This exam is for students who have completed 5th-grade math and wish to accelerate intoHonors Math 7 for the following school year. This would accelerate students past the Honors Math 6course. In Plano ISD the Honors Math 6 course encompasses all of the 6th-grade math state standardsas well as approximately half of the 7th-grade state standards. Below are the learning outcomesstudents will be expected to demonstrate on this CBE.
Credit By Exam:1.0 -*Grade is not calculated in the Grade Point Average (GPA)
PISD Course Earned: Honors Math 6
Exam: District Created
Exam Time Limit: 4 Hours
Exam Format:
- 98 Multiple Choice Questions (No calculators allowed)
Exam Supplemental Materials:
- Math 6 STAAR Reference Chart (Provided in Online test)
Exam Content Information - State standards (TEKS) for Honors Math 6:
- Students may prepare by reviewing any resources aligned to these grade 6 and grade 7 Math TEKS listed below.
Numbers and Operations
(6.2)Number and operations. The student applies mathematical process standards torepresent and use rational numbers in a variety of forms. The student is expected to:
(C) locate, compare, and order integers and rational numbers using a number line
(D) order a set of rational numbers arising from mathematical and real‐worldcontexts
(E) extend representations for division to include fraction notation such as a/brepresents the same number as a ÷ b where b≠0(6.3)Number and operations. The student applies mathematical process standards torepresent addition, subtraction, multiplication, and division while solving problemsand justifying solutions. The student is expected to:
(A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less thanone
(E) multiply and divide positive rational numbers fluently(6.4)Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:
(F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, andnumbers
(G) generate equivalent forms of fractions, decimals, and percents using real‐world problems, including problems that involve money(6.5)Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:
(C)use equivalent fractions, decimals, and percents to show equal parts of the same whole.Proportionality and Percentages
(6.4)Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:
(A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships;
(B) apply qualitative and quantitative reasoning to solve prediction and comparison of real‐world problems involving ratios and rates;
(C) give examples of ratios as multiplicative comparisons of two quantities describing thesame attribute;
(D) give examples of rates as the comparison by division of two quantities having differentattributes, including rates as quotients;
(E) represent ratios and percents with concrete models, fractions, and decimals;
(F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiplesof these values using 10 by 10 grids, strip diagrams,number lines, and numbers
(G) generate equivalent forms of fractions, decimals, and percents using real‐world problems,including problems that involve money; and
(H) convert units within a measurement system, including the use of proportions and unitrates.(6.5)Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:
(A) represent mathematical and real‐world problems involving ratios and rates using scalefactors, tables, graphs, and proportions;
(B) solve real‐world problems to find the whole given a part and the percent, to find the partgiven the whole and the percent, and to find thepercent given the part and the whole,including the use of concrete and pictorial models(7.4)Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:
(A) represent constant rates of change in mathematical and real‐world problems givenpictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
(B) calculate unit rates from rates in mathematical and real‐world problems;
(D) solve problems involving ratios, rates, and percents, including multi‐step problemsinvolving percent increase and percent decrease, and financial literacy problems(7.13)Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:
(A) calculate the sales tax for a given purchase and calculate income tax for earned wages
(F)analyze and compare monetary incentives, including sales, rebates, and coupons.Equations, Expressions,and Relationships
(6.6)Expressions, equations, and relationships. The student applies mathematical processstandards to use multiple representations to describe algebraic relationships. The student isexpected to:
(A) identify independent and dependent quantities from tables and graphs;
(B) write an equation that represents the relationship between independent and dependent quantities from a table; and
(C) represent a given situation using verbal descriptions, tables, graphs, and equations in theform y = kx or y = x + b.(6.7)Expressions, equations, and relationships. The student applies mathematical processstandards to develop concepts of expressions and equations. The student is expected to:
(A) generate equivalent numerical expressions using order of operations, including wholenumber exponents and prime factorization;
(B) distinguish between expressions and equations verbally, numerically, and algebraically;
(C) determine if two expressions are equivalent using concrete models, pictorial models, andalgebraic representations; and
(D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.(6.9)Expressions, equations, and relationships. The student applies mathematical processstandards to use equations and inequalities to represent situations. The student is expectedto:
(A) write one‐variable, one‐step equations and inequalities to represent constraints or conditions within problems;
(B) represent solutions for one‐variable, one‐step equations and inequalities on numberlines; and
(C) write corresponding real‐world problems given one‐variable, one‐step equations orinequalities.(7.10)Expressions, equations, and relationships. The student applies mathematical process standards to use one‐variable equations and inequalities to represent situations. The student is expected to:
(A) write one‐variable, two‐step equations and inequalities to represent constraints or conditions within problems;
(B) represent solutions for one‐variable, two‐step equations and inequalities on numberlines; and
(C) write a corresponding real‐world problem given a one‐variable, two‐step equation orinequality.(6.10)Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:
(A) model and solve one‐variable, one‐step equations and inequalities that represent problems, including geometric concepts; and
(B) determine if the given value(s) make(s) one‐variable, one‐step equations or inequalities true.(7.11)Expressions, equations, and relationships. The student applies mathematical process standards to solve one‐variable equations and inequalities. The student is expected to:
(A) model and solve one‐variable, two‐step equations and inequalities;
(B) determine if the given value(s) make(s) one‐variable, two‐step equations and inequalitiestrue; and(6.11)Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to
(A) graph points in all four quadrants using ordered pairs of rational numbers.
Numbers and Operations(6.2)Number and operations. The student applies mathematical process standards torepresent and use rational numbers in a variety of forms. The student is expected to:
(A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers
(B) identify a number, its opposite, and its absolute value
(C) locate, compare, and order integers and rational numbers using a number line
(D) order a set of rational numbers arising from mathematical and real‐world contexts
(E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b≠0(6.3)Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems andjustifying solutions. The student is expected to:
(C) represent integer operations with concrete models and connect the actions with the models to standardized algorithms
(D) add, subtract, multiply, and divide integers fluently(6.11) Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to
(A) graph points in all four quadrants using ordered pairs of rational numbers.(7.2)Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:
extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.(7.3)Number and operations. The student applies mathematical process standards to add,subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to:
(A) add, subtract, multiply, and divide rational numbers fluently; and
(B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
Data Analysis(6.12)Measurement and data. The student applies mathematical process standards to usenumerical or graphical representations to analyze problems. The student is expected to:
(A) represent numeric data graphically, including dot plots, stem‐and‐leaf plots, histograms,and box plots;
(B) use the graphical representation of numeric data to describe the center, spread, andshape of the data distribution;
(C) summarize numeric data with numerical summaries, including the mean and median(measures of center) and the range and interquartile range(IQR) (measures of spread), anduse these summaries to describe the center, spread, and shape of the data distribution; and
(D) summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph,and use these summaries to describe the data distribution.(6.13)Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to:
(A) interpret numeric data summarized in dot plots, stem‐and‐leaf plots, histograms, and box plots; and
(B) distinguish between situations that yield data with and without variability.(7.6)Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student isexpected to:
(G) solve problems using data represented in bar graphs, dot plots, and circle graphs, including part‐to‐whole and part‐to‐part comparisons and equivalents(7.12)Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data. The student is expectedto:
(A) compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads
GeometryLesson 6.4
(6.4)Proportionality. The student applies mathematical process standards to develop anunderstanding of proportional relationships in problem situations. The student is expected to:
(H)convert units within a measurement system, including the use of proportions and unitrates.(7.4)Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:
(E)convert between measurement systems, including the use of proportions and the use ofunit rates.(6.8)Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student isexpected to:
(A) extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths ofsides and measures of angles in atriangle, and determining when three lengths form a triangle;
(B) model area formulas for parallelograms, trapezoids, and triangles by decomposing andrearranging parts of these shapes;
(C) write equations that represent problems related to the area of rectangles, parallelograms,trapezoids, and triangles and volume of right rectangular prisms where dimensions arepositive rational numbers; and
(D) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions arepositive rational numbers.(7.9)Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to:
(C)determine the area of composite figures containing combinations of rectangles, squares,parallelograms, trapezoids, triangles, semicircles, and quarter circles(6.10) Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:
(A) model and solve one‐variable, one‐step equations and inequalities that representproblems, including geometric concepts(7.11)Expressions, equations, and relationships. The student applies mathematical process standards to solve one‐variable equations and inequalities. The student is expected to:
(C) write and solve equations using geometry concepts, including the sum of the angles in atriangle, and angle relationships.
Personal Financial Literacy(6.14)Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as aknowledgeable consumer and investor. The student is expected to:
(A) compare the features and costs of a checking account and a debit card offered by different local financial institutions;
(B) distinguish between debit cards and credit cards;
(C) balance a check register that includes deposits, withdrawals, and transfers;
(D) explain why it is important to establish a positive credit history;
(E) describe the information in a credit report and how long it is retained;
(F) describe the value of credit reports to borrowers and to lenders;
(G) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work‐study; and
(H) compare the annual salary of several occupations requiring various levels of post‐ secondary education or vocational training and calculate theeffects of the different annualsalaries on lifetime income.
FAQs
What does credit by examination mean? ›
Purpose. Credit by Examination (CBE) allows a student to receive college credit for prior learning by demonstrating mastery of course outcomes—skills and knowledge—by taking the course exam(s). Some exams may require performance of a skill set, while other exams may be written tests covering course content.
Why credit by exam would benefit my child? ›Credit by Exam/Exam for Acceleration provides an opportunity to earn grade level or course credit in which no prior formal instruction was completed. Credit by Exam is designed for a very small percentage of students who have an academic and emotional need to advance a course.
What is the test to skip a grade in Texas? ›Credit by exam (CBE) is one method for students to demonstrate proficiency in grade level or course content. The Texas Education Code (TEC), §28.023, allows students to either accelerate a grade level or earn credit for a course on the basis credit by examination.
What does passing credit mean? ›A Pass (P) will be granted if you receive a D- or higher in the course. Credit will be earned for the course. • Pass credits will apply toward your degree, but will not be calculated in your semester or cumulative GPA. •
What is passing credit? ›To receive a Credit (CR) or a Satisfactory (S) grade, you must receive the equivalent of a C- or better. Otherwise, you will receive a No Credit (NC). Note that in the Letter grade system, a passing grade is normally a D- or better.
Does credit by exam affect GPA? ›Awarding Credit
After successful completion of a CBE taken for high school credit, the numerical score earned will be posted to the student's high school transcript and the student will earn high school credit. CBE grades are not factored into grade point average (GPA) for any purpose in accordance with EIC (local).
Companies use credit scores to make decisions on whether to offer you a mortgage, credit card, auto loan, and other credit products, as well as for tenant screening and insurance. They are also used to determine the interest rate and credit limit you receive.
Why should I give my child a credit card? ›Having a credit card of their own can help children learn that their actions have consequences. If they charge a purchase to their card, they'll have to repay what they owe over time. And if they spend more than they planned, they'll learn to understand that, eventually, the bill always comes due.
What grades can I skip? ›Students most often skip only one grade. For example, you may choose for your child to skip first grade and go straight from kindergarten to second. It's also common for a child to skip second grade, moving from first into third. This single-year skipping keeps the student from feeling too distanced from their peers.
What is the lowest grade to pass a test? ›At most schools, a D is the lowest passing grade. That means students who earn a D or higher receive credit for the course. However, some schools set special policies around D grades.
What is the lowest passing grade in Texas? ›
Grade Points
To receive credit for a course, an undergraduate must earn a grade of at least D-. Academic departments may require a higher grade for the course to be counted toward the student's degree.
At most colleges, a final grade below 60% qualifies as a failing grade.
What is poor credit score? ›In the FICO scoring model, scores range from 300 to 850. This number represents the likelihood that a borrower will repay a loan. If your credit score lands between 300 and 579, it is considered poor, therefore lenders may see you as a risk.
What is a failed credit score? ›Key Takeaways. A person is considered to have bad credit if they have a history of not paying their bills on time or owe too much money. Bad credit is often reflected as a low credit score, typically under 580 on a scale of 300 to 850. People with bad credit will find it harder to get a loan or obtain a credit card.
How many hours is 3 credits? ›| Credits to be earned | Hours per week, 7-week course | Hours per week, 14-week course |
|---|---|---|
| 1 credit | 6 hours | 3 hours |
| 3 credits | 18 hours | 9 hours |
| 6 credits | 36 hours | 18 hours |
| 12 credits | 72 hours | 36 hours |
A+, A, A- indicates excellent performance. B+, B, B- indicates good performance. C+, C, C- indicates satisfactory performance. D+, D, D- indicates less than satisfactory performance.
What happens if I fail a 0 credit course? ›If you receive a No Credit grade, you can retake the class another semester. But when you repeat the class, you have to take a letter grade and that grade will count toward your GPA. Letter grades do tend to “look better” on your academic record, as they better represent your progress in a course.
Do credits raise your GPA? ›The fewer credit hours you have earned, the easier it will be to raise your GPA. If you have a 3.0 GPA and 15 credit hours, by earning straight A's during your next (15 credit) semester, you can bump your GPA to a 3.5.
Do credits matter more than GPA? ›A low credit score will mean paying a much higher interest rate. This, of course, will make the cost of the loan higher overall. A high GPA might open the door to academic opportunities, but a high credit score will keep more cash in your wallet. This is much more important once you've left school behind.
Do colleges look at your exam scores? ›Colleges will only see (or care about) your transcript, i.e. final grades. It doesn't matter whether you got a higher or lower score on the exam.
Which is the most important credit score? ›
As noted earlier, the credit score that matters the most is your FICO Score, since it's used in the vast majority of lending decisions.
What increases your credit score? ›Factors that contribute to a higher credit score include a history of on-time payments, low balances on your credit cards, a mix of different credit card and loan accounts, older credit accounts, and minimal inquiries for new credit.
What are the three important credit scores? ›The information in each of your Credit Reports from the three credit bureaus can be different. This is why it's important to review your Experian, Equifax®, and TransUnion® Credit Reports and FICO Scores.
At what age can a kid get a credit card? ›Kids can't open their own credit card account until they turn 18, and will need to prove independent income until they're 21. But even before then, minors can benefit from becoming authorized users on a family member's credit account.
What is the youngest age to get a credit card? ›The general rule of thumb is that cardholders must be at least 18 years old. However, if you are under 21 and lack a credit history or have a credit history that's not great, most credit card issuers will require you to show proof of income to verify that you can independently pay your bills.
Can I get a credit card in my child's name to build credit? ›If you're interested in building your child's credit before they turn 18, you can explore adding them as an authorized user to one or more of your credit cards. There is no legal minimum age for adding a child as an authorized user, however you should check your credit card issuer's policies.
Can a 12 year old skip a grade? ›Skipping a grade can take place at any point from early childhood to college. The Acceleration Institute lists several ways a child might skip a whole grade, including: Whole-grade acceleration: Skipping any grade during the course of elementary, middle or high school.
Should my gifted child skip a grade? ›The study followed a set of gifted children for 40 years and found that the kids who skipped grades had noticeably better academic performance into adulthood than students with similar aptitude who didn't skip grades.
How do I move up a grade? ›Talk to your parents, teachers, and the school counselor.
Speak to your current teachers to find out if they think you're ready to move up. Explain your reasoning for wanting to skip a grade, and use your excellent work in the classroom to show that you're ready for more challenging material.
Traditionally, the grades are A+, A, A−, B+, B, B−, C+, C, C−, D+, D, D− and F, with A+ being the highest and F being lowest.
What is the hardest grade to pass? ›
- 1 11th grade. 11th grade is the worst year of high school. ...
- 2 7th grade. I'm 13 and almost done with 7th grade, and all I can say is that it is really a big step up. ...
- 3 12th grade. It's been a nightmare. ...
- 4 8th grade. ...
- 5 10th grade. ...
- 6 9th grade. ...
- 7 6th grade. ...
- 8 5th grade.
Depending on the grading scale of a college or university, anything below 70% is considered failed. However, there are colleges and universities that have different standards and designate grades below 60% as failing.
Is a 65 passing in Texas? ›Currently, 90-100 is the letter grade "A," 80-89 is a "B," 75-79 is a "C" and 70-74 is a "D." A failing grade is anything below 70.
What grade is mandatory in Texas? ›A child is not required to attend school unless he or she is at least six years old on September 1 of the school year. Enrollment in kindergarten is not required. However, if a child is enrolled in Kindergarten, regular attendance is required.
What's a decent GPA? ›Usually, a GPA of 3.0 - 3.5 is considered good enough at many high schools, colleges, and universities. Top academic institutions usually require GPAs higher than 3.5.
How many CLEP credits are accepted? ›With CLEP, you have the ability to test out of a maximum of 60 credits in total. But, every college has different policies on how many credits they'll accept through credit by exam. In general, you can earn up to 25% of your undergraduate degree and 40% of a 2-year degree.
What is a passing CLEP score? ›The American Council on Education (ACE) recommends a credit-granting score of 50 for each CLEP exam. This is a scaled score, equivalent to earning a C in the relevant course.
How does CLEP credit work? ›The College Level Examination Program (CLEP) is a credit-by-examination program that measures a student's level of comprehension of introductory college-level material and consecutively earn college credit. The CSU requires a passing score of at least 50 on the CLEP exam.
What does credit mean in grading? ›Credit (CR) Grade
A passing letter grade for undergraduate students (A, B, C, or D) and for graduate students (A, B, or C) can convert to a 'CR' grade. A 'CR' grade means you earn credit for the class, but it will not affect your GPA.
That depends on your individual strengths and weaknesses. CLEP exams are subjective, meaning the easiest exam for one person could be the most difficult for another. For instance, the College Mathematics exam might be a breeze for someone who has taken years of advanced math courses.
What happens if I fail a CLEP exam? ›
The College Board will hold on to your most recent CLEP score and replace it with your next attempt. Failed scores are not submitted to your school, so there is much incentive to retake until you pass. Passing a CLEP test results in earning transfer credits to your accredited college or university.
Does CLEP affect my GPA? ›CLEP exams are popular because you receive college credit but they will not affect your GPA which may be an issue for some students. For those who would like classes to contribute to your GPA, these exams may not be the best choice for you.
Do colleges look at CLEP scores? ›More than 2,900 U.S. colleges and universities grant credit for CLEP. A college's CLEP credit policy explains: which CLEP exams are accepted by the institution. what CLEP score you need to receive credit.
Is 60 a good CLEP score? ›Your raw score is then converted to a scaled score that ranges from 20 to 80, and this is the score that appears on your score report. The American Council on Education (ACE) recommends that colleges grant credit for a score of 50 or higher, but individual institutions can set their own CLEP credit policies.
What is the lowest CLEP score? ›that ranges from 20, the lowest, to 80, the highest. This scaled score is the score that appears on your score report.
Are CLEP exams worth it? ›Benefits of taking CLEP exams
Taking CLEP exams offers two primary benefits to students. The program makes it possible to save time and money while earning a degree [2]. It also lets students earn credit for knowledge they already have, either from independent study or experience.
CLEP Level 1 scores are good for six credits, Level 2 scores for twelve. There are CLEP language exams for French, German, and Spanish. Level 1 scores should be equivalent to the first two semesters of the language at college level.
How do I know if I passed a CLEP? ›You can view your scores online by logging into the CLEP My Account portal with the same account you used to register for the exam. Once logged in, go to the My CLEP Exam Scores page to view your scores. Scores are available online one business day following your exam.
How many credits is a GPA? ›Grade Point Average = the total quality points divided by the total number of credit hours. For example, two A's and three B's in 3-credit-hour courses results in a 3.4 GPA for that semester.