5th GRADE MEAP RELEASED ITEMS (Correlated to the 4th grade GLCE's)

1. 5th GRADE MEAP RELEASED ITEMS (Correlated to the 4th 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.

7. GLCE: N.ME.04.05 List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number and if a one-digit number is a factor of a given whole number. [Core] • Which number is a multiple of 3? • 83 • 84 • 85 • 86

8. GLCE: N.ME.04.05 List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number and if a one-digit number is a factor of a given whole number. [Core] • 2. List factors & multiples. • multiple, not factor • neither factor nor multiple • neither factor nor multiple • correct

9. GLCE: N.ME.04.05 List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number and if a one-digit number is a factor of a given whole number. [Core] • 3. Which set does NOT contain any multiples of 4? • {24, 36, 42, 54} • B. {12, 15, 20, 24} • C. {8, 16, 34, 42} • D. {6, 10, 14, 18}

10. GLCE: N.MR.04.07 Solve problems about factors and multiples, e.g., since 100 = 4 x 25, and 200 = 2 x 100, then 200 = 2 x 4 x 25 = 8 x 25. [Core] • 4. Use factors & multiples to compose/decompose numbers • composed of unallowable factor • composed of unallowable factor • correct • missed one of necessary factors

11. GLCE: N.MR.04.07 Solve problems about factors and multiples, e.g., since 100 = 4 x 25, and 200 = 2 x 100, then 200 = 2 x 4 x 25 = 8 x 25. [Core] • 5. Since 5 x 20 = 100, which number will complete the number sentence below to make it true? • 5 x ___ x 5 = 100 • 4 • 5 • 20 • 25

12. GLCE: N.MR.04.07 Solve problems about factors and multiples, e.g., since 100 = 4 x 25, and 200 = 2 x 100, then 200 = 2 x 4 x 25 = 8 x 25. [Core] • 6. Use factors & multiples to compose/decompose numbers • not a multiple • correct • not a multiple • not a multiple

13. GLCE: N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63. [Core] • 7. Which has the same value as 57 x 4? • (50 x 4) + (7 x 4) • (50 + 5) + 2 • (50 x 5) + 2 • (50 x 4) + 7

14. GLCE: N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63. [Core] • 8. Solve multiplication problems using the distributive property • correct • used distributive property • used distributive property • used distributive property

15. GLCE: N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63. [Core] • 9. Which of the following is equivalent to 5 x 23 • 5 x 2 x 3 • 5 x 20 x 3 • (5 x 2) + (5 x 3) • (5 x 20) + (5 x 3)

16. GLCE: N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. [Core] • 10. Divide whole numbers by 1-digit numbers and by 10 • incorrect quotient, incorrect remainder • correct • incorrect quotient, incorrect remainder • incorrect quotient, correct remainder

17. GLCE: N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. [Core] • 11. Divide 2,520 ÷ 10 • 25,200 • 2,530 • 253 • 252

18. GLCE: N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. [Core] • 12. Divide whole numbers by 1-digit numbers and by 10. • Correct • Correct quotient, incorrect remainder • Incorrect quotient, correct remainder • Incorrect quotient, incorrect remainder

19. GLCE: N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* [Core] • 13. What value of n makes the equation below true? • n÷ 7 = 21 • 3 • 28 • 141 • 147

20. GLCE: N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* [Core] • 14. Find value of unknowns in equations. • correct • incorrect divisor • subtracted quotient from dividend • added quotient to dividend

21. GLCE: N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* [Core] • 15. What value of p makes the equation below true? • 270 ÷ p = 27 • 7 • 8 • 9 • 10

22. GLCE: N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition. [Core] • The square grid below represents one whole. • Which best represents the shaded part of the grid? • A. 0.047 • B. 0.47 • C. 4.70 • D. 47.0

23. GLCE: N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition. [Core] • Know decimals up to two places & relate to money • Correct • Place value error • Place value error • Place value error

24. GLCE: N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition. [Core] • Which shows the word form of 42.32? • forty-two and thirty-two tenths • forty-two and thirty-two hundredths • four thousand, two hundred thirty-two • four hundred twenty-three and two tenths

25. GLCE: N.MR.04.19 Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. [Core] • Translate between fractions & decimals. • correct • incorrect numerator, incorrect denominator • correct numerator, incorrect denominator • correct numerator, incorrect denominator

26. GLCE: N.MR.04.19 Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. [Core] • Which of the following represents seventy-five hundredths? • 75,000.0 • 7,500.0 • 0.75 • 0.075

27. GLCE: N.MR.04.19 Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. [Core] • 18. Translate between fractions & decimals • Incorrect numerator, incorrect denominator • Incorrect numerator, incorrect denominator • Incorrect numerator, incorrect denominator • correct

28. GLCE: N.MR.04.22 Locate and compare fractions on the number line, including improper fractions and mixed numbers with denominators of 12 or less. [Core] • Locate fractions w/denominiators <=12 on number line. • location of fractional portion of mixed number • location of whole number portion of mixed number • correct • greater value than mixed number given

29. GLCE: N.MR.04.22 Locate and compare fractions on the number line, including improper fractions and mixed numbers with denominators of 12 or less. [Core] 41. Which of the following best represents the location of point X on the number line below? • 1 ¼ • 1 ½ • 1 ¾ • 2 ¼

30. GLCE: N.MR.04.22 Locate and compare fractions on the number line, including improper fractions and mixed numbers with denominators of 12 or less. [Core] • Locate fractions w/denominators <=12 on number line. • incorrect comparison • incorrect comparison • correct • incorrect comparison

31. GLCE: N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. [Core] • Know & use approximation appropriately. • place value error • place value error • correct • place value error

32. GLCE: N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. [Core] • 23. Which of the following is closest to • 5 x 1,242 ? • 600 • 6,000 • 600,000 • 6,000,000

33. GLCE: N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness of answers; be familiar with common place-value errors in calculations. [Core] • Know & use approximation appropriately. • place value error • place value error • correct • place value error

34. 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.

35. GLCE: M.UN.04.01 Measure using common tools and select appropriate units of measure. [Core] • Which unit can be used to record the length of a pencil? • gram • liter • kilogram • centimeter

36. GLCE: M.UN.04.01 Measure using common tools and select appropriate units of measure. [Core] • Measure using common tools & appropriate units. • underestimated length • correct • overestimated length • overestimated length

37. GLCE: M.UN.04.01 Measure using common tools and select appropriate units of measure. [Core] • Which unit could be used to record the weight of a 10-year-old child? • meter • kilogram • millimeter • centiliter

38. GLCE: M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem and relative to the measurement tool used. [Core] • Which is most likely the length of a telephone book? • 30 kilometers • 30 centimeters • 30 millimeters • 30 meters

39. GLCE: M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem and relative to the measurement tool used. [Core] • Give answers to a reasonable degree of precision • used scale improperly • misread scale • correct • used scale improperly

40. GLCE: M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem and relative to the measurement tool used. [Core] • Florence is making a sail for a toy boat. The sail needs to be 3.55 cm wide. Which measure would be most useful in making the sail? • to the nearest millimeter • to the nearest decimeter • to the nearest meter • to the nearest kilometer

41. GLCE: M.UN.04.03 Measure and compare integer temperatures in degrees, both Celsius and Fahrenheit. [Core] • Measure & compare integer temperatures in degrees. • first temperature in table • lowest temperature, highest absolute value • correct • zero degrees

42. GLCE: M.UN.04.03 Measure and compare integer temperatures in degrees, both Celsius and Fahrenheit. [Core] • Theo recorded the high and low temperatures for 5 days one week. The table below shows the data he recorded. • On which day was there the greatest change between the high temperature and the low temperature? • Monday • Tuesday • Thursday • Friday

43. GLCE: M.UN.04.03 Measure and compare integer temperatures in degrees, both Celsius and Fahrenheit. [Core] • Measure & compare integer temperatures in degrees. • A. zero degrees • B. highest temperature • C. correct • D. last temperature in table

44. GLCE: M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. [Core] • Know and understand formulas for P/A of square, rectangle. • length of two sides • correct • perimeter • doubled the perimeter

45. GLCE: M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. [Core] • What is the perimeter of the figure below? • 12 feet • 18 feet • 24 feet • 36 feet

46. GLCE: M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. [Core] • Know and understand formulas for P/A of square, rectangle. • added length and width to find area • added two lengths and width to find area • perimeter • correct

47. GLCE: M.TE.04.07 Find one dimension of a rectangle given the other dimension and its perimeter or area. [Core] • What is the width of a rectangle that has a length of 6 feet and an area of 60 square feet? • 10 feet • 12 feet • 24 feet • 66 feet

48. GLCE: M.TE.04.07 Find one dimension of a rectangle given the other dimension and its perimeter or area. [Core] • Find length of rectangle given width and area or perimeter. • two lengths • greater than length • length, not width • correct

49. GLCE: M.TE.04.07 Find one dimension of a rectangle given the other dimension and its perimeter or area. [Core] • What is the width of a rectangle with a length of 5 inches and a perimeter of 16 inches? • 2 inches • 3 inches • 8 inches • D. 21 inches

50. 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.