Testing Out of a Middle School Mathematics Course: Indicators of Readiness for Testing A student who demonstrates the following indicators is a good candidate for taking the middle school mathematics test. Personal Indicators: The student… ❏ Has consistently scored at the top of his/her previous classes on standardized mathematics tests, as well as in class work and on tests ❏ Enjoys mathematics and shows an interest in taking on higher levels ❏ Exhibits proficient study habits and a strong work ethic ❏ Asks for more work and more difficult problems ❏ Is mature and would work well with older students Curricular Indicators: The entering 6th ​ ​ grader… ❏ Computes fluently with multi-digit numbers and finds common factors and multiples ❏ Uses ratios to convert measurement units ❏ Applies properties to generate equivalent expressions ❏ Solves real world and mathematical problems by writing and solving equations of the form ​x ​+ ​p = ​q ​and ​px ​= ​q ​for cases in which ​p​, ​q ​and ​x ​are all nonnegative rational numbers (For example, x + 9 = 14 and 3x = 36) ❏ Writes an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem (For example, x > 7 or x < 10) ❏ Finds the area of triangles, quadrilaterals, and polygons, and the volume of prisms ❏ Displays numerical data in plots on a number line, including dot plots, histograms, and box plots ❏ Describes a set of data using the median, mean, mode, interquartile range, and mean absolute deviation of the data Curricular Indicators: The entering 7th ​ ​ grader… ❏ Adds, subtracts, multiplies, and divides positive and negative hrational numbers fluently ❏ Uses proportional relationships to solve multistep ratio and percent problems ❏ Solves word problems leading to equations of the form px + q = r and p(x + q) = r, e.g. 2x + 5 = 27 and 3(x + 4) = 18 ❏ Solves word problems leading to inequalities of the px + q > r and p(x + q) < r , e.g. 4x + 7 > 27 and 6(x + 1) < 18, by graphing the solution set of an inequality and interpreting it in the context of the problem ❏ Solves real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects ❏ Uses random sampling to draw inferences about a population ❏ Develops, uses, and compares probability models ❏ Approximates the probability of chance events by collecting data and predicting relative frequency given the probability ❏ Finds probability of compound events using organized lists, tables, tree diagrams, and simulation.

Curricular Indicators: The entering Algebra 1AC student… ❏ Relates nonlinear functions to geometric contexts of volume, length, and area. ❏ Uses models to explain relationships among angles, including complimentary, supplementary, interior, exterior, vertical, and corresponding angles ❏ Makes a scatter plot and a line of best fit for a given set of data ❏ Explains exponential form, scientific form, and calculator notation. ❏ Simplifies square roots and solves problems involving powers. ❏ Identifies subsets of the real number system. ❏ Performs basic operations on algebraic expressions using orders of operation, exponents, square and cube roots, and using simplifying and expanding. ❏ Shows algebraic relations with equations and inequalities. ❏ Solves linear equations and inequalities with two variables ❏ Solves linear equations and relate the systems to pairs of lines that intersect, are parallel, and those that are the same line ❏ Explains the relationship between the graph of a linear inequality and its solutions ❏ Distinguishes between linear, quadratic, and exponential functions, using equations, graphs, and tables ❏ Models the discovery of the Pythagorean theorem, and uses it to solve problems ❏ Explains the benefits and limitations of bar graphs, line graphs, circle graphs, histograms, stem-and-leaf plots, boxplots, and scatterplots ❏ Rearranges formulas to highlight a quantity of interest ❏ Demonstrates that solving an equation means that the equation remains balanced at each step, using properties of equality, and associative, commutative, and distributive properties ❏ Uses and demonstrates understanding of function notation ❏ Using the properties of exponents, rewrites an expression with a rational exponent as a radical expression ❏ Identifies domain and range of a function for linear, exponential, quadratic functions ❏ Recognizes slope as an average rate of change for linear functions, and calculate rate of change for a linear, exponential, and quadratic equations ❏ Identifies and uses both geometric and algebraic transformations ❏ Describes the differences and similarities between parent functions and the transformed functions ❏ Defines positive, negative, and no correlation ❏ Distinguishes between correlation and causation ❏ Uses the quadratic formula, square roots, completing the square, and factoring to solve quadratic equations ❏ Identifies zeros, extreme values, and symmetry of the graph of a quadratic function