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.

DistrictState 13% 18% 10% 59%

DistrictState 23% 11% 6% 60%

DistrictState 19% 43% 26% 11%

DistrictState 12% 22% 54%

DistrictState 9% 23% 60% 8%

DistrictState 16% 19% 43% 21%

DistrictState 7% 16% 68% 9%

DistrictState 11% 17% 48% 24%

DistrictState 47% 22% 12% 19%

DistrictState 84% 8% 6% 2% N.FL Add, subtract, multiply, and divide integers between -10 and 10; use number line and strip models for addition and subtraction. [Fut - NC]

DistrictState 85% 8% 4% 2% N.FL Add, subtract, multiply and divide positive rational numbers fluently. 1. What kind of answer results when a rational number is multiplied by zero? A The answer is zero. B The answer is the original number. C The answer depends on the original number. D The answer is the opposite sign of the original number.

DistrictState 40% 50% 6% 3% N.FL Add, subtract, multiply and divide positive rational numbers fluently.

DistrictState 46% 8% 37% N.FL Add, subtract, multiply and divide positive rational numbers fluently. 4 What is the solution to this number sentence? 39 – 15 ÷ 3 – 8 ÷ 4 = A. 0 B. 6 C. 24 D. 32

DistrictState 9% 6% 5% 81% N.ME Find equivalent ratios by scaling up or scaling down.

DistrictState 17% 16% 11% 56% N.ME Find equivalent ratios by scaling up or scaling down.

DistrictState 41% 20% 22% 16% N.ME Find equivalent ratios by scaling up or scaling down.

62.What is 50% of 12? A. 4.2 B. 6 C. 24 D. 62 DistrictState % % % % N.FL Calculate part of a number given the percentage and the number. [Ext]

DistrictState 17% 6% 52% 25% N.FL Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers. [Core]

DistrictState 21% 22% 32% 25% N.FL Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers. [Core]

DistrictState 9% 66% 20% 5% N.FL Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers. [Core]

DistrictState 8% 77% 8% 6% N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. [Core]

DistrictState 21% 18% 55% 6% N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. [Core]

DistrictState 24% 19% 43% 19% N.FL For applied situations, estimate the answers to calculations involving operations with rational numbers. [Core]

DistrictState 3% 84% 5% 8% N.FL Solve applied problems that use the four operations with appropriate decimalnumbers. [Core]

DistrictState 8% 72% 16% 4% N.FL Solve applied problems that use the four operations with appropriate decimalnumbers. [Core]

DistrictState 8% 18% 57% 16% N.FL Solve applied problems that use the four operations with appropriate decimalnumbers. [Core]

DistrictState 81% 3% 9% 7% 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]

DistrictState 77%72% 5%8% 10%12% 8% 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]

DistrictState 2% 28% 66% 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]

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.

DistrictState 68% 11% 10% 11% 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 1 hours? [Core]

DistrictState 4% 8% 66% 22% 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 1 hours? [Core]

DistrictState 20%29% 9% 10%11% 60%50% 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 1 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] DistrictState 16% 75% 2% 7%

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] DistrictState 4% 19% 74% 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] DistrictState A2% B C17% D79%

DistrictState 4% 11% 75% A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., ylbs., k minutes, x cookies. [Core]

DistrictState 67% 18% 8% 7% A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., ylbs., k minutes, x cookies. [Core]

DistrictState 10% 68% 19% 3% A.FO Use letters, with units, to represent quantities in a variety of contexts, e.g., ylbs., k minutes, x cookies. [Core]

A.FO (Future) DistrictState % % % % 72.Which expression represents “2 times x, divided by 3”? A.2x 3 B x C. – 2 3 D. 2 x 3

DistrictState 7% 8% 7% 78% A.FO Represent information given in words using algebraic expressions and equations. [Core]

DistrictState 43% 11% 35% A.FO Represent information given in words using algebraic expressions and equations. [Core]

DistrictState 20% 18% 48% 13% A.FO Represent information given in words using algebraic expressions and equations. [Core]

DistrictState 91% 4% 2% A.FO Relate simple linear equations with integer coefficients to particular contexts, e.g., 3x = 8 or x + 5 = 10, and solve. [Core]

DistrictState 3% 92% 4% 1% A.FO Relate simple linear equations with integer coefficients to particular contexts, e.g., 3x = 8 or x + 5 = 10, and solve. [Core]

DistrictState 22% 4% 65% 8% A.FO Relate simple linear equations with integer coefficients to particular contexts, e.g., 3x = 8 or x + 5 = 10, and solve. [Core]

DistrictState 18% 10% 57% 15% 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]

DistrictState 12% 32% 19% 37% 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]

DistrictState 37% 18% 12% 32% 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]

DistrictState 13% 64% 11% 12% 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]

DistrictState A44% B30% C14% D11% 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]

DistrictState 30% 12% 19% 39% 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]

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 20% 7% 61% 11% M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. [Core]

DistrictState 23% 46% 26% 4% M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. [Core]

DistrictState 67% 12% 18% 3% M.UN Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. [Core]

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] DistrictState 11% 48% 18% 23%

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. [Core] DistrictState A64% B23% C7% D5%

G.GS Understand that for polygons, congruence means corresponding sides and angles have equal measures. [Core] DistrictState 15% 22% 19% 43%

G.TR Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. [Core] DistrictState 18% 12% 64% 15%

G.TR Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. [Core] DistrictState 13% 9% 51%40% 27%37%

DistrictState A% B% C% D% G.TR Understand and use simple compositions of basic rigid transformations, e.g., a translation followed by a reflection. [Ext]

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] DistrictState 3% 83% 12% 3%

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] DistrictState 79% 5% 9% 7%

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] DistrictState 21% 11% 47% 21%

66.Jennifer’s class has 3 boys and 12 girls. Each student writes his or her name on a piece of paper. They give the pieces of paper to their teacher. The teacher chooses one name without looking. Which best describes the chance that the teacher chooses a boy’s name? A. Equally likely B. Least likely C. Most likely D. Not possible DistrictState % % % % 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. [Ext]

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