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

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. 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. 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) • Matt has 12 treats to divide evenly among his 3 dogs. Which statement shows how he can do this? • By breaking half the treats into two pieces, and matching each half-treat with a whole treat. • By putting aside 2 treats, and then giving each dog 3 treats. • By grouping the treats into three equal parts • By giving 2 treats to each dog.

8. 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) • 14. Which of the following is equivalent to 100 ÷ 12? • ½ • 12/100 • 88/100 • 100/12

9. 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) • 15. There are 66 people to be seated for a dinner. Each table seats 4 people. What is the least number of tables needed so that everyone will have a seat? • 16 • 17 • 62 • 70

10. 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) • Which equation is equal to this division sentence? • 36 ÷ 5 = 7 R1 • 36 = 5 x 7 + 1 • 36 = 5 x 7 x 1 • 5 = 36 ÷ 2 - 1 • 5 = 36 ÷ 7 - 1

11. 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) • Which equation is equal to the division sentence below? • 47 ÷ 7 = 6 R5 • 47 = 7 x 6 ÷ 5 • 47 = 7 x 6 x 5 • 47 = 7 x 6 + 5 • 47 = 7 x 6 - 5

12. 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) • Which equation is equal to this division sentence? • 17 ÷ 5 = 3 R 2 • 5 – 2 + 3 = 17 • 3 x 5 + 2 = 17 • 5 x 3 x 2 = 17 • 3 x 5 – 2 = 17

13. N.MR.05.03 Write mathematical statements involving division for given situations. (Extended) • The Ryan family drove 900 miles on their vacation. They drove the same number of miles each day. They used 3 tanks of gas on the trip. Which expression should they use to find the number of miles they drove on 1 tank of gas? • A. 1 ÷ 900 • B. 3 ÷ 900 • 900 ÷ 1 • 900 ÷ 3

14. 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) • 1. There are 25 students in Mrs. Paul’s class. Each student needs 11 sheets of paper. How many sheets of paper are needed for the entire class? • 36 sheets • 50 sheets • 126 sheets • 275 sheets

15. 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) • 2. Marcus planted 20 rose bushes in his garden. This year, each rose bush had 18 roses. How many roses were there in all? • 36 roses • 38 roses • 260 roses • 360 roses

16. 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) • 3. There are 365 days in a year and 24 hours in a day. How many hours are there in year? • 2,190 hours • 8,660 hours • 8,760 hours • 9,660 hours

17. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core) • James is making a recipe that calls for a 64 ounce can of tomato sauce. The grocery store is out of the large cans, but they several smaller sizes to choose from: 6-ounce, 8-ounce, 12-ounce, and 15-ounce. What should he buy in order to have exactly the 64 ounces that he needs? • Eleven 6-ounce cans • Eight 8-ounce cans • Five 12-ounce cans • Five 15-ounce cans

18. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core) • 20. Ms. Kerry has 195 ounces of dried beans that she wants to use to make beanbags. What is the greatest number of 16-ounce beanbags she could make? • 8 beanbags • 12 beanbags • 15 beanbags • 20 beanbags

19. N.FL.05.05 Solve applied problems involving multiplication and division of whole numbers.* (Core) 21.Linda has a flock of 238 sheep. She divided her flock as evenly as possible among 4 grain fields. Which shows how Linda could have divided her flock among the fields?

20. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core) • 4. What is the correct answer to the following? • 13 728 • 5 • 6 • 56 • 560

21. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core) • 5.Kelly can type 50 words per minute. How long will it take her to type 6,500 words? • 13 minutes • 130 minutes • 1,300 minutes • 13,000 minutes

22. N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core) • 6. A parking garage has 4,200 parking spaces and 10 levels. Each level has the same number of parking spaces. How many parking spaces are on each level of the garage? • 42 parking spaces • 420 parking spaces • 4,200 parking spaces • 42,000 parking spaces

23. N.MR.05.07 Find the prime factorization of numbers from 2 through 50, express in exponential notation, e.g., 24 = 23 x 31, and understand that every whole number greater than 1 is either prime orcan be expressed as a product of primes.* (Future) • 74. Which expression shows the prime factorization of 36? • 2 x 2 x 3 x 3 • 3 x 3 x 4 • 4 x 9 • 1 x 36

24. 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 tenths, one tenth is 10 hundredths. (Core) • The shaded area of the grid shows 0.80. How is this number expressed using tenths? • 0.8 • 0.81 • 1.8 • 8.10

25. 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 tenths, one tenth is 10 hundredths. (Core) • 8. Which number is the same as 0.72? • A 72 hundredths • 72 tenths • 72 ones • 72 tens

26. 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 tenths, one tenth is 10 hundredths. (Core) • Which number is equal to 17 tenths? • 0.17 • 1.07 • 1.7 • 17

27. N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core) • In Tom’s class, 20 of the 25 students got a perfect score on the test. What percentage of the students got a perfect score? • A. 0.80% • 20% • 25% • 80%

28. N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core) • 35. There are 20 students in Michelle’s class. Ten of the students are wearing white shoes. What percent of the students are wearing white shoes? • 10% • 20% • 30% • 50%

29. N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage. (Core) • 36. Patrick counted the number of red candles in a bag of colored candles. He found that 8 of the 20 candles are red. What percent of the candles are red? • 4% • 8% • 20% • 40%

30. N.ME.05.10 Understand a fraction as a statement of division, e.g., 2 ÷ 3 = 2/3, using simple fractions and pictures to represent. (Future) • 72. What fraction has the same meaning as 5 ÷ 6? • A 5 • 6 • 6 • 5 • C. 51 • 6 • D. 61 • 5

31. N.ME.05.11 Given two fractions, e.g., ½ and ¼ , express them as fractions with a common denominator, but not necessarily a least common denominator, e.g., ½ = 4/8 and ¾ = 6/8 ; use denominators less than 12 or factors of 100.* (Future) • Pat needs to use 3/6 cup of sugar and 2/6 cup of flour to make a recipe. Which size measuring cup would hold these exact amounts? • ½ cup for the sugar and 1/3 cup for the flour. • 1/3 cup for the sugar and ½ cup for the flour. • 6/3 cups for the sugar and 6/2 cups for the flour. • 2/3 cup for the sugar and 1/6 cup for the flour.

32. N.ME.05.12 Find the product of two unit fractions with small denominators using an area model.* (Future) • What is the product of 1 x 1 ? • 4 6 • 1 • 24 • 1 • 9 • 2 • 10 • 9 • 15

33. N.MR.05.13 Divide a fraction by a whole number and a whole number by a fraction, using simple unit fractions.* (Future) • 70. A group of boys ate 3 whole apple pies. If each boy ate exactly ¼ of a pie, what was the number of boys in the group? • 4 • 7 • 9 • 12

34. N.FL.05.14 Add and subtract fractions with unlike denominators through 12 and/or 100, using the common denominator that is the product of the denominators of the 2 fractions, e.g., 3/8+ 7/10 : use 80 as the common denominator.* • Brian and Allan are sharing a pizza. Brian ate ½ of the pizza and Allan ate 1/3 of the pizza. What fractional part of the pizza did they eat altogether? • 2/5 • 1/6 • 2/6 • 5/6

35. N.MR.05.15 Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, 1,000; and identify patterns. (Extended) • 62. A train is traveling at a speed of 70 miles per hour. At this speed, what is the total number of miles the train will travel in 10 hours? • 7 • 80 • 700 • 7,000

36. N.MR.05.17 Multiply one-digit and two-digit whole numbers by decimals up to two decimal places. (Extended) • Jessica bought 4 pairs of socks. She paid $2.39 for each pair. How much did she spend the socks altogether? • $1.61 • $1.67 • $6.39 • $9.56

37. N.MR.05.19 Solve contextual problems that involve finding sums and differences of fractions with unlike denominators using knowledge of equivalent fractions.* (Future) • Mitchell is making berry muffins. The recipe calls for ¾ cup of blueberries, 1/3 cup of raspberries, and ¼ cup of blackberries. How many cups of berries does he need? • A1 1/12 cups • 11/3 cups • 15/12 cups • 1 ½ cups

38. N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core) • Mr. Kohler gave each of his 2 daughters $10.00 to buy cotton candy. Bags of cotton candy cost $2.50 each. How many bags can they afford to buy altogether? • 4 • 6 • 8 • 10

39. N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core) • Three friends are sharing 2 pizzas. Which fraction represents the portion of pizza each friend may eat if they are sharing the pizzas equally? • 1/3 • ½ • 2/3 • 3/2

40. N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness.* (Core) • Casey cut a pie into 4 slices, then ate ½ of one slice. How much of the pie did Casey eat? • 1/8 • ½ • ¾ • 7/8

41. N.MR.05.21 Solve for the unknown in equations such as ¼ + x = 7/12 .* (Future) • Which value makes the equitation below true? • 1 + = 7 • 2 6 • ½ • 2/3 • 6/4 • 7/12

42. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core) • In John’s class, ½ of the students had pizza for lunch, what percentage of the students had pizza for lunch? • 12% • 20% • 50% • 75%

43. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core) • In a bag of marbles, 0.25 of the marbles were green. What percentage of the marbles are green? • 0.25% • 2.5% • 25% • 250%

44. N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core) • Ralph bought a package of assorted colored paper of which 2/5 of the papers were blue. What percent of the papers are blue? • 4% • 40% • 52% • 75%

45. N.ME.05.23 Express ratios in several ways given applied situations, e.g., 3 cups to 5 people, 3 : 5, 3/5; recognize and find equivalent ratios. (Extended) • 60. Mr. Kuo ordered sandwiches to serve at the school open house. He ordered 50 cheese, 35 vegetable, 40 ham, and 60 turkey sandwiches. The clean-up committee found 9 cheese, 5 vegetable, 6 ham and 7 turkey sandwiches left over. According to the ratio of sandwiches left over to sandwiches ordered, which was the most popular type of sandwich? • Ham • Turkey • Cheese • Vegetable

46. N.FL.05.18 Use mathematical statements to represent an applied situation involving addition and subtraction of fractions.* (Constructed Response) 55. Juanita swam ½ mile each day for 3 days in a row and then swam ¾ mile each day for the next 3 days. Part A: Write a mathematical expression that gives the number of miles that Juanita swam. Part B. Using your answer from Part A, calculate the number of miles that Juanita swam during the 6 days combined.

47. 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.

48. M.UN.05.01 Recognize the equivalence of 1 liter, 1,000 ml and 1,000 cm3 and include conversions among liters, milliliters, and cubic centimeters. (Future) • 69. Jenny collected 345 milliliters of rain water. How many liters is in 345 milliliters? • 1 liter = 1,000 milliliters • 0.345 liter • 3.45 liters • 3,450 liters • 345,000 liters

49. M.UN.05.02 Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm3, m3, in3, ft3, yd3). (Extended) • A truck will mix and pour concrete for the foundation of a new building. The volume of the concrete in the truck is most likely measured in which units? • Square feet • Meters • Cubic yards • Inches

50. M.UN.05.03 Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. (Extended) • There are 100 cm in 1 meter. What is one way to determine the number of cubic centimeters in 1 cubic meter? • Multiply 100 by 100 • Multiply 100 by 100 by 100 • Add 100 + 100 • Add 100 + 100 + 100