7th GRADE MEAP RELEASED ITEMS

1
7th GRADE MEAP RELEASED ITEMS (Correlated to the
6th 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
District State
13
18
10
59
8
District State
23
11
6
60
9
District State
19
43
26
11
10
District State
12
12
22
54
11
District State
9
23
60
8
12
District State
16
19
43
21
13
District State
7
16
68
9
14
District State
11
17
48
24
15
District State
47
22
12
19
16
N.FL.06.09 Add, subtract, multiply, and divide
integers between -10 and 10 use number line and
strip models for addition and subtraction. Fut -
NC
District State
84
8
6
2


17
N.FL.06.10 Add, subtract, multiply and divide
positive rational numbers fluently.

1. What kind of answer results when a rational
number is multiplied by zero?
District State
85
8
4
2
A The answer is zero. B The
answer is the original number. C The
answer depends on the original number.
D The answer is the opposite sign of the original
number.


18
N.FL.06.10 Add, subtract, multiply and divide
positive rational numbers fluently.

District State
40
50
6
3




19
N.FL.06.10 Add, subtract, multiply and divide
positive rational numbers fluently.

4 What is the solution to this number sentence?
39 15 3 8 4
District State
46
8
8
37
A. 0 B. 6 C.
24 D. 32



20
N.ME.06.11 Find equivalent ratios by scaling up
or scaling down.


District State
9
6
5
81




21
N.ME.06.11 Find equivalent ratios by scaling up
or scaling down.


District State
17
16
11
56




22
N.ME.06.11 Find equivalent ratios by scaling up
or scaling down.


District State
41
20
22
16


23
N.FL.06.12 Calculate part of a number given the
percentage and the number. Ext

• What is 50 of 12?
• A. 4.2
• B. 6
• C. 24
• D. 62

District State






24
N.FL.06.13 Solve word problems involving
percentages in such contexts as sales taxes and
tips, and involving positive rational numbers.
Core


District State
17
6
52
25




25
N.FL.06.13 Solve word problems involving
percentages in such contexts as sales taxes and
tips, and involving positive rational numbers.
Core


District State
21
22
32
25




26
N.FL.06.13 Solve word problems involving
percentages in such contexts as sales taxes and
tips, and involving positive rational numbers.
Core


District State
9
66
20
5




27
N.FL.06.14 For applied situations, estimate the
answers to calculations involving operations
with rational numbers. Core


District State
8
77
8
6


28
N.FL.06.14 For applied situations, estimate the
answers to calculations involving operations
with rational numbers. Core


District State
21
18
55
6


29
N.FL.06.14 For applied situations, estimate the
answers to calculations involving operations
with rational numbers. Core


District State
24
19
43
19


30
N.FL.06.15 Solve applied problems that use the
four operations with appropriate decimal numbers.
Core


District State
3
84
5
8


31
N.FL.06.15 Solve applied problems that use the
four operations with appropriate decimal numbers.
Core


District State
8
72
16
4


32
N.FL.06.15 Solve applied problems that use the
four operations with appropriate decimal numbers.
Core


District State
8
18
57
16


33
N.ME.06.17 Locate negative rational numbers
(including integers) on the number line know
that numbers and their negatives add to 0, and
are on opposite sides and at equal distance from
0 on a number line. Core


District State
81
3
9
7


34
N.ME.06.17 Locate negative rational numbers
(including integers) on the number line know
that numbers and their negatives add to 0, and
are on opposite sides and at equal distance from
0 on a number line. Core


District State
77 72
5 8
10 12
8 8


35
N.ME.06.17 Locate negative rational numbers
(including integers) on the number line know
that numbers and their negatives add to 0, and
are on opposite sides and at equal distance from
0 on a number line. Core



District State
2
28
66
4

36
ALGEBRA

• The correct answer will be highlighted in the
  following questions.
• If the answer is highlighted green, then we did
  better than the state by 5 or more.
• If the answer is highlighted yellow, then we did
  better than the state by 0-4.
• If the answer is highlighted red, then we did
  worse than the state.

37
A.PA.06.01 Solve applied problems involving
rates, including speed, e.g., if a car is going
50 mph, how far will it go in 3 1 hours? Core


District State
68
11
10
11


38
A.PA.06.01 Solve applied problems involving
rates, including speed, e.g., if a car is going
50 mph, how far will it go in 3 1 hours? Core


District State
4
8
66
22


39
A.PA.06.01 Solve applied problems involving
rates, including speed, e.g., if a car is going
50 mph, how far will it go in 3 1 hours? Core


District State
20 29
9 9
10 11
60 50


40
A.RP.06.02 Plot ordered pairs of integers and use
ordered pairs of integers to identify points in
all four quadrants of the coordinate plane. Core




District State
16
75
2
7
41
A.RP.06.02 Plot ordered pairs of integers and use
ordered pairs of integers to identify points in
all four quadrants of the coordinate plane. Core




District State
4
19
74
2
42
A.RP.06.02 Plot ordered pairs of integers and use
ordered pairs of integers to identify points in
all four quadrants of the coordinate plane. Core


District State
A 2
B 2
C 17
D 79


43
A.FO.06.03 Use letters, with units, to represent
quantities in a variety of contexts, e.g.,
ylbs., k minutes, x cookies. Core


District State
4
11
11
75


44
A.FO.06.03 Use letters, with units, to represent
quantities in a variety of contexts, e.g.,
ylbs., k minutes, x cookies. Core


District State
67
18
8
7


45
A.FO.06.03 Use letters, with units, to represent
quantities in a variety of contexts, e.g.,
ylbs., k minutes, x cookies. Core


District State
10
68
19
3


46
A.FO.06.05 (Future)

• Which expression represents 2 times x, divided
  by 3?
• 2x
• 3
• B. 2
• 3 x
• C. 2
• 3
• D. 2 x 3

District State






47
A.FO.06.06 Represent information given in words
using algebraic expressions and equations.
Core


District State
7
8
7
78


48
A.FO.06.06 Represent information given in words
using algebraic expressions and equations.
Core


District State
43
11
11
35


49
A.FO.06.06 Represent information given in words
using algebraic expressions and equations.
Core


District State
20
18
48
13


50
A.FO.06.11 Relate simple linear equations with
integer coefficients to particular contexts,
e.g., 3x 8 or x 5 10, and solve. Core

District State
91
4
4
2


51
A.FO.06.11 Relate simple linear equations with
integer coefficients to particular contexts,
e.g., 3x 8 or x 5 10, and solve. Core

District State
3
92
4
1


52
A.FO.06.11 Relate simple linear equations with
integer coefficients to particular contexts,
e.g., 3x 8 or x 5 10, and solve. Core

District State
22
4
65
8


53
A.FO.06.12 Understand that adding or subtracting
the same number to both sides of an equation
creates a new equation that has the same
solution. Core


District State
18
10
57
15


54
A.FO.06.12 Understand that adding or subtracting
the same number to both sides of an equation
creates a new equation that has the same
solution. Core


District State
12
32
19
37


55
A.FO.06.12 Understand that adding or subtracting
the same number to both sides of an equation
creates a new equation that has the same
solution. Core


District State
37
18
12
32


56
A.FO.06.13 Understand that multiplying or
dividing both sides of an equation by the same
non-zero number creates a new equation that has
the same solutions. Core


District State
13
64
11
12


57
A.FO.06.13 Understand that multiplying or
dividing both sides of an equation by the same
non-zero number creates a new equation that has
the same solutions. Core


District State
A 44
B 30
C 14
D 11
58
A.FO.06.13 Understand that multiplying or
dividing both sides of an equation by the same
non-zero number creates a new equation that has
the same solutions. Core


District State
30
12
19
39


59
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.

60
M.UN.06.01 Convert between basic units of
measurement within a single measurement system,
e.g., square inches to square feet. Core


District State
20
7
61
11


61
M.UN.06.01 Convert between basic units of
measurement within a single measurement system,
e.g., square inches to square feet. Core


District State
23
46
26
4


62
M.UN.06.01 Convert between basic units of
measurement within a single measurement system,
e.g., square inches to square feet. Core


District State
67
12
18
3


63
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.

64
G.GS.06.02 Understand that for polygons,
congruence means corresponding sides and angles
have equal measures. Core


District State
11
48
18
23


65
G.GS.06.02 Understand that for polygons,
congruence means corresponding sides and angles
have equal measures. Core


District State
A 64
B 23
C 7
D 5

66
G.GS.06.02 Understand that for polygons,
congruence means corresponding sides and angles
have equal measures. Core




District State
15
22
19
43
67
G.TR.06.03 Understand the basic rigid motions in
the plane (reflections, rotations, translations),
relate these to congruence, and apply them to
solve problems. Core



District State
18
12
64
15

68
G.TR.06.03 Understand the basic rigid motions in
the plane (reflections, rotations, translations),
relate these to congruence, and apply them to
solve problems. Core


District State
13 13
9 9
51 40
27 37

69
G.TR.06.04 Understand and use simple compositions
of basic rigid transformations, e.g., a
translation followed by a reflection. Ext


District State
A
B
C
D

70
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.

71
D.PR.06.01 Express probabilities as fractions,
decimals or percentages between 0 and 1know that
0 probability means an event will not occur, and
that probability 1 means an event will occur.
Core


District State
3
83
12
3


72
D.PR.06.01 Express probabilities as fractions,
decimals or percentages between 0 and 1know that
0 probability means an event will not occur, and
that probability 1 means an event will occur.
Core


District State
79
5
9
7


73
D.PR.06.01 Express probabilities as fractions,
decimals or percentages between 0 and 1know that
0 probability means an event will not occur, and
that probability 1 means an event will occur.
Core


District State
21
11
47
21


74
D.PR.06.02 Compute probabilities of events from
simple experiments with equally likely outcomes,
e.g., tossing dice, flipping coins, spinning
spinners, by listing all possibilities and
finding the fraction that meets given conditions.
Ext

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

District State






75
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.

76
OVERALL RESULTS(Below 70 for that GLCE on the
School Summary Report-All Students)
Number and Operation Algebra Geometry Measurement Data and Probability