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3rd GRADE MEAP RELEASED ITEMS (Correlated to the 2nd grade GLCE's)

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## 3rd GRADE MEAP RELEASED ITEMS (Correlated to the 2nd grade GLCE's)

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**3rd GRADE MEAP RELEASED ITEMS**(Correlated to the 2nd 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 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] 1 Which shows eight hundred fifty-two in standard form? A 800,502 B 80,052 C 852**GLCE: N.ME.02.02 Read and write numbers to 1000 in numerals**and words, and relate them to the quantities they represent. [Core] 2 Read and write numbers to 1000 A place value error B place value error C correct**GLCE: N.ME.02.02 Read and write numbers to 1000 in numerals**and words, and relate them to the quantities they represent. [Core] 3 Which shows seven hundred sixty-two in standard form? A 762 B 7,062 C 70,062**GLCE: N.ME.02.03 Compare and order numbers to 1000; use the**symbols > and <. [Core] 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**GLCE: N.ME.02.03 Compare and order numbers to 1000; use the**symbols > and <. [Core] 5 Which statement is true? A 38 > 23 B 38 < 23 C 38 > 38**GLCE: N.ME.02.03 Compare and order numbers to 1000; use the**symbols > and <. [Core] 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] 7 What is the distance between 35 and 50 on the number line? • 15 • 25 • 85**GLCE: N.MR.02.07 Find the distance between numbers on the**number line, e.g., how far is 79 from 26? [Core] 8 Find distance between numbers on a number line. A subtraction error in ones place B subtraction error in ones place 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] 9 Mikaela counted by 1s on a number line. She started at 78 and counted up 15 numbers. At what number should she have stopped? A 85 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] 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 39 C 89**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] 26 Solve story problems with objects & pictures A added instead of subtracting 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. Mark’s fish was 48 inches long. Bailey’s fish was 22 inches longer than Marks fish. Which number sentence can be used to determine the length in inches of Bailey’s fish? 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] 10 Add, subtract fluently two numbers through 99 A subtracted smaller face values from greater face values B subtraction error in tens place C correct**GLCE: N.FL.02.10 Add fluently two numbers through 99, using**strategies including formal algorithms; subtract fluently two numbers through 99. [Core] 11 Subtract 63-25 A 38 B 42 C 48**GLCE: N.FL.02.10 Add fluently two numbers through 99, using**strategies including formal algorithms; subtract fluently two numbers through 99. [Core] 12 Add, subtract fluently two numbers through 99 A addition error in tens place B addition error in ones place Ccorrect**GLCE: N.FL.02.11 Estimate the sum of two numbers with three**digits. [Core] 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? A 700 B 800 C 900**GLCE: N.FL.02.11 Estimate the sum of two numbers with three**digits. [Core] 14 Estimate sum of two numbers with three digits A rounded down by an extra 100 B truncated instead of rounded C correct**GLCE: N.FL.02.11 Estimate the sum of two numbers with three**digits. [Core] 15 Which of the following is closest to the result of 580 – 200? A 400 B 600 C 800**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] 43 Which of the following has the same value as 3 + 3 + 3 + 3? A 4 x 3 B 4 + 3 C 3 x 3**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] 44 Recognize multiplication as total number in a set of equal groups A incorrect number of elements and groups B correct C incorrect number of elements and groups**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] 45 Which of the following has the same value as 4 x 4? A 4 + 4 B 4 + 4 + 4 C 4 + 4 + 4 + 4**GLCE: N.MR.02.14 Represent multiplication using area and**array models. [Core] • Represent multiplication using area and array models A one incorrect factor in array B correct C represented addition**GLCE: N.MR.02.14 Represent multiplication using area and**array models. [Core] 29 Which of the following is represented by the model below? A 4 + 4 B 3 x 4 C 3 + 4**GLCE: N.MR.02.14 Represent multiplication using area and**array models. [Core] 30Represent multiplication using area and array models Atwice the number of required columns Bone extra column C correct**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] 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] 47 Each section of the figure below is the same size. What fractional part of the figure is shaded? A ⅓ 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] • Use common unit fractions • A Model shown had different-sized sections • B model shown had different-sized sections • C correct**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] 16Recognize, name andwrite halves, thirds and fourths. A non-shaded region (instead of shaded) B ratio of non-shaded to shaded C correct**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] • 17 What fractional part of the shape below is shaded? • 1/4 • 1/3 • 3/4**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] 18 Recognize, name and write halves, thirds and fourths. A reciprocal 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] 31 Which appears to be the location of the point marked on the number line below? A 1 B 1/2 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] • Place 0 and halves on number line; relate to a ruler • A subtracted one from correct value or started from correct whole number and subtracted one-half • B correct • 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] • To what number does the arrow appear to be pointing? • 3 • 2 1/2 • 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] 49 To the nearest centimeter, what is the length of the worm in the picture? • 4 centimeters • 5 centimeters • 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] 50 Measure the lengths the nearest whole unit. A measured with centimeters instead of inches B one inch too long C correct**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] 51 What is the height of the flower to the nearest centimeter? • 4 cm • 5 cm • 6 cm**GLCE: M.PS.02.02 Compare lengths; add and subtract lengths**(no conversion of units). [Core] 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? A 8 inches B 12 inches C 34 inches**GLCE: M.PS.02.02 Compare lengths; add and subtract lengths**(no conversion of units). [Core] 20 Compare, add, subtract lengths A less than values in range B correct C greater than values in range**GLCE: M.PS.02.02 Compare lengths; add and subtract lengths**(no conversion of units). [Core] 21 Which of the following represents the greatest length? A 3 inches B 3 feet C 3 yards**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 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] 34 Tell time using A.M. and P.M. A correct B reverses minute and hour hands 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 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] 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 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] • 36 Tell time using A.M. and P.M. • A both hour minute hand incorrect • B both hour minute hand incorrect • 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] 52 Use the concept of duration of time. A correct B added incorrect amount of time shown C added incorrect amount of time shown

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