1. OBJECTIVES 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/meapwww.mi.gov/meap –Released items –Guide to MEAP reports –Assessable GLCE information MI-Access: www.mi.gov/mi-accesswww.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!www.mscenters.org –MMLA assessment builder and practice questionsMMLA assessment builder and practice questions –www.jcisd.org (go to general education  Math and Science Center  Math GLCE and Model Assessmentswww.jcisd.org –www.manistee.org (go to general education  benchmark assessment project)www.manistee.org –www.mictm.orgwww.mictm.org

5. 5 Math Strands on MEAP Number and Operation Algebra Measurement Geometry Data and Probability Reading the GLCE Code: N.FL.05.10 Strand (Content Area) Domain (Sub-Content Area like: Fluency or Patterns, etc.) Grade Level GLCE Number

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. DistrictState %1% % %97% N.ME.02.01 Count to 1000 by 1’s, 10’s, and 100’s starting from any number in the sequence. [Ext]

8. DistrictState %86% %9% %4% N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent. [Core]

9. DistrictState %11% %2% %86% N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent. [Core]

10. DistrictState %2% %13% %83% N.ME.02.02 Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent. [Core]

11. DistrictState %6% %84% %9% N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <. [Core]

12. DistrictState %74% %12% %13% N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <. [Core]

13. DistrictState %15% %13% %71% N.ME.02.03 Compare and order numbers to 1000; use the symbols > and <. [Core]

14. DistrictState %16% %56% %27% N.FL.02.06 Decompose 100 into addition pairs, e.g., 99 + 1, 98 + 2 … [Ext - NC]

15. DistrictState %11% %14% %75% N.MR.02.07 Find the distance between numbers on the number line, e.g., how far is 79 from 26? [Core - NC]

16. DistrictState %66% %22% %12% N.MR.02.07 Find the distance between numbers on the number line, e.g., how far is 79 from 26? [Core - NC]

17. DistrictState %13% %65% %21% N.MR.02.07 Find the distance between numbers on the number line, e.g., how far is 79 from 26? [Core - NC]

18. DistrictState %21% %13% %65% N.MR.02.08 Find missing values in open sentences, e.g., 42 + ___ = 57; use relationship between addition and subtraction. [Ext - NC]

19. DistrictState %11% %12% %76% 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]

20. DistrictState %70% %7% %22% 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]

21. DistrictState %16% %14% %69% 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]

22. DistrictState %4% % %91% N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each. [Core - NC]

23. DistrictState %4% %22% %73% N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each. [Core - NC]

24. DistrictState %44% %31% %24% N.FL.02.10 Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each. [Core - NC]

25. DistrictState %11% %73% %16% N.FL.02.11 Estimate and calculate the sum of two numbers with three digits that do not require regrouping. [Core - NC]

26. DistrictState %16% %68% %15% N.FL.02.11 Estimate and calculate the sum of two numbers with three digits that do not require regrouping. [Core - NC]

27. DistrictState %8% %35% %55% N.FL.02.11 Estimate and calculate the sum of two numbers with three digits that do not require regrouping. [Core - NC]

28. DistrictState %5% %1% %94% 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, or 3 x 5 = 5 + 5 + 5 = 15. [Core]

29. DistrictState %78% %5% %16% 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, or 3 x 5 = 5 + 5 + 5 = 15. [Core]

30. DistrictState %27% %54% %16% 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, or 3 x 5 = 5 + 5 + 5 = 15. [Core]

31. DistrictState %88% %9% %3% N.MR.02.14 Represent multiplication using area and array models. [Core]

32. DistrictState %88% %9% %3% N.MR.02.14 Represent multiplication using area and array models. [Core]

33. DistrictState %6% %4% %89% N.MR.02.14 Represent multiplication using area and array models. [Core]

34. DistrictState %9% %80% %11% 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. [Fut]

35. DistrictState %2% %4% %93% N.MR.02.16 Given a simple situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve. [Ext]

36. DistrictState %8% %32% %58%

37. DistrictState %68% %15% %17%

38. DistrictState %32% %62% %5%

39. DistrictState %4% %5% %90%

40. DistrictState %2% %85% %12%

41. DistrictState %83% %13% %3%

42. DistrictState %51% %5% %43% N.ME.02.21 For unit fractions from 1/12 to 1/2, understand the inverse relationship between the size of a unit fraction and the size of the denominator; compare unit fractions from 1/12 to 1/2. [Fut]

43. DistrictState %78% %19% %2%

44. 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.

45. DistrictState %2% %81% %16% M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd. [Core]

46. DistrictState %5% %81% %13% M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd. [Core]

47. DistrictState %6% %81% %13% M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd. [Core]

48. DistrictState %3% %96% %2% M.PS.02.02 Compare lengths; add and subtract lengths (no conversion of units). [Core - NC]

49. DistrictState %83% %14% %2% M.PS.02.02 Compare lengths; add and subtract lengths (no conversion of units). [Core - NC]

50. DistrictState %69% %7% %23% M.PS.02.02 Compare lengths; add and subtract lengths (no conversion of units). [Core - NC]

51. DistrictState %4% %91% %4% 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. [Fut]

52. DistrictState %0% %1% %98% 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: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face.[Core]

53. DistrictState %6% %17% %76% 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: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face.[Core]

54. DistrictState %74% %21% %3% 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: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face.[Core]

55. DistrictState %74% %21% %4% M.UN.02.06 Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15. [Core]

56. DistrictState %23% %54% %23% M.UN.02.06 Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15. [Core]

57. DistrictState %60% %12% %27% M.UN.02.06 Use the concept of duration of time, e.g., determine what time it will be half an hour from 10:15. [Core]

58. DistrictState %3% %93% %4% M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. [Core]

59. DistrictState %10% %85% %5% M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. [Core]

60. DistrictState %12% %11% %76% M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. [Core]

61. DistrictState %4% %84% %11% 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. [Fut]

62. DistrictState %87% %7% %5% M.UN.02.09 Read temperature using the scale on a thermometer in degrees Fahrenheit. [Ext]

63. DistrictState %6% %89% %5% M.PS.02.10 Solve simple word problems involving length and money. [Core - NC]

64. DistrictState %73% %10% %16% M.PS.02.10 Solve simple word problems involving length and money. [Core - NC]

65. DistrictState %67% %8% %25% M.PS.02.10 Solve simple word problems involving length and money. [Core - NC]

66. 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.

67. DistrictState %1% % %97% G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three- dimensional shapes, such as triangles, rectangles, squares, circles, semi- circles, spheres, rectangular prisms. [Core]

68. DistrictState %84% %10% %5% G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three- dimensional shapes, such as triangles, rectangles, squares, circles, semi- circles, spheres, rectangular prisms. [Core]

69. DistrictState %9% % %81% G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three- dimensional shapes, such as triangles, rectangles, squares, circles, semi- circles, spheres, rectangular prisms. [Core]

70. DistrictState %95% %3% %1% G.GS.02.02 Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes. [Fut]

71. DistrictState %12% %84% %4% G.GS.02.03 Draw rectangles and triangles, and compute perimeters by adding lengths of sides, recognizing the meaning of perimeter. [Core]

72. DistrictState %11% %5% %83% G.GS.02.03 Draw rectangles and triangles, and compute perimeters by adding lengths of sides, recognizing the meaning of perimeter. [Core]

73. DistrictState %6% %5% %88% G.GS.02.03 Draw rectangles and triangles, and compute perimeters by adding lengths of sides, recognizing the meaning of perimeter. [Core]

74. DistrictState %92% %2% %5% G.GS.02.04 Distinguish between curves and straight lines and between curved surfaces and flat surfaces. [Ext]

75. DistrictState %2% % %96% 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]

76. DistrictState %2% %9% %89% 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]

77. DistrictState %19% %71% %7% 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]

78. DistrictState %2% %3% %95% 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. [Fut]

79. DistrictState %83% %12% %5% G.LO.02.07 Find and name locations using simple coordinate systems such as maps and first quadrant grids. [Fut]

80. 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.

81. DistrictState A%15% B%71% C%14% D.RE.02.02 Read and interpret pictographs with scales, using scale factors of 2 and 3. [Fut]

82. DistrictState %25% %10% %64%

83. DistrictState % % %