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
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

4
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
5
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.

6
N.FL.06.02 Given an applied situation involving
dividing fractions, write a mathematical
statement to represent the situation. (Core)
3 Write a statement to represent dividing
fractions A multiplication B correct C
addition D subtraction
State Results District Results
A 17
B 62
C 6
D 15
7
N.FL.06.02 Given an applied situation involving
dividing fractions, write a mathematical
statement to represent the situation. (Core)
State Results District Results
A 52
B 11
C 21
D 16
4 Which of the following has the same value as
?
8
N.FL.06.04 Multiply and divide any two fractions,
including mixed numbers, fluently. (Core)
State Results District Results
A 84
B 11
C 2
D 3
5 x and any two fractions, including mixed
numbers A correct B added numerators C added
denominators D added numerators and denominators
9
N.FL.06.04 Multiply and divide any two fractions,
including mixed numbers, fluently. (Core)
State Results District Results
A 22
B 19
C 15
D 44
6 Divide
10
N.FL.06.10 Add, subtract, multiply and divide
positive rational numbers fluently. (Core)
State Results District Results
A 3
B 6
C 80
D 11
7 Compute with positive rational numbers A
incorrect computation B incorrect computation C
correct D incorrect computation
11
N.FL.06.10 Add, subtract, multiply and divide
positive rational numbers fluently. (Core)
State Results District Results
A 16
B 65
C 4
D 14
8 Multiply
12
N.FL.06.14 For applied situations, estimate the
answers to calculations involving operations with
rational numbers. (Core)
35 Estimate calculations involving rational
numbers A correct B overestimate C
overestimate D overestimate
State Results District Results
A 61
B 20
C 11
D 7
13
N.FL.06.14 For applied situations, estimate the
answers to calculations involving operations with
rational numbers. (Core)
36 Six friends went to an amusement park. Each
amusement park pass cost 27.95. Which is closest
to the total cost for all 6 passes? A 140 B
168 C 180 D 190
State Results District Results
A 4
B 87
C 5
D 4
14
N.FL.06.15 Solve applied problems that use the
four operations with appropriate decimal numbers.
(Core)
37 Solve applied problems with appropriate
decimals A reciprocal B incorrect computation C
correct D incorrect computation
State Results District Results
A 17
B 11
C 67
D 4
15
N.FL.06.15 Solve applied problems that use the
four operations with appropriate decimal numbers.
(Core)
State Results District Results
A 24
B 62
C 11
D 2
38 A rectangle has a length of 3.7 inches and a
width of 3.5 inches. What is the area of the
rectangle? A 7.2 sq in. B 12.95 sq in. C
14.40 sq in. D 16 sq in.
16
N.ME.06.11 Find equivalent ratios by scaling up
or scaling down. (Core)
State Results District Results
A 7
B 7
C 7
D 79
31 Find equivalent ratios by scaling up or
down A incorrect scaling B incorrect scaling C
incorrect scaling D correct
17
N.ME.06.11 Find equivalent ratios by scaling up
or scaling down. (Core)
State Results District Results
A 7
B 78
C 7
D 8
32 Which fraction is equivalent to ?
18
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)
State Results District Results
A 18
B 15
C 19
D 47
9 Locate negative rational numbers on number
line A positive rational number B incorrect
point C incorrect point D correct
19
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)
State Results District Results
A 58
B 30
C 7
D 5
10 Which point on the number line best represents
a value of 1 more than -8? A P B Q C R D S
20
N.MR.06.01 Understand division of fractions as
the inverse of multiplication, e.g., if
I, then I , so I .
(Core)
State Results District Results
A 22
B 21
C 49
D 8
1 Understand of fractions as the inverse of
x A multiplication division B division
reciprocal x reciprocal C correct D division
reciprocal x fraction
21
N.MR.06.01 Understand division of fractions as
the inverse of multiplication, e.g., if
I, then I , so I .
(Core)
State Results District Results
A 4
B 7
C 23
D 66
2 Which of the following is the same as division
by a fraction? A adding by the reciprocal of the
fraction B subtracting by the reciprocal of the
fraction C dividing by the reciprocal of the
fraction D multiplying by the reciprocal of the
fraction
22
N.MR.06.13 Solve contextual problems involving
percentages such as sales taxes and tips. (Core)
State Results District Results
A 16
B 58
C 21
D 5
33 Solve contextual problems involving
percentages A added to dollar amount B
correct C added to cents amount D incorrect
computation
23
N.MR.06.13 Solve contextual problems involving
percentages such as sales taxes and tips. (Core)
State Results District Results
A 9
B 25
C 60
D 6
34 Misha bought a dress for 35.95 and a hat for
12.98. If the sales tax was 6, what is the
total price Misha should have paid for the dress
and hat? A 29.36 B 51.01 C 51.87 D 79.89
24
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.

25
A.FO.06.03 Use letters, with units, to represent
quantities in a variety of contexts, e.g., y
lbs., k minutes, x cookies. (Core)
17 Use letters with units to represent
quantities A addition B subtraction C division D
correct
State Results District Results
A 19
B 3
C 13
D 65
26
A.FO.06.03 Use letters, with units, to represent
quantities in a variety of contexts, e.g., y
lbs., k minutes, x cookies. (Core)
State Results District Results
A 63
B 13
C 20
D 4
18 The temperature at 100 p.m. on Tuesday was
-13C. There was an increase of 6C per hour
starting at 100 p.m.. Which of the following
best represents the Celsius temperature in n
hours after 100 p.m. on Tuesday? A -13 (6n) B
-13 (6n) C (-13n) 6 D (-13n) - 6
27
A.FO.06.06 Represent information given in words
using algebraic expressions and equations. (Core)
45 Represent words using algebraic equations A
sum B difference C incorrect multiplication D
correct
State Results District Results
A 4
B 18
C 9
D 68
28
A.FO.06.06 Represent information given in words
using algebraic expressions and equations. (Core)
State Results District Results
A 13
B 72
C 5
D 11
46 Karen practices on her drums the same number
of hours per day. If x represents the number of
hours she practices each day, which of the
following represents the total number of hours
she will practice in 20 days? A 20 x B 20x C
20 x D
29
A.FO.06.11 Relate simple linear equations with
integer coefficients, e.g., 3x 8 or x 5 10,
to particular contexts and solve. (Core)
State Results District Results
A 88
B 6
C 4
D 3
19 Relate simple linear equations to contexts
solve A correct B subtraction C addition D
multiplication
30
A.FO.06.11 Relate simple linear equations with
integer coefficients, e.g., 3x 8 or x 5 10,
to particular contexts and solve. (Core)
State Results District Results
A 13
B 19
C 51
D 16
20 An agency charges a one-time fee of 2.00 to
anyone buying tickets to a concert, plus a
5.00-per-ticket fee (in addition to the
face-value cost of the ticket). Which of the
following best describes c, the total cost of the
fees, in dollars, for buying 5 tickets? A c 2
5 5 B c 2 5 5 C c 2 5 5 D c 2
5 5
31
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)
State Results District Results
A 8
B 38
C 25
D 29
21 Add, subtract numbers on both sides of
equations A same left side of equation B same
variables, constants but changed operation C same
right side of equation D correct
32
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)
22 Which is NOT equivalent to the statement shown
below? 18 x 20 A 18 x x 20 18 B 18
x 20 20 20 C 18 x 18 20 18 D 18
x 18 20 - 18
State Results District Results
A 40
B 23
C 14
D 23
33
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)
23 Multiply, divide numbers on both sides of
equations A divided only one side of equation B
correct C subtracted from one side, divided the
other side D subtracted from one side, multiplied
the other side
State Results District Results
A 36
B 41
C 11
D 12
34
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)
State Results District Results
A 11
B 8
C 43
D 38
24 Which of the following operations solve the
equation below in one step? 81
A Add 3 to and 81. B Subtract 3 from and
81. C Multiply by 3 and 81 by 3. D Divide
by 3 and 81 by 3.
35
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 3½ hours? (Core)
State Results District Results
A 22
B 3
C 6
D 69
43 Solve applied problems involving rates A
divided B subtracted C added D correct
36
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 3½ hours? (Core)
State Results District Results
A 14
B 13
C 11
D 62
44 On a recent trip, Stephan traveled a total of
9 ½ hours at an average speed of 57 miles per
hour. What was the total distance he traveled on
the trip? A 513.5 miles B 518.7 miles C 524.4
miles D 541.5 miles
37
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)
State Results District Results
A 78
B 17
C 3
D 2
15 Plot ordered pairs of integers A correct B
(y, x) C (x, -y) D (-y, x)
38
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)
State Results District Results
A 12
B 18
C 20
D 49

• In which quadrant of a coordinate plane is
  point (2, -6) located?
• A I
• B II
• C III
• D IV

39
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.

40
M.UN.06.01 Convert between basic units of
measurement within a single measurement system,
e.g., square inches to square feet. (Core)
39 Convert measures within a single system A
divided instead of multiplied B divided instead
of multiplied C incorrect conversion D correct
State Results District Results
A 3
B 6
C 5
D 86
41
M.UN.06.01 Convert between basic units of
measurement within a single measurement system,
e.g., square inches to square feet. (Core)
State Results District Results
A 19
B 12
C 54
D 15
40 How many gallons are equivalent to 20
quarts? A 80 B 24 C 5 D 4
42
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.

43
G.GS.06.02 Understand that for polygons,
congruence means corresponding sides and angles
have equal measures. (Core)
State Results District Results
A 6
B 86
C 5
D 3
11 Understand congruence for polygons A
incorrect conclusion about side lengths B
correct C incorrect conclusion about angle
measure D incorrect conclusion about angle measure
44
G.GS.06.02 Understand that for polygons,
congruence means corresponding sides and angles
have equal measures. (Core)
State Results District Results
A 10
B 14
C 11
D 65
12 The figures shown below are congruent.
Which is true about their corresponding sides and
corresponding angles? A The corresponding angle
measures are equal, but not the corresponding
side lengths. B The corresponding side lengths
are equal, but not the corresponding angle
measures. C The corresponding angle measures and
corresponding side lengths are not equal. D The
corresponding angle measures and the
corresponding side lengths are equal.
45
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)
State Results District Results
A 70
B 11
C 15
D 4
13 Understand rigid motions relate to
congruence A correct B rotation C translation D
rotation
46
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)
14 If trapezoid ABCD is reflected over the
y-axis, which of the following statements would
be true of the reflected figure?
State Results District Results
A 7
B 75
C 9
D 9
A The perimeter would increase and the area would
decrease. B The perimeter and area would remain
the same. C The perimeter and area would
decrease. D The perimeter and area would increase.
47
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.

48
D.PR.06.01 Express probabilities as fractions,
decimals, or percentages between 0 and 1 know
that 0 probability means an event will not occur
and that probability 1 means an event will occur.
(Core)
State Results District Results
A 13
B 27
C 50
D 10
41 Express probabilities as fractions, decimals
or s A incorrect fraction B correct C did not
take size of spinner sections into account D
other section
49
D.PR.06.01 Express probabilities as fractions,
decimals, or percentages between 0 and 1 know
that 0 probability means an event will not occur
and that probability 1 means an event will occur.
(Core)
State Results District Results
A 74
B 17
C 6
D 3
42 Bethany will roll a fair number cube on which
each face has a different numeral 1 through 6.
What is the probability that she will roll a 2 on
her first roll?
50
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.

51
N.FL.06.12 Calculate part of a number given the
percentage and the number. (Extended)
State Results District Results
A 10
B 68
C 12
D 10
25 What is 15 of 20? A 1 B 3 C 30 D 35
52
N.ME.06.05 Order rational numbers and place them
on the number line. (Extended)
State Results District Results
A 14
B 4
C 73
D 8
47 Which best represents the location of point A?
53
N.ME.06.06 Represent rational numbers as
fractions or terminating decimals when possible,
and translate between these representations.
(Extended)
State Results District Results
A 15
B 17
C 11
D 57
48 Which fraction is equivalent to 0.875?
54
N.ME.06.18 Understand that rational numbers are
quotients of integers (non zero denominators),
e.g., a rational number is either a fraction or a
negative fraction. (Extended)
26 Which best describes the set of non-zero
rational numbers? A positive fractions only B
negative fractions only C neither positive nor
negative fractions D both positive and negative
fractions
State Results District Results
A 21
B 16
C 23
D 41
55
N.ME.06.19 Understand that 0 is an integer that
is neither negative nor positive. (Extended)
27 Which of the following is neither negative nor
positive? A -1 B 0 C ½ D 1
State Results District Results
A 3
B 83
C 12
D 2
56
N.ME.06.20 Know that the absolute value of a
number is the value of the number ignoring the
sign or is the distance of the number from 0.
(Extended)
State Results District Results
A 27
B 8
C 5
D 61
28 What is the value of I-8I? A -8 B C D 8
57
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.

58
A.FO.06.04 Distinguish between an algebraic
expression and an equation. (Extended)
State Results District Results
A 11
B 16
C 46
D 26
30 Which of the following is an algebraic
equation? A x 4 B 2x 4 C x² D x 4 2y
59
A.RP.06.08 Understand that relationships between
quantities can be suggested by graphs and tables.
(Extended)
State Results District Results
A 20
B 14
C 37
D 29
50 What is the relationship between each pair of
x and y values in the table below?
60
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.

61
G.TR.06.04 Understand and use simple compositions
of basic rigid transformations, e.g., a
translation followed by a reflection. (Extended)
State Results District Results
A 21
B 15
C 24
D 40
29 If triangle PQR is reflected over the x-axis
and translated 2 units to the right, which appear
to be the new coordinates of point Q? A (-3,
4) B (-1, 4) C (3, -4) D (5, -4)
62
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.

63
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.
(Extended)
State Results District Results
A 21
B 72
C 4
D 3
49 Libby flipped a fair coin twice. What is the
probability that the coin landed with the same
side facing up both times? A 25 B 50 C
75 D 100
64
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.

65
N.FL.06.09 Add and multiply integers between -10
and 10 subtract and divide integers using the
related facts. Use the number line and chip
models for addition and subtraction. (Future)
State Results District Results
A 59
B 3
C 3
D 35
59 Multiply -7 x (-3) A 21 B 10 C -10 D
-21
66
N.ME.06.07 Understand that a fraction or a
negative fraction is a quotient of two integers,
e.g., - is -8 divided by 3. (Future)
State Results District Results
A 23
B 58
C 11
D 7
60 Which is equivalent to -9 divided by 2?
67
N.ME.06.16 Understand and use integer exponents,
excluding powers of negative bases express
numbers in scientific notation. (Future)
State Results District Results
A 29
B 23
C 17
D 30
61 What is the value of 3.6 x 10-4 A
0.00036 B 0.0036 C 3,600 D 36,000
68
N.MR.06.03 Solve for the unknown in equations
such as ¼ 1, 1, ¾ ¼ , and ½ 1
. (Future)
State Results District Results
A 9
B 27
C 17
D 47
62 What number goes in the box to make the
following true?
x 1 A B C 1 D 6
69
N.MR.06.08 Understand integer subtraction as the
inverse of integer addition. Understand integer
division as the inverse of integer
multiplication. (Future)
State Results District Results
A 42
B 27
C 14
D 18
63 Which of the following has the same value as 8
(-2)? A 8 2 B 8 2 C -8 2 D -8 - 2
70
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.

71
A.FO.06.05 Use standard conventions for writing
algebraic expressions, e.g., 2x 1 means two
times x, plus 1 and 2(x 1) means two times
the quantity (x 1). (Future)
State Results District Results
A 71
B 3
C 8
D 17
51 Which of the following represents the product
of x and 4, plus 3? A 4x 3 B 3x 4 C 4(x
3) D x 4 3
72
A.FO.06.07 Simplify expressions of the first
degree by combining like terms, and evaluate
using specific values. (Future)
State Results District Results
A 31
B 25
C 30
D 14
52 Which is equivalent to the following? 6x 24
3x A 3x 24 B 9X 24 C 6x 21 D 33x
73
A.FO.06.14 Solve equations of the form ax b
c, e.g., 3x 8 15 by hand for positive integer
coefficients less than 20, use calculators
otherwise, and interpret the results. (Future)
State Results District Results
A 71
B 17
C 7
D 5
53 What value of x makes the statement below
true? 2x 8 15 A 3.5 B 5 C 11.5 D 14
74
A.PA.06.09 Solve problems involving linear
functions whose input values are integers write
the equation graph the resulting ordered pairs
of integers, e.g., given c chairs, the leg
function is 4c if you have 5 chairs, how many
legs? if you have 12 legs, how many chairs?
(Future)
54 Which graph best represents y - ?
State Results District Results
A 20
B 27
C 30
D 23
75
A.RP.06.10 Represent simple relationships between
quantities using verbal descriptions, formulas or
equations, tables, and graphs, e.g.,
perimeter-side relationship for a square,
distance-time graphs, and conversions such as
feet to inches. (Future)
State Results District Results
A 29
B 14
C 28
D 29
55 Which of the following represents the
relationship between x feet and y inches?
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
M.PS.06.02 Draw patterns (of faces) for a cube
and rectangular prism that, when cut, will cover
the solid exactly (nets). (Future)
57 Which of the following is a net of a cube?
State Results District Results
A 21
B 28
C 13
D 38
78
M.TE.06.03 Compute the volume and surface area of
cubes and rectangular prisms given the lengths of
their sides, using formulas.
State Results District Results
A 18
B 36
C 16
D 31
58 What is the surface area of a cube with an
edge length of 4 centimeters? SA 6 x (length
of edge)² A 16 square centimeters B 24 square
centimeters C 48 square centimeters D 96 square
centimeters
79
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.

80
G.GS.06.01 Understand and apply basic properties
of lines, angles, and triangles, including
triangle inequality relationships of vertical
angles, complementary angles, supplementary
angles congruence of corresponding and
alternate interior angles when parallel lines
are cut by a transversal, and that such
congruencies imply parallel lines locate
interior and exterior angles of any triangle, and
use the property that an exterior angle of a
triangle is equal to the sum of the remote
(opposite) interior angles know that the sum of
the exterior angles of a convex polygon is
360º.(Future)
State Results District Results
A 21
B 11
C 11
D 56
56 Which of the following describes an angle that
measures 120 degrees? A acute B right C
straight D obtuse
81
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 ------------------------