6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

OBJECTIVESOBJECTIVES: •Review, practice, and secure concepts.•Breakdown the barriers of vocabulary and format.•Analyze data from the District and State.

GLCE Designations

• Core - content currently taught at the assigned grade level.

• Extended Core - content currently taught at the assigned grade level that describes narrower or less dense topics.

• Future Core - not currently taught at assigned grade level (but will be with in the next 3-5 years).

Websites• MEAP: www.mi.gov/meap

– Released items– Guide to MEAP reports– Assessable GLCE information

• MI-Access: www.mi.gov/mi-access – Extended GLCE and Benchmarks– Accommodations Information

• MI-Access Information Center: www.mi-access.info

• Office of School Improvement: www.mi.gov/osi – Michigan Curriculum Framework– Grade Level Content Expectations (GLCE)

• Intermediate School Districts and MMLA connections:– www.mscenters.org – see what other districts have already done! – MMLA assessment builder and practice questions– www.jcisd.org (go to general education Math and Science Center Math GLCE and

Model Assessments– www.manistee.org (go to general education benchmark assessment project) – www.mictm.org

http://www.mi.gov/meap

http://www.mi.gov/mi-access

http://www.mscenters.org/

http://mathassessments.mscenters.org/

http://www.jcisd.org/

http://www.manistee.org/

http://www.mictm.org/

5 Math Strands on MEAP

• Number and Operation • Algebra • Measurement • Geometry • Data and Probability Reading the GLCE Code:

N.FL.06.10Strand

(Content Area)Domain (Sub-Content Area like: Fluency or Patterns, etc.)

Grade Level

GLCE Number

Number and OperationThe correct answer will be highlighted in the

following questions.

•If the answer is highlighted green, then we did better than the state by 5% or more.

•If the answer is highlighted yellow, then we did better than the state by 0-4%.

•If the answer is highlighted red, then we did worse than the state.

State Results

District Results

A 74%

B 10%

C 7%

D 9%

5. Multiply a multi-digit number by a two-digit number

A. correct

B. incorrect number sentence

C. incorrect number sentence

D. incorrect number sentence

GLCE: N.FL.05.04 Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. [Core]

State Results

District Results

A 5%

B 10%

C 12%

D 73%

6. Multiply: 609 x 87

A.9,075

B.9,135

C.52,923

D.52,983

GLCE: N.FL.05.04 Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. [Core]

State Results

District Results

A 4%

B 3%

C 91%

D 2%

21.Solve problems involving x and ÷ of whole numbers

A. incorrect product

B. incorrect product

C. correct

D. incorrect product

GLCE: N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers. * [Core] *revised expectations in italics.

State Results

District Results

A 35%

B 48%

C 10%

D 8%

22.Jose saves exactly $3 each week. What is the least number of weeks it will take Jose to save $29?

A. 9

B. 10

C. 26

D. 32

GLCE: N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers. * [Core] *revised expectations in italics.

State Results

District Results

A 12%

B 7%

C 68%

D 12%

7. Divide up to a four-digit number by a two-digit number

A. incorrect quotient

B. incorrect quotient

C. correct

D. incorrect quotient

GLCE: N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. [Core]

State Results

District Results

A 11%

B 14%

C 17%

D 57%

8. Divide: 9,768 ÷ 24 =

A. 42 R20

B.47

C. 400 R18

D. 407

GLCE: N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. [Core]

State Results

District Results

A 82%

B 6%

C 8%

D 4%

11. Write statements involving + and – of fractions

A. correct

B. subtraction

C. multiplication

D. division

GLCE: N.FL.05.18 Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* [Core] *revised expectations in italics.

State Results

District Results

A 9%

B 14%

C 7%

D 70%

GLCE: N.FL.05.18 Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* [Core] *revised expectations in italics.

State Results

District Results

A 3%

B 79%

C 5%

D 13%

25.Solve applied problems using fractions & decimals

A. incorrect product

B. correct

C. subtracted instead of multiplied

D. added instead of multiplied

GLCE: N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness* [Core] *revised expectations in italics

State Results

District Results

A 5%

B 19%

C 69%

D 7%

26.

GLCE: N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness* [Core] *revised expectations in italics

State Results

District Results

A 12%

B 13%

C 69%

D 5%

9. Understand the relative magnitude base-10 system

A. place value error

B. incorrect value

C. correct

D. incorrect value

GLCE: N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right; e.g., one is 10 tenth, one tenth is 10 hundredths. [Core]

State Results

District Results

A 21%

B 14%

C 36%

D 29%

10.What is one way to represent the value of the digit 3 in the

number 573.64

A. three tenths

B. thirty tenths

C. three hundreds

D. thirty ones

GLCE: N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right; e.g., one is 10 tenth, one tenth is 10 hundredths. [Core]

State Results

District Results

A 12%

B 2%

C 83%

D 2%

23.Understand percentages as parts out of 100

A. place value error

B. complement with place value error

C. correct

D. complement

GLCE: N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core]

State Results

District Results

A 6%

B 13%

C 74%

D 6%

24. Marissa said 90% of the 50 students in a school performance wore white shirts. What was the total number of students in the performance who wore white shirts?

A. 100

B. 50

C. 45

D. 25

GLCE: N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core]

State Results

District Results

A 5%

B 14%

C 75%

D 6%

1. Understand the meaning of division of whole numbers

A. incorrect remainder

B. incorrect remainder

C. correct

D. not candidate as remainder

GLCE: N.MR.05.01 Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. [Core]

State Results

District Results

A 31%

B 14%

C 47%

D 8%

GLCE: N.MR.05.01 Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. [Core]

State Results

District Results

A 79%

B 7%

C 6%

D 7%

3. Know division of whole numbers in form a = bq + r

A. correct

B. incorrect number sentence

C. incorrect number sentence

D. incorrect number sentence

GLCE: N.MR.05.02 Relate division of whole numbers with remainders to the form a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • 6 + 4 = 34; note remainder (4) is less than divisor (5). [Core]

State Results

District Results

A 6%

B 11%

C 8%

D 75%

GLCE: N.MR.05.02 Relate division of whole numbers with remainders to the form a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • 6 + 4 = 34; note remainder (4) is less than divisor (5). [Core]

GLCE: N.MR.05.22 Express fractions and decimals as percentages and vice versa. [Core]

State Results

District Results

A 8%

B 23%

C 56%

D 12%

27.Express fractions and decimals as percentages

A. incorrect conversion

B. incorrect conversion

C. correct

D. incorrect conversion

State Results

District Results

A 14%

B 29%

C 20%

D 37%

28. In a class of 25 students, 10 ran a race in nine minutes or less. What percent of the students ran the race in nine minutes or less?

A.5%

B.10%

C.25%

D.40%

GLCE: N.MR.05.22 Express fractions and decimals as percentages and vice versa. [Core]

MeasurementThe correct answer will be highlighted in the





State Results

District Results

A 51%

B 15%

C 17%

D 16%

15.Show relationships between areas of polygons

A. correct

B. area of triangle is 4 times area of rectangle

C. area of triangle is 2 times area of rectangle

D. area of triangle is one-fourth times area of rectangle

GLCE: M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. [Core]

State Results

District Results

A 36%

B 9%

C 48%

D 6%

GLCE: M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. [Core]

State Results

District Results

A 20%

B 7%

C 56%

D 16%

29.Know how to use the area formula of a triangle

A . incorrect variable

B. incorrect variable

C. correct

D. incorrect variable

GLCE: M.TE.05.06 Understand and know how to use the area formula of a triangle; A = bh (where b is length of the base and h is the height), and represent using models and manipulatives. [Core]2

1

State Results

District Results

A 33%

B 38%

C 18%

D 10%

30.

GLCE: M.TE.05.06 Understand and know how to use the area formula of a triangle; A = bh (where b is length of the base and h is the height), and represent using models and manipulatives. [Core]2

1

State Results

District Results

A 29%

B 12%

C 7%

D 51%

31.Know how to use area formula for a parallelogram

A. added instead of multiplied

B. measure for perimeter

C. area of triangle

D. correct

GLCE: M.TE.05.07 Understand and know how to use the area formula for a parallelogram; A = bh, and represent using models and manipulatives.[Core]

State Results

District Results

A 21%

B 21%

C 6%

D 51%

32.

GLCE: M.TE.05.07 Understand and know how to use the area formula for a parallelogram; A = bh, and represent using models and manipulatives.[Core]

State Results

District Results

A 10%

B 54%

C 18%

D 17%

13.Convert measurements within a given system

A. incorrect conversion

B. correct

C. incorrect conversion

D. incorrect conversion

GLCE: M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. [Core]

State Results

District Results

A 35%

B 29%

C 29%

D 7%

14. Which is equivalent to 5.4 kilograms? A. 54 grams

B. 540 grams

C. 5,400 grams

D.54,000 grams

GLCE: M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. [Core]

GeometryThe correct answer will be highlighted in the





State Results

District Results

A 5%

B 71%

C 9%

D 15%

33.Measure angles with a protractor and classify

A. incorrect type of angle

B. correct

C. incorrect type of angle

D. incorrect type of angle

GLCE: G.GS.05.02 Measure angles with a protractor and classify them as acute, right obtuse, or straight. [Core]

State Results

District Results

A 11%

B 58%

C 28%

D 3%

34. Which is closest to the degree measure of A shown below?

A. 45o

B. 60o

C. 120o

D. 135o

GLCE: G.GS.05.02 Measure angles with a protractor and classify them as acute, right obtuse, or straight. [Core]

State Results

District Results

A 21%

B 8%

C 9%

D 61%

35.Know straight angle and angles surrounding a point

A. supplementary angle

B. other angle shown

C. other angle shown

D. correct

GLCE: G.GS.05.05 Know that angles on a straight line add up to 180o and angles surrounding a point add up to 360o, justify informally by “surrounding” a point with angles. [Core]

State Results

District Results

A 14%

B 19%

C 58%

D 9%

36. Using the diagram below, which is closest to the value of the expression below?

A. 90o

B. 100o

C. 180o

D. 360o

GLCE: G.GS.05.05 Know that angles on a straight line add up to 180o and angles surrounding a point add up to 360o, justify informally by “surrounding” a point with angles. [Core]

State Results

District Results

A 63%

B 17%

C 10%

D 9%

37.Know interior angles of a triangle & quadrilateral

A. correct

B. incorrect angle

C. other angle shown

D. other angle shown

GLCE: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180o and the sum of the interior angles of a quadrilateral is 360o, and use these properties to solve problems .[Core]

State Results

District Results

A 23%

B 54%

C 13%

D 10%

38. For triangle GXU, what is the value of the following expression?

A. 360o

B. 180o

C. 100o

D. 90o

GLCE: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180o and the sum of the interior angles of a quadrilateral is 360o, and use these properties to solve problems .[Core]

Data & ProbabilityThe correct answer will be highlighted in the





State Results

District Results

A 16%

B 70%

C 7%

D 7%

43.Given set of data, find & interpret mean, mode

A. mean

B. correct

C. range

D. maximum

GLCE: D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core]

State Results

District Results

A 19%

B 17%

C 42%

D 21%

44.What is the mean for this set of data?12, 9, 16, 17, 9, 10, 11

A. 9

B. 11

C. 12

D. 17

GLCE: D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core]

State Results

District Results

A 8%

B 7%

C 5%

D 81%

39. Read and interpret line graphs, and solve problems

A. incorrect interpretation of line graph

B. incorrect interpretation of line graph

C. incorrect interpretation of line graph

D. correct

GLCE: D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on the same axes, comparing different data. [Core]

State Results

District Results

A 18%

B 26%

C 45%

D 11%

40. John is graphing his loan balance for the loan his brother gave him. He pays his brother the same amount of money on the first day of each week as shown in the graph below:

What will be the first week that John’s balance will be $0?

A. 10 B. 8 C. 6 D. 4

GLCE: D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on the same axes, comparing different data. [Core]

State Results

District Results

A 12%

B 74%

C 9%

D 4%

41.Construct line graphs from tables of data

A. incorrect table

B. correct

C. incorrect table

D. incorrect table

GLCE: D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale. [Core]

State Results

District Results

A 7%

B 8%

C 69%

D 16%

42.

GLCE: D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale. [Core]

State Results

District Results

A 23%

B 9%

C 63%

D 4%

45.

GLCE: N.ME.05.23 Express ratios in several ways given applied situations, e.g., 3 cups to 5 people, 3:5, ; recognize and find equivalent rations. [Extended]

53

State Results

District Results

A 68%

B 7%

C 20%

D 5%

17.Trent’s tire store has 96 tires. A set contains 4 tires. Which expression represents the greatest number of complete sets of tires that Trent can sell?

A. 96 ÷ 4

B. 96 + 4

C. 96 • 4

D. 96 - 4

GLCE: N.MR.05.03 Write mathematical statements involving division for given situations. [Extended]

State Results

District Results

A 7%

B 18%

C 51%

D 23%

18. Multiply: 5.70 x 100 =

A.0.0570

B.57.0

C.570.0

D.5,700.0

GLCE: N.MR.05.15 Multiply a whole number by powers of 10; 0.01, 0.1, 1, 10, 100, 1,000 and identify patterns. [Extended]

State Results

District Results

A 21%

B 51%

C 15%

D 13%

19. Multiply: 57 x 0.03 =

A. 0.171

B. 1.71

C. 17.1

D. 171.0

GLCE: N.MR.05.17 Multiply one-digit and two-digit whole numbers by decimals up to two decimal places. [Extended]

State Results

District Results

A 30%

B 36%

C 26%

D 8%

46. Denise found the volume of a cylinder that had a height of 12 centimeters. Which unit should she use to express the volume of the cylinder?

A. cm

B. cm2

C. cm3

D. cm4

GLCE: M.UN.05.02 Know the units of measure of volume; cubic, centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm3, m3, in3, yd3). [Extended]

State Results

District Results

A 47%

B 21%

C 21%

D 10%

20. There are 100 cm in 1 meter. What is one way to determine the number of cubic centimeters in1 cubic meter?

A. multiply 100 by 100

B. Multiply 100 by 100 by 100

C. Add 100 + 100

D. Add 100 + 100 + 100

GLCE: M.UN.O5.03 Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. [Extended]

State Results

District Results

A 37%

B 54%

C 5%

D 4%

47. Jeff had to rotate a picture ½ turn to show to his friend. Exactly how many degrees did Jeff rotate the picture?

A. 90o

B.180o

C.270o

D. 360o

GLCE: G.TR.05.01 Associate an angle with a certain amount of turning; know that angles are measured in degrees; understand that 90o, 180o, 270o, and 360o are associated respectively, with ¼, ½, and ¾, and full turns.. [Extended]

State Results

District Results

A 35%

B 39%

C 12%

D 14%

54. Subtract:

A.

B.

C.

D.

GLCE: N.FL.05.14 Add and subtract fractions with unlike denominators through 12 and/or 100, using ; use 80 as the common denominator. * [Future] *revised expectations in italics

107

83

41

32

11

125

41

121

State Results

District Results

A 2%

B 2%

C 1%

D 94%

55. Which shape below appears to be exactly shaded?

GLCE: N.ME.05.10 Understand a fraction as a statement of division, e.g., 2 ÷ 3 = , using simple fractions and pictures to represent.[Future]32

53

State Results

District Results

A 21%

B 19%

C 8%

D 51%

56. Which of the follow is equivalent to

A.

B.

C.

D.

GLCE: N.ME.05.11 Given two fractions, e.g., ½ and ¼, express them as fractions with a common denominator, but not necessarily a least common denominator, e.g., and ; use denominators less than 12 or factors of 100* [Future] *revised expectations in italics

84

21

86

43

53

35

1513

105

2515

State Results

District Results

A 53%

B 17%

C 12%

D 17%

57. The rectangular diagram below represents 1 whole.

Which expression is represented by the model above?

GLCE: N.ME.05.12 Find the product of two unit fractions with small denominators using and area model.* [Future] *revised expectations in italics.

State Results

District Results

A 41%

B 15%

C 31%

D 12%

58. For which number is 24 x 3 the prime factorization?

A.48

B.36

C.24

D.18

GLCE: N.MR.05.07 Find the prime factorization of numbers from 2 through 50, express in exponential notation, e.g., 24 = 23 x 31, and understand that every whole number greater than 1 is either prime or can be expressed as a project of primes.*[Future] *revised expectations in italics

State Results

District Results

A 46%

B 27%

C 18%

D 8%

59. DIVIDE: ¼ ÷ 2 = .

A.

B.

C. 2

D. 8

GLCE: N.MR.05.13 Divide a fraction by a whole number and a hole number by a fraction, using simple unit fractions.* [Future] *revised expectations in italics

81

42

State Results

District Results

A 34%

B 25%

C 15%

D 26%

60. After a concert, a white cake, a chocolate cake, and a strawberry cake were served. The following shows how much of each of these same-sized cakes was eaten.

What was the total amount of cake eaten?

GLCE: N.MR.05.19 Solve contextual problems that involve finding sums and differences of fractions with unlike denominators using knowledge of equivalent fractions.* [Future] *revised expectations in italics

State Results

District Results

A 19%

B 31%

C 24%

D 25%

61. What value of m makes the equation below true?

A. 1

B.

C.

D.

GLCE: N.MR.05.21 Solve for the unknown in equations such as .* [Future] *revised expectations in italics

127

41

X

GLCE: M.PS.05.10 Solve applied problems about the volumes of rectangular prisms using multiplication and division and using the appropriate units. [Future]

State Results

District Results

A 28%

B 33%

C 24%

D 14%

52. If the volume of the rectangular prism-shaped box below is 280 cubic inches, what is it’s height?

A.1 2 inches

B. 14 inches

C. 28 inches

D. 140 inches

State Results

District Results

A 13%

B 23%

C 52%

D 11%

53. A bottle is filled with 1 liter of lemonade. Which measurement is equivalent to 1 liter?

A. 0.001 milliliter

B. 0.01 milliliter

C. 1,000.0 milliliters

D. 10,000.0 milliliters

GLCE: M.UN.05.01 Recognize the equivalence of 1 liter, 1,000 ml, and 1,000 cm3 and include conversions among liters, milliliters, and cubic centimeters. [Future]

State Results

District Results

A 26%

B 19%

C 26%

D 28%

49. In the Diagram below, intersects at point S.

Which angles when combined have the same degree measure as a straight angle?

GLCE: G.GS.05.03 Identify and name angles on a straight line and vertical angles. [Future]

OSPMN

State Results

District Results

A 15%

B 59%

C 17%

D 7%

50. In the diagram below, what is the measure of ?

GLCE: G.GS.05.04 Find unknown angles in problems involving angles on a straight line, angles surrounding a point, and vertical angles. [Future]

y

State Results

District Results

A 14%

B 55%

C 23%

D 7%

51. What is the measure of in the right isosceles triangle shown below?

GLCE: G.GS.05.07 Find unknown angles and sides using the properties of: triangles, including right, isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses; and trapezoids. [Future]

m

Data & ProbabilityThe correct answer will be highlighted in the





State Results

District Results

A 24%

B 23%

C 16%

D 35%

48. Joe wants the mean of his 5 test scores to be 90. Below are his scores on the first four tests:

92, 86, 95, 83

What score does Joe need on the fifth test to get a mean of exactly 90?

A. 88

B. 90

C. 92

D. 94

GLCE: D.AN.05.04 Solve multi-step problems involving means. [Future]

Conclusions from the DataBelow are the core GLCE’s by strand in order of

average from greatest to least. (--- = separates 70% mark)

Number and Number and Operations Operations

------------------------

AlgebraAlgebra

-----------------------

MeasurementMeasurement

-----------------------

GeometryGeometry

------------------------

Data and Data and ProbabilityProbability

------------------------

6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

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Transcript of 6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)