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).

GLCE Types and Scoring• Item Types – Count towards score

– Core - assess Core GLCE (3 questions per GLCE on MEAP test)

– Extended Core - assess Extended Core GLCE (Usually only 1 question on MEAP test)

– Linking - core items from previous grade test (grades 4-8 only)

• Item Types – Do NOT count towards score– Field Test - items used to develop future MEAP assessments

– Future Core - items that assess Future Core expectations

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.05.10Strand

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

Grade Level

GLCE Number

NUMBER AND OPERATION

The 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.

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)

District State

% 14%

% 7%

% 73%

% 5%

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)

District State

% 74%

% 13%

% 10%

% 3%

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)

District State

% 11%

% 9%

% 61%

% 19%

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 (6)(core)

District State

% 6%

% 7%

% 72%

% 15%

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 (6).(core)

District State

% 16%

% 7%

% 72%

% 5%

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 (6). (core)

District State

% 11%

% 70%

% 14%

% 5%

N.MR.05.03 Write mathematical statements involving division for given situations. (extended core)

District State

% 7%

% 7%

% 13%

% 72%

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 - NC]

District State

% 8%

% 14%

% 74%

% 4%


District State

% 6%

% 9%

% 9%

% 75%


District State

% 12%

% 75%

% 6%

% 6%

N.MR.05.05 Solve applied problems involving multiplication and division of whole numbers. [Core]

District State

% 9%

% 81%

% 4%

% 5%

N.MR.05.05 Solve applied problems involving multiplication and

division of whole numbers. [Core

District State

% 2%

% 77%

% 9%

% 12%

N.MR.05.05 Solve applied problems involving multiplication and division

of whole numbers. [Core

District State

% 77%

% 5%

% 6%

% 11%

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

District State

% 9%

% 12%

% 69%

% 9%

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

District State

% 11%

% 12%

% 53%

% 24%

District State

% 7%

% 5%

% 86%

% 2%

District State

% 84%

% 11%

% 4%

% 1%

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., 1 is 10 tenths, one tenth is 10 hundredths. [Core]

District State

% 6%

% 63%

% 5%

% 25%


District State

% 41%

% 5%

% 2%

% 52%


District State

% 6%

% 12%

% 5%

% 76%

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

District State

% 11%

% 77%

% 6%

% 7%


District State

% 4%

% 22%

% 57%

% 17%


District State

% 12%

% 7%

% 63%

% 17%

District State

% 8%

% 19%

% 21%

% 52%

District State

% 15%

% 71%

% 9%

% 4%

N.FL.05.12 Find the product of two unit fractions with small denominators using area model. [Fut - NC]

District State

% 7%

% 5%

% 85%

% 3%

N.FL.05.13 Divide a fraction by a whole number and a whole number by a fraction, using simple unit fractions. [Fut - NC]

District State

% 15%

% 12%

% 19%

% 53%

District State

% 71%

% 11%

% 10%

% 8%

N.MR.05.15 Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, and 1000; identify patterns. [Ext]

District State

% 1%

% 91%

% 3%

% 4%

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

District State

% 31%

% 20%

% 38%

% 10%

N.MR.05.19 Solve word problems that involve finding sums and differences of fractions with unlike denominators, using knowledge of equivalent fractions. [Fut]

District State

% 4%

% 6%

% 82%

% 7%

N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

District State

% 15%

% 60%

% 15%

% 9%


District State

% 19%

% 48%

% 13%

% 20%


District State

% 45%

% 14%

% 13%

% 28%


District State

% 21%

% 18%

% 45%

% 16%


District State

% 77%

% 7%

% 4%

% 12%

District State

% 8%

% 23%

% 36%

% 32%

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

District State

% 3%

% 88%

% 4%

% 5%

MEASUREMENT





District State

% 41%

% 43%

% 12%

% 4%

District State

% 9%

% 66%

% 14%

% 10%

District State

% 20%

% 19%

% 38%

% 23%

M.UN.05.03 Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. [Ext

District State

% 20%

% 66%

% 8%

% 5%

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

District State

% 8%

% 15%

% 25%

% 51%


District State

% 17%

% 22%

% 14%

% 46%


District State

% 17%

% 7%

% 6%

% 70%

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

District State

% 58%

% 17%

% 15%

% 11%


District State

% 40%

% 23%

% 27%

% 10%


District State

% 14%

% 63%

% 12%

% 11%

District State

% 14%

% 50%

% 24%

% 11%

District State

% 21%

% 43%

% 23%

% 12%

District State

% 14%

% 71%

% 10%

% 4%

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

District State

% 19%

% 10%

% 6%

% 65%


District State

% 25%

% 15%

% 54%

% 5%


District State

% 44%

% 15%

% 39%

% 2%

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

GEOMETRY





District State

% 8%

% 14%

% 71%

% 6%

G.TR.05.01 Associate an angle with a certain amount of turning; know that angles are measured in degrees; understand that 90°, 180°, 270°, and 360° are associated, respectively, tively, with 1/4, 1/2, 3 4 and full turns. [Ext]

District State

% 8%

% 14%

% 71%

% 6%

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

District State

% 6%

% 24%

% 11%

% 69%

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

District State

% 16%

% 10%

% 51%

% 22%

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

District State

% 18%

% 15%

% 57%

% 8%

G.GS.05.03 Identify and name angles on a straight line and vertical angles. [Fut]

District State

% 57%

% 14%

% 10%

% 19%

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

District State

% 22%

% 50%

% 16%

% 11%

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

District State

% 17%

% 22%

% 47%

% 13%

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

District State

% 35%

% 13%

% 21%

% 31%

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

District State

% 30%

% 17%

% 15%

% 37%


District State

% 14%

% 32%

% 5%

% 49%


District State

% 42%

% 9%

% 21%

% 28%

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

DATA AND PROBABILITY





District State

% 12%

% 7%

% 19%

% 62%

Which of the following statements is correct if she continues to save at the same rate?

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 same axes, comparing different data. [Core

District State

% 11%

% 70%

% 9%

% 10%

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 same axes, comparing different data. [Core]

24.The graph below shows the amount of snow that fell during a snow storm.

According to the graph, how much snow fell during each hour?

District State

A % 7%

B % 59%

C % 17%

D % 17%

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 same axes, comparing different data. [Core]

District State

% 9%

% 13%

% 69%

% 10%

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

District State

% 32%

% 47%

% 15%

% 5%


District State

% 17%

% 25%

% 50%

% 7%


District State

% 58%

% 10%

% 6%

% 26%

D.AN.05.04 Solve multi-step problems involving means. [Fut]

LINKING(GLCES FROM LOWER GRADE LEVELS & WERE LESS THAN 70% IN OUR DISTRICT)





OVERALL RESULTS(Below 70% for that GLCE on the School Summary Report-All Students)

Number and Operation

Algebra Geometry Measurement Data and Probability

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

Documents

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