accuracy
Transformation Dance-Off	5 min	Nothing — just space!	Students stand. Teacher calls a transformation + direction: "Translate 3 steps right!" (students slide right) "Reflect across the y-axis!" (students mirror/face opposite) "Rotate 90° clockwise!" (students quarter-turn). Speed up the calls. Last one standing without a mistake wins! ADHD: Full-body kinesthetic vocabulary
Coordinate Grid Battleship	8-10 min	Graph paper (2 grids per student) or printed grids	Students draw a triangle on their "secret" grid. Partner must guess vertices by calling coordinates. Once found, partner must perform a transformation (e.g., "Reflect it across the x-axis — what are the new coordinates?"). Combines coordinate practice with transformation rules.
Right Triangle or Not? Card Sort	5-7 min	Index cards with 3 side lengths written on each	Write sets of 3 numbers on cards (e.g., 3-4-5, 5-7-10, 8-15-17). Students use Desmos to check: type `a² + b² ~ c²` with the values. If Desmos confirms, it's a right triangle! Sort into "Right Triangle" and "Not" piles. ID: Pre-label which number is the longest (potential c)

📐 Faded Worked Example — Pythagorean Theorem WITH DESMOS

Problem 1 (Fully Worked): A ramp at a Dallas skate park has a base of 6 ft and height of 8 ft. Find the length of the ramp (hypotenuse).

1

Find formula on REFERENCE CHART: a² + b² = c² ✅

2

LABEL: a = 6 (base/leg), b = 8 (height/leg), c = ? (hypotenuse — what we're solving for) ✅

3

DESMOS Type into Desmos:

Line 1: a² + b² ~ c²

Line 2: a = 6

Line 3: b = 8

Line 4: c = (leave blank — let Desmos solve!)

✅

4

Read answer from Desmos: c = 10 feet ✅ → The ramp is 10 feet long!

Problem 2 (Partially Faded): A ladder leans against a Dallas building. The base is 5 ft from the wall and the ladder is 13 ft long. How high does it reach?

1

Find formula: a² + b² = c² ✅

2

LABEL: a = 5 (base), b = ? (height — solving for this!), c = 13 (ladder = hypotenuse) ✅

3

DESMOS Type into Desmos:

Line 1: a² + b² ~ c²

Line 2: a = ____

Line 3: b = (leave ________)

Line 4: c = ____

4

Read answer from Desmos: b = ____ feet

Problem 3 (Mostly Faded): A diagonal path across Klyde Warren Park goes from one corner to the opposite. The park is 240 ft long and 70 ft wide. How long is the diagonal path?

1

Find formula on reference chart: a² + b² = c² ✅

2

LABEL: a = ____, b = ____, c = ____ (which one are you solving for?)

3

DESMOS Type all 4 lines into Desmos on your own:

Line 1: ________________

Line 2: ________________

Line 3: ________________

Line 4: ________________

4

Answer: The diagonal path is ____ feet

🎫 Exit Ticket — Day 4

1. A football field at AT&T Stadium is 100 yards long and 53 yards wide. What is the approximate diagonal distance across the field?

A. 153 yards

B. 113.2 yards ✓

C. 76.5 yards

D. 130 yards

2. Triangle ABC has vertices A(2, 3), B(5, 3), and C(2, 7). If the triangle is reflected across the y-axis, what are the new coordinates of point B?

A. (5, −3)

B. (−5, 3) ✓

C. (−3, 5)

D. (3, −5)

🎯 Learning Objectives

Students will calculate volume of cylinders, cones, and spheres using reference chart formulas.
Students will order real numbers on a number line.
Students will apply test-taking strategies to mixed STAAR-format problems.

🌍 Culturally Responsive Context

🎉

Dallas Connection: Volume problems use real Dallas objects — the cylindrical water tower near Fair Park, a cone of raspas (snow cones) from a Dallas raspas stand, a basketball (sphere) from a Mavericks game. Ordering real numbers uses distances between Dallas landmarks. Final review builds confidence: "Dallas students are strong and prepared!"

⏱ 50-Minute Schedule

0:00 – 0:05

Warm-Up / Confidence Builder (5 min) — "Brain Dump" — Students write down everything they remember from the week on a whiteboard. Celebrate what they know! ADHD: Low-stakes, high-energy start

0:05 – 0:15

I Do — Volume with STAAR Desmos & Ordering Numbers (10 min)

Volume: "Formulas are on your reference chart! Let's find them AND put them in Desmos!"
DESMOS The Desmos Volume Method — Cylinder example:

🖩 Desmos Steps — Volume of a Cylinder

"A Dallas water tank is a cylinder with radius 5 ft and height 12 ft. Find the volume."

Step 1: Find the formula on reference chart → V = Bh (for cylinder)

Step 2: Ask — "What does B mean?" → B = Area of the Base → "What shape is the base of a cylinder?" → A CIRCLE! → "What's the area of a circle?" → πr²

Step 3: Type it all into Desmos:

1: V ~ B · h ← The volume formula (use ~ tilde!)

2: V = ← Leave blank — this is what we're SOLVING for!

3: B ~ π · r² ← B = Area of the Base = area of a circle!

4: h = 12 ← Plug in the height

5: r = 5 ← Plug in the radius

💡 Desmos calculates: B = π(5²) = 78.54, then V = 78.54 × 12 = V ≈ 942.48 ft³. "We just told Desmos WHAT the formulas are and WHAT the values are, and it did ALL the math!"

🖩 Desmos Steps — Volume of a Cone

"A raspa cone from a Dallas raspas stand has r = 3 in, h = 6 in."

"What's different about a cone? → V = ⅓Bh (it's one-third!) → Base is still a circle!"

1: V ~ (1/3) · B · h ← Cone formula has the ⅓!

2: V = ← Leave blank to solve

3: B ~ π · r² ← Base is still a circle

4: h = 6

5: r = 3

💡 Desmos gives us V ≈ 56.55 in³. "The cone holds way less than a cylinder because of that ⅓!"

Ordering Real Numbers — The Desmos x= Number Line Method:
DESMOS "Type each number as x= and Desmos puts them on a number line for you!"

🖩 Desmos Steps — Ordering Real Numbers

"Order these from least to greatest: 0.5, √7, 2², 26/5"

1: x = 0.5

2: x = √7 ← Desmos will calculate this automatically!

3: x = 2² ← Same as x = 4

4: x = 26/5 ← Same as x = 5.2

💡 Each x = line draws a vertical line on the graph. Now look at the number line — the vertical lines appear from left to right = least to greatest! Read them off: 0.5, √7 (≈2.65), 2² (= 4), 26/5 (= 5.2). Done!

💡 Teacher tip: Have students point to each vertical line from left to right and write the original number underneath. "Left to right, least to greatest!"

ID: Pre-printed reference chart with formulas highlighted; teacher projects Desmos step-by-step

0:15 – 0:17

Movement Break (2 min) ADHD: Essential reset before test practice

0:17 – 0:30

STAAR Strategy Station Rotation (13 min)

First: Everyone folds scratch paper into 8 boxes — "Each problem gets its own box!"
Station 1: "Screen to Scratch" — Practice reading a problem on screen and writing keywords + drawing shapes/tables onto scratch paper
Station 2: "Plug It In" — Test answer choices by substituting
Station 3: "Eliminate the Impostor" — Cross out wrong answers first
Each station has 2 mixed STAAR-format problems + strategy card
Rotate every 4 minutes with timer visible

0:30 – 0:42

Mini Practice Test (12 min)

6 STAAR-format questions covering all 5 days' TEKS
Simulates test conditions (but with accommodations in place)
Students use Screen to Scratch — fold scratch paper into 8 boxes, write keywords and draw diagrams from each problem
Checklists and reference chart available

ID: 4 questions; read aloud; extended time

0:42 – 0:50

Review, Celebrate & Closure (8 min)

Go over mini test answers together
Each student shares ONE thing they feel confident about
Positive affirmation: "You have worked hard this week. You ARE ready!"
Hand out personalized "STAAR Survival Kit" — Screen to Scratch reminder card + checklist of strategies + reference sheet

🎲 Low-Prep Activities — Day 5: Volume, Mixed Review & Test Strategies

Activity	Time	Materials	How It Works
Volume Desmos Challenge: "Can vs. Cone vs. Ball" DESMOS	8-10 min	Desmos calculator (device), real objects (optional: soda can, party hat, tennis ball)	Bring in (or just describe) 3 objects: a soda can (cylinder), a party hat (cone), and a tennis ball (sphere). Students measure or are given dimensions, then race to find each volume in Desmos using the V~Bh method. "Which holds the most? Which holds the least?" ADHD: Real objects + competition = high engagement ID: Provide the Desmos template pre-typed; students just change the numbers
Number Line Clothesline	5-7 min	String/yarn + clothespins (or tape on wall) + index cards	Hang a string across the room as a number line. Write numbers on cards: √9, 2.8, π, 7/4, 3.5. Students use Desmos to convert to decimals, then clothespin each card in the correct order on the line. Walk along the line to check. ADHD: Out of seat, tactile
STAAR Strategy Relay Race	8-10 min	Printed STAAR-format problems (1 per team per round), pencils	Teams of 2-3. Each round: team gets one STAAR problem. They must NAME the strategy they'll use (eliminate, plug in, estimate, use reference chart, Desmos) BEFORE solving. Correct strategy + correct answer = 2 points. Correct answer only = 1 point. Builds metacognition about test-taking!
"Beat the Teacher" Quiz Show	5-8 min	Nothing — just the board/projector!	Teacher intentionally makes mistakes solving problems on the board. Students catch the errors. "I got c = 8 for a triangle with legs 6 and 10... am I right?" Students check with Desmos and explain the mistake. Builds error analysis skills with ZERO prep. ID: Make errors obvious at first; gradually make them subtler
Confidence Card Sort	5 min	3 index cards per student (green, yellow, red — or just write G/Y/R)	Teacher names each topic from the week: "Slope... Equations... Functions... Pythagorean... Volume..." Students hold up green (got it!), yellow (kinda), or red (need help). Use this data to form flexible groups for the mini practice test. Also builds student self-awareness. ADHD: Quick, active, no writing required

📐 Faded Worked Example — Volume with Desmos WITH DESMOS

Problem 1 (Fully Worked): A Dallas water tank is a cylinder with r = 5 ft, h = 12 ft. Find the volume.

1

Find formula on REFERENCE CHART: V = Bh (cylinder). B = Area of Base. What shape is the base? Circle! Area of circle = πr² ✅

2

Identify values: r = 5, h = 12, V = ? (solving for volume) ✅

3

DESMOS Type into Desmos:

Line 1: V ~ B · h

Line 2: V = (leave blank)

Line 3: B ~ π · r²

Line 4: h = 12

Line 5: r = 5

✅

4

Read from Desmos: V ≈ 942.48 ft³ ✅

Problem 2 (Partially Faded): A raspa cone has r = 3 in and h = 6 in. Find the volume.

1

Find formula: V = ⅓Bh (cone — it has the ⅓!). Base = circle = πr² ✅

2

Identify: r = 3, h = 6, V = ? ✅

3

DESMOS Type into Desmos:

Line 1: V ~ (1/3) · B · h

Line 2: V = (leave ____)

Line 3: B ~ π · r²

Line 4: h = ____

Line 5: r = ____

4

Read from Desmos: V ≈ ________ in³

Problem 3 (Mostly Faded): A Mavericks basketball (sphere) has r = 4.7 in. Find the volume. (Hint: V = ⁴⁄₃πr³ — no height needed for a sphere!)

1

Find formula on reference chart: V = ⁴⁄₃πr³ (sphere — no B or h, just radius!) ✅

2

Identify: r = ____, V = ____

3

DESMOS Type into Desmos on your own:

Line 1: ____________________

Line 2: ____________________

Line 3: ____________________

4

Read from Desmos: V ≈ ________ in³

🎫 Exit Ticket — Day 5 (Mini Mixed Review)

1. A cylindrical trash can in downtown Dallas has a radius of 2 feet and a height of 4 feet. What is the approximate volume? (Use π ≈ 3.14)

A. 25.12 ft³

B. 50.24 ft³ ✓

C. 100.48 ft³

D. 16.56 ft³

2. Which list shows the numbers in order from LEAST to GREATEST?

Numbers: √4, 1.5, 7/4, π

A. π, √4, 7/4, 1.5

B. 1.5, 7/4, √4, π ✓

C. 1.5, √4, 7/4, π

D. 7/4, 1.5, √4, π

Print, laminate, and place on each student's desk. Students check off each step as they complete it.

📋 Finding Slope from a Table DESMOS

Pick any TWO points from the table

DESMOS Press the + (plus sign) button

DESMOS Click on "table"

DESMOS Type your two points into the table

DESMOS Click the "Add regression" symbol — Desmos gives the equation!

Read the equation: y = mx + b → m is the MULTIPLIER (slope) = the number touching x. b is the BONUS (y-intercept) = the number by itself

Check: Does the slope make sense for the context?

📋 Writing y = mx + b DESMOS

Use the Desmos Table + Regression method (same as Finding Slope checklist)

Desmos gives you the full equation: y = mx + b

Read m (MULTIPLIER = slope = number touching x)

Read b (BONUS = y-intercept = number by itself)

Check: Does the line in Desmos pass through all the points? If yes, your equation is correct!

📋 Solving Equations (Variables on Both Sides) DESMOS

⚠️ CHANGE "x" TO ANOTHER LETTER! Use "a" or any letter EXCEPT x. (Desmos treats x as a graphing variable.)

DESMOS Type the WHOLE equation using ~ (tilde) instead of = sign

Example: 3x + 56 = 17x becomes → 3a + 56 ~ 17a

READ the answer from Desmos (e.g., a = 4)

Write your answer as x = (the number Desmos gave you)

CHECK: Plug your answer back into BOTH sides of the original equation — do they match?

📋 Is It a Function?

Look at all the X-VALUES (inputs)

Ask: "Does any x-value REPEAT?"

If YES → check if that x gives DIFFERENT y-values → NOT a function

If NO repeats → IT IS a function!

For graphs: Use VERTICAL LINE TEST — does any vertical line cross more than once?

📋 Pythagorean Theorem DESMOS

Find the formula on the REFERENCE CHART: a² + b² = c²

LABEL the triangle: c = hypotenuse (LONGEST side, across from right angle), a & b = legs

Which value are you SOLVING for? (a, b, or c?) — that one stays BLANK in Desmos

DESMOS Line 1: Type a² + b² ~ c² (use the TILDE ~, not =)

DESMOS Line 2: Type a = (plug in value OR leave blank if solving for a)

DESMOS Line 3: Type b = (plug in value OR leave blank if solving for b)

DESMOS Line 4: Type c = (plug in value OR leave blank if solving for c)

READ the answer from Desmos — the blank variable now has a value!

CHECK: Does the answer make sense? (c should always be the BIGGEST number)

📋 Volume (Cylinder, Cone, Sphere) DESMOS

Identify the 3D SHAPE: Cylinder? Cone? Sphere?

Find the correct FORMULA on reference chart

Ask: "What does B stand for?" → B = Area of the BASE → "What shape is the base?"

Identify r (radius) and h (height) from the problem

DESMOS For CYLINDER:

Line 1: V ~ B · h
Line 2: V = (leave blank)
Line 3: B ~ π · r² (base = circle!)
Line 4: h = ___
Line 5: r = ___

DESMOS For CONE: Same as cylinder BUT Line 1 is: V ~ (1/3) · B · h (add the ⅓!)

DESMOS For SPHERE:

Line 1: V ~ (4/3) · π · r³ (no B or h needed!)
Line 2: V = (leave blank)
Line 3: r = ___

READ the answer from Desmos & include UNITS (ft³, in³, cm³, etc.)

📋 Transformations (Coordinate Rules)

Read: What TYPE of transformation? (translate, reflect, rotate)

Write the ORIGINAL coordinates of each vertex

Apply the RULE:

Translate: (x + a, y + b)
Reflect x-axis: (x, −y)
Reflect y-axis: (−x, y)
Rotate 90° CW: (y, −x)

Write the NEW coordinates

Plot and CHECK — does the new shape look correct?

📋 Ordering Real Numbers DESMOS

Type each number on its own line as x = (number)

Examples:

x = 0.5
x = √7 (Desmos calculates automatically!)
x = 2² (exponents work too!)
x = 26/5 (fractions work too!)

Look at the graph — each value shows as a vertical line

Read the vertical lines from LEFT to RIGHT = LEAST to GREATEST

Write the numbers in order from left to right

What Are Faded Worked Examples?

Faded worked examples are an evidence-based scaffolding strategy grounded in Cognitive Load Theory. They reduce the demand on working memory by gradually removing solution steps, requiring students to complete increasingly more of the problem independently.

🧠

How Backward Fading Works:

Problem 1: ALL steps shown (fully worked) — student studies it
Problem 2: Last 1-2 steps removed — student completes them
Problem 3: Last 3-4 steps removed — student does most of the work
Problem 4: Only the problem is given — full independence

This backward fading has been shown to be more effective than forward fading for students with learning disabilities.

Key for Color-Coded Steps

	GREEN = Given — Step is fully completed for the student
	YELLOW = Partial — Part is given, student fills in the rest
	RED = Blank — Student completes the entire step independently

💡

Teacher Tips:

For students with ID: Stay on Problem 1 and 2 longer; may need 3-4 fully worked examples before fading
For students with ADHD: The step-by-step format helps maintain focus; use a pointer or finger to track each step
Pair with procedural checklists so students can self-monitor which step they're on
Use think-alouds during I Do: verbalize your reasoning at each step

🎯

Why Desmos? The STAAR Desmos calculator is the SAME calculator students use on the actual STAAR test. By practicing with it during review, students build familiarity and confidence. The tilde (~) regression method lets Desmos solve formulas for any missing variable — a game-changer for students who struggle with algebraic manipulation.

The Tilde (~) Method — "Let Desmos Solve It!"

The tilde (~) tells Desmos to use regression to find the best value for any undefined variable. Instead of doing all the algebra by hand, students type the formula and the known values, and Desmos solves for the unknown.

When You See This on STAAR...	Type This in Desmos
Pythagorean Theorem Find a missing side	`a² + b² ~ c²` `a = ___` (plug in or leave blank) `b = ___` (plug in or leave blank) `c = ___` (plug in or leave blank) Leave the UNKNOWN one blank!
Volume of Cylinder V = Bh, B = πr²	`V ~ B · h` `V =` (leave blank to solve) `B ~ π · r²` `h = ___` `r = ___`
Volume of Cone V = ⅓Bh, B = πr²	`V ~ (1/3) · B · h` `V =` (leave blank) `B ~ π · r²` `h = ___` `r = ___`
Volume of Sphere V = ⁴⁄₃πr³	`V ~ (4/3) · π · r³` `V =` (leave blank) `r = ___`
Find slope / equation from a table y = mx + b	Press + → click "table" → enter points Click "Add regression" symbol Desmos gives: `y = mx + b` m = MULTIPLIER (slope), b = BONUS (y-intercept)
Solve equations (variables on both sides)	⚠️ Change x to another letter (use "a")! `3a + 56 ~ 17a` → Desmos shows a = 4 Use ~ (tilde) not = sign! Cannot use "x" — use any other letter
Order real numbers least to greatest	Type each number as `x = ___` on its own line: `x = 0.5` `x = √7` `x = 2²` `x = 26/5` Vertical lines appear → left to right = least to greatest!

Key Desmos Tips for Students

📋 Desmos Do's ✅

Use ~ (tilde) when you want Desmos to SOLVE for something

Use = (equals) when you're DEFINING a value you already know

Type pi for π (Desmos recognizes it!)

Use ^ for exponents: r^2 means r²

Use sqrt() for square roots: sqrt(144) = 12

Click the wrench icon to change graph settings

📋 Desmos Don'ts ❌

⚠️ Don't use "x" when solving equations with ~ — Desmos treats x as a graphing variable! Change x to "a" or any other letter

Don't use × for multiply — use · (dot) or just put numbers next to variables

Don't forget to leave the UNKNOWN variable blank (no number after =)

Don't panic if you see orange/red — just check your typing!

Don't use the same letter for two different things on different lines

Practice Link

🔗

Students can practice at home with the exact same Desmos calculator used on STAAR:
https://www.desmos.com/testing/texas/graphing
Bookmark this link! It's the Texas testing version — same features, same layout, same buttons.

Daily Exit Ticket Tracking Sheet

Record each student's score on exit tickets to monitor growth across the 5-day review.

Student Name	Day 1 Slope	Day 2 Equations	Day 3 Functions	Day 4 Geometry	Day 5 Mixed
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2
_____________	__ / 2	__ / 2	__ / 2	__ / 2	__ / 2

Scoring Key

2/2	✅ Mastered — Ready to move on
1/2	⚠️ Approaching — Needs targeted reteach
0/2	🔴 Not Yet — Requires intensive re-instruction

Observation Checklist (Daily)

Behavior / Indicator	Student 1	Student 2	Student 3	Student 4
Used procedural checklist independently	☐	☐	☐	☐
Completed faded example with support	☐	☐	☐	☐
Completed faded example independently	☐	☐	☐	☐
Stayed on task during independent practice	☐	☐	☐	☐
Used calculator appropriately	☐	☐	☐	☐
Referenced the STAAR reference chart	☐	☐	☐	☐
Attempted all problems before asking for help	☐	☐	☐	☐
Verbalized reasoning / math talk	☐	☐	☐	☐

🧩 Strategies for Students with ID

1. "Screen to Scratch" — Since the test is online, you can't highlight or underline on screen. Instead, write down your keywords on scratch paper. Draw the shapes, tables, or diagrams you see. Your scratch paper IS your workspace!
2. "Find It on the Chart" — Before solving, check the reference chart. If a formula is needed, it's there!
3. "Read Twice, Solve Once" — Read the problem. Read it again. THEN solve.
4. "Plug In the Answers" — Try each answer choice in the problem to see which one works.
5. "Fold into 8 Boxes" — Fold your scratch paper into 8 boxes. Each problem gets its own box to stay organized.
6. "Skip and Come Back" — If stuck, put a star ★ and move to the next one. Come back later.
7. "No Blanks" — Always choose an answer, even if guessing. Eliminate one obviously wrong answer first.

⚡ Strategies for Students with ADHD

1. "Screen to Scratch" — Write down keywords from the screen onto your scratch paper. When possible, draw the shapes, tables, or other important info you see. Your scratch paper is your workspace!
2. "5-5-5 Rule" — Work for 5 problems, take 5 deep breaths, then do 5 more.
3. "Fold Your Paper into 8 Boxes" — Fold scratch paper into 8 boxes. Do the work for each problem in its own box — keeps things organized!
4. "Touch Each Answer" — Point to each answer choice and ask "Could this be right?" before selecting.
5. "Body Check" — Every 10 questions, check your body: feet on floor, sit up straight, take 3 breaths.
6. "Flag and Move" — Use the online flag tool to mark questions to review; don't get stuck.

General STAAR Math Strategies (All Students)

📋 STAAR Day Checklist

Before the test: Get a good night's sleep, eat breakfast, bring a pencil for scratch paper

Fold scratch paper into 8 BOXES — each problem gets its own box!

Read the WHOLE question before looking at answer choices

"Screen to Scratch" — Write down keywords from the screen onto your scratch paper. Draw any shapes, tables, or diagrams you see. You can't highlight on the screen, so your scratch paper is your workspace!

Check the reference chart for formulas you need

Show your work in your scratch paper box — even for multiple choice

Eliminate wrong answers — mentally cross out choices you know are wrong

Estimate first — Does your answer make sense?

Never leave a blank — Guess if you have to!

Check your work if you finish early — go back to starred/flagged questions

Official TEA Resources

STAAR Grade 8 Math Blueprint	tea.texas.gov — Blueprint PDF
STAAR Reference Materials (Grade 8)	tea.texas.gov — Reference Chart
Released STAAR Tests (Practice)	tea.texas.gov — Released Tests
2023 STAAR Redesign Practice Test	tea.texas.gov — 2023 Practice Test
STAAR Accommodations Educator Guide 2025-26	tea.texas.gov — Accommodations Guide
Assessments for Special Populations	tea.texas.gov — Special Populations

TEKS Alignment & Snapshots

lead4ward TEKS Snapshot (Grade 8 Math)	lead4ward.com — Snapshot
lead4ward TEKS Tree (Grade 8 Math)	lead4ward.com — TEKS Tree
TEKS Guide by TEA	teksguide.org
IXL Texas 8th Grade Math Standards	ixl.com — TX Standards

Free Practice Worksheets & Activities

Effortless Math — Free STAAR 8 Worksheets	effortlessmath.com
Lumos Learning — Free STAAR Practice	lumoslearning.com
NewPath Worksheets — STAAR 8th Math	newpathworksheets.com
Maneuvering the Middle — STAAR Review	maneuveringthemiddle.com

Special Education & Accommodations

ADDitude — Math Accommodations for ADHD	additudemag.com
CHADD — Classroom Accommodations	chadd.org
CHADD — Math Assignment Accommodations (PDF)	chadd.org — PDF
CDC — ADHD in the Classroom	cdc.gov
Intervention Central — Math Self-Correction Checklists	interventioncentral.org
TTAC — Proceduralizing Strategy	ttaclinklines.pages.wm.edu
Curriculum for Autism — Scaffolded Equations	curriculumforautism.com
Made for Math — Accommodations Generator	madeformath.com

Culturally Responsive Teaching

EdWeek — 12 Ways to Make Math Culturally Responsive	edweek.org
Edutopia — CRT in Math Classroom	edutopia.org
ACE-Ed — CRT Strategies for Inclusive Math	ace-ed.org
EdTX — Equitable Secondary Math Instruction (PDF)	edtx.org — PDF
NCTM — Culturally Responsive Pedagogy	nctm.org

STAAR Desmos Calculator

STAAR Desmos Texas Testing Calculator	desmos.com — Texas Testing Graphing
Desmos Classroom Activities	teacher.desmos.com
Desmos User Guide	desmos.com/calculator
TEA — STAAR Online Testing Tools (Desmos Info)	tea.texas.gov — Online Testing

Faded Worked Examples & Scaffolding Research

n2y — Best Practices: Math Examples & Scaffolding	n2y.com
EEF — Supporting Pupils with Worked Examples	educationendowmentfoundation.org.uk
Backward Faded Math Resources	taylorda01.weebly.com
MiddleWeb — Math Strategies for Students with Disabilities	middleweb.com

Special Education Small Group Pull-Out Lesson Plan

📑 Table of Contents

🗂️ Quick Access — All Slide Decks & Worksheets

🖼️ Embedded Cheat Sheets & Visuals

Student Population

Instructional Framework

High-Leverage Readiness TEKS — Prioritized for This Group

Accommodations by Disability Category

🧩 For Students with ID (Intellectual Disability)

⚡ For Students with OHI/ADHD

Universal Supports for ALL Students in This Group

🌐 Applied Every Day

STAAR Test-Day Accommodations (IEP-Based)

📘 Day 1 — Proportional Relationships & Slope

🎯 Learning Objectives

🌍 Culturally Responsive Context

⏱ 50-Minute Schedule

🖩 Desmos Steps — Finding Slope from a Table

🎲 Low-Prep Activities — Day 1: Slope & Proportional Relationships

📐 Faded Worked Example — Finding Slope from a Table WITH DESMOS

🎫 Exit Ticket — Day 1

📗 Day 2 — Writing & Solving Linear Equations

🎯 Learning Objectives

🌍 Culturally Responsive Context

⏱ 50-Minute Schedule

🖩 Desmos Steps — Solving Equations with Variables on Both Sides

🎲 Low-Prep Activities — Day 2: Writing & Solving Equations

📐 Faded Worked Example — Solving Equations with Variables on Both Sides WITH DESMOS

🎫 Exit Ticket — Day 2

📙 Day 3 — Functions & Scatterplots

🎯 Learning Objectives

🌍 Culturally Responsive Context

⏱ 50-Minute Schedule

🎲 Low-Prep Activities — Day 3: Functions & Scatterplots

📐 Faded Worked Example — Identifying a Function

🎫 Exit Ticket — Day 3

📕 Day 4 — Pythagorean Theorem & Transformations

🎯 Learning Objectives

🌍 Culturally Responsive Context

⏱ 50-Minute Schedule

🖩 Desmos Steps — Pythagorean Theorem

🎲 Low-Prep Activities — Day 4: Pythagorean Theorem & Transformations

📐 Faded Worked Example — Pythagorean Theorem WITH DESMOS

🎫 Exit Ticket — Day 4

📓 Day 5 — Mixed Review, Strategies & Confidence Building

🎯 Learning Objectives

🌍 Culturally Responsive Context

⏱ 50-Minute Schedule

🖩 Desmos Steps — Volume of a Cylinder

🖩 Desmos Steps — Volume of a Cone

🖩 Desmos Steps — Ordering Real Numbers

🎲 Low-Prep Activities — Day 5: Volume, Mixed Review & Test Strategies

📐 Faded Worked Example — Volume with Desmos WITH DESMOS

🎫 Exit Ticket — Day 5 (Mini Mixed Review)

📋 Finding Slope from a Table DESMOS

📋 Writing y = mx + b DESMOS

📋 Solving Equations (Variables on Both Sides) DESMOS

📋 Is It a Function?

📋 Pythagorean Theorem DESMOS

📋 Volume (Cylinder, Cone, Sphere) DESMOS

📋 Transformations (Coordinate Rules)

📋 Ordering Real Numbers DESMOS

What Are Faded Worked Examples?

Key for Color-Coded Steps

The Tilde (~) Method — "Let Desmos Solve It!"

Key Desmos Tips for Students

📋 Desmos Do's ✅

📋 Desmos Don'ts ❌

Practice Link

Daily Exit Ticket Tracking Sheet

Scoring Key

Observation Checklist (Daily)

🧩 Strategies for Students with ID

⚡ Strategies for Students with ADHD

General STAAR Math Strategies (All Students)

📋 STAAR Day Checklist

Official TEA Resources

TEKS Alignment & Snapshots

Free Practice Worksheets & Activities