6th GRADE MEAP RELEASED ITEMS

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
• Released items
• Guide to MEAP reports
• Assessable GLCE information
• MI-Access www.mi.gov/mi-access
• Extended GLCE and Benchmarks
• Accommodations Information
• MI-Access Information Center www.mi-access.info
• Office of School Improvement www.mi.gov/osi
• Michigan Curriculum Framework
• Grade Level Content Expectations (GLCE)
• Intermediate School Districts and MMLA
  connections
• www.mscenters.org see what other districts have
  already done!
• MMLA assessment builder and practice questions
• www.jcisd.org (go to general education ? Math and
  Science Center ?Math GLCE and Model Assessments

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
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
N.MR.05.01 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
10
8
N.MR.05.01 Understand the meaning of division of
whole numbers with and without remainders relate
division to fractions and to repeated
subtraction. (Core)

• 14. Which of the following is equivalent to 100
  12?
• ½
• 12/100
• 88/100
• 100/12

District State
3
57
9
31
9
N.MR.05.01 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
N.MR.05.02 Relate division of whole numbers with
remainders to the form a bq r, e.g., 34 5
6 r 4, so 5 6 4 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
N.MR.05.02 Relate division of whole numbers with
remainders to the form a bq r, e.g., 34 5
6 r 4, so 5 6 4 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
N.MR.05.02 Relate division of whole numbers with
remainders to the form a bq r, e.g., 34 5
6 r 4, so 5 6 4 34 note remainder (4) is
less than divisor (5). (Core)

• Which equation is equal to this division
  sentence?
• 17 5 3 R 2
• 5 2 3 17
• 3 x 5 2 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. Pauls 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
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?
• 13 728
• 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
N.MR.05.07 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 0.80. How is
  this number expressed using tenths?
• 0.8
• 0.81
• 1.8
• 8.10

District State
73
5
6
16
25
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)

• 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
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)

• Which number is equal to 17 tenths?
• 0.17
• 1.07
• 1.7
• 17

District State
60
3
25
12
27
N.ME.05.09 Understand percentages as parts out of
100, use notation, and express a part of a
whole as a percentage. (Core)

• In Toms class, 20 of the 25 students got a
  perfect score on the test. What percentage of
  the students got a perfect score?
• A. 0.80
• 20
• 25
• 80

District State
8
20
6
66
28
N.ME.05.09 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 Michelles 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.05.09 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., 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
• 6
• 5
• C. 5 1
• 6
• D. 6 1
• 5

District State
68
17
10
4
31
N.ME.05.11 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
13
32
N.ME.05.12 Find the product of two unit fractions
with small denominators using an area model.
(Future)

• What is the product of 1 x 1 ?
• 4 6
• 1
• 24
• 1
• 9
• 2
• 10
• 9
• 15

District State
73
7
12
7
33
N.MR.05.13 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.05.14 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
N.MR.05.15 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
6
36
N.MR.05.17 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
N.MR.05.19 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.05.20 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.05.20 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
• ½
• 2/3
• 3/2

District State
24
15
46
14
40
N.FL.05.20 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
• ½
• ¾
• 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 . (Future)

• Which value makes the equitation below true?
• 1 7
• 2 6
• ½
• 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 Johns 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.05.23 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.05.18 Use mathematical statements to
represent an applied situation involving addition
and subtraction of fractions. (Constructed
Response)
District State
0 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
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.05.01 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.05.02 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
M.UN.05.03 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 100 100
• Add 100 100 100

District State
39
21
28
12
51
M.UN.05.04 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
• 146.00 hours

District State
23
15
45
17
52
M.UN.05.04 Convert measurements of length,
weight, area, volume, and time within a given
system using easily manipulated numbers. (Core)

• Larrys rabbit weighs 7 pounds, 2 ounces. How
  many total ounces does Larrys rabbit weigh?
• 72 ounces
• 107 ounces
• 112 ounces
• 114 ounces

District State
51
16
12
22
53
M.UN.05.04 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
M.PS.05.05 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
M.PS.05.05 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.05.05 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
11
60
M.TE.05.07 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
M.TE.05.07 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
M.TE.05.07 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
16
63
M.PS.05.10 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
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
G.GS.05.02 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
G.GS.05.02 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
G.GS.05.04 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
G.GS.05.05 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
G.GS.05.05 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
G.GS.05.05 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.05.06 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.05.06 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
37
15
76
G.GS.05.06 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.05.07 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
16
78
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
D.RE.05.01 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.05.01 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 1200
  noon on December 3?
• 2ºC
• 10ºC
• 12ºC
• 14ºC

District State
4
7
14
75
81
D.RE.05.01 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
D.AN.05.03 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
D.AN.05.03 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
D.AN.05.03 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
  principals 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. Gleasons
  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
D.RE.05.02 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
0 25
1 17
2 17
3 20
4 21
87
Conclusions from the Data

• Below are the core GLCEs by strand in order of
  average from greatest to least. (--- separates
  70 mark)

Number and Operations ------------------------ Algebra ----------------------- Measurement ----------------------- Geometry ------------------------ Data and Probability ------------------------
88
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
N.ME.04.05 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
N.ME.04.05 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.04.05 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 Marks Number?
• 0
• 3
• 27
• 30

District State
5
68
12
14
92
N.MR.04.07 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
N.MR.04.07 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
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 Taylors number?
• 10
• 45
• 55
• 250

District State
76
3
10
11
95
N.ME.04.09 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) 3 60
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
N.ME.04.09 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) 3 60
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
N.ME.04.09 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) 3 60
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
16
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
5
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
3
101
N.FL.04.12 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
• 0
• 1
• 49
• 77

District State
6
53
39
2
102
N.FL.04.12 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
N.FL.04.12 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
10
3
104
N.ME.04.15 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
N.ME.04.15 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
2
75
21
106
N.ME.04.15 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.04.19 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
• 0.10036
• 0.36
• 0.361

District State
13
6
75
6
108
N.MR.04.19 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
N.MR.04.19 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
N.MR.04.22 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
N.MR.04.22 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

1. P
2. Q
3. R
4. S

112
N.MR.04.22 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

1. 2 ½
2. 2 ¾
3. 12/4
4. 11

113
N.FL.04.35 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 Martins 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.04.35 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
N.FL.04.35 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
M.UN.04.01 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
M.UN.04.01 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
M.PS.04.02 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.04.02 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.04.02 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 72F and 80F. 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 15F and 95F
• between 55F and 65F
• between 73F and 79F
• between 86F and 106F

District State
5
9
83
3
122
M.UN.04.03 Measure and compare integer
temperatures in degrees. (Linking)

• 46. Which lists the temperatures from coldest to
  warmest?
• -2F, 3F, 22F, -33F
• -33F, 22F, 3F, -2F
• -2F, -33F, 3F, 22F
• -33F, -2F, 3F, 22F

District State
33
4
10
53
123
M.UN.04.03 Measure and compare integer
temperatures in degrees. (Linking)

• 47. Which is the coldest temperature?
• 0C
• -12C
• -8C
• 16C

District State
12
75
7
5
124
M.UN.04.03 Measure and compare integer
temperatures in degrees. (Linking)

• 48. Which is the warmest temperature?
• 0F
• -2F
• 5F
• -10F

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
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)

• 29. What is the perimeter of the rectangle below?
• 4 m
• 5 m
• 8 m
• 10 m

District State
15
19
4
62
127
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)

• 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.04.07 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
M.TE.04.07 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.04.07 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
G.GS.04.02 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
13
7
132
G.GS.04.02 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
G.GS.04.02 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
26
134
G.SR.04.03 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
G.SR.04.03 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
G.SR.04.03 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

1. flip
2. turn
3. slide
4. cover

140
D.RE.04.02 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
D.RE.04.02 Order a given set of data, find the
median, and specify the range of values. (Linking)