STAAR® Test Algebra I Item # 22 Content SE A.
12C SE Type Supporting
Administration Spring 2017 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Elements Considered in TEKS Resource System™ Item Analysis
Answer OPTIONS ANALYSIS BY:
Plausible Rationale for Student Error
Choices State District
A/F Correct – The first four terms of the sequence an = 4a(n – 1), where
a1 = 6 and n is a whole number greater than 1, are 6, 24, 96, 384
53*
since the first term is 6 and each subsequent term in the sequence
is 4 times the previous term
B/G May have thought an = 4a(n – 1) represented the sequence 6, 10, 14,
18 since the first term is 6 and each subsequent term in the
sequence is 4 greater than the previous term instead of 25
understanding the first term is 6 and each subsequent term in the
sequence is 4 times the previous term
C/H May have thought an = 4a(n – 1) represented the sequence 6, 20, 100,
500 since the first term is 6, the next term is determined by
substituting 6 for n and multiplying 4 times that value (4a(6 – 1)
11
thinking 4(5)) or 20, and each subsequent term is 5 times the
previous term instead of understanding the first term is 6 and each
subsequent term in the sequence is 4 times the previous term
D/J May have thought an = 4a(n – 1) represented the sequence 6, 20, 76,
300 since the first term is 6 and each subsequent term in the
sequence is the term value minus 1 and that value is multiplied by 4
(a1 = 6; a2 = (6 – 1)4 = 20; a3 = (20 – 1)4 = 19 4 = 76; 11
a4 = (76 – 1)4 = 75 4 = 300) instead of understanding the first term
is 6 and each subsequent term in the sequence is 4 times the
previous term
Stimulus Type Problem Situation Revised Bloom’s Apply DOK Level 2
Content KS A.12 Number and algebraic methods. The student applies the mathematical process standards and
Standard algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. The student is
expected to:
Content SE A.12C Identify terms of arithmetic and geometric sequences when the sequences are given in function form
Standard using recursive processes.
Content SE A.12C Identify terms of a geometric sequence when the sequences are given in function form using recursive
Breakout processes.
Vocabulary – arithmetic sequence (an = an–1 + d); geometric sequence (an = r • an–1); term;
TEKS Resource
recursive process; subsequent term
System™ Notes
Identify a pattern in a given sequence as arithmetic or geometric
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
STAAR® Test Algebra I Item # 22 Content SE A.12C SE Type Supporting
Administration Spring 2017 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Understand an arithmetic sequence, an = an–1 + d, is adding or subtracting the same value to calculate
each subsequent term, whereas, a geometric sequence, an = r • an–1, is multiplying or dividing by the
same value to calculate each subsequent term
Understand a recursive process is the calculation of a term in a sequence by the application of a rule to
the previous term in the sequence
Understand how to represent a given geometric sequence algebraically using recursive processes
Understand how to determine specific terms of a given geometric sequence
Identify terms of a geometric sequence when the sequence is given in algebraic form, an = r • an–1, using
recursive processes
Grade Level Note(s):
Previous grade levels introduced the concept of sequences.
Algebra I introduces the concept of arithmetic and geometric sequences.
Algebra I introduces application of recursive processes in analysis of arithmetic and geometric sequences.
Algebra II will formulate exponential equations from recursive notation.
Precalculus will address arithmetic and geometric sequences and series, including the infinite geometric
series.
Various mathematical process standards will be applied to this student expectation as appropriate.
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
STAAR® Test Algebra I Item # 41 Content SE A.12D SE Type Supporting
Administration Spring 2022 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Elements Considered in TEKS Resource System™ Item Analysis
OPTIONS ANALYSIS
Texas Education Agency Rationale
State
A/F The student likely chose a negative coefficient, since all the term values are negative, and likely
misinterpreted that the common ratio is multiplied by the term number to generate a geometric
sequence rather than multiplying the common ratio by the preceding term. The student needs to 22
focus on how to write the equation for the nth term of a geometric sequence when given several
terms of the sequence.
B/G Correct – To determine which equation can be used to find the nth term in the geometric
sequence, the student could have used the pattern, or the sequence, to determine the initial
value, the number where the sequence begins, a1, and the common ratio by dividing each term in
the sequence by the preceding term. Examining the sequence, the student could have realized
16 64 256 1,024 4,096
that = 4. Next, the student could have realized that the 36*
4 16 64 256 1,024
pattern is a1 = −1(4)1, a2 = −16 = −1(4)2, a3 = −64 = −1(4)3, a4 = −256 = −1(4)4, a5 = −1,024 = −1(4)5,
and a6 = −4,096 = −1(4)6 and concluded that the equation for the nth term of the sequence is
an = −1(4)n. This is an efficient way to solve the problem; however, other methods could be used
to solve the problem correctly.
C/H The student likely recognized that each term value is negative and is a perfect square so used an
equation of a sequence that generates the opposite of perfect squares. The student needs to
14
focus on how to write the equation for the nth term of a geometric sequence when given several
terms of the sequence.
D/J The student likely calculated the correct common ratio, 4, but recognizing that all term values are
negative used −4 as the common ra o in the equa on instead of 4. The student needs to focus on
28
how to write the equation for the nth term of a geometric sequence when given several terms of
the sequence.
Stimulus Type Verbal Description Revised Bloom’s Apply DOK Level 2
Content KS A.12 Number and algebraic methods. The student applies the mathematical process standards and
Standard algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. The student is
expected to:
Content SE A.12D Write a formula for the nth term of arithmetic and geometric sequences, given the value of several of
Standard their terms.
Content SE A.12D Write a formula for the nth term of geometric sequences, given the value of several of their terms.
Breakout
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
STAAR® Test Algebra I Item # 41 Content SE A.12D SE Type Supporting
Administration Spring 2022 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Vocabulary – geometric sequence (an = a1•rn–1); common ratio, r; initial value, a1; equation;
nth term;
Recognize a geometric sequence from a verbal description
Recognize the initial value, a1, of a geometric sequence from a verbal description
Understand how to determine the common ratio, r, of a geometic sequence given the value of several
terms of the sequence
Understand a geometric sequence can be written as the recursive equation an = a1•rn–1, where an
represents the value of the nth term of the sequence, a1 represents the initial value of the sequence, r
represents the common ratio of the geometric sequence, and n represents the term number in the
TEKS Resource geometric sequence
System™ Notes Understand how to solve an equation represented algebraically for a specified variable
Write an equation for the nth term of a geometric sequence given the value of several of its terms
Grade Level Note(s):
Previous grade levels introduced the concept of sequences.
Algebra I introduces the concept of arithmetic and geometric sequences.
Algebra I introduces application of recursive processes in analysis of arithmetic and geometric sequences.
Algebra II will formulate exponential equations from recursive notation.
Precalculus will address arithmetic and geometric sequences and series, including the
Various mathematical process standards will be applied to this student expectation as appropriate.
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
STAAR® Test Algebra I Item # 9 Content SE A.12D SE Type Supporting
Administration Spring 2018 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Elements Considered in TEKS Resource System™ Item Analysis
OPTIONS ANALYSIS
Texas Education Agency Rationale
State
A/F The student likely calculated the common difference to be –6 and the initial value, a0, to be 18.
The student needs to focus on understanding how to determine the proper sign of values in 14
equations.
B/G The student likely reversed the positions of the common difference and the initial value. The
student needs to focus on understanding how to write the equation of an arithmetic sequence 21
once the common difference and the initial value have been identified.
C/H Correct – To determine which equation can be used to find the nth term in the sequence an, the
student could have used the pattern or the sequence to determine the common difference, the
distance between each number in the sequence, and the initial value, the number where the
sequence begins, a0. Examining the sequence 0, 6, 12, 18, 24, the student could see that the
common difference is 6, namely 0 + 6 = 6, 6 + 6 = 12, … The student could also note that a3 is the 53*
third number after the initial value. The student would need to work backward three sets of 6
from the first given value 0, or 0 – 3(6) = –18. The equation of the sequence is an = 6n –18. The
rationale for the correct answer is an efficient way to solve the problem. However, other methods
could be used to solve the problem correctly.
D/J The student likely calculated the common difference to be –6 and the initial value, a0, to be 18
and reversed the positions of the common difference and the initial value. The student needs to 11
focus on understanding how to apply the general form of an arithmetic sequence.
Stimulus Type Verbal Description Revised Bloom’s Apply DOK Level 2
Content KS A.12 Number and algebraic methods. The student applies the mathematical process standards and
Standard algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. The student is
expected to:
Content SE A.12D Write a formula for the nth term of arithmetic and geometric sequences, given the value of several of
Standard their terms.
Content SE A.12D Write a formula for the nth term of arithmetic sequences, given the value of several of their terms.
Breakout
Vocabulary – arithmetic sequence (an = an–1 + d); common difference, d; initial value, a0; equation;
nth term;
TEKS Resource
Recognize an arithmetic sequence from a verbal description
System™ Notes
Understand how to determine the common difference, d, of an arithmetic sequence given the value of
several terms of the sequence
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
STAAR® Test Algebra I Item # 9 Content SE A.12D SE Type Supporting
Administration Spring 2018 Reporting Category 1 Process SE Not Reported Unit (IFD) 10
Understand how to determine the initial value, a0, of an arithmetic sequence given using the common
difference and several terms of the sequence
Understand an arithmetic sequence can be written as the recursive equation an = a1 + d(n – 1), where an
represents the value of the nth term of the sequence, a1 represents the initial value of the sequence, d
represents the common difference of the arithmetic sequence, and n represents the term number in the
arithmetic sequence
Understand how to solve an equation represented algebraically for a specified variable
Write an equation for the nth term of an arithmetic sequence given the value of several of its terms
Grade Level Note(s):
Previous grade levels introduced the concept of sequences.
Algebra I introduces the concept of arithmetic and geometric sequences.
Algebra I introduces application of recursive processes in analysis of arithmetic and geometric sequences.
Algebra II will formulate exponential equations from recursive notation.
Precalculus will address arithmetic and geometric sequences and series, including the
Various mathematical process standards will be applied to this student expectation as appropriate.
©2016, TCMPC 09/01/2022 Source: STAAR® Released Items Texas Education Agency
