4th GRADE MEAP RELEASED ITEMS

1
4th GRADE MEAP RELEASED ITEMS (Correlated to the
3rd 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
GLCE N.ME.03.01 Read and write numbers to 10,000
in both numerals and words, and relate them to
the quantities they represent, e.g., relate
numeral or written word to a display of dots or
objects. Core
State Results District Results
A 22
B 5
C 66
D 7
1. Each in the model below represents 1. What
number is represented by the model shown below?
8
GLCE N.ME.03.01 Read and write numbers to 10,000
in both numerals and words, and relate them to
the quantities they represent, e.g., relate
numeral or written word to a display of dots or
objects. Core
State Results District Results
A 4
B 84
C 5
D 7

• 2. Read and write numbers to 10,000
• A. place value error
• correct
• place value error
• place value error

9
GLCE N.ME.03.01 Read and write numbers to 10,000
in both numerals and words, and relate them to
the quantities they represent, e.g., relate
numeral or written word to a display of dots or
objects. Core
State Results District Results
A 2
B 3
C 3
D 91

• 3. What is the correct word form of 2,876?
• twenty-eight, seventy-six
• two hundred, eighty-seven six
• two thousand, eight hundred six
• two thousand, eight hundred seventy-six

10
GLCE N.ME.03.02 Recognize and use expanded
notation for numbers using place value to 10,000s
place, e.g., 2,517 is 2 thousands, 5 hundreds, 1
ten, and 7 ones 4 hundreds and 2 ones is 402.
Identify the place value of a digit in a number,
e.g., in 3,241, 2 is in the hundreds place. Core
State Results District Results
A 5
B 4
C 9
D 81

• 4. Identify place value of digit in a number
• place value error
• place value error
• place value error
• correct

11
GLCE N.ME.03.02 Recognize and use expanded
notation for numbers using place value to 10,000s
place, e.g., 2,517 is 2 thousands, 5 hundreds, 1
ten, and 7 ones 4 hundreds and 2 ones is 402.
Identify the place value of a digit in a number,
e.g., in 3,241, 2 is in the hundreds place. Core
State Results District Results
A 7
B 2
C 87
D 3

• 5. Which is another way to write 6,726?
• 6 hundreds, 7 thousands, 2 tens, and 6 ones
• 7 hundreds, 6 hundreds, 2 tens, and 6 ones
• 6 thousands, 7 hundreds, 2 tens, and 6 ones
• D. 6 thousands, 2 hundreds, 7 tens, and 6 ones

12
GLCE N.ME.03.02 Recognize and use expanded
notation for numbers using place value to 10,000s
place, e.g., 2,517 is 2 thousands, 5 hundreds, 1
ten, and 7 ones 4 hundreds and 2 ones is 402.
Identify the place value of a digit in a number,
e.g., in 3,241, 2 is in the hundreds place. Core
State Results District Results
A 2
B 3
C 90
D 4

• 6. Identify place value of digit in a number
• place value error, used face value
• place value error
• correct
• D. place value error

13
GLCE N.FL.03.06 Add and subtract fluently two
numbers, up to two-digit numbers with regrouping
and up to four-digit numbers without regrouping.
Core
State Results District Results
A 3
B 75
C 21
D 2

• 7. Subtract 82
• -47
• 25
• B. 35
• C. 45
• D. 55

14
GLCE N.FL.03.06 Add and subtract fluently two
numbers, up to two-digit numbers with regrouping
and up to four-digit numbers without regrouping.
Core
State Results District Results
A 1
B 2
C 93
D 3

• 8. Add and subtract thru 999 w/regrouping, 9,999
  w/o.
• Subtracted, instead of added
• Subtracted incorrectly, instead of added
• Correct
• Place value error in 100s place

15
GLCE N.FL.03.06 Add and subtract fluently two
numbers, up to two-digit numbers with regrouping
and up to four-digit numbers without regrouping.
Core
State Results District Results
A 9
B 3
C 85
D 2

• 9. Add 26 19
• 35
• 44
• 45
• 47

16
GLCE N.FL.03.07 Estimate the sum and difference
of two numbers with three digits (sums up to
1,000), and judge reasonableness of estimates.
Core
State Results District Results
A 16
B 24
C 51
D 8

• 10. Estimate sum / difference of two 3-digit
  numbers
• overestimated
• overestimated
• correct
• underestimated

17
GLCE N.FL.03.07 Estimate the sum and difference
of two numbers with three digits (sums up to
1,000), and judge reasonableness of estimates.
Core
State Results District Results
A 71
B 16
C 4
D 9

• 11. Which is closest to the value of 326 179
• 500
• 400
• 300
• 200

18
GLCE N.FL.03.07 Estimate the sum and difference
of two numbers with three digits (sums up to
1,000), and judge reasonableness of estimates.
Core
State Results District Results
A 18
B 69
C 6
D 6

• 12. Estimate sum / difference of two 3-digit
  numbers
• underestimated
• correct
• added incorrectly instead of subtracted
• added instead of subtracted

19
GLCE N.MR.03.09 Use multiplication and division
fact families to understand the inverse
relationship of these two operations, e.g.,
because 3 x 8 24, we know that 24 8 3 or 24
3 8 express a multiplication statement as an
equivalent division statement. Core

• 13. Which of the following is in the same fact
  family as 28 7 4
• 28 7 35
• 28 2 14
• 7 x 4 28
• D. 7 x 28 196

State Results District Results
A 6
B 12
C 79
D 4
20
GLCE N.MR.03.09 Use multiplication and division
fact families to understand the inverse
relationship of these two operations, e.g.,
because 3 x 8 24, we know that 24 8 3 or 24
3 8 express a multiplication statement as an
equivalent division statement. Core
State Results District Results
A 6
B 7
C 4
D 84

• 14. Use x and to show the inverse relationship
• addition fact
• multiplication fact from different family
• subtraction fact
• correct

21
GLCE N.MR.03.09 Use multiplication and division
fact families to understand the inverse
relationship of these two operations, e.g.,
because 3 x 8 24, we know that 24 8 3 or 24
3 8 express a multiplication statement as an
equivalent division statement. Core

• 15. Which number can be used to make both of the
  number sentences below true?
• 4 x ___ 12 12 ___ 4
• 48
• 16
• 8
• 3

State Results District Results
A 4
B 4
C 9
D 83
22
GLCE N.MR.03.10 Recognize situations that can be
solved using multiplication and division
including finding How many groups? and How
many in a group? Write mathematical statements
for those situations. Core

• John has 15 balloons. He will share the
  balloons equally with 2 friends. Which of the
  following can be used to determine the number of
  balloons each of them should receive?
• 15 3 ?
• 15 3 ?
• 15 x 3 ?
• 15 3 ?

State Results District Results
A 8
B 63
C 10
D 19
23
GLCE N.MR.03.10 Recognize situations that can be
solved using multiplication and division
including finding How many groups? and How
many in a group? Write mathematical statements
for those situations. Core
State Results District Results
A 17
B 10
C 11
D 62

• Recognize multiplication and division situations
• A. subtraction
• B. addition
• C. multiplication
• D. correct

24
GLCE N.MR.03.10 Recognize situations that can be
solved using multiplication and division
including finding How many groups? and How
many in a group? Write mathematical statements
for those situations. Core

• Tina bought 3 boxes of crayons. Each box had 6
  crayons. Which of the following can be used to
  determine the total number of crayons she bought?
• 3 6 ?
• 3 6 ?
• 3 6 ?
• 3 x 6 ?

State Results District Results
A 18
B 3
C 8
D 70
25
GLCE N.FL.03.11 Find products fluently up to 10
x 10 find related quotients using multiplication
and division relationships. Core
State Results District Results
A 7
B 82
C 5
D 6

• Find products to 10 x 10 and related quotients
• greater than product
• correct
• less than product
• less than product

26
GLCE N.FL.03.11 Find products fluently up to 10
x 10 find related quotients using multiplication
and division relationships. Core
State Results District Results
A 6
B 10
C 9
D 75

• 17. Divide 48 6
• 288
• 54
• 42
• D. 8

27
GLCE N.FL.03.11 Find products fluently up to 10
x 10 find related quotients using multiplication
and division relationships. Core
State Results District Results
A 5
B 8
C 15
D 72

• Find products to 10 x 10 and related quotients
• Less than quotient
• Less than quotient
• Less than quotient
• correct

28
GLCE N.MR.03.15 Given problems that use any
one of the four operations with appropriate
numbers, represent with objects, words (including
product and quotient), and mathematical
statements, and solve. Core
State Results District Results
A 4
B 79
C 6
D 11

• Identify operation from problem and solve
• subtraction error
• correct
• subtracted smaller face values from greater face
  values
• added instead of subtracted

29
GLCE N.MR.03.15 Given problems that use any
one of the four operations with appropriate
numbers, represent with objects, words (including
product and quotient), and mathematical
statements, and solve. Core
State Results District Results
A 10
B 2
C 4
D 84
41. Which expression best represents the model
below?

1. 3 4
2. 3 3
3. 3 x 3
4. 3 x 4

30
GLCE N.MR.03.15 Given problems that use any one
of the four operations with appropriate numbers,
represent with objects, words (including
product and quotient), and mathematical
statements, and solve. Core
State Results District Results
A 24
B 2
C 71
D 3

• Identify operation for problem and solve
• added instead of multiplied
• added incorrectly
• correct
• incorrect multiplication

31
GLCE N.ME.03.16 Understand that fractions may
represent a portion of a whole unit that has been
partitioned into parts of equal area or length
use the terms numerator and denominator.
Core

• Understand meaning terminology of fractions
• correct number of shaded regions, total incorrect
• incorrect number of shaded regions, total correct
• correct
• incorrect number of shaded regions, incorrect
  total

State Results District Results
A 6
B 1
C 88
D 4
32
GLCE N.ME.03.16 Understand that fractions may
represent a portion of a whole unit that has been
partitioned into parts of equal area or length
use the terms numerator and denominator.
Core
State Results District Results
A 9
B 1
C 6
D 84

• Each section of the circle below is the same
  size. What fractional part of the circle is
  shaded?
• 3/5
• 5/8
• 8/3
• 3/8

33
GLCE N.ME.03.16 Understand that fractions may
represent a portion of a whole unit that has been
partitioned into parts of equal area or length
use the terms numerator and denominator.
Core
State Results District Results
A 9
B 2
C 1
D 89

• Understand meaning terminology of fractions
• ratio of shaded to non-shaded
• ratio of non-shaded to shaded
• fractional part that is not shaded
• correct

34
GLCE N.ME.03.21 Understand the meaning of 0.50
and 0.25 related to money, e.g., 1.00 shared by
two people means 1.00 2 1/2 dollar 0.50.
Core
State Results District Results
A 80
B 5
C 9
D 5

• Ron, Nita, Donna, and David shared 1.00
  equally. What was the exact amount each one
  received?
• 0.25
• 0.30
• 0.50
• 0.75

35
GLCE N.ME.03.21 Understand the meaning of 0.50
and 0.25 related to money, e.g., 1.00 shared by
two people means 1.00 2 1/2 dollar 0.50.
Core
State Results District Results
A 3
B 28
C 55
D 13

• Understand meaning of 0.50 0.25 related to
  money
• place value error
• converted one of addends to decimal form
• correct
• place value error

36
GLCE N.ME.03.21 Understand the meaning of 0.50
and 0.25 related to money, e.g., 1.00 shared by
two people means 1.00 2 1/2 dollar 0.50.
Core
State Results District Results
A 4
B 3
C 86
D 6

• Which of the following represents half of one
  dollar?
• 0.25
• 0.30
• 0.50
• 0.75

37
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.

38
GLCE M.UN.03.01 Know and use common units of
measurements in length, weight and time. Core
State Results District Results
A 79
B 7
C 7
D 7

• Use common measures of length, weight, time
• Correct
• Unit of volume not height
• Unit of mass
• Temperature scale

39
GLCE M.UN.03.01 Know and use common units of
measurements in length, weight and time. Core
State Results District Results
A 13
B 69
C 9
D 9

• Roger left his house at 1230 p.m. He returned
  to the house after walking for exactly 45
  minutes. At what time did he return to the
  house?
• 1245 p.m.
• 115 p.m.
• 130 p.m.
• D. 145 p.m.

40
GLCE M.UN.03.01 Know and use common units of
measurements in length, weight and time. Core
State Results District Results
A 8
B 3
C 3
D 85

• Use common measures of length, weight, time
• unit of length not weight
• unit of time
• unit of length
• D. correct

41
GLCE M.UN.03.02 Measure in mixed units within
the same measurement system for length, weight
and time feet and inches, meters and
centimeters, kilograms and grams, pounds and
ounces, liters and milliliters, hours and
minutes, minutes and seconds, years and months.
Core

• The clocks below show the time Maggie left for
  school and the time she returned home.
• Which best represents the amount of time Maggie
  was away from home that day?
• 9 hours and 5 minutes
• 8 hours and 50 minutes
• 8 hours and 1 minute
• 8 hours and 5 minutes

State Results District Results
A 53
B 25
C 6
D 16
42
GLCE M.UN.03.02 Measure in mixed units within
the same measurement system for length, weight
and time feet and inches, meters and
centimeters, kilograms and grams, pounds and
ounces, liters and milliliters, hours and
minutes, minutes and seconds, years and months.
Core
State Results District Results
A 9
B 50
C 14
D 27

• Measure in mixed units within measurement system
• Addition error in ones place
• Correct
• Addition error in tens and ones place
• Total instead of difference

43
GLCE M.UN.03.02 Measure in mixed units within
the same measurement system for length, weight
and time feet and inches, meters and
centimeters, kilograms and grams, pounds and
ounces, liters and milliliters, hours and
minutes, minutes and seconds, years and months.
Core

• The clocks below show the times the winter
  festival parade began and ended
• Which of the following best represents the amount
  of time the parade lasted?
• 1 hour 10 minutes
• 1 hour 40 minutes
• 2 hours 4 minutes
• 2 hours 40 minutes

State Results District Results
A 16
B 25
C 16
D 42
44
GLCE M.UN.03.03 Understand relationships
between sizes of standard units, e.g., feet and
inches, meters and centimeters. Core
State Results District Results
A 6
B 87
C 3
D 3

• Which of the following is the shortest
  measurement?
• 6 feet
• 6 inches
• 6 yards
• 6 miles

45
GLCE M.UN.03.03 Understand relationships
between sizes of standard units, e.g., feet and
inches, meters and centimeters. Core
State Results District Results
A 7
B 20
C 15
D 58

• Use relationships between sizes of standard
  units.
• incorrect unit of measure
• incorrect unit of measure
• incorrect unit of measure
• correct

46
GLCE M.UN.03.03 Understand relationships
between sizes of standard units, e.g., feet and
inches, meters and centimeters. Core

• Which of the following represents the greatest
  length?
• 10 inches
• 1 ½ inches
• 1 ½ feet
• 1 foot

State Results District Results
A 10
B 4
C 56
D 30
47
GLCE M.UN.03.04 Know benchmark temperatures
such as freezing, 32ºF, 0ºC boiling, 212ºF,
100ºC and compare temperatures to these, e.g.,
cooler, warmer. Core

• Know benchmark temperatures compare cooler,
  warmer.
• Incorrect benchmark, incorrect scale
• Incorrect benchmark, correct scale
• Correct benchmark, incorrect scale
• Correct

State Results District Results
A 8
B 8
C 24
D 60
48
GLCE M.UN.03.04 Know benchmark temperatures
such as freezing, 32ºF, 0ºC boiling, 212ºF,
100ºC and compare temperatures to these, e.g.,
cooler, warmer. Core
State Results District Results
A 58
B 16
C 13
D 13

• Which temperature is above the boiling point of
  water?
• 220oF
• 210oF
• 180oF
• 150oF

49
GLCE M.UN.03.04 Know benchmark temperatures
such as freezing, 32ºF, 0ºC boiling, 212ºF,
100ºC and compare temperatures to these, e.g.,
cooler, warmer. Core
State Results District Results
A 44
B 11
C 7
D 13

• Know benchmark temperatures compare cooler,
  warmer.
• Correct
• Less than benchmark temperature
• Less than benchmark temperature
• Less than benchmark temperature

50
GLCE M.UN.03.05 Know the definition of area and
perimeter and calculate the perimeter of a square
and rectangle given whole number side lengths.
Core
State Results District Results
A 47
B 4
C 9
D 40

• Calculate area and perimeter of square
  rectangle.
• A. Added one length and one width
• B. Added two lengths
• C. Measure for area, not perimeter
• D. Correct

51
GLCE M.UN.03.05 Know the definition of area and
perimeter and calculate the perimeter of a square
and rectangle given whole number side lengths.
Core

• 53. What is the perimeter of the shape pictured
  below?
• 17 ft
• 19 ft
• 30 ft
• 34 ft

State Results District Results
A 6
B 4
C 7
D 84
52
GLCE M.UN.03.05 Know the definition of area and
perimeter and calculate the perimeter of a square
and rectangle given whole number side lengths.
Core
State Results District Results
A 12
B 39
C 44
D 4

• Calculate area and perimeter of square
  rectangle
• Measure for area, not perimeter
• Correct
• Added one length to one width
• One length

53
GLCE M.PS.03.11 Add and subtract money in
dollars and cents. Core
State Results District Results
A 4
B 6
C 15
D 75

• Subtract 5.25 - 2.35
• 7.60
• 3.90
• 3.10
• D. 2.90

54
GLCE M.PS.03.11 Add and subtract money in
dollars and cents. Core
State Results District Results
A 5
B 85
C 6
D 3

• Add and subtract money in dollars and cents.
• Addition error in dollars place
• Correct
• Addition error in tenths place
• Addition error in tenths place

55
GLCE M.PS.03.11 Add and subtract money in
dollars and cents. Core
State Results District Results
A 73
B 11
C 9
D 7

• Subtract 20.00 - 12.25
• 7.75
• 8.25
• 8.75
• D. 32.25

56
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.

57
GLCE G.SR.03.05 Compose and decompose triangles
and rectangles to form other familiar
two-dimensional shapes, e.g., form a rectangle
using two congruent right triangles, or decompose
a parallelogram into a rectangle and two right
triangles. Explore and name three-dimensional
solids. Core
State Results District Results
A 46
B 24
C 8
D 22
55. Which figure can be formed from the two
triangles below?
58
GLCE G.SR.03.05 Compose and decompose triangles
and rectangles to form other familiar
two-dimensional shapes, e.g., form a rectangle
using two congruent right triangles, or decompose
a parallelogram into a rectangle and two right
triangles. Explore and name three-dimensional
solids. Core

• Compose and decompose triangles and rectangles
• incorrect shape
• correct
• incorrect shape
• incorrect shape

State Results District Results
A 16
B 61
C 17
D 6
59
GLCE G.SR.03.05 Compose and decompose triangles
and rectangles to form other familiar
two-dimensional shapes, e.g., form a rectangle
using two congruent right triangles, or decompose
a parallelogram into a rectangle and two right
triangles. Explore and name three-dimensional
solids. Core

• A triangle and a rectangle are shown on the grid
  below.
• What is the total number of these triangles
  needed to make the rectangle shown on the grid?
• 3
• 4
• 5
• 6

State Results District Results
A 24
B 47
C 11
D 18
60
GLCE G.GS.03.06 Identify, describe, build and
classify familiar three-dimensional solids, e.g.,
cube, rectangular prism, sphere, pyramid, cone,
based on their component parts (faces, surfaces,
bases, edges, vertices). Core
State Results District Results
A 88
B 3
C 2
D 7

• Identify, describe, classify familiar 3-D solids
• correct
• incorrect 3-D solid
• incorrect 3-D solid
• incorrect 3-D solid

61
GLCE G.GS.03.06 Identify, describe, build and
classify familiar three-dimensional solids, e.g.,
cube, rectangular prism, sphere, pyramid, cone,
based on their component parts (faces, surfaces,
bases, edges, vertices). Core
State Results District Results
A 11
B 73
C 6
D 105

• Which of the following objects in Johns
  classroom is the best example of a rectangular
  prism?
• a piece of chalk
• a tissue box
• a paper clip
• a glue stick

62
GLCE G.GS.03.06 Identify, describe, build and
classify familiar three-dimensional solids, e.g.,
cube, rectangular prism, sphere, pyramid, cone,
based on their component parts (faces, surfaces,
bases, edges, vertices). Core
State Results District Results
A 33
B 40
C 15
D 12

• Identify, describe, classify familiar 3-D solids
• incorrect 3-D solid
• correct
• incorrect 3-D solid
• incorrect 3-D solid

63
Data 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.

64
GLCE D.RE.03.02 Read scales on the axes and
identify the maximum, minimum, and range of
values in a bar graph. Core
State Results District Results
A 29
B 6
C 57
D 8
37. The graph below shows the number of pet fish
owned by five friends.
What was the minimum number of fish owned by one
friend? A.12 B.10 C. 4 D. 2
65
GLCE D.RE.03.02 Read scales on the axes and
identify the maximum, minimum, and range of
values in a bar graph. Core
State Results District Results
A 3
B 9
C 77
D 11

• Read scales on axes. Identify the max, min,
  range.
• Not maximum
• Minimum
• Correct
• Next whole number above maximum

66
GLCE D.RE.03.02 Read scales on the axes and
identify the maximum, minimum, and range of
values in a bar graph. Core

• The graph below shows the number of books five
  friends read over the last summer.
• What was the minimum number of books read by one
  friend?
• 15 B. 13 C. 8 D. 6

State Results District Results
A 27
B 6
C 7
D 59
67
GLCE D.RE.03.03 Solve problems using information
in bar graphs including comparison of bar graphs.
Core

• 58. Solve problems using bar graphs, compare
  graphs
• Incorrect comparison
• Incorrect comparison
• Incorrect comparison
• Correct

State Results District Results
A 3
B 14
C 9
D 73
68
GLCE D.RE.03.03 Solve problems using information
in bar graphs including comparison of bar graphs.
Core

• 59. John and Jasmine each recorded the color of
  the candies in their bag. The results are
  graphed below.
• Based on the data in the graphs, which is true?
• Jasmine had more red candies than John.
• B. Jasmine and John had the same number of blue
  candies.
• C. John had more brown candies than Jasmine.
• D. John and Jasmine had the same number of brown
  candies.

State Results District Results
A 7
B 5
C 8
D 80
69
GLCE D.RE.03.03 Solve problems using information
in bar graphs including comparison of bar graphs.
Core

• 60. Solve problems using bar graphs, compare
  graphs
• added values from first two bars
• less than total
• correct
• greater than total

State Results District Results
A 7
B 7
C 79
D 6
70
Number 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.

71
GLCE N.ME.03.03 Compare and order numbers up to
10,000. Extended
State Results District Results
A 34
B 54
C 5
D 7

• Which number goes in the blank to make the
  statement below true?
• 6 lt ____ lt 12
• 6
• 10
• 14
• D. 18

72
GLCE N.ME.03.05 Know that even numbers end in 0,
2, 4, 6,or 8 name a whole number quantity that
can be shared in two equal groups or grouped into
pairs with no remainders recognize even numbers
as multiples of 2. Know that odd numbers end in
1, 3, 5, 7, or 9, and work with patterns
involving even and odd numbers. Extended
State Results District Results
A 9
B 77
C 5
D 8

• Know that even numbers end in 0, 2, 4, 6 or 8
• odd number
• correct
• odd number
• odd number

73
GLCE N.ME.03.17 Recognize, name and use
equivalent fractions with denominators 2, 4, and
8, using strips as area models. Extended
State Results District Results
A 3
B 28
C 36
D 33

1. Which model appears to be exactly 3/4 shaded?

74
GLCE N.ME.03.19 Understand that any fraction
can be written as a sum of unit fractions, e.g.,
3/4 1/4 1/4 1/4. Extended
State Results District Results
A 15
B 5
C 76
D 3

• Understand fraction as sum of unit fractions.
• reciprocal
• omitted one of the addends
• correct
• omitted one of addends, took reciprocal

75
GLCE N.MR.03.20 Recognize that addition and
subtraction of fractions with equal denominators
can be modeled by adjoining or taking away
segments on the number line. Extended
State Results District Results
A 69
B 7
C 18
D 6
75. Which number sentence is best represented by
the model below?
76
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.

77
GLCE M.UN.03.06 Use square units in calculating
area by covering the region and counting the
number of square units. Extended
State Results District Results
A 4
B 87
C 2
D 7

• Find area of region by covering counting sq.
  units
• area of non-shaded region
• correct
• greater than correct area
• total area of grid

78
GLCE M.UN.03.07 Distinguish between units of
length and area and choose a unit appropriate in
the context. Extended
State Results District Results
A 19
B 54
C 14
D 12

• Which of the following could be the area of a
  kitchen floor?
• 20 meters
• 20 square meters
• 20 kilometers
• 20 centimeters

79
GLCE M.UN.03.08 Visualize and describe the
relative sizes of one square inch and one square
centimeter.
State Results District Results
A 5
B 4
C 12
D 79

• Compare relative sizes of square inch square
  cm.
• Object considerably larger than 1 square inch
• Object considerably larger than 1 square inch
• Object reasonably larger than 1 square inch
• Correct

80
GLCE M.PS.03.12 Solve applied problems
involving money, length and time. Extended
State Results District Results
A 35
B 47
C 11
D 7

• Solve problems involving money, length and time.
• subtracted too much total time
• correct
• subtracted one of times not two
• added times instead of subtracted

81
GLCE M.PS.03.13 Solve contextual problems about
perimeters of rectangles and areas of rectangular
regions. Extended

• Jill planted flowers in the square garden
  pictured below.
• What is the area of the garden?
• (Area length x width)
• 10 square feet
• 20 square feet
• 25 square feet
• 55 square feet

State Results District Results
A 15
B 57
C 26
D 2
82
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.

83
GLCE G.GS.03.01 Identify points, line segments,
lines and distance. Extended
State Results District Results
A 7
B 56
C 18
D 9

• 62. Identify points, line segments, lines and
  distance
• incorrect element
• correct
• incorrect element
• incorrect element

84
GLCE G.GS.03.03 Identify parallel faces of
rectangular prisms, in familiar shapes and in the
classroom. Extended
State Results District Results
A 24
B 10
C 59
D 7

• Which two faces of this cereal box appear to be
  parallel?
• top and right side
• front and bottom
• front and back
• bottom and left side

85
GLCE G.GS.03.04 Identify, describe, compare
and classify two-dimensional shapes, e.g.,
parallelogram, trapezoid, circle, rectangle,
square and rhombus, based on their component
parts (angles, sides, vertices, line segment) and
the number of sides and vertices. Extended
State Results District Results
A 9
B 59
C 8
D 23

• Identify, describe, compare, classify 2-D shapes
• Incorrect 2-D shape
• B. Correct
• C. Incorrect 2-D shape
• D. Incorrect 2-D shape

86
GLCE G.SR.03.07 Represent front, top, and side
views of solids built with cubes. Extended

• The solid figure below was made of centimeter
  cubes.
• Which of the following shows the top view of the
  figure above?

State Results District Results
A 70
B 15
C 3
D 12
87
Data 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.

88
GLCE D.RE.03.01 Read and interpret bar graphs
in both horizontal and vertical forms. Extended

• The bar graph shows the number of apples three
  students ate in September.
• How many more apples did Patrick eat than Sam?
• 5
• 6
• 12
• 19

State Results District Results
A 65
B 16
C 13
D 5
89
Number 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.

90
GLCE N.MR.03.12 Find solutions to open
sentences such as 7 x 42 or 12 4, using
the inverse relationship between multiplication
and division. Future
State Results District Results
A 9
B 5
C 10
D 76

• Find solutions to open sentences that use x and
  
• divisor too small
• divisor too small
• divisor too small
• correct

91
GLCE N.MR.03.14 Solve simple division problems
involving remainders, viewing remainder as the
number left over (less than the divisor), e.g.,
4 children per group we have 25 children there
are 6 groups with 1 child left over interpret
based on problem context. Future

• John had exactly 32 pennies. He sorted the
  pennies into stacks of 5 pennies each. How many
  pennies were left over?
• 37
• 27
• 2
• D. 0

State Results District Results
A 11
B 21
C 64
D 4
92
GLCE N.ME.03.18 Place fractions with
denominators of 2, 4, and 8 on the number line
relate the number line to a ruler compare and
order up to three fractions with denominators 2,
4, and 8. Future
79. Which group of fractions is in order from
least to greatest?
State Results District Results
A 6
B 66
C 6
D 23
93
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.

94
GLCE M.TE.03.09 Estimate the perimeter of a
square and rectangle in inches and centimeters
estimate the area of a square and rectangle and
square inches and square centimeters. Future
State Results District Results
A 19
B 11
C 7
D 62

• 78. Estimate perimeter area of square
  rectangle.
• area of shaded region
• area of one-third of total
• area of two-thirds of total
• D. correct

95
GLCE M.PS.03.10 Add and subtract lengths,
weights and times using mixed units within the
same measurement system. Future
State Results District Results
A 5
B 10
C 21
D 64

• Jane started walking at 420 p.m. She walked for
  exactly 1 hour and 20 minutes without stopping.
  What time did she finish walking?
• 300 p.m.
• 440 p.m.
• 520 p.m.
• D. 540 p.m.

96
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.

97
GLCE G.GS.03.02 Identify perpendicular lines
and parallel lines in familiar shapes and in the
classroom. Future
State Results District Results
A 12
B 14
C 10
D 64

• Identify perpendicular lines and parallel lines
• perpendicular lines
• neither parallel nor perpendicular
• neither parallel nor perpendicular
• D. correct