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4th GRADE MEAP RELEASED ITEMS (Correlated to the 3rd grade GLCE's)

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## 4th GRADE MEAP RELEASED ITEMS (Correlated to the 3rd grade GLCE's)

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**4th GRADE MEAP RELEASED ITEMS**(Correlated to the 3rd grade GLCE's) • 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 GLCE Number Strand (Content Area) Domain (Sub-Content Area like: Fluency or Patterns, etc.) Grade Level**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.**GLCE: N.ME.03.01 Read and write numbers to 10,000 in both**numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. [Core] 1. Each in the model below represents 1. What number is represented by the model shown below?**GLCE: N.ME.03.01 Read and write numbers to 10,000 in both**numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. [Core] • 2. Read and write numbers to 10,000 • A. place value error • correct • place value error • place value error**GLCE: N.ME.03.01 Read and write numbers to 10,000 in both**numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. [Core] • 3. What is the correct word form of 2,876? • twenty-eight, seventy-six • two hundred, eighty-seven six • two thousand, eight hundred six • two thousand, eight hundred seventy-six**GLCE: N.ME.03.02Recognize and use expanded notation for**numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402. Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.[Core] • 4. Identify place value of digit in a number • place value error • place value error • place value error • correct**GLCE: N.ME.03.02 Recognize and use expanded notation for**numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402. Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.[Core] • 5. Which is another way to write 6,726? • 6 hundreds, 7 thousands, 2 tens, and 6 ones • 7 hundreds, 6 hundreds, 2 tens, and 6 ones • 6 thousands, 7 hundreds, 2 tens, and 6 ones • D. 6 thousands, 2 hundreds, 7 tens, and 6 ones**GLCE: N.ME.03.02 Recognize and use expanded notation for**numbers using place value to 10,000s place, e.g., 2,517 is 2 thousands, 5 hundreds, 1 ten, and 7 ones; 4 hundreds and 2 ones is 402. Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place.[Core] • 6. Identify place value of digit in a number • place value error, used face value • place value error • correct • D. place value error**GLCE: N.FL.03.06 Add and subtract fluently two numbers, up**to two-digit numbers with regrouping and up to four-digit numbers without regrouping.[Core] • 7. Subtract 82 • -47 • 25 • B. 35 • C. 45 • D. 55**GLCE: N.FL.03.06 Add and subtract fluently two numbers, up**to two-digit numbers with regrouping and up to four-digit numbers without regrouping.[Core] • 8. Add and subtract thru 999 w/regrouping, 9,999 w/o. • Subtracted, instead of added • Subtracted incorrectly, instead of added • Correct • Place value error in 100s place**GLCE: N.FL.03.06 Add and subtract fluently two numbers, up**to two-digit numbers with regrouping and up to four-digit numbers without regrouping.[Core] • 9. Add 26 + 19 • 35 • 44 • 45 • 47**GLCE: N.FL.03.07 Estimate the sum and difference of two**numbers with three digits (sums up to 1,000), and judge reasonableness of estimates. [Core] • 10. Estimate sum / difference of two 3-digit numbers • overestimated • overestimated • correct • underestimated**GLCE: N.FL.03.07 Estimate the sum and difference of two**numbers with three digits (sums up to 1,000), and judge reasonableness of estimates. [Core] • 11. Which is closest to the value of 326 + 179 • 500 • 400 • 300 • 200**GLCE: N.FL.03.07 Estimate the sum and difference of two**numbers with three digits (sums up to 1,000), and judge reasonableness of estimates. [Core] • 12. Estimate sum / difference of two 3-digit numbers • underestimated • correct • added incorrectly instead of subtracted • added instead of subtracted**GLCE: N.MR.03.09 Use multiplication and division fact**families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement. [Core] • 13. Which of the following is in the same fact family as 28 ÷ 7 = 4 • 28 + 7 = 35 • 28 ÷ 2 = 14 • 7 x 4 = 28 • D. 7 x 28 = 196**GLCE: N.MR.03.09 Use multiplication and division fact**families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement. [Core] • 14. Use x and ÷ to show the inverse relationship • addition fact • multiplication fact from different family • subtraction fact • correct**GLCE: N.MR.03.09 Use multiplication and division fact**families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement. [Core] • 15. Which number can be used to make both of the number sentences below true? • 4 x ___ = 12 12 ÷ ___ = 4 • 48 • 16 • 8 • 3**GLCE: N.MR.03.10 Recognize situations that can be solved**using multiplication and division including finding “How many groups?” and “How many in a group?” Write mathematical statements for those situations. [Core] • John has 15 balloons. He will share the balloons equally with 2 friends. Which of the following can be used to determine the number of balloons each of them should receive? • 15 + 3 = ? • 15 ÷ 3 = ? • 15 x 3 = ? • 15 – 3 = ?**GLCE: N.MR.03.10 Recognize situations that can be solved**using multiplication and division including finding “How many groups?” and “How many in a group?” Write mathematical statements for those situations. [Core] • Recognize multiplication and division situations • A. subtraction • B. addition • C. multiplication • D. correct**GLCE: N.MR.03.10 Recognize situations that can be solved**using multiplication and division including finding “How many groups?” and “How many in a group?” Write mathematical statements for those situations. [Core] • Tina bought 3 boxes of crayons. Each box had 6 crayons. Which of the following can be used to determine the total number of crayons she bought? • 3 + 6 = ? • 3 – 6 = ? • 3 ÷ 6 = ? • 3 x 6 = ?**GLCE: N.FL.03.11 Find products fluently up to 10 x 10; find**related quotients using multiplication and division relationships. [Core] • Find products to 10 x 10 and related quotients • greater than product • correct • less than product • less than product**GLCE: N.FL.03.11 Find products fluently up to 10 x 10; find**related quotients using multiplication and division relationships. [Core] • 17. Divide 48 ÷ 6 • 288 • 54 • 42 • D. 8**GLCE: N.FL.03.11 Find products fluently up to 10 x 10; find**related quotients using multiplication and division relationships. [Core] • Find products to 10 x 10 and related quotients • Less than quotient • Less than quotient • Less than quotient • correct**GLCE: N.MR.03.15 Given problems that use any one of the**four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements, and solve. [Core] • Identify operation from problem and solve • subtraction error • correct • subtracted smaller face values from greater face values • added instead of subtracted**GLCE: N.MR.03.15 Given problems that use any one of the**four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements, and solve. [Core] 41. Which expression best represents the model below? • 3 + 4 • 3 + 3 • 3 x 3 • 3 x 4**GLCE: N.MR.03.15 Given problems that use any one of the four**operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements, and solve. [Core] • Identify operation for problem and solve • added instead of multiplied • added incorrectly • correct • incorrect multiplication**GLCE: N.ME.03.16 Understand that fractions may represent a**portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.” [Core] • Understand meaning & terminology of fractions • correct number of shaded regions, total incorrect • incorrect number of shaded regions, total correct • correct • incorrect number of shaded regions, incorrect total**GLCE: N.ME.03.16 Understand that fractions may represent a**portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.” [Core] • Each section of the circle below is the same size. What fractional part of the circle is shaded? • 3/5 • 5/8 • 8/3 • 3/8**GLCE: N.ME.03.16 Understand that fractions may represent a**portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.” [Core] • Understand meaning & terminology of fractions • ratio of shaded to non-shaded • ratio of non-shaded to shaded • fractional part that is not shaded • correct**GLCE: N.ME.03.21 Understand the meaning of $0.50 and $0.25**related to money, e.g., $1.00 shared by two people means $1.00 ÷ 2 = 1/2 dollar = $0.50. [Core] • Ron, Nita, Donna, and David shared $1.00 equally. What was the exact amount each one received? • $0.25 • $0.30 • $0.50 • $0.75**GLCE: N.ME.03.21 Understand the meaning of $0.50 and $0.25**related to money, e.g., $1.00 shared by two people means $1.00 ÷ 2 = 1/2 dollar = $0.50. [Core] • Understand meaning of 0.50 & 0.25 related to money • place value error • converted one of addends to decimal form • correct • place value error**GLCE: N.ME.03.21 Understand the meaning of $0.50 and $0.25**related to money, e.g., $1.00 shared by two people means $1.00 ÷ 2 = 1/2 dollar = $0.50. [Core] • Which of the following represents half of one dollar? • $0.25 • $0.30 • $0.50 • $0.75**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.03.01 Know and use common units of measurements**in length, weight and time. [Core] • Use common measures of length, weight, time • Correct • Unit of volume not height • Unit of mass • Temperature scale**GLCE: M.UN.03.01 Know and use common units of measurements**in length, weight and time. [Core] • Roger left his house at 12:30 p.m. He returned to the house after walking for exactly 45 minutes. At what time did he return to the house? • 12:45 p.m. • 1:15 p.m. • 1:30 p.m. • D. 1:45 p.m.**GLCE: M.UN.03.01 Know and use common units of measurements**in length, weight and time. [Core] • Use common measures of length, weight, time • unit of length not weight • unit of time • unit of length • D. correct**GLCE: M.UN.03.02 Measure in mixed units within the same**measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. [Core] • The clocks below show the time Maggie left for school and the time she returned home. • Which best represents the amount of time Maggie was away from home that day? • 9 hours and 5 minutes • 8 hours and 50 minutes • 8 hours and 1 minute • 8 hours and 5 minutes**GLCE: M.UN.03.02 Measure in mixed units within the same**measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. [Core] • Measure in mixed units within measurement system • Addition error in ones place • Correct • Addition error in tens and ones place • Total instead of difference**GLCE: M.UN.03.02 Measure in mixed units within the same**measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. [Core] • The clocks below show the times the winter festival parade began and ended • Which of the following best represents the amount of time the parade lasted? • 1 hour 10 minutes • 1 hour 40 minutes • 2 hours 4 minutes • 2 hours 40 minutes**GLCE: M.UN.03.03 Understand relationships between sizes of**standard units, e.g., feet and inches, meters and centimeters. [Core] • Which of the following is the shortest measurement? • 6 feet • 6 inches • 6 yards • 6 miles**GLCE: M.UN.03.03 Understand relationships between sizes of**standard units, e.g., feet and inches, meters and centimeters. [Core] • Use relationships between sizes of standard units. • incorrect unit of measure • incorrect unit of measure • incorrect unit of measure • correct**GLCE: M.UN.03.03 Understand relationships between sizes of**standard units, e.g., feet and inches, meters and centimeters. [Core] • Which of the following represents the greatest length? • 10 inches • 1 ½ inches • 1 ½ feet • 1 foot**GLCE: M.UN.03.04 Know benchmark temperatures such as**freezing, 32ºF, 0ºC; boiling, 212ºF, 100ºC; and compare temperatures to these, e.g., cooler, warmer. [Core] • Know benchmark temperatures & compare cooler, warmer. • Incorrect benchmark, incorrect scale • Incorrect benchmark, correct scale • Correct benchmark, incorrect scale • Correct**GLCE: M.UN.03.04 Know benchmark temperatures such as**freezing, 32ºF, 0ºC; boiling, 212ºF, 100ºC; and compare temperatures to these, e.g., cooler, warmer. [Core] • Which temperature is above the boiling point of water? • 220oF • 210oF • 180oF • 150oF**GLCE: M.UN.03.04 Know benchmark temperatures such as**freezing, 32ºF, 0ºC; boiling, 212ºF, 100ºC; and compare temperatures to these, e.g., cooler, warmer. [Core] • Know benchmark temperatures & compare cooler, warmer. • Correct • Less than benchmark temperature • Less than benchmark temperature • Less than benchmark temperature**GLCE: M.UN.03.05 Know the definition of area and perimeter**and calculate the perimeter of a square and rectangle given whole number side lengths. [Core] • Calculate area and perimeter of square & rectangle. • A. Added one length and one width • B. Added two lengths • C. Measure for area, not perimeter • D. Correct

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