5th GRADE MEAP RELEASED ITEMS

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

5
5 Math Strands on MEAP

• Number and Operation
• Algebra
• Measurement
• Geometry
• Data and Probability
• Reading the GLCE Code
• N.FL.05.10

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
N.ME.04.02 Compose and decompose numbers using
place value to 1,000,000s, e.g., 25,068 is 2 ten
thousands, 5 thousands, 0 hundreds, 6 tens, and 8
ones. Ext
District State
75
7
7
10
8
N.ME.04.02 Compose and decompose numbers using
place value to 1,000,000s, e.g., 25,068 is 2 ten
thousands, 5 thousands, 0 hundreds, 6 tens, and 8
ones. Ext
District State
1
7
88
4
9
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 - NC
District State
5
84
6
5
10
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 - NC
District State
79
17
2
3
11
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 - NC
District State
63
10
23
4
12
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 - NC
District State
12
26
11
52
13
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 - NC
District State
69
11
7
12
14
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 - NC
District State
7
6
3
83
15
N.FL.04.08 Add and subtract whole numbers
fluently. Ext - NC
District State
2
3
2
93
16
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 - NC
District State
9
6
68
16
17
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 - NC
District State
10
13
71
6
18
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 - NC
District State
46
25
14
15
19
N.FL.04.10 Multiply fluently any whole number by
a one-digit number, and a three-digit number by a
two-digit number for two-digit by one-digit
multiplication, use distributive property to
develop meaning for the algorithm. Ext
District State
16
38
11
34
20
N.FL.04.11 Divide numbers up to four-digits by
one-digit numbers and by 10. Core - NC
District State
72
15
8
4
21
N.FL.04.11 Divide numbers up to four-digits by
one-digit numbers and by 10. Core - NC
District State
14
15
53
16
22
N.FL.04.11 Divide numbers up to four-digits by
one-digit numbers and by 10. Core - NC
District State
78
9
7
7
23
N.FL.04.12 Find unknowns in equations such as a
10 25 125 b25 Core - NC
District State
25
15
20
39
24
N.FL.04.12 Find unknowns in equations such as a
10 25 125 b25 Core - NC
District State
10
60
18
13
25
N.FL.04.12 Find unknowns in equations such as a
10 25 125 b25 Core - NC
District State
41
6
6
47
26
N.MR.04.13 Use the relationship between
multiplication and division to simplify
computations and check results. Fut
District State
12
4
79
5
27
N.ME.04.15 Read and interpret decimals up to two
decimal places relate to money and place value
decomposition. Core
District State
14
28
6
51
28
N.ME.04.15 Read and interpret decimals up to two
decimal places relate to money and place value
decomposition. Core
District State
5
87
6
2
29
N.ME.04.15 Read and interpret decimals up to two
decimal places relate to money and place value
decomposition. Core
District State
2
3
12
83
30
N.ME.04.15 Read and interpret decimals up to two
decimal places relate to money and place value
decomposition. Core
District State
5
87
3
5
31
N.ME.04.15 Read and interpret decimals up to two
decimal places relate to money and place value
decomposition. Core
District State
68
6
9
17
32
N.ME.04.16 Know that terminating decimals
represent fractions whose denominators are 10, 10
x 10, 10 x 10 x 10, etc. e.g., powers of 10. Fut
District State
42
3
45
10
33
N.ME.04.17 Locate tenths and hundredths on a
number line. Ext
District State
3
8
22
67
34
N.MR.04.19 Write tenths and hundredths in decimal
and fraction forms, and know the decimal
equivalents for halves and fourths. Core
District State
17
39
13
31
35
N.MR.04.21 Explain why equivalent fractions are
equal, using models such as fraction strips or
the number line, for fractions with denominators
of 12 or less, or equal to 100. Ext
District State
4
5
7
83
36
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
District State
20
71
4
4
37
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
District State
8
7
25
60
38
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
District State
9
22
45
24
39
N.MR.04.23 Understand the relationships among
halves, fourths and eighths and among thirds,
sixths and twelfths. Ext
District State
3
2
92
2
40
District State
13
60
18
9
41
N.MR.04.26 Compare and order up to three
fractions with denominators 2, 4, and 8, and 3,
6, and 12, including improper fractions and mixed
numbers. Ext
District State
20
10
18
51
42
District State
15
18
11
56
43
N.FL.04.28 Solve fraction problems involving sums
and differences for fractions where one
denominator is a multiple of the other
(denominators 2 through 12, and 100). Fut
District State
6
69
18
7
44
District State
8
11
72
8
45
N.MR.04.30 Multiply fractions by whole numbers,
using repeated addition and area or array models.
Fut
District State
19
32
41
7
46
N.MR.04.31 Use mathematical statements to
represent problems that use addition and
subtraction of decimals with up to two-digits
solve. Fut
District State
5
9
8
77
47
N.FL.04.32 Add and subtract decimals up to two
decimal places. Fut
District State
A 4
B 86
C 3
D 6
48
N.FL.04.33 Multiply and divide decimals up to two
decimal places by a one-digit whole number where
the result is a terminating decimal, e.g., 0.42
3 0.14, but not 5 3 1. 6 . Fut
District State
31
18
44
6
49
N.FL.04.34 Estimate the answers to calculations
involving addition, subtraction, or
multiplication. Ext
District State
4
68
14
13
50
N.MR.04.37 Solve applied problems using the four
basic arithmetic operations, for appropriate
fractions, decimals, and whole numbers. Core -
NC
District State
4
10
7
80
51
N.MR.04.37 Solve applied problems using the four
basic arithmetic operations, for appropriate
fractions, decimals, and whole numbers. Core -
NC
District State
50
14
29
7
52
N.MR.04.37 Solve applied problems using the four
basic arithmetic operations, for appropriate
fractions, decimals, and whole numbers. Core -
NC
District State
23
9
51
18
53
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.

54
M.UN.04.01 Measure using common tools and select
appropriate units of measure. Core
District State
3
89
3
5
55
M.UN.04.01 Measure using common tools and select
appropriate units of measure. Core
District State
11
72
14
3
56
M.UN.04.01 Measure using common tools and select
appropriate units of measure. Core
District State
74
13
9
4
57
M.PS.04.02 Give answers to a reasonable degree of
precision in the context of a given problem.
Core
District State
9
13
68
9
unit
58
M.PS.04.02 Give answers to a reasonable degree of
precision in the context of a given problem.
Core
District State
15
14
46
25
59
M.PS.04.02 Give answers to a reasonable degree of
precision in the context of a given problem.
Core
District State
37
36
20
7
60
M.UN.04.03 Measure and compare integer
temperatures in degrees. Core
District State
3
3
61
33
61
M.UN.04.03 Measure and compare integer
temperatures in degrees. Core
District State
75
20
1
4
62
M.UN.04.03 Measure and compare integer
temperatures in degrees. Core
District State
55
2
40
1
63
M.TE.04.05 Carry out the following conversions
from one unit of measure to a larger or smaller
unit of measure meters to centimeters, kilograms
to grams, liters to milliliters, hours to
minutes, minutes to seconds, years to months,
weeks to days, feet to inches, ounces to pounds
(using numbers that involve only simple
calculations.) Ext
District State
12
13
14
61
64
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
District State
68
10
7
14
65
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
District State
22
8
69
1
66
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
District State
52
15
5
28
67
M.TE.04.07 Find one dimension of a rectangle
given the other dimension and its perimeter or
area. Core
District State
49
19
11
21
68
M.TE.04.07 Find one dimension of a rectangle
given the other dimension and its perimeter or
area. Core
District State
42
20
21
16
69
M.TE.04.07 Find one dimension of a rectangle
given the other dimension and its perimeter or
area. Core
District State
6
46
38
10
70
M.PS.04.09 Solve contextual problems about
perimeter and area of squares and rectangles in
compound shapes. Fut
District State
42
24
13
20
71
M.TE.04.10 Identify right angles and compare
angles to right angles. Ext
District State
68
16
8
7
72
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.

73
G.GS.04.01 Identify and draw perpendicular,
parallel, and intersecting lines using a ruler
and a tool or object with a square (90) corner.
Ext
District State
58
24
7
11
A
B
C
D
74
G.GS.04.02 Identify basic geometric shapes,
including isosceles, equilateral and right
triangles, and use their properties to solve
problems. Core
District State
24
44
17
15
75
G.GS.04.02 Identify basic geometric shapes,
including isosceles, equilateral and right
triangles, and use their properties to solve
problems. Core
District State
A 41
B 44
C 5
D 9
76
G.GS.04.02 Identify basic geometric shapes,
including isosceles, equilateral and right
triangles, and use their properties to solve
problems. Core
District State
A 22
B 25
C 34
D 19
77
G.SR.04.03 Identify and count the faces, edges,
and vertices of basic three-dimensional geometric
solids including cubes, rectangular prisms, and
pyramids describe the shape of their faces.
Core
District State
7
7
8
77
78
G.SR.04.03 Identify and count the faces, edges,
and vertices of basic three-dimensional geometric
solids including cubes, rectangular prisms, and
pyramids describe the shape of their faces.
Core
District State
62
15
9
14
79
G.SR.04.03 Identify and count the faces, edges,
and vertices of basic three-dimensional geometric
solids including cubes, rectangular prisms, and
pyramids describe the shape of their faces.
Core
District State
14
10
66
10
80
G.TR.04.04 Recognize plane figures that have line
symmetry. Ext
District State
A 28
B 48
C 8
D 16
81
G.TR.04.05 Recognize rigid motion transformations
(flips, slides, turns) of a two-dimensional
object. Core
District State
8
60
27
4
82
G.TR.04.05 Recognize rigid motion transformations
(flips, slides, turns) of a two-dimensional
object. Core
District State
16
60
11
13
A
B
C
D
83
G.TR.04.05 Recognize rigid motion transformations
(flips, slides, turns) of a two-dimensional
object. Core
District State
71
13
10
5
84
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.

85
D.RE.04.02 Order a given set of data, find the
median, and specify the range of values. Core
District State
47
22
5
25
86
D.RE.04.02 Order a given set of data, find the
median, and specify the range of values. Core
District State
48
18
26
8
87
D.RE.04.02 Order a given set of data, find the
median, and specify the range of values. Core
District State
41
26
27
6
88
D.RE.04.03 Solve problems using data presented in
tables and bar graphs, e.g., compare data
represented in two bar graphs read bar graphs
showing two data sets. Core
District State
5
87
5
4
89
D.RE.04.03 Solve problems using data presented in
tables and bar graphs, e.g., compare data
represented in two bar graphs read bar graphs
showing two data sets. Core
District State
8
12
14
65
90
D.RE.04.03 Solve problems using data presented in
tables and bar graphs, e.g., compare data
represented in two bar graphs read bar graphs
showing two data sets. Core
District State
11
14
47
28
91
LINKING(GLCES FROM LOWER GRADE LEVELS WERE
LESS THAN 70 IN OUR DISTRICT)

• 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.

92
OVERALL RESULTS(Below 70 for that GLCE on the
School Summary Report-All Students)
Number and Operation Algebra Geometry Measurement Data and Probability