OBJECTIVES OBJECTIVES: 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: –Released items –Guide to MEAP reports –Assessable GLCE information MI-Access: –Extended GLCE and Benchmarks –Accommodations Information MI-Access Information Center: Office of School Improvement: –Michigan Curriculum Framework –Grade Level Content Expectations (GLCE) Intermediate School Districts and MMLA connections: – – see what other districts have already done! –MMLA assessment builder and practice questionsMMLA assessment builder and practice questions – (go to general education  Math and Science Center  Math GLCE and Model Assessmentswww.jcisd.org – (go to general education  benchmark assessment project) –

5 Math Strands on MEAP Number and Operation Algebra Measurement Geometry Data and Probability Reading the GLCE Code: N.FL Strand (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 Understand division of fractions as the inverse of multiplication, e.g., if 4/5 ÷ 2/3= X, then 2/3 X = 4/5, so X = 4/5 3/2= 12/10. (Core) 7 Which of the following has the same value as ? A B C D State Results District Results A23% B13% C48% D16%

N.MR Understand division of fractions as the inverse of multiplication, e.g., if 4/5 ÷ 2/3= X, then 2/3 X = 4/5, so X = 4/5 3/2= 12/10. (Core) 8 Understand ÷ of fractions as the inverse of x A multiplied, instead of divided B subtracted/added numerators, denominators C correct D reciprocal State Results District Results A23% B12% C50% D15%

N.MR Understand division of fractions as the inverse of multiplication, e.g., if 4/5 ÷ 2/3= X, then 2/3 X = 4/5, so X = 4/5 3/2= 12/10. (Core) State Results District Results A50% B25% C17% D8% 9 Which of the following has the same value as ? A B C D

N.FL Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (Core) State Results District Results A9% B11% C75% D5% 10 Write a statement to represent dividing fractions A subtracted B multiplied C correct D added

N.FL Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (Core) State Results District Results A5% B14% C8% D73% 11 Melissa had ½ of a whole cake remaining. She cut the remaining pieces that were all the same size. Which of the following represents this situation? A B C D

N.FL Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (Core) State Results District Results A19% B21% C53% D7% 12 Write a statement to represent dividing fractions A multiplied B divided divisor by dividend C correct D divisor divided by reciprocal of dividend

N.FL Multiply and divide any two fractions, including mixed numbers, fluently. (Core) State Results District Results A54% B18% C20% D7% 1 Divide

N.FL Multiply and divide any two fractions, including mixed numbers, fluently. (Core) 2 x and ÷ any two fractions, including mixed numbers A correct B added numerators, added denominators C cross multiplied, put in numerator/denominator D incorrect numerator, correct denominator State Results District Results A53% B8% C29% D11%

N.FL Multiply and divide any two fractions, including mixed numbers, fluently. (Core) State Results District Results A32% B47% C14% D6% 3 Divide A B C D

N.FL Add, subtract, multiply and divide positive rational numbers fluently. (Core) State Results District Results A14% B10% C65% D11% 4 Compute with positive rational numbers A added one given number to two with decimals moved B added two given numbers to one with decimal moved C correct D changed decimals to wholes, then added

N.FL Add, subtract, multiply and divide positive rational numbers fluently. (Core) State Results District Results A13% B23% C17% D47% 5 Divide 6 ÷ ¼ 24

N.FL Add, subtract, multiply and divide positive rational numbers fluently. (Core) State Results District Results A11% B30% C29% D30% 6 Compute with positive rational numbers A incorrect fraction conversion B correct C converted fractions correctly, subtracted wrong direction D subtracted wholes, added numerators, denominators

N.ME Find equivalent ratios by scaling up or scaling down. (Core) State Results District Results A16% B61% C6% D17% 13

N.ME Find equivalent ratios by scaling up or scaling down. (Core) State Results District Results A7% B75% C6% D11% 14 Find equivalent ratios by scaling up or down A scaled denominator correctly, but not numerator B correct C scaled numerator incorrectly, did not reduce denominator D scaled numerator correctly, did not reduce denominator

N.ME Find equivalent ratios by scaling up or scaling down. (Core) State Results District Results A27% B11% C58% D4% 15 Which of the following is equivalent to the ratio below? 15:10 A 10:15 B 10:5 C 3:2 D 2:3

N.MR Solve contextual problems involving percentages such as sales taxes and tips.* (Core) State Results District Results A60% B12% C19% D8% 34 Solve contextual problems involving percentages A correct B % as whole number divided by total C divided by % as whole number D place value error

N.MR Solve contextual problems involving percentages such as sales taxes and tips.* (Core) State Results District Results A10% B20% C13% D56% 35 The total cost, including tax, for David’s lunch was $6.35. He left a tip, which was 20% of the total cost of his lunch. What was the amount of the tip David left? A $1.17 B $1.20 C $1.23 D $1.27

N.MR Solve contextual problems involving percentages such as sales taxes and tips.* (Core) State Results District Results A26% B12% C10% D51% 36 Solve contextual problems involving percentages A total divided by % B multiplied by incorrect % C added total to % as whole number D correct

N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. (Core) State Results District Results A16% B58% C13% D 37 Gwen is going to make two batches of cookies. She needs 2/3 cup of sugar for each batch. Which is closest to the total number of cups of sugar that Gwen will need?

N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. (Core) State Results District Results A7% B28% C58% D8% 38 Estimate calculations involving rational numbers A one of addends B underestimated C correct D overestimated

N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. (Core) State Results District Results A11% B42% C21% D25% 39 A certain car can travel 25 miles on 2 ¼ gallons of gasoline. At this rate, which of the following is closest to the total number of miles the car can travel on 12 ½ gallons of gasoline? A 50 B 150 C 250 D 300

N.FL Solve applied problems that use the four operations with appropriate decimal numbers. (Core) State Results District Results A81% B9% C6% D4% 40 Solve applied problems with appropriate decimals A correct B transposed two numbers after decimal C subtracted instead of divided D added

N.FL Solve applied problems that use the four operations with appropriate decimal numbers. (Core) State Results District Results A5% B C83% D6% 41 In the city of Marquette, it rained 4.28 inches in September and 8.9 inches in October. What was the total amount of rain for September and October in Marquette? A 5.17 inches B inches C inches D inches

N.FL Solve applied problems that use the four operations with appropriate decimal numbers. (Core) State Results District Results A82% B6% C7% D4% 42 Solve applied problems with appropriate decimals A correct B divided and used one incorrect number C added instead of subtracted D incorrect minuend

N.ME Locate negative rational numbers (including integers) on the number line; know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line. (Core) State Results District Results A6% B5% C85% D3% 43 Which best represents the location of point Q? A B C -3 D -4

N.ME Locate negative rational numbers (including integers) on the number line; know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line. (Core) State Results District Results A6% B21% C71% D3% 44 Locate negative rational numbers on number line A face value error B place value error C correct D face value error

N.ME Locate negative rational numbers (including integers) on the number line; know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line. (Core) State Results District Results A7% B55% C29% D9% 45 Which point appears to be located at on the number line below? A B C D

ALGEBRA 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.

A.PA Solve applied problems involving rates, including speed, e.g., if a car is going 50 mph, how far will it go in 3 ½ hours? (Core) 16 Solve applied problems involving rates A divided rate into improper given number B added rate to time C correct D multiplied rate by rounded up amount of time State Results District Results A11% B13% C67% D9%

A.PA Solve applied problems involving rates, including speed, e.g., if a car is going 50 mph, how far will it go in 3 ½ hours? (Core) State Results District Results A7% B8% C35% D49% 17 If Sam rode his bike at an average rate of 15 miles per hour, what is the total distance he would travel in 2 ½ hours? A 6 miles B 17 miles C 30 ½ miles D 37 ½ miles

A.PA Solve applied problems involving rates, including speed, e.g., if a car is going 50 mph, how far will it go in 3 ½ hours? (Core) 18 Solve applied problems involving rates A rounded time up then multiplied by rate B correct C incorrect time and rate D multiplied whole part of time by rate, + fractional part State Results District Results A9% B43% C14% D34%

A.RP Plot ordered pairs of integers and use ordered pairs of integers to identify points in all four quadrants of the coordinate plane. (Core) State Results District Results A86% B7% C5% D2% 19 Rectangle ABCD is graphed on the coordinate plane below. Which ordered pair best represents the location of point D? A (-2, -3) B (-3, 2) C (2, -3) D (3, -2)

A.RP Plot ordered pairs of integers and use ordered pairs of integers to identify points in all four quadrants of the coordinate plane. (Core) State Results District Results A30% B5% C69% D23% 20 Plot ordered pairs of integers A (-y, x) B (-x, -y) C correct D (y, x)

A.RP Plot ordered pairs of integers and use ordered pairs of integers to identify points in all four quadrants of the coordinate plane. (Core) State Results District Results A69% B5% C13% D 21 Which point appears to be located at (-2, 3) A F B G C H D J

A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (Core) State Results District Results A87% B3% C6% D4% 22 Use letters, with units, to represent quantities A correct B subtracted instead of added C multiplied D divided

A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (Core) 23 Juan found he weighs x pounds more now than he did last month. If Juan weighed 105 pounds last month, which of the following represents the amount he weighs now? A 105x pounds B 105 ÷ x pounds C 105 – x pounds D x pounds State Results District Results A8% B6% C11% D74%

A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (Core) State Results District Results A13% B7% C61% D19% 24 Use letters, with units, to represent quantities A added instead of multiplied B subtracted C correct D divided

A.FO Represent information given in words using algebraic expressions and equations. (Core) State Results District Results A11% B6% C12% D70% 25 In a classroom of 35 students, 23 are girls. Which of the following can be used to determine b, the number of students in the classroom that are boys? A = 35 B 23b = 35 C 23 – b – 35 D 23 – b = 35

A.FO Represent information given in words using algebraic expressions and equations. (Core) State Results District Results A69% B11% C12% D9% 26 Represent words using algebraic equations A correct B switched total and addend in equation C added total to addend, difference equation D impossible difference equation

A.FO Represent information given in words using algebraic expressions and equations. (Core) State Results District Results A17% B7% C30% D46% 27 Which of the following represents the statement below? the quotient of a number, y and 7 A y + 7 B y – 7 C 7y D

A.FO Relate simple linear equations with integer coefficients, e.g., 3x = 8 or x + 5 = 10, to particular contexts and solve.* (Core) State Results District Results A21% B53% C18% D7% 46 Relate simple linear equations to contexts; solve A added instead of subtracted B correct C difference minus subtrahend equals minuend D subtrahend minus difference equals minuend

A.FO Relate simple linear equations with integer coefficients, e.g., 3x = 8 or x + 5 = 10, to particular contexts and solve.* (Core) State Results District Results A11% B13% C51% D25% 47 What value of p makes the following true? -4p = 16 A -20 B -12 C -4 D 4

A.FO Relate simple linear equations with integer coefficients, e.g., 3x = 8 or x + 5 = 10, to particular contexts and solve.* (Core) State Results District Results A16% B C18% D50% 48 Relate simple linear equations to contexts; solve A multiplied instead of subtracted B added C divided D correct

A.FO Understand that adding or subtracting the same number to both sides of an equation creates a new equation that has the same solution. (Core) State Results District Results A25% B24% C D27% 49 Which is equivalent to x + 11 = 4? A x + 11 – 11 = 4 – 11 B x – 11 = 4 – 11 C x + 11 – 4 = D x + 11 = 4 + 4

50 Add, subtract numbers on both sides of equations A added instead of subtracted B correct C Multiplied D divided A.FO Understand that adding or subtracting the same number to both sides of an equation creates a new equation that has the same solution. (Core) State Results District Results A20% B50% C18% D12%

51 Which number can be put in the blank below to make the statement true? b – 7 = 18 b – 7 + __ = b = 25 A -18 B -7 C 7 D 18 A.FO Understand that adding or subtracting the same number to both sides of an equation creates a new equation that has the same solution. (Core) State Results District Results A11% B18% C49% D21%

52 Multiply, divide numbers on both sides of equations A subtracted constant from only one side of equation B correct C added constant to only one side of equation D divided each side of equation by different numbers A.FO Understand that multiplying or dividing both sides of an equation by the same non-zero number creates a new equation that has the same solutions. (Core) State Results District Results A24% B34% C20% D22%

A.FO Understand that multiplying or dividing both sides of an equation by the same non-zero number creates a new equation that has the same solutions. (Core) State Results District Results A16% B14% C25% D44% 53 Which single step will correctly solve for p in the statement below? 4p = 12 A Add 4 to both sides. B Subtract 4 from both sides. C Multiply both sides by 4. D Divide both sides by 4.

54 Multiply, divide numbers on both sides of equations A correct B added instead of divided C subtracted D multiplied A.FO Understand that multiplying or dividing both sides of an equation by the same non-zero number creates a new equation that has the same solutions. (Core) State Results District Results A47% B13% C12% D27%

MEASUREMENT 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.

55. Which of the following is equivalent to 2 meters? A 2,000 mm B 200 mm C 20 mm D 0.2 mm M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. (Core) State Results District Results A43% B24% C14% D19%

M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. (Core) State Results District Results A21% B13% C49% D18% 56 Convert measurements within a single system A multiplied instead of divided B added C correct D incorrect conversion

M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. (Core) State Results District Results A33% B47% C11% D8% 57 What is the total number of square inches in 5 square feet? A 25 B 60 C 300 D 720

GEOMETRY 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.

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. (Core) State Results District Results A73% B11% C10% D5% 28 Understand congruence for polygons A correct B angle does not correspond C angle does not correspond D angle does not correspond

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. (Core) State Results District Results A80% B7% C D6% 29 Triangle LNM is congruent to triangle PQR, as shown below. What side of triangle PQR corresponds to LN in triangle LNM? A PQ B QR C RP D NM

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. (Core) State Results District Results A9% B12% C71% D8% 30 Understand congruence for polygons A side lengths do not correspond, may not be congruent B angles do not correspond, may not be congruent C correct D angles do not correspond, may not be congruent

G.TR Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. (Core) State Results District Results A15% B46% C25% D13% 58 Understand rigid motions & relate to congruence A translation does not create change noted B correct C translation does not create change noted D translation does not create change noted

G.TR Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. (Core) State Results District Results A42% B16% C14% D28% 59 Which of the following appears to show the reflection of the figure below over XZ?

60. Understand rigid motions & relate to congruence A figure not result of given rotation B figure not result of given rotation C figure not result of given rotation D correct G.TR Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. (Core) State Results District Results A19% B25% C29% D26%

DATA and PROBABILITY 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.

D.PR Express probabilities as fractions, decimals, or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur. (Core) State Results District Results A9% B13% C5% D72% 31 Elizabeth is going to roll a fair six-sided number cube on which each face is labeled with a different numeral. If the numerals are 1 through 6, what is the probability she will roll a 3 on the first role?

D.PR Express probabilities as fractions, decimals, or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur. (Core) State Results District Results A72% B16% C8% D3% 32 Express probabilities as fractions, decimals or %s A correct B probability of other event C probability of other event D probability of any event

D.PR Express probabilities as fractions, decimals, or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur. (Core) State Results District Results A34% B54% C7% D5% 33 If a letter in the word MICHIGAN is randomly selected, what is the probability that the letter selected with be an “I” or an “A”?

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.ME Order rational numbers and place them on the number line. (Extended) State Results District Results A31% B11% C19% D39% 66 Order rational numbers and place on the number line A correct B incorrect order C reversed order D incorrect order

N.ME Represent rational numbers as fractions or terminating decimals when possible, and translate between these representations. (Extended) State Results District Results A41% B27% C8% D13% 67 Which of the following is equivalent to ? A B C D 3.800

N.FL Calculate part of a number given the percentage and the number. (Extended) State Results District Results A9% B16% C55% D20% 65 What is 45% of 800? A 36 B 177 C 360 D 450

N.ME Understand that rational numbers are quotients of integers (non zero denominators), e.g., a rational number is either a fraction or a negative fraction. (Extended) State Results District Results A5% B73% C7% D15% 68 Understand that rational numbers are quotients of integers A difference B correct C sum D product

N.ME Understand that 0 is an integer that is neither negative nor positive. (Extended) State Results District Results A49% B12% C17% D22% 69 Which of the following is an integer? A 0 B C 2 D 0.25

N.ME Know that the absolute value of a number is the value of the number ignoring the sign; or is the distance of the number from 0. (Extended) State Results District Results A29% B6% C4% D61% 70 Know the absolute value of a number A negative integer B negative reciprocal C positive reciprocal D correct

ALGEBRA 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.

A.FO Distinguish between an algebraic expression and an equation. (Extended) State Results District Results A10% B55% C9% D26% 61 Which of the following is an algebraic equation? A m ÷ 3 B m = 3 C m + 3 D m 3

A.RP Understand that relationships between quantities can be suggested by graphs and tables. (Extended) State Results District Results A15% B24% C51% D9% 62 Relationships can be shown by graphs and tables A incorrect intercept and slope B slope of line is negative reciprocal C correct D slope of line is reciprocal

GEOMETRY 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.

G.TR Understand and use simple compositions of basic rigid transformations, e.g., a translation followed by a reflection. (Extended) State Results District Results A15% B38% C13% D33% 64 Use simple compositions of rigid transformations A not composition of transformations noted B correct C not composition of transformations noted D not composition of transformations noted

DATA and PROBABILITY 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.

D.PR Compute probabilities of events from simple experiments with equally likely outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities and finding the fraction that meets given conditions. (Extended) State Results District Results A10% B11% C71% D7% 63 Anna has a bag of gumballs all the same shape and size. In the bag there are the following: 2 green gumballs 3 yellow gumballs 4 orange gumballs 4 brown gumballs If Anna selects only 1 gumball from the bag without looking, what is the probability that it will be orange?

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 Solve for the unknown in equations such as ¼ ÷ ■ = 1, 1, ¾ ÷ ■ = ¼, and ½ = 1 ■. (Future) State Results District Results A10% B56% C13% D21% 82 Solve for the unknown in equations A dividend times dividend B Correct C quotient not divisor D reciprocal

N.ME Understand that a fraction or a negative fraction is a quotient of two integers, e.g., - is -8 divided by 3. (Future) State Results District Results A40% B15% C33% D15% 80 Understand fractions as a quotient of two integers A correct B divided denominator by numerator C divided numerator by additive inverse of denominator D divided additive inverse of denominator by numerator

State Results District Results A23% B51% C17% D8% 83 Which is equivalent to -8 – (-4)? A -12 B -4 C 4 D 12 N.MR Understand integer subtraction as the inverse of integer addition. Understand integer division as the inverse of integer multiplication.* (Future)

N.FL Add and multiply integers between -10 and 10; subtract and divide integers using the related facts. Use the number line and chip models for addition and subtraction.* (Future) State Results District Results A38% B10% C25% D27% 79 Which is equivalent to -8(-4)? A 32 B 2 C -12 D -32

N.ME Understand and use integer exponents, excluding powers of negative bases; express numbers in scientific notation.* (Future) State Results District Results A15% B57% C21% D6% 81 Which of the following represents 3.2 x 10³ in standard form? A 320 B 3,200 C 32,000 D 320,000

ALGEBRA 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.

A.FO Use standard conventions for writing algebraic expressions, e.g., 2x + 1 means “two times x, plus 1” and 2(x + 1) means “two times the quantity (x + 1).” (Future) State Results District Results A37% B48% C9% D6% 71 Which of the following represents the phrase below? ten less than two times x A 2x – 10 B 10 – 2 C 2(x – 10) D 2(10 – x)

A.FO Simplify expressions of the first degree by combining like terms, and evaluate using specific values. (Future) State Results District Results A24% B43% C11% D22% 72 Simplify linear expression & evaluate using values A omitted one x addend, incorrect addition with y addend B correct C added like coefficients, multiplied, & multiplied variables D added all coefficients, multiplied variables

A.PA Solve problems involving linear functions whose input values are integers; write the equation; graph the resulting ordered pairs of integers, e.g., given c chairs, the “leg function” is 4c; if you have 5 chairs, how many legs?; if you have 12 legs, how many chairs?* (Future) State Results District Results A37% B18% C26% D18% 74 Solve problems involving linear functions A correct B added slope to variable instead of multiplied C used first value in table, not slope D added incorrect slope to variable

A.RP Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches. (Future) State Results District Results A20% B61% C14% D5% 75 Sam has a square game board that has a perimeter of 64 inches. What is the length of one side of the game board? A 8 inches B 16 inches C 32 inches D 256 inches

A.FO Solve equations of the form ax + b = c, e.g., 3x + 8 = 15 by hand for positive integer coefficients less than 20, use calculators otherwise, and interpret the results. (Future) State Results District Results A67% B7% C12% D14% 73 What value of x makes the statement below true? 2x + 3 = 33 A 15 B 18 C 28 D 30

MEASUREMENT 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.

M.PS Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (Future) State Results District Results A32% B30% C21% D17% 77 Which is the net of the cube?

GEOMETRY 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.

M.TE Compute the volume and surface area of cubes and rectangular prisms given the lengths of their sides, using formulas. State Results District Results A15% B7% C8% D70% 78 Compute volume & surface area of rectangular prisms A added dimensions instead of multiplied B multiplied two dimensions then added to third dimension C added two dimensions then multiplied by third dimension D correct

G.GS Understand and apply basic properties of lines, angles, and triangles, including: triangle inequality relationships of vertical angles, complementary angles, supplementary angles congruence of corresponding and alternate interior angles when parallel lines — are cut by a transversal, and that such congruencies imply parallel lines locate interior and exterior angles of any triangle, and use the property that an exterior — angle of a triangle is equal to the sum of the remote (opposite) interior angles know that the sum of the exterior angles of a convex polygon is 360º.(Future) State Results District Results A6% B9% C53% D31% 76 Understand and apply properties of lines and angles A given angle minus 90 degrees B used incorrect angle measure for straight line C correct D incorrect subtraction