1. 6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)
OBJECTIVES:
Review, practice, and secure concepts.
Breakdown the barriers of vocabulary and format.
Analyze data from the District and State.

2. 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).

3. 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

4. Websites MEAP: www.mi.gov/meap MI-Access: www.mi.gov/mi-access
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 questions
(go to general education  Math and Science Center Math GLCE and Model Assessments
(go to general education benchmark assessment project)

5. 5 Math Strands on MEAP Number and Operation Algebra Measurement
Geometry
Data and Probability
Reading the GLCE Code:
N.FL.06.10
GLCE Number
Strand
(Content Area)
Domain (Sub-Content Area like: Fluency or Patterns, etc.)
Grade Level

6. The correct answer will be highlighted in the following questions.
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.

7. By putting aside 2 treats, and then giving each dog 3 treats.
N.MR Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. (Core)
Matt has 12 treats to divide evenly among his 3 dogs. Which statement shows how he can do this?
By breaking half the treats into two pieces, and matching each half-treat with a whole treat.
By putting aside 2 treats, and then giving each dog 3 treats.
By grouping the treats into three equal parts
By giving 2 treats to each dog.
District
State
10%
11%
70%

8. 14. Which of the following is equivalent to 100 ÷ 12?
N.MR Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. (Core)
District
State 3%
57 %
9 %
31%
14. Which of the following is equivalent to 100 ÷ 12?
12/100
88/100
100/12

9. N.MR Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. (Core)
15. There are 66 people to be seated for a dinner. Each table seats 4 people. What is the least number of tables needed so that everyone will have a seat? 16 17 62 70
District
State
36%
47%
10% 6%

10. Which equation is equal to this division sentence? 36 ÷ 5 = 7 R1
N.MR Relate division of whole numbers with remainders to the form
a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • = 34; note remainder (4) is less than divisor (5). (Core)
Which equation is equal to this division sentence?
36 ÷ 5 = 7 R1
36 = 5 x 7 + 1
36 = 5 x 7 x 1
5 = 36 ÷ 2 - 1
5 = 36 ÷ 7 - 1
District
State
66%
12% 8%
13%

11. Which equation is equal to the division sentence below? 47 ÷ 7 = 6 R5
N.MR Relate division of whole numbers with remainders to the form
a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • = 34; note remainder (4) is less than divisor (5). (Core)
Which equation is equal to the division sentence below?
47 ÷ 7 = 6 R5
47 = 7 x 6 ÷ 5
47 = 7 x 6 x 5
47 = 7 x 6 + 5
47 = 7 x 6 - 5
District
State
13% 9%
70% 7%

12. Which equation is equal to this division sentence? 17 ÷ 5 = 3 R 2
N.MR Relate division of whole numbers with remainders to the form
a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • = 34; note remainder (4) is less than divisor (5). (Core)
Which equation is equal to this division sentence?
17 ÷ 5 = 3 R 2
5 – = 17
3 x = 17
5 x 3 x 2 = 17
3 x 5 – 2 = 17
District
State 6%
76%
11% 7%

13. N.MR.05.03 Write mathematical statements involving division for given situations. (Extended)
The Ryan family drove 900 miles on their vacation. They drove the same number of miles each day. They used 3 tanks of gas on the trip. Which expression should they use to find the number of miles they drove on 1 tank of gas?
A. 1 ÷ 900
B. 3 ÷ 900
900 ÷ 1
900 ÷ 3
District
State 8%
25%
11%
55%

14. 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)
1. There are 25 students in Mrs. Paul’s class. Each student needs 11 sheets of paper. How many sheets of paper are needed for the entire class?
36 sheets
50 sheets
126 sheets
275 sheets
District
State
10% 6% 7%
77%

15. 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)
2. Marcus planted 20 rose bushes in his garden. This year, each rose bush had 18 roses. How many roses were there in all?
36 roses
38 roses
260 roses
360 roses
District
State 2%
19%
11%
68%

16. 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)
3. There are 365 days in a year and 24 hours in a day. How many hours are there in year?
2,190 hours
8,660 hours
8,760 hours
9,660 hours
District
State
10%
12%
70% 8%

17. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core)
James is making a recipe that calls for a 64 ounce can of tomato sauce. The grocery store is out of the large cans, but they several smaller sizes to choose from: 6-ounce, 8-ounce, 12-ounce, and 15-ounce. What should he buy in order to have exactly the 64 ounces that he needs?
Eleven 6-ounce cans
Eight 8-ounce cans
Five 12-ounce cans
Five 15-ounce cans
District
State 6%
77% 9% 8%

18. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core)
20. Ms. Kerry has 195 ounces of dried beans that she wants to use to make beanbags. What is the greatest number of 16-ounce beanbags she could make?
8 beanbags
12 beanbags
15 beanbags
20 beanbags
District
State 7%
65%
17%

19. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core)
21.Linda has a flock of 238 sheep. She divided her flock as evenly as possible among 4 grain fields. Which shows how Linda could have divided her flock among the fields?
District
State
20% A 8% B
65% C 7% D

20. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core)
4. What is the correct answer to the following? 5 6 56
560
District
State 4% 6%
80% 9%

21. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core)
5.Kelly can type 50 words per minute. How long will it take her to type 6,500 words?
13 minutes
130 minutes
1,300 minutes
13,000 minutes
District
State
13%
63%
17% 7%

22. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core)
6. A parking garage has 4,200 parking spaces and 10 levels. Each level has the same number of parking spaces. How many parking spaces are on each level of the garage?
42 parking spaces
420 parking spaces
4,200 parking spaces
42,000 parking spaces
District
State
13%
56%
11%
20%

23. 74. Which expression shows the prime factorization of 36?
N.MR Find the prime factorization of numbers from 2 through 50, express in exponential notation, e.g., 24 = 23 x 31, and understand that every whole number greater than 1 is either prime orcan be expressed as a product of primes.* (Future)
74. Which expression shows the prime factorization of 36?
2 x 2 x 3 x 3
3 x 3 x 4
4 x 9
1 x 36
District
State
37%
12%
19%
31%

24. 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., one is 10 tenths, one tenth is 10 hundredths. (Core)
The shaded area of the grid shows How is this number expressed using tenths?
0.8
0.81
1.8
8.10
District
State
73% 5% 6%
16%

25. 8. Which number is the same as 0.72?
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., one is 10 tenths, one tenth is 10 hundredths. (Core)
8. Which number is the same as 0.72?
A 72 hundredths
72 tenths
72 ones
72 tens
District
State
56%
31% 7% 6%

26. Which number is equal to 17 tenths?
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., one is 10 tenths, one tenth is 10 hundredths. (Core)
Which number is equal to 17 tenths?
0.17
1.07
1.7 17
District
State
60% 3%
25%
12%

27. N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core)
In Tom’s class, 20 of the 25 students got a perfect score on the test. What percentage of the students got a perfect score?
A %
20%
25%
80%
District
State 8%
20% 6%
66%

28. N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core)
35. There are 20 students in Michelle’s class. Ten of the students are wearing white shoes. What percent of the students are wearing white shoes?
10%
20%
30%
50%
District
State
31% 6% 4%
59%

29. N.ME Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core)
36. Patrick counted the number of red candles in a bag of colored candles. He found that 8 of the 20 candles are red. What percent of the candles are red? 4% 8%
20%
40%
District
State
11%
34%
20%
35%

30. N. ME. 05. 10 Understand a fraction as a statement of division, e. g
N.ME Understand a fraction as a statement of division, e.g., 2 ÷ 3 = 2/3, using simple fractions and pictures to represent. (Future)
72. What fraction has the same meaning as 5 ÷ 6?
A 5 6 5 C D
District
State
68%
17%
10% 4%

31. ½ cup for the sugar and 1/3 cup for the flour.
N.ME Given two fractions, e.g., ½ and ¼ , express them as fractions with a common denominator, but not necessarily a least common denominator, e.g., ½ = 4/8 and ¾ = 6/8 ; use denominators less than 12 or factors of 100.* (Future)
Pat needs to use 3/6 cup of sugar and 2/6 cup of flour to make a recipe. Which size measuring cup would hold these exact amounts?
½ cup for the sugar and 1/3 cup for the flour.
1/3 cup for the sugar and ½ cup for the flour.
6/3 cups for the sugar and 6/2 cups for the flour.
2/3 cup for the sugar and 1/6 cup for the flour.
District
State
55%
13%
19%

32. N.ME Find the product of two unit fractions with small denominators using an area model.* (Future)
What is the product of 1 x 1 ? 1 24 9 2 10 15
District
State
73% 7%
12%

33. N.MR Divide a fraction by a whole number and a whole number by a fraction, using simple unit fractions.* (Future)
70. A group of boys ate 3 whole apple pies. If each boy ate exactly ¼ of a pie, what was the number of boys in the group? 4 7 9 12
District
State
27% 9% 7%
57%

34. N.FL Add and subtract fractions with unlike denominators through 12 and/or 100, using the common denominator that is the product of the denominators of the 2 fractions, e.g., 3/8+ 7/10 : use 80 as the common denominator.*
Brian and Allan are sharing a pizza. Brian ate ½ of the pizza and Allan ate 1/3 of the pizza. What fractional part of the pizza did they eat altogether?
2/5
1/6
2/6
5/6
District
State
36%
11%
12%
40%

35. identify patterns. (Extended)
N.MR Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, 1,000; and
identify patterns. (Extended)
62. A train is traveling at a speed of 70 miles per hour. At this speed, what is the total number of miles the train will travel in 10 hours? 7 80
700
7,000
District
State 6%
11%
77%

36. N.MR Multiply one-digit and two-digit whole numbers by decimals up to two decimal places. (Extended)
Jessica bought 4 pairs of socks. She paid $2.39 for each pair. How much did she spend the socks altogether?
$1.61
$1.67
$6.39
$9.56
District
State 2% 4%
10%
84%

37. A 1 1/12 cups 1 1/3 cups 1 5/12 cups 1 ½ cups
N.MR Solve contextual problems that involve finding sums and differences of fractions with unlike denominators using knowledge of equivalent fractions.* (Future)
Mitchell is making berry muffins. The recipe calls for ¾ cup of blueberries, 1/3 cup of raspberries, and ¼ cup of blackberries. How many cups of berries does he need?
A 1 1/12 cups
1 1/3 cups
1 5/12 cups
1 ½ cups
District
State
11%
50%
31% 8%

38. N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core)
Mr. Kohler gave each of his 2 daughters $10.00 to buy cotton candy. Bags of cotton candy cost $2.50 each. How many bags can they afford to buy altogether? 4 6 8 10
District
State
39% 7%
45% 9%

39. N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core)
Three friends are sharing 2 pizzas. Which fraction represents the portion of pizza each friend may eat if they are sharing the pizzas equally?
1/3
2/3
3/2
District
State
24%
15%
46%
14%

40. N.FL Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core)
Casey cut a pie into 4 slices, then ate ½ of one slice. How much of the pie did Casey eat?
1/8
7/8
District
State
42%
39%
15% 3%

41. N. MR. 05. 21 Solve for the unknown in equations such as ¼ + x = 7/12
N.MR Solve for the unknown in equations such as ¼ + x = 7/12 .* (Future)
Which value makes the equitation below true?
= 7
2/3
6/4
7/12
District
State 3%
26%
63% 8%

42. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
In John’s class, ½ of the students had pizza for lunch, what percentage of the students had pizza for lunch?
12%
20%
50%
75%
District
State
13% 7%
79% 2%

43. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
In a bag of marbles, 0.25 of the marbles were green. What percentage of the marbles are green?
0.25%
2.5%
25%
250%
District
State
30% 9%
58% 2%

44. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
Ralph bought a package of assorted colored paper of which 2/5 of the papers were blue. What percent of the papers are blue? 4%
40%
52%
75%
District
State
13%
64%
16% 7%

45. N.ME Express ratios in several ways given applied situations, e.g., 3 cups to 5 people, 3 : 5, 3/5 ; recognize and find equivalent ratios. (Extended)
60. Mr. Kuo ordered sandwiches to serve at the school open house. He ordered 50 cheese, 35 vegetable, 40 ham, and 60 turkey sandwiches. The clean-up committee found 9 cheese, 5 vegetable, 6 ham and 7 turkey sandwiches left over. According to the ratio of sandwiches left over to sandwiches ordered, which was the most popular type of sandwich?
Ham
Turkey
Cheese
Vegetable
District
State 6%
56%
12%
26%

46. N.FL Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* (Constructed Response)
District
State
53% 1 8% 2 7% 3
15% 4
17%
55. Juanita swam ½ mile each day for 3 days in a row and then swam ¾ mile each day for the next 3 days.
Part A: Write a mathematical expression that gives the number of miles that Juanita swam.
Part B. Using your answer from Part A, calculate the number of miles that Juanita swam during the 6 days combined.

47. The correct answer will be highlighted in the following questions.
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.

48. M.UN Recognize the equivalence of 1 liter, 1,000 ml and 1,000 cm3 and include conversions among liters, milliliters, and cubic centimeters. (Future)
69. Jenny collected 345 milliliters of rain water. How many liters is in 345 milliliters?
1 liter = 1,000 milliliters
0.345 liter
3.45 liters
3,450 liters
345,000 liters
District
State
55%
16%
11%
17%

49. M.UN Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm3, m3, in3, ft3, yd3). (Extended)
A truck will mix and pour concrete for the foundation of a new building. The volume of the concrete in the truck is most likely measured in which units?
Square feet
Meters
Cubic yards
Inches
District
State
48%
18%
28% 6%

50. cubic centimeter to one cubic meter. (Extended)
M.UN Compare the relative sizes of one cubic inch to one cubic foot, and one
cubic centimeter to one cubic meter. (Extended)
There are 100 cm in 1 meter. What is one way to determine the number of cubic centimeters in 1 cubic meter?
Multiply 100 by 100
Multiply 100 by 100 by 100
Add
Add
District
State
39%
21%
28%
12%

51. M.UN Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (Core)
Blake estimates that he spends 12 minutes every day taking a shower. He multiplies 12 minutes by 365 days in a year. He found that he spends 4,380 minutes a year taking showers. How many hours is this?
43.80 hours
54.75 hours
73.00 hours
hours
District
State
23%
15%
45%
17%

52. M.UN Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (Core)
Larry’s rabbit weighs 7 pounds, 2 ounces. How many total ounces does Larry’s rabbit weigh?
72 ounces
107 ounces
112 ounces
114 ounces
District
State
51%
16%
12%
22%

53. Jessie weighs 41 kilograms. How many grams equals 41 kilograms?
M.UN Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (Core)
Jessie weighs 41 kilograms. How many grams equals 41 kilograms?
0.041 grams
410 grams
4,100 grams
41,000 grams
District
State
23%
38%
20%
18%

54. The area of one triangle is equal to ¼ of the area of the rectangle.
M.PS Represent relationships between areas of rectangles, triangles, and parallelograms using models. (Core)
22. The rectangle below is divided into two triangles by drawing a diagonal.
Which statement is true about the area of the rectangle and the area of one of the triangles?
The area of one triangle is equal to ¼ of the area of the rectangle.
The area of one triangle is equal to ½ the area of the rectangle.
The area of one triangle is equal to the area of one of the rectangles.
The area of one triangle is twice the area of the rectangle.
District
State 7%
79% 8% 5%

55. 23. Look at the two right triangles below.
M.PS Represent relationships between areas of rectangles, triangles, and parallelograms using models. (Core)
23. Look at the two right triangles below.
Which of the following rectangles has the same area as the area of the two right triangles combined?
District
State
69% A 4% B 6% C
20% D

56. M.PS Represent relationships between areas of rectangles, triangles, and parallelograms using models. (Core)
24. The parallelogram below is divided into two triangles by drawing a diagonal.
Which statement is true about the area of the parallelogram and the area of one of the triangles?
The area of the parallelogram is twice the area of one of the triangles.
The area of the parallelogram is four times the area of one of the triangles.
The area of the parallelogram is half the area of one of the triangles.
The area of the parallelogram is one-fourth the area of one of the triangles.
District
State
55% 9%
29% 7%

57. M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models and manipulatives. (Core)
43. What is the area of triangle ABC? (The area formula for a triangle is A = ½ bh.)
14 square inches
24 square inches
28 square inches
48 square inches
District
State
18%
51%
10%
21%

58. M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models and manipulatives. (Core)
What is the area of this triangle? (The area formula for a triangle is A = ½ bh.)
6 square feet
10 square feet
12 square feet
24 square feet
District
State
24% 4%
65% 6%

59. M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models and manipulatives. (Core)
What is the area of this triangle? (The area formula for a triangle is A = ½ bh.)
60 square centimeters
120 square centimeters
130 square centimeters
240 square centimeters
District
State
61%
11%
17%

60. A = bh, and represent using models and manipulatives. (Core)
M.TE Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Core)
46. What is the area of parallelogram KLMN? The area formula for a parallelogram is A = bh.)
32 ft2
40ft2
64ft2
80ft2
District
State
18%
34%
43% 4%

61. A = bh, and represent using models and manipulatives. (Core)
M.TE Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Core)
47. Which of the following has enough information given to find the area of the parallelogram?
District
State
26% A 9% B
18% C
48% D

62. A = bh, and represent using models and manipulatives. (Core)
M.TE Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Core)
48. What is the area of the parallelogram below? (The area formula for a parallelogram is A = bh.)
80 square inches
150 square inches
300 square inches
375 square inches
District
State
42%
16%
25%

63. multiplication and division and using the appropriate units. (Future)
M.PS Solve applied problems about the volumes of rectangular prisms using
multiplication and division and using the appropriate units. (Future)
68. A cereal box in the shape of a rectangular prism is 7 inches long, 10 inches high and 3 inches wide. What is the volume of the box in cubic inches?
210 cu in.
420 cu in.
703 cu in.
2,100 cu in.
District
State
69%
15%
11% 5%

64. The correct answer will be highlighted in the following questions.
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.

65. 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, with ¼ , ½ , and ¾ , and full turns. (Extended)
57. A car driving east turned 45 degrees to the left. In what direction was the car driving then?
Northwest
Northeast
Southwest
Southeast
District
State
24%
55% 9%
13%

66. Which type of angle is shown below?
G.GS Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Core)
Which type of angle is shown below?
Right
Acute
Obtuse
Straight
District
State 6%
15%
77% 2%

67. G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Core)
26. A 90º and a 45º angle are shown below. What is the best estimate for the measure in degrees of angle y?
125º
135º
145º
155º
District
State
14%
58%
21% 6%

68. 27. Which is closest to the measurement of the angle below?
G.GS Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Core)
27. Which is closest to the measurement of the angle below?
15º
75º
85º
105º
District
State 4%
45%
38%
13%

69. G.GS.05.03 Identify and name angles on a straight line and vertical angles. (Future)
In the drawing, which of these pairs of angles appears to be vertical angles?
BAF and FAE
EAF and EAD
BAC and EAD
BAF and CAD
District
State
13%
26%
19%
42%

70. surrounding a point, and vertical angles. (Future)
G.GS Find unknown angles in problems involving angles on a straight line, angles
surrounding a point, and vertical angles. (Future)
66. AC is a straight line. What is the measure of BOC?
45º
55º
125º
135º
District
State 6%
22%
55%
16%

71. What is the sum of the measures of angles that form a straight line?
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)
What is the sum of the measures of angles that form a straight line?
45º
90º
180º
360º
District
State 7%
20%
62%
11%

72. 29.What is the measure of the missing angle in the diagram below?
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)
29.What is the measure of the missing angle in the diagram below?
30º
50º
60º
85º
District
State
68%
11%
14% 7%

73. 30. What is the measure of the angle DBC in the figure below?
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)
30. What is the measure of the angle DBC in the figure below?
10º
30º
75º
150º
District
State 5%
57%
17%
20%

74. 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)
49. A square has four equal interior angles. What is the sum of these angles?
90º
180º
200º
360º
District
State
37%
18% 8%
36%

75. 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)
50. Marcus drew a triangle. The measure of the first interior angle is the same as the measure of the second interior angle. The measure of the third interior angle is 80º. What is the measure of the first interior angle?
A. 35º
B. 40º
C. 50º
D. 100º
District
State
10%
37%
15%

76. The two sums are the same.
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)
How does the sum of the interior angles of a parallelogram compare with the sum of the interior angles of a rectangle?
The two sums are the same.
The sum is greater for the rectangle.
The sum is greater for the parallelogram.
You need to see the actual figure to make any comparison.
District
State
29%
17%
19%
34%

77. G.GS Find unknown angles and sides using the properties of: triangles, including right, isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses; and trapezoids. (Future)
Which of the following shapes is a quadrilateral that must have all the sides congruent?
Trapezoid
Rectangle
Square
Equilateral triangle
District
State
16%
10%
57%

78. The correct answer will be highlighted in the following questions.
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.

79. Which describes the pattern of time and temperature change shown
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)
Which describes the pattern of
time and temperature change shown
in the graph below?
Fore each hour that passes, the temperature drops 2ºC
For each hour that passes, the temperature rises 2ºC
For each hour that passes, the temperature drops 4ºC
For each hour that passes, the temperature rises 4ºC
District
State 6%
82% 5% 7%

80. 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)
32. If this pattern continues, what will the temperature be on the school playground at 12:00 noon on December 3?
2ºC
10ºC
12ºC
14ºC
District
State 4% 7%
14%
75%

81. What is wrong with the graph?
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)
33. Ninety-six customers at a pet store were asked, “What is your favorite pet?” the owner recorded the answer in the table.
Then he drew a graph.
What is wrong with the graph?
The graph should have included more pets.
The graph should have been a double-line graph.
“Dog” should have been the first pet listed on the x-axis.
A line graph should not have been used with these data.
District
State 8%
20%
23%
49%

82. The date that is the mode.
D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (Core)
The Friendship Club is planning a party. Each club member wrote down the date on which she wanted to have the party. The club president needs to choose the date that is wanted by the greatest number of members. Which date should the club president choose?
The date that is the mode.
Any date that was written.
The date that is the median.
A date that was not chosen.
District
State
55%
11%
24%
10%

83. Which statement about this information is true?
D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (Core)
53. Jack compared the lengths of school years in different cities and recorded the data in the table below.
Which statement about this information is true?
The mode is 185.
The median is 181.
The median and mode are equal.
The median is less than the mode.
District
State
14%
21%
40%
25%

84. Up to and including 12 students can attend each lunch.
D.AN Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (Core)
54. The mode of the number of students at the new principal’s “Get to Know the Students” lunches is 12. Which of the following statements must be true?
The total number of students divided by the number of students attending each lunch is 12.
Up to and including 12 students can attend each lunch.
The number of students who attend the lunch most often is 12.
The difference between the smallest number of students and the largest number of students at a lunch is 12.
District
State
24%
19%
40%
16%

85. D.AN.05.04 Solve multi-step problems involving means. (Future)
64. The number of students in Mrs. Gleason’s class who buy lunch each day is show below.
How much would the mean change if 14 students instead of 9 bought lunch on Friday?
By 1 student
By 2 students
By 3 students
By 5 students
District
State
18%
10%
15%
57%

86. (Constructed Response)
D.RE Construct line graphs from tables of data; include axis labels and scale.
(Constructed Response)
56. One ounce of bean seeds is enough to plant a 10-foot row of bean plants. The table below shows how many ounces of seeds are needed for different lengths rows.
Make a line graph of this information. Be sure to title the graph, label the axes, and choose an appropriate scale.
District
State
25% 1
17% 2 3
20% 4
21%

87. 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

88. The correct answer will be highlighted in the following questions.
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.

89. 1. Which list contains the first ten non-negative multiples of 5?
N.ME List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number.* (Linking)
1. Which list contains the first ten non-negative multiples of 5?
5, 6, 7, 8, 9, 10, 11, 12, 13, 14
0, 5, 10, 15, 20, 25, 30, 35, 40, 45
5, 10, 15, 25, 35, 45, 55, 65, 75, 85, 95
District
State
10% 9%
63%
17%

90. 2. Which number is a multiple of 9?
N.ME List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number.* (Linking)
2. Which number is a multiple of 9? 3 19 54 91
District
State
57% 3%
38% 2%

91. N.ME List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number.* (Linking)
3. Mark made a list of the first ten whole number multiples of a number.
0, 3, 6, 9, 12, 15, 18, 21, 24, 27
What was Mark’s Number? 3 27 30
District
State 5%
68%
12%
14%

92. 4. Which of these numbers has exactly two factors?
N.MR Use factors and multiples to compose and decompose whole numbers.*
(Linking)
4. Which of these numbers has exactly two factors? 4 12 22 31
District
State
40%
17%
20%
23%

93. 5. Which of these numbers is a multiple of 2 and also a multiple 9?
N.MR Use factors and multiples to compose and decompose whole numbers.*
(Linking)
5. Which of these numbers is a multiple of 2 and also a multiple 9? 27 29 36 92
District
State 7%
82% 4%

94. N.MR.04.07 Use factors and multiples to compose and decompose whole numbers.*
(Linking)
6. Taylor says, “I am thinking of a number that is a factor of 50 and a multiple of 5.” Which of these numbers could be Taylor’s number? 10 45 55
250
District
State
76% 3%
10%
11%

95. 7. Which number goes in the box to make the number sentence true?
N.ME Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property,
e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = = 63. (Linking)
7. Which number goes in the box to make the number sentence true?
(3 x 5) + (3 x 20) = 3 x □ 4 15 25
100
District
State 5%
13%
73% 8%

96. 8. Which expression is equal to 4 x 87? (4 x 8) + (4 x 7)
N.ME Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property,
e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = = 63. (Linking)
8. Which expression is equal to 4 x 87?
(4 x 8) + (4 x 7)
(4 + 80) x (4 + 7)
(4 x 80) + (4 x 7)
(4 + 80) + (4 + 7)
District
State
17%
14%
61% 7%

97. 9. Which correctly completes the number sentence?
N.ME Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property,
e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = = 63. (Linking)
9. Which correctly completes the number sentence?
2 x 64 = (2 x 60) + (2 ____ )
+ 2
x 2
+ 4
x 4
District
State
16%
14%
53%

98. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10.
(Linking)
10. At a factory, 8,292 boxes were placed in 4 containers. If the same number of boxes were put in each container, how many boxes were in 1 container?
273
2,020
2,073
8,288
District
State
16%
19%
54%
11%

99. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10.
(Linking)
11. Lisa wants to divide 765 pieces of candy evenly among 10 bags. What is 756 divided by 10? 76
76 R 5
706 R 5
760 R 5
District
State 5%
82% 7%

100. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10.
(Linking)
12. On a field trip, 144 students rode on a 4 buses. There were an equal number of students on each bus. How many students rode on each bus? 11 36
140
148
District
State 4%
90% 3%

101. 13. Which value of w makes the number sentence below true?
N.FL Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* (Linking)
13. Which value of w makes the number sentence below true?
w ÷ 7 = 7 1 49 77
District
State 6%
53%
39% 2%

102. 14. Which value of r makes the number sentence below true?
N.FL Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* (Linking)
14. Which value of r makes the number sentence below true?
132 ÷ r = 33 4 11 99
165
District
State
69%
19% 9% 3%

103. 15. Which value of m makes the number sentence below true?
N.FL Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* (Linking)
15. Which value of m makes the number sentence below true?
456 ÷ m = 57 7 8
399
513
District
State
10%
77% 3%

104. 19. Which list is in order from least to greatest?
N.ME Read and interpret decimals up to two decimal places; relate to money and place value decomposition. (Linking)
19. Which list is in order from least to greatest?
2.1, 2.3, 2.01, 2.11
2.01, 2.1, 2.11, 2.3
2.01, 2.11, 2.1, 2.3
D. 2.1, 2.01, 2.11, 2.3
District
State
37%
39%
14%
10%

105. 20. Which number is equal to four and nine hundredths?
N.ME Read and interpret decimals up to two decimal places; relate to money and place value decomposition. (Linking)
20. Which number is equal to four and nine hundredths?
0.013
0.13
4.09
D. 4.9
District
State 2%
75%
21%

106. N.ME Read and interpret decimals up to two decimal places; relate to money and place value decomposition. (Linking)
21. Kara has 2 one-dollar bills, some dimes, and 3 pennies in her pocket. The total amount of money she has in her pocket is $2.43. How many dimes does Kara have in her pocket? 4 24 40
D. 240
District
State
83% 5%
10% 2%

107. N.MR Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. (Linking)
16. Which number equals 36/100?
0.0036
0.36
0.361
District
State
13% 6%
75%

108. 17. Which decimal below is equal to six tenths?
N.MR Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. (Linking)
17. Which decimal below is equal to six tenths?
61.0
6.1
0.6
0.06
District
State 3%
13%
74%
10%

109. 18. Which is equivalent to ¾?
N.MR Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. (Linking)
18. Which is equivalent to ¾?
0.75
4 - 3
D. Three and one-fourth
District
State
59% 5%
19%
16%

110. 40. Which best represents the value at point R?
N.MR Locate fractions with denominators of 12 or less on the number line; include mixed numbers.* (Linking)
40. Which best represents the value at point R?
District
State
35%
44% 9%
13%
A. 2/5
B. 2/3
C. 3/2
D. 5/2

111. 41. Which letter appears to be on a value that is greater than 9/4?
N.MR Locate fractions with denominators of 12 or less on the number line; include mixed numbers.* (Linking)
41. Which letter appears to be on a value that is greater than 9/4?
District
State
10%
13%
27%
50% P Q R S

112. 42. Which best represents the value at point G?
N.MR Locate fractions with denominators of 12 or less on the number line; include mixed numbers.* (Linking)
42. Which best represents the value at point G?
District
State 5%
90% 3% 2%
2 ½
2 ¾
12/4 11

113. N.FL Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. (Linking)
22. Martin estimates the difference 498 – 304 is about 100. Does Martin’s estimate makes sense?
No, because 400 – 400 = 0.
B. No, because 500 – 300 = 200.
C. Yes, because 500 – 400 = 100.
D. Yes, because 400 – 300 = 100.
District
State 5%
57%
11%
27%

114. N.FL Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. (Linking)
23. Manny needed to estimate the sum of the numbers below using mental math.
Which method would be most reasonable for him to use?
A. Round each number to the nearest hundred. Add the numbers.
B. Add all the numbers in the hundreds place. Add all the numbers in the ones place. Then add these two sums.
C. Add all the numbers in the hundreds place. Add all the numbers in the ones place. Put a 0 between these two sums.
D. Add all the numbers in the hundreds place. Add all the numbers in the ones place. Then subtract the two sums.
304
603
801
909
District
State
72%
13% 9% 6%

115. 24. A customer returned four shirts to a clothing store. Shirt Prices
N.FL Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. (Linking)
24. A customer returned four shirts to a clothing store.
Shirt Prices
$19.10
$21.95
$12.89
$15.47
Which method would be best for the cashier to use to determine the amount of money to give back to the customer?
guess and check
work backward
use a calculator
draw a picture
District
State 6% 7%
85% 2%

116. 43. Use the inch ruler to measure the perimeter of this envelope.
M.UN Measure using common tools and select appropriate units of measure.
(Linking)
43. Use the inch ruler to measure the perimeter of this envelope.
District
State
24%
18%
51% 6%
Which best represents the perimeter of the envelope?
A. 8 inches B. 15 inches
C. 16 inches D. 18 inches

117. 44. Which type of units are used to measure the area of a rug?
M.UN Measure using common tools and select appropriate units of measure.
(Linking)
44. Which type of units are used to measure the area of a rug?
cubic units
linear units
square units
it depends on the size of the rug
District
State 9% 6%
50%
34%

118. M.UN.04.01 Measure using common tools and select appropriate units of measure.
(Linking)
45. Marilee wanted to know the width of her bedroom door. Which measuring tool should she use to find the width of the door?
a ruler
a balance
a thermometer
a measuring cup
District
State
90% 6% 3% 1%

119. 25. Which of the following is closest to the weight of a bicycle?
M.PS Give answers to a reasonable degree of precision in the context of a given problem. (Linking)
25. Which of the following is closest to the weight of a bicycle?
2 ounces
10 pounds
2 ton
10 ounces
District
State 3%
80% 8% 9%

120. M.PS Give answers to a reasonable degree of precision in the context of a given problem. (Linking)
26. Roy is driving a truck carrying sand. He stops in front of a bridge to read this sign.
District
State 6% 3%
87% 4%
Roy knows that the empty truck weights 4,000 pounds including the driver. What else does Roy need to know before he decides whether to drive over the bridge?
the weight of the bridge
how many more loads of sand he needs
the weight of the sand in the truck
how many trucks have driven over the bridge

121. M.PS Give answers to a reasonable degree of precision in the context of a given problem. (Linking)
27. Delia has some tropical fish in a tank. The water should be kept between 72°F and 80°F. Delia keeps a thermometer in the tank to measure the temperature of the water. Which is the most reasonable description of a desirable water temperature for the fish?
between 15°F and 95°F
between 55°F and 65°F
between 73°F and 79°F
between 86°F and 106°F
District
State 5% 9%
83% 3%

122. 46. Which lists the temperatures from coldest to warmest?
M.UN Measure and compare integer temperatures in degrees. (Linking)
46. Which lists the temperatures from coldest to warmest?
-2°F, 3°F, 22°F, -33°F
-33°F, 22°F, 3°F, -2°F
-2°F, -33°F, 3°F, 22°F
-33°F, -2°F, 3°F, 22°F
District
State
33% 4%
10%
53%

123. 47. Which is the coldest temperature? 0°C -12°C -8°C 16°C
M.UN Measure and compare integer temperatures in degrees. (Linking)
47. Which is the coldest temperature?
0°C
-12°C
-8°C
16°C
District
State
12%
75% 7% 5%

124. 48. Which is the warmest temperature? 0°F -2°F 5°F -10°F
M.UN Measure and compare integer temperatures in degrees. (Linking)
48. Which is the warmest temperature?
0°F
-2°F
5°F
-10°F
District
State 5% 1%
84% 9%

125. M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a
rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. (Linking)
28. Each square in the drawing below is the same size. What is the perimeter of the shape?
6 units
9 units
12 units
18 units
District
State
40% 6%
52% 2%

126. 29. What is the perimeter of the rectangle below?
M.TE Know and understand the formulas for perimeter and area of a square and a
rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. (Linking)
29. What is the perimeter of the rectangle below?
4 m
5 m
8 m
10 m
District
State
15%
19% 4%
62%

127. 30. What is the area of the “C” shape below?
M.TE Know and understand the formulas for perimeter and area of a square and a
rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. (Linking)
30. What is the area of the “C” shape below?
14 sq units
18 sq units
22 sq units
26 sq units
District
State
81% 4% 9% 6%

128. M.TE Find one dimension of a rectangle given the other dimension and its perimeter or area. (Linking)
49. The drawing below represents a rectangle with a width of 10 millimeters and a perimeter of 100 millimeters. What is the length of the rectangle?
10 millimeters
40 millimeters
80 millimeters
90 millimeters
District
State
25%
39%
15%
21%

129. 50. The area of the rectangle below is 80 cm², and it width is 10 cm.
M.TE Find one dimension of a rectangle given the other dimension and its perimeter or area. (Linking)
50. The area of the rectangle below is 80 cm², and it width is 10 cm.
What is the length l,
of the rectangle?
4 cm
8 cm
30 cm
70 cm
District
State
17%
49%
21%
13%

130. M.TE Find one dimension of a rectangle given the other dimension and its perimeter or area. (Linking)
51. The perimeter of this rectangle is 26 yards, and its length is 8 yards.
What is the width w,
of the rectangle?
5 yards
9 yards
18 yards
21 yards
District
State
63% 7%
28% 3%

131. 31. Which appears to be an equilateral triangle?
G.GS Identify basic geometric shapes including isosceles, equilateral, and right triangles, and use their properties to solve problems. (Linking)
31. Which appears to be an equilateral triangle?
District
State
13%
66% 7%

132. 32. Tina drew the isosceles triangle below. What is the perimeter of
G.GS Identify basic geometric shapes including isosceles, equilateral, and right triangles, and use their properties to solve problems. (Linking)
32. Tina drew the isosceles triangle below.
What is the perimeter of
this triangle?
10 inches
14 inches
16 inches
24 inches
District
State
18% 3%
63%
16%

133. 33. Which statement is true about right triangles?
G.GS Identify basic geometric shapes including isosceles, equilateral, and right triangles, and use their properties to solve problems. (Linking)
33. Which statement is true about right triangles?
Some right triangles are isosceles.
Some right triangles are equilateral.
Some right triangles have two right angles.
Some right triangles may also have an obtuse angle.
District
State
27%
26%
21%

134. 52. Exactly how many faces does a cube have?
G.SR Identify and count the faces, edges, and vertices of basic three-dimensional
geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces. (Linking)
52. Exactly how many faces does a cube have? 3 4 6 8
District
State 2%
20%
73% 5%

135. 53. Which describes how the faces of any rectangular prism are alike?
G.SR Identify and count the faces, edges, and vertices of basic three-dimensional
geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces. (Linking)
53. Which describes how the faces of any rectangular prism are alike?
Each face is a square region.
Each face is a rectangular region.
Each face has the same width.
Each face has the same length.
District
State
19%
39%
24%
17%

136. 54. Which describes what points A, D, F, and G have in common?
G.SR Identify and count the faces, edges, and vertices of basic three-dimensional
geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces. (Linking)
54. Which describes what points A, D, F, and G have in common?
They are all faces.
They are all edges.
They are all solids.
They are all vertices
District
State 8%
63% 3%
25%

137. G.TR.04.05 Recognize rigid motion transformations (flips, slides, turns) of a
two-dimensional object. (Linking)
34. Which shows the numeral 2 after a slide across the dashed line segment?
District
State
11%
21%
36%
31%

138. G.TR.04.05 Recognize rigid motion transformations (flips, slides, turns) of a
two-dimensional object. (Linking)
35. Ron turns the arrow 90 degrees clockwise. To which color will the point after the turn?
red
blue
green
yellow
District
State
60%
12%
11%
17%

139. G.TR.04.05 Recognize rigid motion transformations (flips, slides, turns) of a
two-dimensional object. (Linking)
36. Mari moved the from Position 1 to Position 2. Which best describes how Mari moved the paper?
District
State
86%
11% 2% 1%
flip
turn
slide
cover

140. 37. What is the range for the data given below? 32, 18, 42, 37, 25 42
D.RE Order a given set of data, find the median, and specify the range of values.
(Linking)
37. What is the range for the data given below?
32, 18, 42, 37, 25 42 34 24 18
District
State
26%
18%
44%
12%

141. D.RE.04.02 Order a given set of data, find the median, and specify the range of values.
(Linking)
38. The Byson Middle School girls’ basketball team made the following scores on their last 5 games: 28, 32, 24, 42, and 25. What is the median score for these games? 24 28 30 41
District
State
21%
58%
16% 5%

142. 39.What is the range of the group of numbers below?
D.RE Order a given set of data, find the median, and specify the range of values.
(Linking)
39.What is the range of the group of numbers below?
22, 10, 17, 8, 15, 6, 16 6 8 15 16
District
State
13%
22%
19%
45%

143. D.RE Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (Linking)
55. Joe’s Delivery Service charges $50.00 for each delivery, plus $0.25 per mile. Which chart below shows the correct delivery charges for different numbers of miles?
District
State 8%
53%
31% 9%

144. D.RE Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (Linking)
56. Which statement best describes the data displayed in the graph below?
the number of people who live in
single-family homes compared to the
number of people who live in apartments
B. the percentage of people who live in
single family homes compared to the
C. the change in the number of people who live in single-family homes as compared to the change in number of people who live in apartments over time
D. the percentage of people who live in apartments as compared to the total number of people surveyed
District
State
68%
14%
12% 5%

145. D.RE Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (Linking)
57. The graph below shows the number of basketball titles won by three different teams.
Based on the data in the graph, which statement is true?
The Ravens won the fewest basketball titles.
The Bobcats won more titles than the Eagles
The Ravens won twice as many titles as the Bobcats.
The Eagles won the greatest number of basketball titles.
District
State 1% 2%
95%