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.05.10

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)
District State
14
7
73
5
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)
District State
74
13
10
3
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)
District State
11
9
61
19
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 (6)(core)
District State
6
7
72
15
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 (6).(core)
District State
16
7
72
5
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 (6). (core)
District State
11
70
14
5
13
N.MR.05.03 Write mathematical statements
involving division for given situations.
(extended core)
District State
7
7
13
72
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 - NC
District State
8
14
74
4
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 - NC
District State
6
9
9
75
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 - NC
District State
12
75
6
6
17
N.MR.05.05 Solve applied problems involving
multiplication and division of whole numbers.
Core
District State
9
81
4
5
18
N.MR.05.05 Solve applied problems involving
multiplication and division of whole numbers.
Core
District State
2
77
9
12
19
N.MR.05.05 Solve applied problems involving
multiplication and division of whole numbers.
Core
District State
77
5
6
11
20
N.FL.05.06 Divide fluently up to a four-digit
number by a two-digit number. Core - NC
District State
9
12
69
9
21
N.FL.05.06 Divide fluently up to a four-digit
number by a two-digit number. Core - NC
District State
11
12
53
24
22
District State
7
5
86
2
23
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., 1 is 10 tenths, one tenth is 10 hundredths.
Core
District State
84
11
4
1
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., 1 is 10 tenths, one tenth is 10 hundredths.
Core
District State
6
63
5
25
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., 1 is 10 tenths, one tenth is 10 hundredths.
Core
District State
41
5
2
52
26
N.ME.05.09 Understand percentages as parts out of
100, use notation, and express a part of a
whole as a percentage. Core
District State
6
12
5
76
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
District State
11
77
6
7
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
District State
4
22
57
17
29
District State
12
7
63
17
30
District State
8
19
21
52
31
N.FL.05.12 Find the product of two unit fractions
with small denominators using area model. Fut -
NC
District State
15
71
9
4
32
N.FL.05.13 Divide a fraction by a whole number
and a whole number by a fraction, using simple
unit fractions. Fut - NC
District State
7
5
85
3
33
District State
15
12
19
53
34
N.MR.05.15 Multiply a whole number by powers of
10 0.01, 0.1, 1, 10, 100, and 1000 identify
patterns. Ext
District State
71
11
10
8
35
N.MR.05.17 Multiply one-digit and two-digit whole
numbers by decimals up to two decimal places.
Ext
District State
1
91
3
4
36
N.MR.05.19 Solve word problems that involve
finding sums and differences of fractions with
unlike denominators, using knowledge of
equivalent fractions. Fut
District State
31
20
38
10
37
N.FL.05.20 Solve applied problems involving
fractions and decimals include rounding of
answers and checking reasonableness use examples
involving money. Core
District State
4
6
82
7
38
N.FL.05.20 Solve applied problems involving
fractions and decimals include rounding of
answers and checking reasonableness use examples
involving money. Core
District State
15
60
15
9
39
N.FL.05.20 Solve applied problems involving
fractions and decimals include rounding of
answers and checking reasonableness use examples
involving money. Core
District State
19
48
13
20
40
N.FL.05.20 Solve applied problems involving
fractions and decimals include rounding of
answers and checking reasonableness use examples
involving money. Core
District State
45
14
13
28
41
N.FL.05.20 Solve applied problems involving
fractions and decimals include rounding of
answers and checking reasonableness use examples
involving money. Core
District State
21
18
45
16
42
District State
77
7
4
12
43
N.MR.05.22 Express fractions and decimals as
percentages, and vice versa. Core
District State
8
23
36
32
44
District State
3
88
4
5
45
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.

46
District State
41
43
12
4
47
District State
9
66
14
10
48
M.UN.05.03 Compare the relative sizes of one
cubic inch to one cubic foot, and one cubic
centimeter to one cubic meter. Ext
District State
20
19
38
23
49
M.UN.05.04 Convert measurements of length,
weight, area, volume, and time within a given
system, using easily manipulated numbers. Core -
NC
District State
20
66
8
5
50
M.UN.05.04 Convert measurements of length,
weight, area, volume, and time within a given
system, using easily manipulated numbers. Core -
NC
District State
8
15
25
51
51
M.UN.05.04 Convert measurements of length,
weight, area, volume, and time within a given
system, using easily manipulated numbers. Core -
NC
District State
17
22
14
46
52
M.PS.05.05 Represent relationships between areas
of rectangles, triangles and parallelograms using
models. Core
District State
17
7
6
70
53
M.PS.05.05 Represent relationships between areas
of rectangles, triangles and parallelograms using
models. Core
District State
58
17
15
11
54
M.PS.05.05 Represent relationships between areas
of rectangles, triangles and parallelograms using
models. Core
District State
40
23
27
10
55
District State
14
63
12
11
56
District State
14
50
24
11
57
District State
21
43
23
12
58
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
District State
14
71
10
4
59
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
District State
19
10
6
65
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
District State
25
15
54
5
61
M.PS.05.10 Solve applied problems about the
volumes of rectangular prisms using
multiplication and division and using the
appropriate units. Fut
District State
44
15
39
2
62
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.

63
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, tively, with
1/4, 1/2, 3 4 and full turns. Ext
District State
8
14
71
6
64
G.GS.05.02 Measure angles with a protractor and
classify them as acute, right, obtuse or
straight. Core
District State
8
14
71
6
65
G.GS.05.02 Measure angles with a protractor and
classify them as acute, right, obtuse or
straight. Core
District State
6
24
11
69
66
G.GS.05.02 Measure angles with a protractor and
classify them as acute, right, obtuse or
straight. Core
District State
16
10
51
22
67
G.GS.05.03 Identify and name angles on a straight
line and vertical angles. Fut
District State
18
15
57
8
68
G.GS.05.04 Find unknown angles in problems
involving angles on a straight line, angles
surrounding a point and vertical angles. Fut
District State
57
14
10
19
69
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
District State
22
50
16
11
70
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
District State
22
50
16
11
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
District State
17
22
47
13
72
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
District State
35
13
21
31
73
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
District State
30
17
15
37
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
District State
14
32
5
49
75
G.GS.05.07 Find unknown angles using the
properties of triangles, including right,
isosceles, and equilateral triangles
parallelograms, including rectangles and
rhombuses and trapezoids. Fut
District State
42
9
21
28
76
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.

77
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 of the following statements is correct if
she continues to save at the same rate?
District State
12
7
19
62
78
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

• The graph below shows the amount of snow that
  fell during a snow storm.
• According to the graph, how much snow fell during
  each hour?

District State
11
70
9
10
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
District State
A 7
B 59
C 17
D 17
80
D.AN.05.03 Given a set of data, find and
interpret the mean (using the concept of fair
share) and mode. Core
District State
9
13
69
10
81
D.AN.05.03 Given a set of data, find and
interpret the mean (using the concept of fair
share) and mode. Core
District State
32
47
15
5
82
D.AN.05.03 Given a set of data, find and
interpret the mean (using the concept of fair
share) and mode. Core
District State
17
25
50
7
83
D.AN.05.04 Solve multi-step problems involving
means. Fut
District State
58
10
6
26
84
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.

85
OVERALL RESULTS(Below 70 for that GLCE on the
School Summary Report-All Students)
Number and Operation Algebra Geometry Measurement Data and Probability