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).

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.

3 Write a statement to represent dividing fractions A multiplication B correct C addition D subtraction State Results District Results A17% B62% C6% D15% N.FL Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (Core)

4 Which of the following has the same value as ? State Results District Results A52% B11% C21% D16% N.FL Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (Core)

State Results District Results A84% B11% C2% D3% 5 x and ÷ any two fractions, including mixed numbers A correct B added numerators C added denominators D added numerators and denominators N.FL Multiply and divide any two fractions, including mixed numbers, fluently. (Core)

State Results District Results A22% B19% C15% D44% 6 Divide N.FL Multiply and divide any two fractions, including mixed numbers, fluently. (Core)

State Results District Results A3% B6% C80% D11% 7 Compute with positive rational numbers A incorrect computation B incorrect computation C correct D incorrect computation N.FL Add, subtract, multiply and divide positive rational numbers fluently. (Core)

State Results District Results A16% B65% C4% D14% 8 Multiply N.FL Add, subtract, multiply and divide positive rational numbers fluently. (Core)

State Results District Results A61% B20% C11% D7% 35 Estimate calculations involving rational numbers A correct B overestimate C overestimate D overestimate N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. (Core)

36 Six friends went to an amusement park. Each amusement park pass cost $ Which is closest to the total cost for all 6 passes? A $140 B $168 C $180 D $190 State Results District Results A4% B87% C5% D4% N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. (Core)

State Results District Results A17% B11% C67% D4% 37 Solve applied problems with appropriate decimals A reciprocal B incorrect computation C correct D incorrect computation N.FL Solve applied problems that use the four operations with appropriate decimal numbers. (Core)

State Results District Results A24% B62% C11% D2% 38 A rectangle has a length of 3.7 inches and a width of 3.5 inches. What is the area of the rectangle? A 7.2 sq in. B sq in. C sq in. D 16 sq in. N.FL Solve applied problems that use the four operations with appropriate decimal numbers. (Core)

State Results District Results A7% B C D79% 31 Find equivalent ratios by scaling up or down A incorrect scaling B incorrect scaling C incorrect scaling D correct N.ME Find equivalent ratios by scaling up or scaling down. (Core)

State Results District Results A7% B78% C7% D8% 32 Which fraction is equivalent to ? N.ME Find equivalent ratios by scaling up or scaling down. (Core)

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 A18% B15% C19% D47% 9 Locate negative rational numbers on number line A positive rational number B incorrect point C incorrect point D correct

State Results District Results A58% B30% C7% D5% 10 Which point on the number line best represents a value of 1 more than -8? A P B Q C R D S 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 A22% B21% C49% D8% 1 Understand ÷ of fractions as the inverse of x A multiplication = division B division = reciprocal x reciprocal C correct D division = reciprocal x fraction N.MR Understand division of fractions as the inverse of multiplication, e.g., if ÷ = I, then I =, so I = =. (Core)

State Results District Results A4% B7% C23% D66% 2 Which of the following is the same as division by a fraction? A adding by the reciprocal of the fraction B subtracting by the reciprocal of the fraction C dividing by the reciprocal of the fraction D multiplying by the reciprocal of the fraction N.MR Understand division of fractions as the inverse of multiplication, e.g., if ÷ = I, then I =, so I = =. (Core)

N.MR Solve contextual problems involving percentages such as sales taxes and tips.* (Core) State Results District Results A16% B58% C21% D5% 33 Solve contextual problems involving percentages A added % to dollar amount B correct C added % to cents amount D incorrect computation

N.MR Solve contextual problems involving percentages such as sales taxes and tips.* (Core) State Results District Results A9% B25% C60% D6% 34 Misha bought a dress for $35.95 and a hat for $ If the sales tax was 6%, what is the total price Misha should have paid for the dress and hat? A $29.36 B $51.01 C $51.87 D $79.89

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.

17 Use letters with units to represent quantities A addition B subtraction C division D correct State Results District Results A19% B3% C13% D65% 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 A63% B13% C20% D4% 18 The temperature at 1:00 p.m. on Tuesday was -13 ° C. There was an increase of 6°C per hour starting at 1:00 p.m.. Which of the following best represents the Celsius temperature in n hours after 1:00 p.m. on Tuesday? A (6n) B -13 – (6n) C (-13n) + 6 D (-13n) - 6 A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (Core)

45 Represent words using algebraic equations A sum B difference C incorrect multiplication D correct State Results District Results A4% B18% C9% D68% A.FO Represent information given in words using algebraic expressions and equations. (Core)

State Results District Results A13% B72% C5% D11% 46 Karen practices on her drums the same number of hours per day. If x represents the number of hours she practices each day, which of the following represents the total number of hours she will practice in 20 days? A 20 + x B 20x C 20 – x D A.FO Represent information given in words using algebraic expressions and equations. (Core)

State Results District Results A88% B6% C4% D3% A.FO Relate simple linear equations with integer coefficients, e.g., 3x = 8 or x + 5 = 10, to particular contexts and solve.* (Core) 19 Relate simple linear equations to contexts; solve A correct B subtraction C addition D multiplication

State Results District Results A13% B19% C51% D16% 20 An agency charges a one-time fee of $2.00 to anyone buying tickets to a concert, plus a $5.00-per-ticket fee (in addition to the face-value cost of the ticket). Which of the following best describes c, the total cost of the fees, in dollars, for buying 5 tickets? A c = B c = C c = D c = 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 A8% B38% C25% D29% 21 Add, subtract numbers on both sides of equations A same left side of equation B same variables, constants but changed operation C same right side of equation 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)

22 Which is NOT equivalent to the statement shown below? 18 + x = 20 A 18 + x – x = B 18 + x + 20 = C 18 + x + 18 = D 18 + x – 18 = State Results District Results A40% B23% C14% D23% 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 A36% B41% C11% D12% 23 Multiply, divide numbers on both sides of equations A divided only one side of equation B correct C subtracted from one side, divided the other side D subtracted from one side, multiplied the other side 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 A11% B8% C43% D38% 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) 24 Which of the following operations solve the equation below in one step? = 81 A Add 3 to and 81. B Subtract 3 from and 81. C Multiply by 3 and 81 by 3. D Divide by 3 and 81 by 3.

A.PA Solve applied problems involving rates, including speed, e.g., if a car is going 50 mph, how far will it go in 3½ hours? (Core) State Results District Results A22% B3% C6% D69% 43 Solve applied problems involving rates A divided B subtracted C added D correct

State Results District Results A14% B13% C11% D62% 44 On a recent trip, Stephan traveled a total of 9 ½ hours at an average speed of 57 miles per hour. What was the total distance he traveled on the trip? A miles B miles C miles D 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 3½ hours? (Core)

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 A78% B17% C3% D2% 15 Plot ordered pairs of integers A correct B (y, x) C (x, -y) D (-y, x)

State Results District Results A12% B18% C20% D49% 16 In which quadrant of a coordinate plane is point (2, -6) located? A I B II C III D IV 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)

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.

39 Convert measures within a single system A divided instead of multiplied B divided instead of multiplied C incorrect conversion D correct 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 A3% B6% C5% D86%

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 A19% B12% C54% D15% 40 How many gallons are equivalent to 20 quarts? A 80 B 24 C 5 D 4

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 A6% B86% C5% D3% 11 Understand congruence for polygons A incorrect conclusion about side lengths B correct C incorrect conclusion about angle measure D incorrect conclusion about angle measure

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. (Core) State Results District Results A10% B14% C11% D65% 12 The figures shown below are congruent. Which is true about their corresponding sides and corresponding angles? A The corresponding angle measures are equal, but not the corresponding side lengths. B The corresponding side lengths are equal, but not the corresponding angle measures. C The corresponding angle measures and corresponding side lengths are not equal. D The corresponding angle measures and the corresponding side lengths are equal.

State Results District Results A70% B11% C15% D4% 13 Understand rigid motions & relate to congruence A correct B rotation C translation D rotation 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 A7% B75% C9% D 14 If trapezoid ABCD is reflected over the y-axis, which of the following statements would be true of the reflected figure? A The perimeter would increase and the area would decrease. B The perimeter and area would remain the same. C The perimeter and area would decrease. D The perimeter and area would increase.

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 A13% B27% C50% D10% 41 Express probabilities as fractions, decimals or %s A incorrect fraction B correct C did not take size of spinner sections into account D other section

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 A74% B17% C6% D3% 42 Bethany will roll a fair number cube on which each face has a different numeral 1 through 6. What is the probability that she will roll a 2 on her first roll?

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.

State Results District Results A10% B68% C12% D10% 25 What is 15% of 20? A 1 B 3 C 30 D 35 N.FL Calculate part of a number given the percentage and the number. (Extended)

N.ME Order rational numbers and place them on the number line. (Extended) State Results District Results A14% B4% C73% D8% 47 Which best represents the location of point A?

N.ME Represent rational numbers as fractions or terminating decimals when possible, and translate between these representations. (Extended) State Results District Results A15% B17% C11% D57% 48 Which fraction is equivalent to 0.875?

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 A21% B16% C23% D41% 26 Which best describes the set of non-zero rational numbers? A positive fractions only B negative fractions only C neither positive nor negative fractions D both positive and negative fractions

N.ME Understand that 0 is an integer that is neither negative nor positive. (Extended) State Results District Results A3% B83% C12% D2% 27 Which of the following is neither negative nor positive? A -1 B 0 C ½ D 1

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 A27% B8% C5% D61% 28 What is the value of I-8I? A -8 B C D 8

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 A11% B16% C46% D26% 30 Which of the following is an algebraic equation? A x + 4 B 2x + 4 C x² D x y

A.RP Understand that relationships between quantities can be suggested by graphs and tables. (Extended) State Results District Results A20% B14% C37% D29% 50 What is the relationship between each pair of x and y values in the table below?

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 A21% B15% C24% D40% 29 If triangle PQR is reflected over the x-axis and translated 2 units to the right, which appear to be the new coordinates of point Q? A (-3, 4) B (-1, 4) C (3, -4) D (5, -4)

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 A21% B72% C4% D3% 49 Libby flipped a fair coin twice. What is the probability that the coin landed with the same side facing up both times? A 25% B 50% C 75% D 100%

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.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 A59% B3% C D35% 59 Multiply -7 x (-3) A 21 B 10 C -10 D -21

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 A23% B58% C11% D7% 60 Which is equivalent to -9 divided by 2?

N.ME Understand and use integer exponents, excluding powers of negative bases; express numbers in scientific notation.* (Future) State Results District Results A29% B23% C17% D30% 61 What is the value of 3.6 x A B C 3,600 D 36,000

N.MR Solve for the unknown in equations such as ¼ ÷ ■ = 1, 1, ¾ ÷ ■ = ¼, and ½ = 1 ■. (Future) State Results District Results A9% B27% C17% D47% 62 What number goes in the box to make the following true? x = 1 A B C 1 D 6

State Results District Results A42% B27% C14% D18% 63 Which of the following has the same value as 8 – (-2)? A B 8 – 2 C D N.MR Understand integer subtraction as the inverse of integer addition. Understand integer division as the inverse of integer multiplication.* (Future)

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 A71% B3% C8% D17% 51 Which of the following represents “the product of x and 4, plus 3”? A 4x + 3 B 3x + 4 C 4(x + 3) D x

A.FO Simplify expressions of the first degree by combining like terms, and evaluate using specific values. (Future) State Results District Results A31% B25% C30% D14% 52 Which is equivalent to the following? 6x + 24 – 3x A 3x + 24 B 9X + 24 C 6x + 21 D 33x

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 A71% B17% C7% D5% 53 What value of x makes the statement below true? 2x + 8 = 15 A 3.5 B 5 C 11.5 D 14

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 A20% B27% C30% D23% 54 Which graph best represents y = - ?

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 A29% B14% C28% D29% 55 Which of the following represents the relationship between x feet and y inches?

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 A21% B28% C13% D38% 57 Which of the following is a net of a cube?

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 A18% B36% C16% D31% 58 What is the surface area of a cube with an edge length of 4 centimeters? SA = 6 x (length of edge)² A 16 square centimeters B 24 square centimeters C 48 square centimeters D 96 square centimeters

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 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 A21% B11% C D56% 56 Which of the following describes an angle that measures 120 degrees? A acute B right C straight D obtuse

Conclusions from the Data Below are the core GLCE’s by strand in order of average from greatest to least. ( --- = separates 70% mark) Number and Operations Algebra Measurement Geometry Data and Probability