ELA MEAP PRACTICE

1
3rd GRADE MEAP RELEASED ITEMS (Correlated to the
2nd 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 Operations

• 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.02.02 Read and write numbers to 1000
in numerals and words, and relate them to the
quantities they represent. Core
State Results District Results
A 9
B 4
C 87
1 Which shows eight hundred fifty-two in standard
form? A 800,502 B 80,052 C 852
8
GLCE N.ME.02.02 Read and write numbers to 1000
in numerals and words, and relate them to the
quantities they represent. Core
State Results District Results
A 12
B 3
C 85

• 2 Read and write numbers to 1000
• A place value error
• B place value error
• C correct

9
GLCE N.ME.02.02 Read and write numbers to 1000
in numerals and words, and relate them to the
quantities they represent. Core
State Results District Results
A 91
B 5
C 3

• 3 Which shows seven hundred sixty-two in standard
  form?
• A 762
• B 7,062
• C 70,062

10
GLCE N.ME.02.03 Compare and order numbers to
1000 use the symbols gt and lt. Core

• 4 Compare and order numbers to 1000.
• A place value error or confused greater than with
  less than
• B place value error or confused greater than with
  less than
• C correct

State Results District Results
A 9
B 7
C 83
11
GLCE N.ME.02.03 Compare and order numbers to
1000 use the symbols gt and lt. Core
State Results District Results
A 82
B 10
C 7

• 5 Which statement is true?
• A 38 gt 23
• B 38 lt 23
• C 38 gt 38

12
GLCE N.ME.02.03 Compare and order numbers to
1000 use the symbols gt and lt. Core
State Results District Results
A 10
B 4
C 84

• 6 Compare and order numbers to 1000.
• A place value error or confused greater than with
  less than
• B place value error or confused greater than with
  less than
• C correct

13
GLCE N.MR.02.07 Find the distance between
numbers on the number line, e.g., how far is 79
from 26? Core
State Results District Results
A 63
B 27
C 9
7 What is the distance between 35 and 50 on the
number line?

1. 15
2. 25
3. 85

14
GLCE N.MR.02.07 Find the distance between
numbers on the number line, e.g., how far is 79
from 26? Core
State Results District Results
A 25
B 8
C 66

• 8 Find distance between numbers on a number line.
• A subtraction error in ones place
• B subtraction error in ones place
• C correct

15
GLCE N.MR.02.07 Find the distance between
numbers on the number line, e.g., how far is 79
from 26? Core
State Results District Results
A 21
B 65
C 14
9 Mikaela counted by 1s on a number line. She
started at 78 and counted up 15 numbers.
At what number should she have stopped? A 85 B
93 C 94
16
GLCE N.MR.02.09 Given a contextual situation
that involves addition and subtraction for
numbers up to two digits model using objects or
pictures explain in words record using numbers
and symbols solve. Core
25 April made 59 cookies. She gave 30 of the
cookies to her brothers and sisters. How many
cookie did she have left then? A 29 B 39 C 89
State Results District Results
A 89
B 3
C 8
17
GLCE N.MR.02.09 Given a contextual situation
that involves addition and subtraction for
numbers up to two digits model using objects or
pictures explain in words record using numbers
and symbols solve. Core
26 Solve story problems with objects pictures
A added instead of subtracting B correct C
omitted one of the addends
State Results District Results
A 18
B 54
C 27
18
GLCE N.MR.02.09 Given a contextual situation
that involves addition and subtraction for
numbers up to two digits model using objects or
pictures explain in words record using numbers
and symbols solve. Core
27 Mark and Bailey each caught 1 fish. Marks
fish was 48 inches long. Baileys fish was 22
inches longer than Marks fish. Which number
sentence can be used to determine the length in
inches of Baileys fish? A 1210? B 48-22? C
4822?
State Results District Results
A 17
B 23
C 59
19
GLCE N.FL.02.10 Add fluently two numbers through
99, using strategies including formal algorithms
subtract fluently two numbers through 99. Core
State Results District Results
A 40
B 12
C 46
10 Add, subtract fluently two numbers through
99 A subtracted smaller face values from greater
face values B subtraction error in tens place
C correct
20
GLCE N.FL.02.10 Add fluently two numbers through
99, using strategies including formal algorithms
subtract fluently two numbers through 99. Core
State Results District Results
A 53
B 35
C 11
11 Subtract 63-25 A 38 B 42 C 48
21
GLCE N.FL.02.10 Add fluently two numbers through
99, using strategies including formal algorithms
subtract fluently two numbers through 99. Core
State Results District Results
A 26
B 8
C 64
12 Add, subtract fluently two numbers through 99
A addition error in tens place B addition
error in ones place C correct
22
GLCE N.FL.02.11 Estimate the sum of two numbers
with three digits. Core
State Results District Results
A 38
B 50
C 11
13 Nadia had 230 jelly beans in her jar. Jamal
had 560 jelly beans in his jar. Which is closest
to the total number of jelly beans in the two
jars? A 700 B 800 C 900
23
GLCE N.FL.02.11 Estimate the sum of two numbers
with three digits. Core
State Results District Results
A 12
B 39
C 48
14 Estimate sum of two numbers with three digits
A rounded down by an extra 100 B truncated
instead of rounded C correct
24
GLCE N.FL.02.11 Estimate the sum of two numbers
with three digits. Core
State Results District Results
A 71
B 11
C 17
15 Which of the following is closest to the
result of 580 200? A 400 B 600 C 800
25
GLCE N.MR.02.13 Understand multiplication as the
result of counting the total number of objects in
a set of equal groups, e.g., 3 x 5 gives the
number of objects in 3 groups of 5 objects, ie.,
3 x 5 5 5 5 15. Core
State Results District Results
A 71
B 6
C 22
43 Which of the following has the same value as 3
3 3 3? A 4 x 3 B 4 3 C 3 x 3
26
GLCE N.MR.02.13 Understand multiplication as the
result of counting the total number of objects in
a set of equal groups, e.g., 3 x 5 gives the
number of objects in 3 groups of 5 objects, ie.,
3 x 5 5 5 5 15. Core
State Results District Results
A 18
B 79
C 2
44 Recognize multiplication as total number in a
set of equal groups A incorrect number of
elements and groups B correct C incorrect
number of elements and groups
27
GLCE N.MR.02.13 Understand multiplication as the
result of counting the total number of objects in
a set of equal groups, e.g., 3 x 5 gives the
number of objects in 3 groups of 5 objects, ie.,
3 x 5 5 5 5 15. Core
State Results District Results
A 14
B 6
C 80
45 Which of the following has the same value as 4
x 4? A 4 4 B 4 4 4 C 4 4 4 4
28
GLCE N.MR.02.14 Represent multiplication using
area and array models. Core
State Results District Results
A 4
B 80
C 16

• Represent multiplication using area and array
  models
• A one incorrect factor in array
• B correct
• C represented addition

29
GLCE N.MR.02.14 Represent multiplication using
area and array models. Core
29 Which of the following is represented
by the model below? A 4 4 B 3 x 4 C
3 4
State Results District Results
A 10
B 84
C 5
30
GLCE N.MR.02.14 Represent multiplication using
area and array models. Core
State Results District Results
A 3
B 4
C 92
30 Represent multiplication using area and array
models A twice the number of required
columns B one extra column C correct
31
GLCE N.ME.02.18 Recognize, name, and represent
commonly used unit fractions with denominators 12
or less model 1/2, 1/3, and 1/4 by folding
strips. Core
State Results District Results
A 5
B 80
C 14
46 Use common unit fractions A incorrect
denominator B correct C ratio of
numerator to denominator
32
GLCE N.ME.02.18 Recognize, name, and represent
commonly used unit fractions with denominators 12
or less model 1/2, 1/3, and 1/4 by folding
strips. Core
47 Each section of the figure below is the same
size. What fractional part of the figure is
shaded? A ? B ¼ C ¾
State Results District Results
A 16
B 82
C 1
33
GLCE N.ME.02.18 Recognize, name, and represent
commonly used unit fractions with denominators 12
or less model 1/2, 1/3, and 1/4 by folding
strips. Core
State Results District Results
A 9
B 14
C 76

• Use common unit fractions
• A Model shown had different-sized sections
• B model shown had different-sized sections
• C correct

34
GLCE N.ME.02.19 Recognize, name, and write
commonly used fractions 1/2, 1/3, 2/3, 1/4, 2/4,
3/4. Core
State Results District Results
A 20
B 16
C 63
16 Recognize, name and write halves, thirds and
fourths. A non-shaded region (instead of
shaded) B ratio of non-shaded to shaded C
correct
35
GLCE N.ME.02.19 Recognize, name, and write
commonly used fractions 1/2, 1/3, 2/3, 1/4, 2/4,
3/4. Core
State Results District Results
A 19
B 18
C 63

• 17 What fractional part of the shape below is
  shaded?
• 1/4
• 1/3
• 3/4

36
GLCE N.ME.02.19 Recognize, name, and write
commonly used fractions 1/2, 1/3, 2/3, 1/4, 2/4,
3/4. Core
18 Recognize, name and write halves, thirds and
fourths. A reciprocal B whole number C
correct
State Results District Results
A 8
B 6
C 85
37
GLCE N.ME.02.20 Place 0 and halves, e.g., ½, 1
½, 2 ½, on the number line relate to a ruler.
Core
State Results District Results
A 5
B 37
C 57
31 Which appears to be the location of the point
marked on the number line below? A 1 B 1/2 C
1 1/2
38
GLCE N.ME.02.20 Place 0 and halves, e.g., ½, 1
½, 2 ½, on the number line relate to a ruler.
Core
State Results District Results
A 26
B 67
C 6

• Place 0 and halves on number line relate to a
  ruler
• A subtracted one from correct value or started
  from correct whole number and subtracted one-half
• B correct
• C added one to correct value location

39
GLCE N.ME.02.20 Place 0 and halves, e.g., ½, 1
½, 2 ½, on the number line relate to a ruler.
Core
State Results District Results
A 5
B 18
C 76

• To what number does the arrow appear to be
  pointing?
• 3
• 2 1/2
• 1 1/2

40
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.

41
GLCE M.UN.02.01 Measure lengths in meters,
centimeters, inches, feet, and yards
approximating to the nearest whole unit using
abbreviations cm, m, in, ft, yd. Core
State Results District Results
A 17
B 71
C 12
49 To the nearest centimeter, what is the length
of the worm in the picture?

1. 4 centimeters
2. 5 centimeters
3. 6 centimeters

42
GLCE M.UN.02.01 Measure lengths in meters,
centimeters, inches, feet, and yards
approximating to the nearest whole unit using
abbreviations cm, m, in, ft, yd. Core
State Results District Results
A 15
B 10
C 74
50 Measure the lengths the nearest whole unit. A
measured with centimeters instead of inches B one
inch too long C correct
43
GLCE M.UN.02.01 Measure lengths in meters,
centimeters, inches, feet, and yards
approximating to the nearest whole unit using
abbreviations cm, m, in, ft, yd. Core
51 What is the height of the flower to the
nearest centimeter?
State Results District Results
A 19
B 69
C 11

1. 4 cm
2. 5 cm
3. 6 cm

44
GLCE M.PS.02.02 Compare lengths add and
subtract lengths (no conversion of units). Core
State Results District Results
A 65
B 13
C 20
19 Kyles bean plant is 21 inches tall. Julias
bean plant is 13 inches tall. How many inches
would Julias bean plant have to grow to be the
same height as Kyles bean plant is now? A 8
inches B 12 inches C 34 inches
45
GLCE M.PS.02.02 Compare lengths add and
subtract lengths (no conversion of units). Core
State Results District Results
A 16
B 66
C 17
20 Compare, add, subtract lengths A less than
values in range B correct C greater than values
in range
46
GLCE M.PS.02.02 Compare lengths add and
subtract lengths (no conversion of units). Core
State Results District Results
A 8
B 13
C 77
21 Which of the following represents the greatest
length? A 3 inches B 3 feet C 3 yards
47
GLCE M.UN.02.05 Using both A.M. and P.M., tell
and write time from the clock face in 5 minute
intervals and from digital clocks to the minute
include reading time 915 as nine-fifteen and
950 as nine-fifty. Interpret time both as
minutes after the hour and minutes before the
next hour, e.g., 850 as eight-fifty and ten to
nine. Show times by drawing hands on clock face.
Core
State Results District Results
A 57
B 17
C 24
34 Tell time using A.M. and P.M. A correct B
reverses minute and hour hands C counts 5-minute
intervals as one- minute intervals.
48
GLCE M.UN.02.05 Using both A.M. and P.M., tell
and write time from the clock face in 5 minute
intervals and from digital clocks to the minute
include reading time 915 as nine-fifteen and
950 as nine-fifty. Interpret time both as
minutes after the hour and minutes before the
next hour, e.g., 850 as eight-fifty and ten to
nine. Show times by drawing hands on clock face.
Core
State Results District Results
A 71
B 6
C 22
35 Which clock appears to show a time of 450
49
GLCE M.UN.02.05 Using both A.M. and P.M., tell
and write time from the clock face in 5 minute
intervals and from digital clocks to the minute
include reading time 915 as nine-fifteen and
950 as nine-fifty. Interpret time both as
minutes after the hour and minutes before the
next hour, e.g., 850 as eight-fifty and ten to
nine. Show times by drawing hands on clock face.
Core
State Results District Results
A 16
B 13
C 70

• 36 Tell time using A.M. and P.M.
• A both hour minute hand incorrect
• B both hour minute hand incorrect
• C correct

50
GLCE M.UN.02.06 Use the concept of duration of
time, e.g., determine what time it will be half
an hour from 1015. Core
State Results District Results
A 47
B 36
C 17
52 Use the concept of duration of time. A
correct B added incorrect amount of time shown C
added incorrect amount of time shown
51
GLCE M.UN.02.06 Use the concept of duration of
time, e.g., determine what time it will be half
an hour from 1015. Core
53 Erica began eating dinner at 615. She
finished eating at 640 How long did it take
Erica to finish dinner? A 35 minutes B 30
minutes C 25 minutes
State Results District Results
A 23
B 22
C 54
52
GLCE M.UN.02.06 Use the concept of duration of
time, e.g., determine what time it will be half
an hour from 1015. Core
State Results District Results
A 14
B 74
C 11
54 Use the concept of duration of time. A added
incorrect amount of time B correct C added
incorrect amount of time
53
GLCE M.UN.02.07 Read and write amounts of money
using decimal notations, e.g., 1.15. Core
State Results District Results
A 8
B 76
C 15

• 37 Andy bought a ruler that cost eighty cents.
  Which of the following represents eighty cents?
• A 8.00
• B 0.80
• C 0.08

54
GLCE M.UN.02.07 Read and write amounts of money
using decimal notations, e.g., 1.15. Core
State Results District Results
A 12
B 26
C 60
38 Read write money using decimal notations. A
amount in cents B amount shown uses both dollar
and cent signs. C correct
55
GLCE M.UN.02.07 Read and write amounts of money
using decimal notations, e.g., 1.15. Core
State Results District Results
A 3
B 76
C 21
39 Which of the following represents 50 cents? A
50.00 B 50 C 0.50
56
GLCE M.PS.02.10 Solve simple word problems
involving length and money. Core
State Results District Results
A 66
B 28
C 5
22 Solve simple word problems in length and
money A correct B addition error in dollars
place C subtracted instead of added
57
GLCE M.PS.02.10 Solve simple word problems
involving length and money. Core
State Results District Results
A 75
B 8
C 15
23 Crystals jump rope is 72 inches long. Larks
jump rope is 60 inches long. How much longer is
Crystals jump rope than Larks? A 12 inches B
60 inches C 132 inches
58
GLCE M.PS.02.10 Solve simple word problems
involving length and money. Core
24 Solve simple word problems in length and
money. A added different types of measurements B
added different types of measurements C correct
State Results District Results
A 11
B 9
C 80
59
GLCE M.TE.02.11 Determine perimeters of
rectangles and triangles by adding lengths of
sides, recognizing the meaning of perimeter.
Core
State Results District Results
A 9
B 9
C 81
55 What is the perimeter of the shape below?
A 8 cm B 14 cm C 16 cm
60
GLCE M.TE.02.11 Determine perimeters of
rectangles and triangles by adding lengths of
sides, recognizing the meaning of perimeter.
Core
State Results District Results
A 88
B 5
C 6
56 Determine perimeters of rectangles and
triangles. A correct B added lengths of two side
of triangle C length of one side of triangle
61
GLCE M.TE.02.11 Determine perimeters of
rectangles and triangles by adding lengths of
sides, recognizing the meaning of perimeter.
Core
State Results District Results
A 87
B 6
C 7
57 What is the perimeter of the rectangle below?
A 20 units B 22 units C 24 units
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
GLCE G.GS.02.01 Identify, describe, and compare
familiar two-dimensional and three-dimensional
shapes such as triangles, rectangles, squares,
circles, semi-circles, spheres and rectangular
prisms Core

• Identify, describe, compare 2-D 3-D shapes.
• A correct
• B Incorrect 2-D shape
• C Incorrect 2-D shape

State Results District Results
A 89
B 4
C 6
64
GLCE G.GS.02.01 Identify, describe, and compare
familiar two-dimensional and three-dimensional
shapes such as triangles, rectangles, squares,
circles, semi-circles, spheres and rectangular
prisms Core
58 Which appears to be a sphere?
State Results District Results
A 13
B 25
C 61
A B C
65
GLCE G.GS.02.01 Identify, describe, and compare
familiar two-dimensional and three-dimensional
shapes such as triangles, rectangles, squares,
circles, semi-circles, spheres and rectangular
prisms Core
60 Identify, describe, compare 2-D 3-D
shapes. A incorrect 3-D shape B incorrect 3-D
shape C correct
State Results District Results
A 6
B 81
C 10
66
GLCE G.SR.02.05 Classify familiar plane and
solid objects, e.g., square, rectangle, rhombus,
cube, pyramid, prism, cone, cylinder, and sphere,
by common attributes such as shape, size, color,
roundness, or number of corners and explain which
attributes are being used for classification.
Core

• 40 Classify familiar plane and solid objects.
• A correct.
• B described 2-D object
• C described 2-D object

State Results District Results
A 90
B 4
C 5
67
GLCE G.SR.02.05 Classify familiar plane and
solid objects, e.g., square, rectangle, rhombus,
cube, pyramid, prism, cone, cylinder, and sphere,
by common attributes such as shape, size, color,
roundness, or number of corners and explain which
attributes are being used for classification.
Core
41 What shape has a curved surface? A sphere B
prism C cube
State Results District Results
A 61
B 20
C 17
68
GLCE G.SR.02.05 Classify familiar plane and
solid objects, e.g., square, rectangle, rhombus,
cube, pyramid, prism, cone, cylinder, and sphere,
by common attributes such as shape, size, color,
roundness, or number of corners and explain which
attributes are being used for classification.
Core
42 Classify familiar plane and solid objects. A
shape with different characteristics B correct C
shape with different characteristics
State Results District Results
A 4
B 80
C 15
69
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.

70
GLCE N.ME.02.01 Count to 1000 by 1s, 10s and
100s starting from any number in the sequence.
Extended
65 Jake had 6 vases. He bought 10 flowers to put
in each vase.
State Results District Results
A 6
B 9
C 84
How many flowers did he buy all together? A 6 B
16 C 60
71
GLCE N.FL.02.06 Decompose 100 into additional
pairs, e.g., 100 99 1 98 2 Extended
64 Decompose 100 into addition pairs, e.g., 99
1 A under B correct C over
State Results District Results
A 15
B 72
C 12
72
GLCE N.MR.02.08 Find missing values in open
sentences, e.g., 42 57 use relationship
between addition and subtraction. Extended
66 Solve problem such as 42__57 A under B
correct C over
State Results District Results
A 14
B 61
C 64
73
GLCE N.MR.02.16 Given a simple situation
involving groups of equal size or of sharing
equally, represent with objects, words, and
symbols, and solve. Extended
67 Tate, Jerry and Cindy are going to share 6
cupcakes equally. Which of the following
represents the number of cupcakes each should
receive?
State Results District Results
A 85
B 8
C 6
74
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.

75
GLCE M.UN.02.03 Measure area using non-standard
units to the nearest whole unit. Extended
62 Measure area using non-standard units. A not
enough units B not enough units C correct
State Results District Results
A 12
B 7
C 80
76
GLCE M.UN.02.09 Read temperature using the scale
on a thermometer in degrees Fahrenheit. Extended
63 What appears to be the temperature shown on
the thermometer below? A 53o B 56o C 58o
State Results District Results
A 64
B 28
C 7
77
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.

78
GLCE G.GS.02.04 Distinguish between curves and
straight lines and between curved surfaces and
flat surfaces. Extended
61 Which shape appears to have only flat
surfaces.
State Results District Results
A 11
B 17
C 72
79
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.

80
GLCE N.MR.02.15 Understand division () as
another way of expressing multiplication, using
fact families within the 5 x 5 multiplication
table emphasize that division undoes
multiplication, e.g., 2 x 3 6 can be rewritten
as 6 2 3 or 6 3 2 Future
State Results District Results
A 12
B 67
C 20
78 Understand the relationship of multiplication
and division A addition fact in multiplication
fact family B correct C multiplication fact that
doesnt belong in family
81
GLCE N.ME.02.21 For unit fractions from 1/12 to
1/2, understand the inverse relationship between
the size of the denominator compare unit
fractions from 1/12 to 1/2. Future
76 Knows the denominator, fraction value
relationship A correct B the greater the
denominator, the greater the unit fraction C the
greater the denominator, the greater the unit
fraction
State Results District Results
A 18
B 31
C 50
82
GLCE N.ME.02.22 Recognize that fractions such
as 2/2, 3/3 and 4/4 are equal to the whole (one).
Future
77 Which has the value of 3/3 ? A 1 B 3 C 6
State Results District Results
A 12
B 41
C 47
83
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.

84
GLCE M.TE.02.04 Find the area of a rectangle
with whole number side lengths by covering with
unit squares and counting, or by using a grid of
unit squares write the area as a product.
Future

• 75 What is the area of the large rectangle
  pictured below?
• A 4 square inches
• B 8 square inches
• C 12 square inches

State Results District Results
A 15
B 45
C 39
85
GLCE M.PS.02.08 Add and subtract money in
mixed units, e.g., 2.50 60 cents and 5.75 -
3, but not 2.50 3.10. Future
74 Add and subtract money in mixed units. A
correct B subtracted from ones place instead of
tens place C added instead of subtracted
State Results District Results
A 70
B 14
C 15
86
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.

87
GLCE G.GS.02.02 Explore and predict the results
of putting together and taking apart
two-dimensional and three-dimensional shapes.
Future
71 Which of these shapes can be cut into2
rectangles with no parts left over?
State Results District Results
A 82
B 12
C 6
88
GLCE G.TR.02.06 Recognize that shapes that
have been slid, turned or flipped are the same
shape, e.g., a square rotated 45 is still a
square. Future
State Results District Results
A 20
B 7
C 72
73 How many of the shapes below appear to be
squares? A 2 B 3 C 4
C
89
GLCE G.LO.02.07 Find and name locations using
simple coordinate systems such as maps and first
quadrant grids. Future
State Results District Results
A 15
B 72
C 13

• 72 Find, name points using simple coordinate
  systems
• A went west instead of east
• B correct
• C went north instead of east and west instead of
  south

90
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.

91
GLCE D.RE.02.01 Make pictographs using a scale
representation, using scales where symbols equal
more than one. Future
68 Make pictographs using a scale representation
A scale not used B correct C scale factor
State Results District Results
A 33
B 46
C 21
92
GLCE D.RE.02.02 Read and interpret pictographs
with scales, using scale factors of 2 and 3.
Future
69 The graph below shows the number of cartons of
milk sold in a lunchroom each day last week.
State Results District Results
A 33
B 4
C 63
What was the total number of cartons of milk sold
on Monday?
A. 4 B. 6 C. 8
93
GLCE D.RE.02.03 Solve problems using
information in pictographs include scales such
as each represents 2 apples avoid cases. Future
70 Solve problems using info in pictographs. A
correct B misread question and scale not used C
scale not used
State Results District Results
A 48
B 12
C 39