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 the meaning of division of whole numbers, with and without remainders; relate division to fractions and to repeated subtraction. (core) DistrictState %14% %7% %73% %5%

N.MR Understand the meaning of division of whole numbers, with and without remainders; relate division to fractions and to repeated subtraction (core) DistrictState %74% %13% %10% %3%

N.MR Understand the meaning of division of whole numbers, with and without remainders; relate division to fractions and to repeated subtraction (core) DistrictState %11% %9% %61% %19%

N.MR Relate division of whole numbers with remainders to the form a = bq + r, e.g., = 6 r 4, so 5 * = 34; note remainder (4) is less than divisor (6)(core) DistrictState %6% %7% %72% %15%

N.MR Relate division of whole numbers with remainders to the form a = bq + r, e.g., = 6 r 4, so 5 * = 34; note remainder (4) is less than divisor (6).(core) DistrictState %16% %7% %72% %5%

N.MR Relate division of whole numbers with remainders to the form a = bq + r, e.g., = 6 r 4, so 5 * = 34; note remainder (4) is less than divisor (6). (core) DistrictState %11% %70% %14% %5%

N.MR Write mathematical statements involving division for given situations. (extended core) DistrictState %7% % %13% %72%

N.FL 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] DistrictState %8% %14% %74% %4%

N.FL 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] DistrictState %6% %9% % %75%

N.FL 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] DistrictState %12% %75% %6% %

N.MR Solve applied problems involving multiplication and division of whole numbers. [Core] DistrictState %9% %81% %4% %5%

N.MR Solve applied problems involving multiplication and division of whole numbers. [Core DistrictState %2% %77% %9% %12%

N.MR Solve applied problems involving multiplication and division of whole numbers. [Core DistrictState %77% %5% %6% %11%

N.FL Divide fluently up to a four-digit number by a two-digit number. [Core - NC] DistrictState %9% %12% %69% %9%

N.FL Divide fluently up to a four-digit number by a two-digit number. [Core - NC] DistrictState %11% %12% %53% %24%

DistrictState %7% %5% %86% %2%

DistrictState %84% %11% %4% %1% N.ME 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]

DistrictState %6% %63% %5% %25% N.ME 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]

DistrictState %41% %5% %2% %52% N.ME 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]

DistrictState %6% %12% %5% %76% N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core]

DistrictState %11% %77% %6% %7% N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core]

DistrictState %4% %22% %57% %17% N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core]

DistrictState %12% %7% %63% %17%

DistrictState %8% %19% %21% %52%

DistrictState %15% %71% %9% %4% N.FL Find the product of two unit fractions with small denominators using area model. [Fut - NC]

DistrictState %7% %5% %85% %3% N.FL Divide a fraction by a whole number and a whole number by a fraction, using simple unit fractions. [Fut - NC]

DistrictState %15% %12% %19% %53%

DistrictState %71% %11% %10% %8% N.MR Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, and 1000; identify patterns. [Ext]

DistrictState %1% %91% %3% %4% N.MR Multiply one-digit and two-digit whole numbers by decimals up to two decimal places. [Ext]

DistrictState %31% %20% %38% %10% N.MR Solve word problems that involve finding sums and differences of fractions with unlike denominators, using knowledge of equivalent fractions. [Fut]

DistrictState %4% %6% %82% %7% N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

DistrictState %15% %60% %15% %9% N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

DistrictState %19% %48% %13% %20% N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

DistrictState %45% %14% %13% %28% N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

DistrictState %21% %18% %45% %16% N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. [Core]

DistrictState %77% %7% %4% %12%

DistrictState %8% %23% %36% %32% N.MR Express fractions and decimals as percentages, and vice versa. [Core]

DistrictState %3% %88% %4% %5%

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.

DistrictState %41% %43% %12% %4%

DistrictState %9% %66% %14% %10%

DistrictState %20% %19% %38% %23% M.UN Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. [Ext

DistrictState %20% %66% %8% %5% M.UN Convert measurements of length, weight, area, volume, and time within a given system, using easily manipulated numbers. [Core - NC]

DistrictState %8% %15% %25% %51% M.UN Convert measurements of length, weight, area, volume, and time within a given system, using easily manipulated numbers. [Core - NC]

DistrictState %17% %22% %14% %46% M.UN Convert measurements of length, weight, area, volume, and time within a given system, using easily manipulated numbers. [Core - NC]

DistrictState %17% %7% %6% %70% M.PS Represent relationships between areas of rectangles, triangles and parallelograms using models. [Core]

DistrictState %58% %17% %15% %11% M.PS Represent relationships between areas of rectangles, triangles and parallelograms using models. [Core]

DistrictState %40% %23% %27% %10% M.PS Represent relationships between areas of rectangles, triangles and parallelograms using models. [Core]

DistrictState %14% %63% %12% %11%

DistrictState %14% %50% %24% %11%

DistrictState %21% %43% %23% %12%

DistrictState %14% %71% %10% %4% M.TE Understand and know how to use the area formula for a parallelogram: A = bh, and represent using models and manipulatives. [Core

DistrictState %19% %10% %6% %65% M.TE Understand and know how to use the area formula for a parallelogram: A = bh, and represent using models and manipulatives. [Core

DistrictState %25% %15% %54% %5% M.TE Understand and know how to use the area formula for a parallelogram: A = bh, and represent using models and manipulatives. [Core

DistrictState %44% %15% %39% %2% M.PS Solve applied problems about the volumes of rectangular prisms using multiplication and division and using the appropriate units. [Fut]

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.

DistrictState %8% %14% %71% %6% G.TR 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]

DistrictState %8% %14% %71% %6% G.GS Measure angles with a protractor and classify them as acute, right, obtuse or straight. [Core

DistrictState %6% %24% %11% %69% G.GS Measure angles with a protractor and classify them as acute, right, obtuse or straight. [Core

DistrictState %16% %10% %51% %22% G.GS Measure angles with a protractor and classify them as acute, right, obtuse or straight. [Core]

DistrictState %18% %15% %57% %8% G.GS Identify and name angles on a straight line and vertical angles. [Fut]

DistrictState %57% %14% %10% %19% G.GS Find unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles. [Fut]

DistrictState %22% %50% %16% %11% G.GS 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]

DistrictState %22% %50% %16% %11% G.GS 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]

DistrictState %17% %22% %47% %13% G.GS 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]

DistrictState %35% %13% %21% %31% G.GS 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]

DistrictState %30% %17% %15% %37% G.GS 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]

DistrictState %14% %32% %5% %49% G.GS 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]

DistrictState %42% %9% %21% %28% G.GS 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 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.

DistrictState %12% %7% %19% %62% Which of the following statements is correct if she continues to save at the same rate? D.RE 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

DistrictState %11% %70% %9% %10% D.RE 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?

DistrictState A%7% B%59% C%17% D% D.RE 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]

DistrictState %9% %13% %69% %10% D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core]

DistrictState %32% %47% %15% %5% D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core]

DistrictState %17% %25% %50% %7% D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core]

DistrictState %58% %10% %6% %26% D.AN Solve multi-step problems involving means. [Fut]

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

OVERALL RESULTS (Below 70% for that GLCE on the School Summary Report-All Students) Number and Operation AlgebraGeometryMeasurementData and Probability