Transcript Core - NC - Jackson County Intermediate School District

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.05.10
Strand
(Content Area)
Domain (Sub-Content Area
like: Fluency or Patterns, etc.)
GLCE
Number
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.
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 - NC]
District
State
%
1%
%
2%
%
2%
%
94%
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 - NC]
District
State
%
5%
%
88%
%
5%
%
2%
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 - NC]
District
State
%
10%
%
5%
%
14%
%
70%
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 - NC]
District
State
%
2%
%
90%
%
5%
%
4%
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 - NC]
District
State
%
83%
%
7%
%
5%
%
5%
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 - NC]
District
State
%
13%
%
9%
%
13%
%
65%
N.ME.03.03 Compare and order numbers up to 10,000. [Ext]
District
State
%
15%
%
7%
%
69%
%
9%
N.ME.03.05 Know that even numbers end in 0, 2, 4, 6, or 8; name a whole
number quantity that can be shared in two equal groups or grouped into pairs
with no remainders; recognize even numbers as multiples of 2. Know that odd
numbers end in 1, 3, 5, 7, or 9, and work with patterns involving even and odd
numbers. [Ext]
District
State
%
78%
%
7%
%
6%
%
9%
N.FL.03.06 Add and subtract fluently two numbers: up to and including two-digit
numbers with regrouping and up to four-digit numbers without regrouping. [Core
- NC]
District
State
%
2%
%
89%
%
3%
%
5%
N.FL.03.06 Add and subtract fluently two numbers: up to and including twodigit numbers with regrouping and up to four-digit numbers without regrouping.
[Core - NC]
District
State
%
77%
%
6%
%
14%
%
3%
N.FL.03.06 Add and subtract fluently two numbers: up to and including twodigit numbers with regrouping and up to four-digit numbers without
regrouping. [Core - NC]
District
State
%
6%
%
8%
%
3%
%
82%
N.FL.03.07 Estimate the sum and difference of two numbers with three digits
(sums up to 1000), and judge reasonableness of estimates. [Core - NC]
District
State
%
57%
%
16%
%
22%
%
5%
N.FL.03.07 Estimate the sum and difference of two numbers with three digits
(sums up to 1000), and judge reasonableness of estimates. [Core - NC]
District
State
%
51%
%
29%
%
12%
%
7%
N.FL.03.07 Estimate the sum and difference of two numbers with three digits
(sums up to 1000), and judge reasonableness of estimates. [Core - NC]
District
State
%
16%
%
51%
%
20%
%
13%
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- NC]
District
State
%
2%
%
2%
%
2%
%
94%
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- NC]
District
State
%
2%
%
93%
%
2%
%
3%
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- NC]
District
State
%
2%
%
2%
%
90%
%
5%
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?” and
write mathematical statements for those situations. [Core]
District
State
%
77%
%
9%
%
4%
%
10%
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?” and
write mathematical statements for those situations. [Core]
District
State
%
8%
%
19%
%
68%
%
4%
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?” and
write mathematical statements for those situations. [Core]
District
State
%
15%
%
53%
%
20%
%
11%
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
multiplication and division relationships. [Core - NC]
District
State
%
4%
%
3%
%
72%
%
21%
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
multiplication and division relationships. [Core - NC]
District
State
%
11%
%
8%
%
62%
%
18%
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
multiplication and division relationships. [Core - NC]
District
State
%
62%
%
25%
%
5%
%
8%
N.MR.03.12 Find solutions to open sentences, such as 7 x = 42 or 12 ÷ = 4,
using the inverse relationship between multiplication and division. [Fut]
District
State
%
6%
%
85%
%
3%
%
6%
N.MR.03.14 Solve simple division problems involving remainders, viewing
remainder as the “number left over” (less than the divisor), e.g., 4 children per
group; we have 25 children; there are 6 groups with 1 child left over; interpret
based on problem context. [Fut
District
State
%
26%
%
9%
%
52%
%
13%
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]
District
State
%
1%
%
94%
%
2%
%
3%
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]
District
State
%
8%
%
73%
%
11%
%
7%
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]
District
State
%
9%
%
17%
%
67%
%
7%
N.ME.03.17 Recognize, name and use equivalent fractions with denominators 2,
4, and 8, using strips as area models. [Ext
District
State
%
23%
%
6%
%
7%
%
63%
N.ME.03.18 Place fractions with denominators of 2, 4, and 8 on the number line;
relate the number line to a ruler; compare and order up to three fractions with
denominators 2, 4, and 8. [Fut]
District
State
%
21%
%
3%
%
73%
%
2%
District
State
%
62%
%
16%
%
8%
%
13%
District
State
%
2%
%
95%
%
1%
%
2%
District
State
%
94%
%
2%
%
1%
%
3%
District
State
%
4%
%
4%
%
18%
%
73%
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.
M.UN.03.01 Know and use common units of measurements in length, weight
and time.
[Core
District
State
%
5%
%
1%
%
9%
%
85%
M.UN.03.01 Know and use common units of measurements in length, weight
and time.
[Core
District
State
%
69%
%
10%
%
18%
%
3%
M.UN.03.01 Know and use common units of measurements in length, weight
and time.
[Core
District
State
%
67%
%
16%
%
13%
%
3%
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
District
State
%
74%
%
11%
%
6%
%
8%
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
District
State
%
15%
%
16%
%
57%
%
12%
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
District
State
%
7%
%
75%
%
6%
%
12%
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet
and inches, meters and centimeters. [Core]
District
State
%
6%
%
3%
%
71%
%
20%
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet
and inches, meters and centimeters. [Core]
District
State
%
17%
%
20%
%
3%
%
59%
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet
and inches, meters and centimeters. [Core]
District
State
%
14%
%
33%
%
3%
%
49%
M.UN.03.04 Know benchmark temperatures such as freezing (32°F, 0°C); boiling
(212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. [Core
District
State
%
6%
%
2%
%
5%
%
86%
M.UN.03.04 Know benchmark temperatures such as freezing (32°F, 0°C); boiling
(212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. [Core
District
State
%
5%
%
19%
%
45%
%
30%
M.UN.03.04 Know benchmark temperatures such as freezing (32°F, 0°C); boiling
(212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. [Core
District
State
%
23%
%
19%
%
27%
%
30%
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
District
State
%
17%
%
5%
%
73%
%
4%
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
District
State
%
16%
%
8%
%
68%
%
8%
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
District
State
%
19%
%
9%
%
68%
%
4%
M.UN.03.06 Use square units in calculating area by covering the region and
counting the number of square units. [Ext]
District
State
%
4%
%
6%
%
4%
%
86%
M.UN.03.07 Distinguish between units of length and area and choose a unit
appropriate in the context. [Ext]
District
State
%
35%
%
17%
%
6%
%
42%
M.UN.03.08 Visualize and describe the relative sizes of one square inch and
one square centimeter. [Ext]
District
State
%
73%
A
%
13%
B
%
8%
C
%
6%
D
M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and
centimeters; estimate the area of a square and rectangle in square inches and
square centimeters. [Fut]
District
State
%
39%
%
48%
%
8%
%
5%
M.PS.03.10 Add and subtract lengths, weights and times using mixed units,
within the same measurement system. [Fut]
District
State
%
7%
%
9%
%
11%
%
73%
M.PS.03.11 Add and subtract money in dollars and cents. [Core]
District
State
%
86%
%
3%
%
3%
%
8%
M.PS.03.11 Add and subtract money in dollars and cents. [Core]
District
State
%
78%
%
8%
%
6%
%
8%
M.PS.03.11 Add and subtract money in dollars and cents. [Core]
District
State
%
9%
%
13%
%
9%
%
69%
M.PS.03.12 Solve applied problems involving money, length and time. [Ext
District
State
%
78%
%
9%
%
8%
%
4%
M.PS.03.13 Solve contextual problems about perimeters of rectangles and
areas of rectangular regions. [Ext]
District
State
%
29%
%
54%
%
4%
%
12%
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.
G.GS.03.01 Identify points, line segments, lines and distance. [Ext]
District
State
%
16%
%
47%
%
19%
%
18%
G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and
in the classroom. [Fut]
District
State
%
22%
%
21%
%
36%
%
21%
G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and
in the classroom. [Fut]
District
State
%
7%
%
8%
%
12%
%
72%
G.GS.03.04 Identify, describe, compare and classify two-dimensional shapes,
e.g., parallelogram, trapezoid, circle, rectangle, square and rhombus, based on
their component parts (angles, sides, vertices, line segment) and the number of
sides and vertices. [Ext]
District
State
%
18%
%
56%
%
21%
%
4%
G.SR.03.05 Compose and decompose triangles and rectangles to form other
familiar two-dimensional shapes; e.g., form a rectangle using two congruent
right triangles, or decompose a parallelogram into a rectangle and two right
triangles. [Core]
District
State
A %
5%
B %
5%
C %
85%
D %
5%
G.SR.03.05 Compose and decompose triangles and rectangles to form other
familiar two-dimensional shapes; e.g., form a rectangle using two congruent
right triangles, or decompose a parallelogram into a rectangle and two right
triangles. [Core]
District
State
%
6%
%
13%
%
72%
%
9%
G.SR.03.05 Compose and decompose triangles and rectangles to form other
familiar two-dimensional shapes; e.g., form a rectangle using two congruent
right triangles, or decompose a parallelogram into a rectangle and two right
triangles. [Core]
District
State
%
11%
%
50%
%
10%
%
29%
G.GS.03.06 Identify, describe, build and classify familiar three-dimensional
solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their
component parts (faces, surfaces, bases, edges, vertices). [Core]
District
State
%
4%
%
12%
%
4%
%
80%
G.GS.03.06 Identify, describe, build and classify familiar three-dimensional
solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their
component parts (faces, surfaces, bases, edges, vertices). [Core]
District
State
A %
8%
B %
6%
C %
74%
D %
12%
G.GS.03.06 Identify, describe, build and classify familiar three-dimensional
solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their
component parts (faces, surfaces, bases, edges, vertices). [Core]
District
State
%
14%
%
14%
%
15%
%
56%
G.SR.03.07 Represent front, top, and side views of solids built with cubes. [Ext]
District
State
A
%
2%
B
%
5%
C
%
88%
D
%
5%
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.
D.RE.03.01 Read and interpret bar graphs, in both horizontal and vertical
forms. [Ext]
District
State
A
%
4%
B
%
10%
C
%
84%
D
%
2%
D.RE.03.02 Read scales on the axes and identify the maximum, minimum,
and range of values in a bar graph. [Core]
District
State
%
1%
%
2%
%
2%
%
95%
D.RE.03.02 Read scales on the axes and identify the maximum, minimum,
and range of values in a bar graph. [Core]
District
State
%
3%
%
94%
%
2%
%
2%
D.RE.03.02 Read scales on the axes and identify the maximum, minimum,
and range of values in a bar graph. [Core]
District
State
%
3%
%
2%
%
14%
%
81%
D.RE.03.03 Solve problems using information in bar graphs, including
comparison of bar graphs. [Core]
District
State
%
5%
%
4%
%
8%
%
81%
D.RE.03.03 Solve problems using information in bar graphs, including
comparison of bar graphs. [Core]
District
State
%
15%
%
71%
%
9%
%
5%
D.RE.03.03 Solve problems using information in bar graphs, including
comparison of bar graphs. [Core]
District
State
%
9%
%
7%
%
12%
%
72%
District
State
%
%
%
%
%
%
%
%