OBJECTIVES:
•Review, practice, and secure concepts.
•Breakdown the barriers of vocabulary
and format.
•Analyze data from the District and State.
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).
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
•
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 Math Strands on MEAP
• Number and Operation
• Algebra
• Measurement
• Geometry
• Data and Probability
Reading the GLCE Code:
N.FL.06.10
Strand
(Content Area)
Domain (Sub-Content Area
like: Fluency or Patterns, etc.)
GLCE
Number
Grade Level
Number and Operations
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.
GLCE: N.ME.02.02 Read and write numbers to 1000 in numerals and words,
and relate them to the quantities they represent. [Core]
State
Results
District
Results
1 Which shows eight hundred fifty-two in
standard form?
A 9%
A 800,502
B 4%
B 80,052
C 852
C 87%
GLCE: N.ME.02.02 Read and write numbers to 1000 in numerals and words,
and relate them to the quantities they represent. [Core]
State
Results
District
Results
2 Read and write numbers to 1000
A 12%
A place value error
B 3%
B place value error
C correct
C 85%
GLCE: N.ME.02.02 Read and write numbers to 1000 in numerals and words,
and relate them to the quantities they represent. [Core]
State
Results
District
Results
3 Which shows seven hundred sixty-two in
standard form?
A 91%
A
B 5%
762
B 7,062
C 70,062
C 3%
GLCE: N.ME.02.03 Compare and order numbers to 1000; use the symbols >
and <. [Core]
State
Results
A 9%
B 7%
District
Results
4 Compare and order numbers to 1000.
A place value error or confused greater than
with less than
B place value error or confused greater than
with less than
C correct
C 83%
GLCE: N.ME.02.03 Compare and order numbers to 1000; use the symbols >
and <. [Core]
State
Results
District
Results
5 Which statement is true?
A 82%
A 38 > 23
B 10%
B 38 < 23
C 38 > 38
C 7%
GLCE: N.ME.02.03 Compare and order numbers to 1000; use the symbols >
and <. [Core]
State
Results
A 10%
B 4%
C 84%
District
Results
6 Compare and order numbers to 1000.
A place value error or confused greater
than with less than
B place value error or confused greater
than with less than
C correct
GLCE: N.MR.02.07 Find the distance between numbers on the number line,
e.g., how far is 79 from 26? [Core]
State
Results
District
Results
7 What is the distance between 35 and
50 on the number line?
A 63%
B 27%
A. 15
B. 25
C 9%
C. 85
GLCE: N.MR.02.07 Find the distance between numbers on the number line,
e.g., how far is 79 from 26? [Core]
State
Results
District
Results
8 Find distance between numbers on a
number line.
A 25%
A subtraction error in ones place
B 8%
B subtraction error in ones place
C correct
C 66%
GLCE: N.MR.02.07 Find the distance between numbers on the number line,
e.g., how far is 79 from 26? [Core]
State
Results
District
Results
A 21%
9 Mikaela counted by 1s on a number line.
She started at 78 and counted up 15
numbers.
B 65%
At what number should she have stopped?
A 85
C 14%
B 93
C 94
GLCE: 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]
State
Results
A 89%
District
Results
25 April made 59 cookies. She gave 30 of
the cookies to her brothers and sisters.
How many cookie did she have left then?
A 29
B 3%
B 39
C 89
C 8%
GLCE: 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]
State
Results
District
Results
26 Solve story problems with objects &
pictures
A 18%
A added instead of subtracting
B 54%
C 27%
B correct
C omitted one of the addends
GLCE: 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]
27 Mark and Bailey each caught 1 fish.
State
Results
A 17%
District
Results
Mark’s fish was 48 inches long.
Bailey’s fish was 22 inches longer than
Marks fish.
B 23%
Which number sentence can be used to
determine the length in inches of Bailey’s
fish?
C 59%
A 12+10=?
B 48-22=?
C 48+22=?
GLCE: N.FL.02.10 Add fluently two numbers through 99, using strategies
including formal algorithms; subtract fluently two numbers through 99. [Core]
State
Results
District
Results
10 Add, subtract fluently two numbers
through 99
A 40%
A subtracted smaller face values from
greater face values
B 12%
B subtraction error in tens place
C correct
C 46%
GLCE: N.FL.02.10 Add fluently two numbers through 99, using strategies
including formal algorithms; subtract fluently two numbers through 99. [Core]
State
Results
A 53%
District
Results
11 Subtract
A 38
B 42
B 35%
C 11%
C 48
63-25
GLCE: N.FL.02.10 Add fluently two numbers through 99, using strategies
including formal algorithms; subtract fluently two numbers through 99. [Core]
State
Results
District
Results
12 Add, subtract fluently two numbers
through 99
A 26%
A addition error in tens place
B 8%
B addition error in ones place
C correct
C 64%
GLCE: N.FL.02.11 Estimate the sum of two numbers with three digits. [Core]
State
Results
District
Results
A 38%
13 Nadia had 230 jelly beans in her jar.
Jamal had 560 jelly beans in his jar. Which
is closest to the total number of jelly beans
in the two jars?
B 50%
A 700
B 800
C 11%
C 900
GLCE: N.FL.02.11 Estimate the sum of two numbers with three digits. [Core]
State
Results
District
Results
14 Estimate sum of two numbers with
three digits
A 12%
A rounded down by an extra 100
B 39%
B truncated instead of rounded
C correct
C 48%
GLCE: N.FL.02.11 Estimate the sum of two numbers with three digits. [Core]
State
Results
District
Results
15 Which of the following is closest to the
result of 580 – 200?
A 71%
A 400
B 11%
B 600
C 800
C 17%
GLCE: 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, ie., 3 x 5 = 5 + 5 + 5 = 15. [Core]
State
Results
District
Results
43 Which of the following has the same
value as 3 + 3 + 3 + 3?
A 71%
A4x3
B 6%
B4+3
C3x3
C 22%
GLCE: 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, ie., 3 x 5 = 5 + 5 + 5 = 15. [Core]
State
Results
A 18%
District
Results
44 Recognize multiplication as total number
in a set of equal groups
A incorrect number of elements and groups
B 79%
B correct
C incorrect number of elements and groups
C 2%
GLCE: 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, ie., 3 x 5 = 5 + 5 + 5 = 15. [Core]
State
Results
District
Results
45 Which of the following has the same
value as 4 x 4?
A 14%
A4+4
B 6%
B4+4+4
C4+4+4+4
C 80%
GLCE: N.MR.02.14 Represent multiplication using area and array models.
[Core]
State
Results
A 4%
District
Results
28 Represent multiplication using area
and array models
A one incorrect factor in array
B correct
B 80%
C 16%
C represented addition
GLCE: N.MR.02.14 Represent multiplication using area and array models.
[Core]
State
Results
District
Results
29 Which of the following is represented
by the model below?
A 10%
B 84%
A 4+4
C 5%
B 3x4
C 3+4
GLCE: N.MR.02.14 Represent multiplication using area and array models.
[Core]
State
Results
District
Results
30 Represent multiplication using area and
array models
A 3%
A twice the number of required columns
B 4%
B one extra column
C correct
C 92%
GLCE: N.ME.02.18 Recognize, name, and represent commonly used unit fractions
with denominators 12 or less; model 1/2, 1/3, and 1/4 by folding strips. [Core]
State
Results
A 5%
B 80%
C 14%
District
Results
46 Use common unit fractions
A
incorrect denominator
B
correct
C
ratio of numerator to denominator
GLCE: N.ME.02.18 Recognize, name, and represent commonly used unit
fractions with denominators 12 or less; model 1/2, 1/3, and 1/4 by folding strips.
[Core]
State
Results
District
Results
47 Each section of the figure below is the
same size.
A 16%
B 82%
What fractional part of the figure is shaded?
A ⅓
C 1%
B ¼
C ¾
GLCE: N.ME.02.18 Recognize, name, and represent commonly used unit
fractions with denominators 12 or less; model 1/2, 1/3, and 1/4 by folding strips.
[Core]
State
Results
A 9%
B 14%
District
Results
48 Use common unit fractions
A Model shown had different-sized
sections
B model shown had different-sized
sections
C correct
C 76%
GLCE: N.ME.02.19 Recognize, name, and write commonly used fractions: 1/2,
1/3, 2/3, 1/4, 2/4, 3/4. [Core]
State
Results
District
Results
16 Recognize, name and write halves,
thirds and fourths.
A 20%
A non-shaded region (instead of shaded)
B 16%
B ratio of non-shaded to shaded
C correct
C 63%
GLCE: N.ME.02.19 Recognize, name, and write commonly used fractions: 1/2,
1/3, 2/3, 1/4, 2/4, 3/4. [Core]
State
Results
District
Results
17 What fractional part of the shape below
is shaded?
A 19%
A.1/4
B 18%
A.1/3
B.3/4
C 63%
GLCE: N.ME.02.19 Recognize, name, and write commonly used fractions: 1/2,
1/3, 2/3, 1/4, 2/4, 3/4. [Core]
State
Results
District
Results
18 Recognize, name and write halves,
thirds and fourths.
A 8%
A reciprocal
B 6%
C 85%
B whole number
C correct
GLCE: N.ME.02.20 Place 0 and halves, e.g., ½, 1 ½, 2 ½, on the number line;
relate to a ruler. [Core]
State
Results
District
Results
31 Which appears to be the location of the
point marked on the number line below?
A 5%
B 37%
A 1
B 1/2
C 57%
C 1 1/2
GLCE: N.ME.02.20 Place 0 and halves, e.g., ½, 1 ½, 2 ½, on the number line;
relate to a ruler. [Core]
State
Results
District
Results
32 Place 0 and halves on number line;
relate to a ruler
A 26%
B 67%
A subtracted one from correct value or
started from correct whole number and
subtracted one-half
B correct
C 6%
C added one to correct value location
GLCE: N.ME.02.20 Place 0 and halves, e.g., ½, 1 ½, 2 ½, on the number line;
relate to a ruler. [Core]
State
Results
District
Results
33 To what number does the arrow appear
to be pointing?
A 5%
B 18%
A. 3
C 76%
B. 2 1/2
C. 1 1/2
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.
GLCE: M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and
yards approximating to the nearest whole unit using abbreviations: cm, m, in, ft,
yd. [Core]
State
Results
District
Results
49 To the nearest centimeter, what is the
length of the worm in the picture?
A 17%
B 71%
A. 4 centimeters
C 12%
B. 5 centimeters
C. 6 centimeters
GLCE: M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and
yards approximating to the nearest whole unit using abbreviations: cm, m, in, ft,
yd. [Core]
State
Results
District
Results
50 Measure the lengths the nearest whole
unit.
A 15%
A measured with centimeters instead of
inches
B 10%
B one inch too long
C correct
C 74%
GLCE: M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and
yards approximating to the nearest whole unit using abbreviations: cm, m, in, ft,
yd. [Core]
State
Results
District
Results
51 What is the height of the flower to the
nearest centimeter?
A 19%
B 69%
A. 4 cm
C 11%
B. 5 cm
C. 6 cm
GLCE: M.PS.02.02 Compare lengths; add and subtract lengths (no conversion
of units). [Core]
State
Results
A 65%
District
Results
19 Kyle’s bean plant is 21 inches tall.
Julia’s bean plant is 13 inches tall. How
many inches would Julia’s bean plant have
to grow to be the same height as Kyle’s
bean plant is now?
B 13%
A 8 inches
C 20%
B 12 inches
C 34 inches
GLCE: M.PS.02.02 Compare lengths; add and subtract lengths (no conversion
of units). [Core]
State
Results
A 16%
District
Results
20 Compare, add, subtract lengths
A less than values in range
B correct
B 66%
C 17%
C greater than values in range
GLCE: M.PS.02.02 Compare lengths; add and subtract lengths (no conversion
of units). [Core]
State
Results
District
Results
21 Which of the following represents the
greatest length?
A 8%
A 3 inches
B 13%
B 3 feet
C 3 yards
C 77%
GLCE: 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 ninefifteen 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]
State
Results
A 57%
District
Results
34 Tell time using A.M. and P.M.
A correct
B reverses minute and hour hands
B 17%
C 24%
C counts 5-minute intervals as one- minute
intervals.
GLCE: 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 ninefifteen 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]
State
Results
A 71%
B 6%
C 22%
District
Results
35 Which clock appears to show a time of
4:50
GLCE: 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 ninefifteen 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]
State
Results
A 16%
District
Results
36 Tell time using A.M. and P.M.
A both hour minute hand incorrect
B both hour minute hand incorrect
B 13%
C 70%
C correct
GLCE: 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]
State
Results
District
Results
52 Use the concept of duration of time.
A 47%
A correct
B 36%
C 17%
B added incorrect amount of time shown
C added incorrect amount of time shown
GLCE: 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]
State
Results
District
Results
53 Erica began eating dinner at 6:15. She
finished eating at 6:40
A 23%
B 22%
C 54%
How long did it take Erica to finish dinner?
A 35 minutes
B 30 minutes
C 25 minutes
GLCE: 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]
State
Results
A 14%
District
Results
54 Use the concept of duration of time.
A added incorrect amount of time
B correct
B 74%
C 11%
C added incorrect amount of time
GLCE: M.UN.02.07 Read and write amounts of money using decimal
notations, e.g., $1.15. [Core]
State
Results
A 8%
B 76%
District
Results
37 Andy bought a ruler that cost eighty
cents. Which of the following represents
eighty cents?
A $8.00
B $0.80
C $0.08
C 15%
GLCE: M.UN.02.07 Read and write amounts of money using decimal
notations, e.g., $1.15. [Core]
State
Results
District
Results
38 Read & write money using decimal
notations.
A 12%
A amount in cents
B 26%
B amount shown uses both dollar and cent
signs.
C correct
C 60%
GLCE: M.UN.02.07 Read and write amounts of money using decimal
notations, e.g., $1.15. [Core]
State
Results
District
Results
39 Which of the following represents 50
cents?
A 3%
A $50.00
B 76%
B 50¢
C $0.50¢
C 21%
GLCE: M.PS.02.10 Solve simple word problems involving length and money.
[Core]
State
Results
District
Results
22 Solve simple word problems in length
and money
A 66%
A correct
B 28%
B addition error in dollars place
C subtracted instead of added
C 5%
GLCE: M.PS.02.10 Solve simple word problems involving length and money.
[Core]
State
Results
A 75%
B 8%
District
Results
23 Crystal’s jump rope is 72 inches long.
Lark’s jump rope is 60 inches long. How
much longer is Crystal’s jump rope than
Lark’s?
A 12 inches
B 60 inches
C 15
C 132 inches
GLCE: M.PS.02.10 Solve simple word problems involving length and money.
[Core]
State
Results
District
Results
24 Solve simple word problems in length
and money.
A 11%
A added different types of measurements
B 9%
B added different types of measurements
C correct
C 80%
GLCE: M.TE.02.11 Determine perimeters of rectangles and triangles by adding
lengths of sides, recognizing the meaning of perimeter.* [Core]
State
Results
District
Results
55 What is the perimeter of the shape
below?
A 9%
B 9%
A 8 cm
C 81%
B 14 cm
C 16 cm
GLCE: M.TE.02.11 Determine perimeters of rectangles and triangles by adding
lengths of sides, recognizing the meaning of perimeter.* [Core]
State
Results
District
Results
56 Determine perimeters of rectangles and
triangles.
A 88%
A correct
B 5%
B added lengths of two side of triangle
C length of one side of triangle
C 6%
GLCE: M.TE.02.11 Determine perimeters of rectangles and triangles by adding
lengths of sides, recognizing the meaning of perimeter.* [Core]
State
Results
District
Results
57 What is the perimeter of the rectangle
below?
A 87%
B 6%
A 20 units
C 7%
B 22 units
C 24 units
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.
GLCE: G.GS.02.01 Identify, describe, and compare familiar two-dimensional
and three-dimensional shapes such as triangles, rectangles, squares, circles,
semi-circles, spheres and rectangular prisms [Core]
State
Results
District
Results
58.Identify, describe, compare 2-D & 3-D
shapes.
A 89%
A correct
B 4%
B Incorrect 2-D shape
C Incorrect 2-D shape
C 6%
GLCE: G.GS.02.01 Identify, describe, and compare familiar two-dimensional
and three-dimensional shapes such as triangles, rectangles, squares, circles,
semi-circles, spheres and rectangular prisms [Core]
State
Results
District
Results
58 Which appears to be a sphere?
A 13%
A
B 25%
B
C 61%
C
GLCE: G.GS.02.01 Identify, describe, and compare familiar two-dimensional
and three-dimensional shapes such as triangles, rectangles, squares, circles,
semi-circles, spheres and rectangular prisms [Core]
State
Results
District
Results
60 Identify, describe, compare 2-D & 3-D
shapes.
A 6%
A incorrect 3-D shape
B 81%
B incorrect 3-D shape
C correct
C 10%
GLCE: 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]
State
Results
District
Results
40 Classify familiar plane and solid
objects.
A 90%
A correct.
B 4%
B described 2-D object
C described 2-D object
C 5%
GLCE: 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]
State
Results
A 61%
District
Results
41 What shape has a curved surface?
A sphere
B prism
B 20%
C 17%
C cube
GLCE: 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]
State
Results
A 4%
District
Results
42 Classify familiar plane and solid objects.
A shape with different characteristics
B correct
B 80%
C 15%
C shape with different characteristics
Number & 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.
GLCE: N.ME.02.01 Count to 1000 by 1s, 10s and 100s starting from any
number in the sequence. [Extended]
State
Results
District
Results
65 Jake had 6 vases. He bought 10 flowers
to put in each vase.
A 6%
B 9%
How many flowers did he buy all together?
A 6
C 84%
B 16
C 60
GLCE: N.FL.02.06 Decompose 100 into additional pairs, e.g., 100 = 99 + 1 =
98 + 2… [Extended]
State
Results
District
Results
64 Decompose 100 into addition pairs,
e.g., 99 +1
A 15%
A under
B 72%
B correct
C over
C 12%
GLCE: N.MR.02.08 Find missing values in open sentences, e.g., 42 + = 57;
use relationship between addition and subtraction. [Extended]
State
Results
A 14%
District
Results
66 Solve problem such as 42+__=57
A under
B correct
B 61%
C 64%
C over
GLCE: N.MR.02.16 Given a simple situation involving groups of equal size or of
sharing equally, represent with objects, words, and symbols, and solve.
[Extended]
State
Results
A 85%
B 8%
C 6%
District
Results
67 Tate, Jerry and Cindy are going to share
6 cupcakes equally. Which of the following
represents the number of cupcakes each
should receive?
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.
GLCE: M.UN.02.03 Measure area using non-standard units to the nearest
whole unit. [Extended]
State
Results
A 12%
District
Results
62 Measure area using non-standard units.
A not enough units
B not enough units
B 7%
C 80%
C correct
GLCE: M.UN.02.09 Read temperature using the scale on a thermometer in
degrees Fahrenheit. [Extended]
State
Results
District
Results
63 What appears to be the temperature
shown on the thermometer below?
A 64%
A 53o
B 28%
B 56o
C 58o
C 7%
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.
GLCE: G.GS.02.04 Distinguish between curves and straight lines and between
curved surfaces and flat surfaces. [Extended]
State
Results
A 11%
B 17%
C 72%
District
Results
61 Which shape appears to have only flat
surfaces.
Number & 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.
GLCE: 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 [Future]
State
Results
District
Results
78 Understand the relationship of
multiplication and division
A 12%
A addition fact in multiplication fact family
B 67%
C 20%
B correct
C multiplication fact that doesn’t belong in
family
GLCE: N.ME.02.21 For unit fractions from 1/12 to 1/2, understand the inverse
relationship between the size of the denominator; compare unit fractions from
1/12 to 1/2. [Future]
State
Results
District
Results
76 Knows the denominator, fraction value
relationship
A 18%
A correct
B 31%
C 50%
B the greater the denominator, the greater
the unit fraction
C the greater the denominator, the greater
the unit fraction
GLCE: N.ME.02.22 Recognize that fractions such as 2/2, 3/3 and 4/4 are equal
to the whole (one). [Future]
State
Results
A 12%
District
Results
77 Which has the value of 3/3 ?
A1
B3
B 41%
C 47%
C6
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.
GLCE: 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. [Future]
State
Results
District
Results
75 What is the area of the large rectangle
pictured below?
A 15%
B 45%
C 39%
A 4 square inches
B 8 square inches
C 12 square inches
GLCE: 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. [Future]
State
Results
A 70%
B 14%
C 15%
District
Results
74 Add and subtract money in mixed units.
A correct
B subtracted from ones place instead of
tens place
C added instead of subtracted
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.
GLCE: G.GS.02.02 Explore and predict the results of putting together and
taking apart two-dimensional and three-dimensional shapes. [Future]
State
Results
A 82%
B 12%
C 6%
District
Results
71 Which of these shapes can be cut into2
rectangles with no parts left over?
GLCE: 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. [Future]
State
Results
District
Results
73 How many of the shapes below appear
to be squares?
A 20%
B 7%
A2
B3
C 72%
C4
C
GLCE: G.LO.02.07 Find and name locations using simple coordinate systems
such as maps and first quadrant grids. [Future]
State
Results
District
Results
72 Find, name points using simple coordinate
systems
A 15%
A went west instead of east
B 72%
C 13%
B correct
C went north instead of east and west instead
of south
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.
GLCE: D.RE.02.01 Make pictographs using a scale representation, using
scales where symbols equal more than one. [Future]
State
District
Results Results
68 Make pictographs using a scale
representation
A 33%
A scale not used
B 46%
B correct
C scale factor
C 21%
GLCE: D.RE.02.02 Read and interpret pictographs with scales, using scale
factors of 2 and 3. [Future]
State
Results
District
Results
69 The graph below shows the number of
cartons of milk sold in a lunchroom each day
last week.
A 33%
B 4%
C 63%
What was the total number of cartons of milk
sold on Monday?
A. 4
B. 6
C. 8
GLCE: D.RE.02.03 Solve problems using information in pictographs; include
scales such as each represents 2 apples; avoid cases. [Future]
State
Results
A 48%
District
Results
70 Solve problems using info in pictographs.
A correct
B misread question and scale not used
B 12%
C 39%
C scale not used