What you will be able to do
- Attempt each problem before opening the explanation.
- Label the tested skill and representation.
- Explain why distractors would be wrong.
- Use official TEA released items for authentic prior test questions.
Use these original problems productively
Complete the six problems in one sitting, mark confidence before checking and then classify errors. These items are written for independent practice and do not reproduce released STAAR questions.
For current official formats and previously administered questions, use TEA’s released-test page.
Practice set
Problem 1
A line passes through (2, 7) and (6, 19). Which equation represents the line?
Problem 2
Solve 4(2x − 3) = 5x + 9.
Problem 3
For f(x) = −2x + 11, what input gives an output of −5?
Problem 4
A system is y = 3x − 4 and 2x + y = 11. Find the solution.
Problem 5
The zeros of y = x² − 7x + 12 are which values?
Problem 6
A quantity starts at 80 and increases 25% per period. Write a model and find the value after 2 periods.
Worked explanations
Problem 1
Line through (2, 7) and (6, 19)
- 1.Slope = (19 − 7)/(6 − 2) = 12/4 = 3.
- 2.Use 7 = 3(2) + b, so b = 1.
Answer: y = 3x + 1
Check: At x = 6, y = 19.
Problem 2
4(2x − 3) = 5x + 9
- 1.Distribute: 8x − 12 = 5x + 9.
- 2.Subtract 5x and add 12: 3x = 21.
Answer: x = 7
Check: Both sides equal 44.
Problem 3
f(x) = −2x + 11 has output −5
- 1.Set −2x + 11 = −5.
- 2.−2x = −16.
Answer: x = 8
Check: −16 + 11 = −5.
Problem 4
y = 3x − 4 and 2x + y = 11
- 1.Substitute: 2x + 3x − 4 = 11.
- 2.5x = 15, so x = 3.
- 3.y = 5.
Answer: (3, 5)
Check: 6 + 5 = 11.
Problem 5
Zeros of y = x² − 7x + 12
- 1.Factor: (x − 3)(x − 4).
- 2.Set each factor to zero.
Answer: x = 3 and x = 4
Check: The factors expand to the original quadratic.
Problem 6
80 increases 25% per period for 2 periods
- 1.Growth factor = 1.25.
- 2.Model A(t) = 80(1.25)ᵗ.
- 3.A(2) = 80(1.5625).
Answer: 125
Check: 80 → 100 → 125.
Convert the score into a study plan
Return to the STAAR EOC study guideUse the TEKS skills checklist
| Error label | Question to ask | Repair |
|---|---|---|
| Concept | Did I know what the representation meant? | Rebuild with a visual or definition |
| Procedure | Was the method valid but executed incorrectly? | Practise a short same-skill set |
| Reading | Did I miss a condition or requested form? | Underline quantities and required output |
| Arithmetic | Did basic calculation obscure the algebra? | Slow the line where the error occurred |
| Checking | Would substitution or estimation have caught it? | Add a mandatory final check |
When independent practice is not enough
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Useful answers
Frequently asked questions
Are these official STAAR questions?
No. They are original practice problems. Use TEA’s released-test page for official released items.
Why include explanations instead of only an answer key?
The explanation helps identify whether an error came from concept, representation, procedure or arithmetic.
These answers are visible for readers. FAQ rich-result markup is intentionally not used because Google retired that search feature in 2026.
Sources, scope and accuracy
The worked examples and practice questions on this page are original Cambridge Veritas learning materials, not released STAAR items. Curriculum and testing details can change; use the linked Texas Education Agency pages for current official information. Cambridge Veritas is not affiliated with or endorsed by TEA.