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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's) PowerPoint Presentation
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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

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  1. 6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th 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 • www.manistee.org (go to general education benchmark assessment project) • www.mictm.org

  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. GLCE: N.FL.05.04 Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. [Core] • Multiply a multi-digit number by a • two-digit number • A. correct • B. incorrect number sentence • C. incorrect number sentence • D. incorrect number sentence

  7. GLCE: N.FL.05.04 Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. [Core] • 6. Multiply: 609 • x 87 • 9,075 • 9,135 • 52,923 • 52,983

  8. GLCE: N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers. * [Core] *revised expectations in italics. • Solve problems involving x and ÷ of • whole numbers • A. incorrect product • B. incorrect product • C. correct • D. incorrect product

  9. GLCE: N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers. * [Core] *revised expectations in italics. • Jose saves exactly $3 each week. What is the least number of weeks it will take Jose to save $29? • 9 • 10 • 26 • 32

  10. GLCE: N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. [Core] • Divide up to a four-digit number by • a two-digit number • A. incorrect quotient • B. incorrect quotient • C. correct • D. incorrect quotient

  11. GLCE: N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. [Core] • 8. Divide: 9,768 ÷ 24 = • 42 R20 • B.47 • C. 400 R18 • D. 407

  12. GLCE: N.FL.05.18 Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* [Core] *revised expectations in italics. 11. Write statements involving + and – of fractions A. correct B. subtraction C. multiplication D. division

  13. GLCE: N.FL.05.18 Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* [Core] *revised expectations in italics.

  14. GLCE: N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness* [Core] *revised expectations in italics • Solve applied problems using • fractions & decimals • A. incorrect product • B. correct • C. subtracted instead of multiplied • D. added instead of multiplied

  15. GLCE: N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness* [Core] *revised expectations in italics 26.

  16. GLCE: N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right; e.g., one is 10 tenth, one tenth is 10 hundredths. [Core] • Understand the relative magnitude • base-10 system • A. place value error • B. incorrect value • C. correct • D. incorrect value

  17. GLCE: N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right; e.g., one is 10 tenth, one tenth is 10 hundredths. [Core] • What is one way to represent • the value of the digit 3 in the number 573.64 • three tenths • thirty tenths • three hundreds • thirty ones

  18. GLCE: N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core] • Understand percentages as parts • out of 100 • A. place value error • B. complement with place value error • C. correct • D. complement

  19. GLCE: N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. [Core] • 24. Marissa said 90% of the 50 students in a school performance wore white shirts. What was the total number of students in the performance who wore white shirts? • 100 • 50 • 45 • 25

  20. GLCE: N.MR.05.01 Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. [Core] • Understand the meaning of division of • whole numbers • A. incorrect remainder • B. incorrect remainder • C. correct • D. not candidate as remainder

  21. GLCE: N.MR.05.01 Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. [Core]

  22. GLCE: N.MR.05.02 Relate division of whole numbers with remainders to the form a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • 6 + 4 = 34; note remainder (4) is less than divisor (5). [Core] • Know division of whole numbers in • form a = bq + r • A. correct • B. incorrect number sentence • C. incorrect number sentence • D. incorrect number sentence

  23. GLCE: N.MR.05.02 Relate division of whole numbers with remainders to the form a = bq + r, e.g., 34 ÷ 5 = 6 r 4, so 5 • 6 + 4 = 34; note remainder (4) is less than divisor (5). [Core]

  24. GLCE: N.MR.05.22 Express fractions and decimals as percentages and vice versa. [Core] • Express fractions and decimals • as percentages • A. incorrect conversion • B. incorrect conversion • C. correct • D. incorrect conversion

  25. GLCE: N.MR.05.22 Express fractions and decimals as percentages and vice versa. [Core] • 28. In a class of 25 students, 10 ran a race in nine minutes or less. What percent of the students ran the race in nine minutes or less? • 5% • 10% • 25% • 40%

  26. 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.

  27. GLCE: M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. [Core] • Show relationships between areas • of polygons • A. correct • B. area of triangle is 4 times area of rectangle • C. area of triangle is 2 times area of rectangle • D. area of triangle is one-fourth times area of rectangle

  28. GLCE: M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. [Core]

  29. GLCE: M.TE.05.06 Understand and know how to use the area formula of a triangle; A = bh (where b is length of the base and h is the height), and represent using models and manipulatives. [Core] • Know how to use the area formula • of a triangle • A . incorrect variable • B. incorrect variable • C. correct • D. incorrect variable

  30. GLCE: M.TE.05.06 Understand and know how to use the area formula of a triangle; A = bh (where b is length of the base and h is the height), and represent using models and manipulatives. [Core] 30.

  31. GLCE: M.TE.05.07 Understand and know how to use the area formula for a parallelogram; A = bh, and represent using models and manipulatives.[Core] • Know how to use area formula • for a parallelogram • A. added instead of multiplied • B. measure for perimeter • C. area of triangle • D. correct

  32. GLCE: M.TE.05.07 Understand and know how to use the area formula for a parallelogram; A = bh, and represent using models and manipulatives.[Core] 32.

  33. GLCE: M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. [Core] • Convert measurements within a • given system • A. incorrect conversion • B. correct • C. incorrect conversion • D. incorrect conversion

  34. GLCE: M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. [Core] • 14. Which is equivalent to 5.4 kilograms? • 54 grams • 540 grams • 5,400 grams • 54,000 grams

  35. 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.

  36. GLCE: G.GS.05.02 Measure angles with a protractor and classify them as acute, right obtuse, or straight. [Core] • Measure angles with a protractor • and classify • A. incorrect type of angle • B. correct • C. incorrect type of angle • D. incorrect type of angle

  37. GLCE: G.GS.05.02 Measure angles with a protractor and classify them as acute, right obtuse, or straight. [Core] • 34. Which is closest to the degree measure of A shown below? • 45o • 60o • 120o • 135o

  38. GLCE: G.GS.05.05 Know that angles on a straight line add up to 180o and angles surrounding a point add up to 360o, justify informally by “surrounding” a point with angles. [Core] • Know straight angle and angles • surrounding a point • A. supplementary angle • B. other angle shown • C. other angle shown • D. correct

  39. GLCE: G.GS.05.05 Know that angles on a straight line add up to 180o and angles surrounding a point add up to 360o, justify informally by “surrounding” a point with angles. [Core] • 36. Using the diagram below, which is closest to the value of the expression below? • 90o • 100o • 180o • 360o

  40. GLCE: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180o and the sum of the interior angles of a quadrilateral is 360o, and use these properties to solve problems .[Core] • Know interior angles of a triangle • & quadrilateral • A. correct • B. incorrect angle • C. other angle shown • D. other angle shown

  41. GLCE: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180o and the sum of the interior angles of a quadrilateral is 360o, and use these properties to solve problems .[Core] • 38. For triangle GXU, what is the value of the following expression? • 360o • B. 180o • C. 100o • D. 90o

  42. 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.

  43. GLCE: D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core] • Given set of data, find & interpret • mean, mode • A. mean • B. correct • C. range • D. maximum

  44. GLCE: D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair share) and mode. [Core] • What is the mean for this set of data? • 12, 9, 16, 17, 9, 10, 11 • 9 • 11 • 12 • D. 17

  45. GLCE: D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on the same axes, comparing different data. [Core] 39. Read and interpret line graphs, and solve problems A. incorrect interpretation of line graph B. incorrect interpretation of line graph C. incorrect interpretation of line graph D. correct

  46. GLCE: D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on the same axes, comparing different data. [Core] • 40. John is graphing his loan balance for the loan his brother gave him. He pays his brother the same amount of money on the first day of each week as shown in the graph below: • What will be the first week that John’s balance will be $0? • A. 10 B. 8 C. 6 D. 4

  47. GLCE: D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale. [Core] • Construct line graphs from tables • of data • A. incorrect table • B. correct • C. incorrect table • D. incorrect table

  48. GLCE: D.RE.05.02 Construct line graphs from tables of data; include axis labels and scale. [Core] 42.

  49. 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.

  50. GLCE: N.ME.05.23 Express ratios in several ways given applied situations, e.g., 3 cups to 5 people, 3:5, ; recognize and find equivalent rations. [Extended] 45.