Core EC-6 Mathematics (812)
Not offered yet · no earlier than September 2027
Questions
Not published yet
Appointment
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To pass
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Fee
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Question types: selected-response and constructed-response. Additional fees may apply.
Not offered yet
The official target is no earlier than September 2027, and the agency says that date may move later. Anything marked “Not published yet” on this page has not been announced. We do not guess.
Retakes
5
attempts in total
30 days
wait before a retake
- Five attempts in total: the first attempt plus four retakes. After that a retake needs a test-limit waiver from TEA.
- For Core Subjects EC-6, each testing session counts as one attempt, whether the candidate sat the whole exam or a single subject exam (901-905).
- A candidate who passed all but one subject exam may retake only that one. A candidate who failed two or more retakes the whole exam. Passed subject scores are kept.
- Registration for a retake opens only after the last attempt's results are posted.
What it covers: Core EC-6 Mathematics
6 competencies and 44 topics, summarised in our own words from the public framework.
001Mathematical Process Standards Teaching students to use the mathematical processes: applying, problem solving, choosing tools, representing, connecting and explaining.7 topics
- Applying mathematics to everyday, social and workplace problems
- Using a problem-solving model: analyse, plan, solve, justify, and check reasonableness
- Choosing tools (objects, manipulatives, paper, technology) and techniques (mental math, estimation, number sense)
- Communicating reasoning with symbols, diagrams, graphs and language
- Creating and using representations to organise and record ideas
- Analysing mathematical relationships to connect ideas
- Using precise mathematical language to explain and justify
002Number and Operations Teaching counting, place value, the four operations, fractions, decimals, percents and money.9 topics
- Counting, one-to-one correspondence, cardinality and subitizing; recognising and representing numbers
- Composing and decomposing numbers; base-ten place value; comparing; number forms
- Fluency, automaticity, skip-counting and mental math
- Number lines: locating, rounding and estimating
- The four operations, their properties and strategies; remainders; arrays and area models
- Equal parts; fractions, decimals and percents; equivalent fractions
- U.S. coins, money in decimal form and money problems
- Using formative and summative assessment results to see students' thinking, strengths and gaps in this area
- Planning explicit, differentiated instruction, scaffolds, interventions and flexible grouping for this area
003Algebraic Reasoning Teaching patterns, expressions, equations, relationships between quantities and proportionality.8 topics
- Recognising, copying, extending and creating patterns; prime and composite numbers
- What operation and equality symbols mean in equations and expressions
- Numerical patterns from tables, rules and graphs; ratio, rate and percent with models, tables, graphs and proportions
- Independent and dependent quantities shown in words, tables, graphs and equations
- True equations and equivalent expressions; properties of operations; equations and inequalities in context
- Generating formulas, including perimeter, area and volume
- Using formative and summative assessment results to see students' thinking, strengths and gaps in this area
- Planning explicit, differentiated instruction, scaffolds, interventions and flexible grouping for this area
004Geometry and Measurement Teaching shapes and their attributes, measurement and units, area and perimeter, lines, time and the coordinate plane.9 topics
- Describing, classifying and sorting two- and three-dimensional shapes; composing, decomposing and partitioning them
- Measuring tools and units; metric and customary systems and conversion within each; unit size against number of units
- Area and perimeter of rectangles, parallelograms, trapezoids and triangles; angles and sides of triangles
- Lines, segments, rays, parallel and perpendicular lines, and symmetry
- Time: the language of time, analog and digital clocks, and time intervals
- Measurement problems with all four operations, including time, length, mass, area, volume, capacity and money
- The coordinate plane and graphing ordered pairs in all four quadrants
- Using formative and summative assessment results to see students' thinking, strengths and gaps in this area
- Planning explicit, differentiated instruction, scaffolds, interventions and flexible grouping for this area
005Data Analysis Teaching students to collect, organise, display and interpret data and solve problems with it.6 topics
- Collecting, sorting and organising data; building displays such as graphs, tallies and dot plots
- Reading graphs to predict and conclude; writing and solving one- and two-step problems from data
- One- and two-step problems with whole numbers, fractions and decimals in tables and plots
- Centre, spread and shape; mean, median, mode and range; percent and relative frequency; variability
- Using formative and summative assessment results to see students' thinking, strengths and gaps in this area
- Planning explicit, differentiated instruction, scaffolds, interventions and flexible grouping for this area
006Analysis and Response Written responseA written response: study a student's work and data, name a strength or need, give feedback, and describe and justify what to teach next.5 topics
- Analysing a student's assessment data and work to identify a significant strength or need
- Choosing and describing a strategy, intervention or enrichment that fits it
- Explaining, from evidence-based practice, why that strategy will work
- Choosing a formative assessment to monitor the student's progress
- Showing how the skill connects to other areas of mathematics