High School Credit Threshold Worksheet

Name: _________________________ Date: _______________

Instructions: Use the percentage-to-letter grade chart below to determine each letter grade and whether the student earns high school credit. A minimum of D (60%) is required to earn credit; below 60% is a failing grade for credit purposes.

Percentage to Letter Grade Chart
90–100% → A
80–89% → B
70–79% → C
60–69% → D
Below 60% → F

1. Your current course average is 82%.
   a) Letter grade: ____________
   b) Earn credit? ____________

1. A classmate’s average is 67%.
   a) Letter grade: ____________
   b) Earn credit? ____________

1. If you scored 59% as your course average:
   a) Letter grade: ____________
   b) Earn credit? ____________

1. Your three assignment grades are 78%, 85%, and 92%.
   a) Calculate your average: ____________
   b) Letter grade: ____________
   c) Earn credit? ____________

1. Reflection: Are you on track to earn credit in your current classes? What strategies will you use to improve or maintain your average?

Session 1 Discussion: Exploring Grade Scales and Credit Eligibility

Objective:
Students will deepen their understanding of how percentage grades translate to letter grades and determine whether they earn high school credit. They will reflect on personal experiences and practice explaining their reasoning to peers.

Discussion Guidelines

• Listen respectfully and let each person finish speaking before you respond.
• Use evidence from the Grade Scale Slide Deck and your worksheet answers to support your points.
• Build on others’ ideas by adding examples or asking clarifying questions.
• Aim for clear, concise explanations when sharing your thinking.

Prompt 1: Understanding the Scale

1. What stands out to you about the percentage ranges for each letter grade?
2. Why do you think schools set 60% as the minimum for earning credit?

Possible follow-up questions:

• How might the credit threshold affect a student’s motivation?
• Can you think of a real-life example where a small percentage difference (e.g., 59% vs. 60%) had a big impact?

Prompt 2: Scenario Analysis

Work in pairs. Choose one of the examples from the High School Credit Threshold Worksheet that you found tricky. Explain to your partner:

• How you calculated the letter grade.
• How you decided whether the student earned credit.

After 2–3 minutes, each pair shares one key insight with the class.

Prompt 3: Personal Reflection

1. Reflect on a current grade in one of your classes.
2. Are you on track to earn high school credit based on that grade? Why or why not?
3. What’s one specific strategy you will use this week to maintain or improve your percentage?

Write a brief response (2–3 sentences):

Closing and Next Steps

• Invite 2–3 volunteers to share their personal strategies with the class.
• Summarize: Understanding these thresholds now helps you set clear goals for high school.
• Reminder: Bring your completed worksheets to Session 2 for more practice in projecting grades and credit outcomes.

Session 1 Activity: Partner Worksheet Walkthrough

Time: 3 minutes

Objective:
Students will compare answers on the High School Credit Threshold Worksheet with a partner, explain their reasoning for each letter grade and credit decision, and clarify any misconceptions.

Materials

• One completed High School Credit Threshold Worksheet per student
• Student pens or pencils

Activity Steps

1. Form Pairs (30 seconds):
   • Students quickly find a partner and sit facing each other.
2. Compare Answers (1 minute):
   • Partners exchange worksheets.
   • Together, they check Questions 1–3:
     • Do their letter grades match?
     • Do they agree on whether credit is earned?
3. Explain Reasoning (1 minute):
   • For one of the first three questions, each student takes turns explaining:
     • How they determined the letter grade from the percentage.
     • Why that percentage met (or did not meet) the credit threshold.
   • Partners ask one clarifying question if something isn’t clear.
4. Group Share-Out (30 seconds):
   • Invite 2–3 pairs to share one insight or question that came up during their discussion.
   • Note any common misunderstandings for the teacher to address in Session 2.

Next Steps:

• Students keep their worksheets for Session 2, where they will practice projecting future course averages and credit outcomes.

Session 1 Script: Understanding Grade Scales and Credit Eligibility

Launch & Warm-Up (2 minutes)

Teacher: “Good morning, everyone! Today our goal is to understand how percentage grades turn into letter grades and how those letter grades determine whether you earn high school credit.

Teacher: “To get us started, turn and talk with a neighbor for 30 seconds. What do you already know about letter grades and earning credit in high school?”
After 30 seconds
Teacher: “Who would like to share one thing you heard your partner say?”

Introduce Grade Scales (4 minutes)

Teacher: “Great! Now let’s look at our percentage-to-letter grade chart.”
(Display Slide 3 on the Grade Scale Slide Deck)
Teacher: “I’m going to point out the ranges.

• 90 to 100 percent is an A.
• 80 to 89 percent is a B.
• 70 to 79 percent is a C.
• 60 to 69 percent is a D.
• Below 60 percent is an F.”

Teacher: “Which of these ranges do you think counts as passing? Which do you think is failing?”
Possible follow-up: “Why might a school choose that cutoff for passing?”
Teacher: “Who can show me on the chart where a B begins?”
Wait for a student to point or answer.
Teacher: “Exactly—80 percent.”

Explore Credit Thresholds (3 minutes)

Teacher: “In high school, you usually need at least a D—so 60 percent—to earn credit for a class. Anything below 60 doesn’t count in your credit total. (Display Slide 4.)”

Teacher: “I’m handing out the High School Credit Threshold Worksheet. On your own or with a partner, complete Question 1 together.”

Teacher: “Question 1 says: ‘Your current course average is 82%. a) Letter grade? b) Earn credit?’ Discuss how you decide, then write your answers.”
Students work in pairs for about 90 seconds.

Partner Worksheet Walkthrough Activity (3 minutes)

Teacher: “Now let’s compare our answers on Questions 1–3 with a new partner.”

1. Form Pairs: Quickly find a new partner.
2. Exchange Worksheets: Check each other’s answers for Questions 1–3—do your letter grades match? Do you agree on whether credit is earned?
3. Explain Reasoning: Pick one question and take turns explaining how you decided on the letter grade and credit outcome. Ask your partner one question if something isn’t clear.

After one minute
Teacher: “Alright, let’s hear from two pairs. Pair one, what was one thing you discussed? Pair two, do you have a question or an insight?”

Quick Debrief & Next Steps (1 minute)

Teacher: “Excellent thinking, everyone. Today you learned how to read grade scales and figure out if you’d earn credit with a given average. Remember to keep this worksheet—next session we’ll use it again to project future grades and set goals. See you next time!”

Grade Projection Practice Worksheet

Name: _________________________ Date: _______________

Instructions: Use the Grade Projection Formula from the Grade Projection Slide Deck to calculate the score you need on remaining assignments to reach the target overall average. Show your work and answer the questions below.

1. Scenario 1

You currently have a 75% average on work worth 60% of your grade. Two tests remain that together count for 40% of your grade. You want an 80% overall average.

a) Write the equation using the formula:
W₁·C + W₂·X = T·100 → _______

b) Solve for X (the score you need on remaining work):
X = ____________%

c) What letter grade does that percentage represent? ________

2. Scenario 2

Your current average is 68% on work that counts for 80% of your grade. One final project counts for 20% of your grade. You want to earn at least a 70% overall average (a C).

a) Write the equation:
W₁·C + W₂·X = T·100 → _______

b) Solve for X:
X = ____________%

c) Based on your answer, will you meet the 70% target? Why or why not?

3. Reflection

Think about your own current classes and any upcoming assessments.

1. Are you on track to earn high school credit (60% minimum)? Why or why not?
2. What is one specific strategy you will use to prepare for the next assignment or test to hit your target score?

Session 2 Discussion: Projecting Grade Goals and Planning Strategies

Objective:
Students will talk through how they applied the grade projection formula, share problem‐solving strategies, and make a concrete plan for their own upcoming assignments.

Discussion Guidelines

• Listen respectfully and let each person finish before you respond.
• Reference your worksheet or slides when explaining your method.
• Build on others’ ideas by asking questions or offering examples.
• Keep explanations clear and focused.

Prompt 1: Exploring the Projection Formula

1. Which part of the formula (W₁·C + W₂·X = T·100) was easiest to understand? Which part was most confusing?
2. How does the weight of remaining work (W₂) change the score you need (X)?

Possible follow-up questions:

• If only 10% of your grade is left, how does that affect the difficulty of raising your average?
• Why is it helpful to know exactly what score you need before you study?

Prompt 2: Strategy Sharing

Work in pairs. Choose one scenario from your Grade Projection Practice Worksheet and:

• Explain how you set up the equation step-by-step.
• Share one tip or tool you used to organize your calculation (e.g., drawing a table, labeling each weight, checking your work).

After 2 minutes, each pair shares one insight or tip with the class.

Prompt 3: Personal Planning

1. Identify an upcoming assignment or test in your own classes. What exact score (X) do you need to reach your target overall average?
2. What is one specific study strategy or resource you will use to prepare for that assignment?

Write your responses below:

Closing and Next Steps

• Invite 2–3 volunteers to share their personal plans.
• Reinforce: Using these projections helps you focus your study time more effectively.
• Remind students: Next session we’ll reflect on how well these targets helped you achieve your goals.

Session 2 Script: Projecting Grade Goals and Setting Targets

Recap & Warm-Up (2 minutes)

Teacher: “Good morning! Last session we practiced reading your