7th GRADE MEAP RELEASED ITEMS (Correlated to the 6th grade GLCE's)

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 • www.manistee.org (go to general education benchmark assessment project) • www.mictm.org

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.

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]

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? 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.

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 = A. 0 B. 6 C. 24 D. 32

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

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

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

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

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

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

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

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

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

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

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

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

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

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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

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

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

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

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]