Transcript B - 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.06.10
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.MR.06.01 Understand division of fractions as the inverse of multiplication,
e.g., if 4/5 ÷ 2/3= X, then 2/3 • X = 4/5, so X = 4/5 • 3/2= 12/10. (Core)
State
Results
District
Results
7 Which of the following has the same value
4 3
as  ?
5
A 23%
A
4 3

5 2
B
5 3

4 2
C
4 2

5 3
D
5 2

4 3
B 13%
C 48%
D 16%
2
N.MR.06.01 Understand division of fractions as the inverse of multiplication,
e.g., if 4/5 ÷ 2/3= X, then 2/3 • X = 4/5, so X = 4/5 • 3/2= 12/10 . (Core)
State
Results
A 23%
District
Results
8 Understand ÷ of fractions as the inverse of
x
A multiplied, instead of divided
B 12%
B subtracted/added numerators,
denominators
C 50%
C correct
D reciprocal
D 15%
N.MR.06.01 Understand division of fractions as the inverse of multiplication,
e.g., if 4/5 ÷ 2/3= X, then 2/3 • X = 4/5, so X = 4/5 • 3/2= 12/10 . (Core)
State
Results
District
Results
9 Which of the following has the same value
as 4 1 ?
A 50%
B 25%
9
A
C 17%
B
D 8%
C
D

4
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
State
Results
A 9%
B 11%
C 75%
District
Results
10 Write a statement to represent dividing
fractions
A subtracted
B multiplied
C correct
D added
D 5%
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
State
Results
District
Results
A 5%
11 Melissa had ½ of a whole cake remaining.
She cut the remaining pieces that were all the
same size. Which of the following represents
this situation?
B 14%
A
C 8%
B
D 73%
C
D
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
State
Results
District
Results
12 Write a statement to represent dividing
fractions
A 19%
A multiplied
B 21%
B divided divisor by dividend
C correct
C 53%
D 7%
D divisor divided by reciprocal of dividend
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
State
Results
A 54%
B 18%
C 20%
D 7%
District
Results
2
9
1 Divide 7  3
1
3
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
State
Results
District
Results
2 x and ÷ any two fractions, including mixed
numbers
A 53%
A correct
B 8%
C 29%
D 11%
B added numerators, added denominators
C cross multiplied, put in
numerator/denominator
D incorrect numerator, correct denominator
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
State
Results
District
Results
3 7

3 Divide
5 8
A 32%
A
B 47%
B
C 14%
C
D 6%
D
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers
fluently. (Core)
State
Results
District
Results
4 Compute with positive rational numbers
A 14%
A added one given number to two with
decimals moved
B 10%
B added two given numbers to one with
decimal moved
C 65%
D 11%
C correct
D changed decimals to wholes, then added
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers
fluently. (Core)
State
Results
District
Results
5 Divide 6 ÷ ¼
A 13%
B 23%
C 17%
D 47%
24
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers
fluently. (Core)
State
Results
A 11%
District
Results
6 Compute with positive rational numbers
A incorrect fraction conversion
B correct
B 30%
C converted fractions correctly, subtracted
wrong direction
C 29%
D subtracted wholes, added numerators,
denominators
D 30%
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
State
Results
A 16%
B 61%
C 6%
D 17%
District
Results
13
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
State
Results
District
Results
14 Find equivalent ratios by scaling up or
down
A 7%
B 75%
A scaled denominator correctly, but not
numerator
B correct
C 6%
C scaled numerator incorrectly, did not
reduce denominator
D 11%
D scaled numerator correctly, did not reduce
denominator
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
State
Results
District
Results
15 Which of the following is equivalent to the
ratio below?
A 27%
B 11%
15:10
A 10:15
B 10:5
C 58%
C 3:2
D 2:3
D 4%
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
State
Results
A 60%
District
Results
34 Solve contextual problems involving
percentages
A correct
B 12%
B % as whole number divided by total
C divided by % as whole number
C 19%
D 8%
D place value error
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
State
Results
A 10%
B 20%
C 13%
District
Results
35 The total cost, including tax, for David’s
lunch was $6.35. He left a tip, which was 20%
of the total cost of his lunch. What was the
amount of the tip David left?
A $1.17
B $1.20
C $1.23
D 56%
D $1.27
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
State
Results
District
Results
36 Solve contextual problems involving
percentages
A 26%
A total divided by %
B 12%
B multiplied by incorrect %
C added total to % as whole number
C 10%
D 51%
D correct
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
State
Results
A 16%
B 58%
C 13%
D 13%
District
Results
37 Gwen is going to make two batches of
cookies. She needs 2/3 cup of sugar for each
batch. Which is closest to the total number of
cups of sugar that Gwen will need?
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
State
Results
District
Results
38 Estimate calculations involving rational
numbers
A 7%
A one of addends
B 28%
B underestimated
C correct
C 58%
D 8%
D overestimated
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
State
Results
A 11%
B 42%
District
Results
39 A certain car can travel 25 miles on 2 ¼
gallons of gasoline. At this rate, which of the
following is closest to the total number of
miles the car can travel on 12 ½ gallons of
gasoline?
A 50
C 21%
B 150
C 250
D 25%
D 300
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
State
Results
District
Results
40 Solve applied problems with appropriate
decimals
A 81%
A correct
B 9%
B transposed two numbers after decimal
C subtracted instead of divided
C 6%
D 4%
D added
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
State
Results
A 5%
B 5%
C 83%
D 6%
District
Results
41 In the city of Marquette, it rained 4.28
inches in September and 8.9 inches in
October. What was the total amount of rain for
September and October in Marquette?
A 5.17 inches
B 12.00 inches
C 13.18 inches
D 38.09 inches
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
State
Results
District
Results
42 Solve applied problems with appropriate
decimals
A 82%
A correct
B 6%
B divided and used one incorrect number
C added instead of subtracted
C 7%
D 4%
D incorrect minuend
N.ME.06.17 Locate negative rational numbers (including integers) on the number line;
know that numbers and their negatives add to 0, and are on opposite sides and at equal
distance from 0 on a number line. (Core)
State
Results
District
Results
43 Which best represents the location of
point Q?
A 6%
A
1
3
B
1
4
B 5%
C 85%
D 3%
C -3
D -4
N.ME.06.17 Locate negative rational numbers (including integers) on the number line;
know that numbers and their negatives add to 0, and are on opposite sides and at equal
distance from 0 on a number line. (Core)
State
Results
District
Results
44 Locate negative rational numbers on
number line
A 6%
A face value error
B 21%
B place value error
C correct
C 71%
D 3%
D face value error
N.ME.06.17 Locate negative rational numbers (including integers) on the number line;
know that numbers and their negatives add to 0, and are on opposite sides and at equal
distance from 0 on a number line. (Core)
State
Results
District
Results
45 Which point appears to be located at 15
4
on the number line below?
A 7%
B 55%
A A
B B
C 29%
C C
D D
D 9%
ALGEBRA
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.
A.PA.06.01 Solve applied problems involving rates, including speed, e.g., if a car is
going 50 mph, how far will it go in 3 ½ hours? (Core)
State
Results
A 11%
B 13%
C 67%
D 9%
District
Results
16 Solve applied problems involving rates
A divided rate into improper given number
B added rate to time
C correct
D multiplied rate by rounded up amount of
time
A.PA.06.01 Solve applied problems involving rates, including speed, e.g., if a car is
going 50 mph, how far will it go in 3 ½ hours? (Core)
State
Results
District
Results
A 7%
17 If Sam rode his bike at an average rate of
15 miles per hour, what is the total distance
he would travel in 2 ½ hours?
B 8%
A 6 miles
B 17 miles
C 35%
D 49%
C 30 ½ miles
D 37 ½ miles
A.PA.06.01 Solve applied problems involving rates, including speed, e.g., if a car is
going 50 mph, how far will it go in 3 ½ hours? (Core)
State
Results
A 9%
B 43%
C 14%
District
Results
18 Solve applied problems involving rates
A rounded time up then multiplied by rate
B correct
C incorrect time and rate
D multiplied whole part of time by rate, +
fractional part
D 34%
A.RP.06.02 Plot ordered pairs of integers and use ordered pairs of integers to identify
points in all four quadrants of the coordinate plane. (Core)
19 Rectangle ABCD is graphed on the coordinate
plane below.
State
Results
District
Results
A 86%
B 7%
C 5%
Which ordered pair best represents the location of point D?
D 2%
A (-2, -3)
B (-3, 2)
C (2, -3)
D (3, -2)
A.RP.06.02 Plot ordered pairs of integers and use ordered pairs of integers to identify
points in all four quadrants of the coordinate plane. (Core)
State
Results
A 30%
B 5%
District
Results
20 Plot ordered pairs of integers
A (-y, x)
B (-x, -y)
C correct
C 69%
D 23%
D (y, x)
A.RP.06.02 Plot ordered pairs of integers and use ordered pairs of integers to identify
points in all four quadrants of the coordinate plane. (Core)
State
Results
District
Results
21 Which point appears to be located at
(-2, 3)
A 69%
B 5%
AF
C 13%
BG
CH
D 13%
DJ
A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts,
e.g., y lbs., k minutes, x cookies. (Core)
State
Results
District
Results
22 Use letters, with units, to represent
quantities
A 87%
A correct
B 3%
B subtracted instead of added
C multiplied
C 6%
D 4%
D divided
A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts,
e.g., y lbs., k minutes, x cookies. (Core)
State
Results
A 8%
B 6%
District
Results
23 Juan found he weighs x pounds more
now than he did last month. If Juan
weighed 105 pounds last month, which of
the following represents the amount he
weighs now?
A 105x pounds
C 11%
B 105 ÷ x pounds
C 105 – x pounds
D 74%
D 105 + x pounds
A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts,
e.g., y lbs., k minutes, x cookies. (Core)
State
Results
District
Results
24 Use letters, with units, to represent
quantities
A 13%
A added instead of multiplied
B 7%
B subtracted
C correct
C 61%
D 19%
D divided
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
State
Results
District
Results
A 11%
25 In a classroom of 35 students, 23 are girls.
Which of the following can be used to
determine b, the number of students in the
classroom that are boys?
B 6%
23
A
= 35
b
B 23b = 35
C 12%
C 23 – b – 35
D 23 – b = 35
D 70%
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
State
Results
District
Results
26 Represent words using algebraic
equations
A 69%
A correct
B 11%
B switched total and addend in equation
C added total to addend, difference equation
C 12%
D 9%
D impossible difference equation
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
State
Results
District
Results
A 17%
27 Which of the following represents the
statement below?
the quotient of a number, y and 7
B 7%
Ay+7
By–7
C 30%
C 7y
D
D 46%
y
7
A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or
x + 5 = 10, to particular contexts and solve.* (Core)
State
Results
District
Results
46 Relate simple linear
equations to contexts; solve
A 21%
A added instead of subtracted
B 53%
C 18%
D 7%
B correct
C difference minus subtrahend
equals minuend
D subtrahend minus difference
equals minuend
A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or
x + 5 = 10, to particular contexts and solve.* (Core)
State
Results
District
Results
47 What value of p makes the following true?
A 11%
-4p = 16
A -20
B 13%
C 51%
D 25%
B -12
C -4
D
4
A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or
x + 5 = 10, to particular contexts and solve.* (Core)
State
Results
District
Results
48 Relate simple linear equations to
contexts; solve
A 16%
A multiplied instead of subtracted
B 16%
B added
C divided
C 18%
D 50%
D correct
A.FO.06.12 Understand that adding or subtracting the same number to both sides of an
equation creates a new equation that has the same solution. (Core)
State
Results
A 25%
District
Results
49 Which is equivalent to x + 11 = 4?
A x + 11 – 11 = 4 – 11
B
B 24%
C x + 11 – 4 = 4 + 4
D
C 24%
D 27%
x – 11 = 4 – 11
x + 11 = 4 + 4
A.FO.06.12 Understand that adding or subtracting the same number to both sides of an
equation creates a new equation that has the same solution. (Core)
State
Results
A 20%
District
Results
50 Add, subtract numbers on both sides of
equations
A added instead of subtracted
B 50%
B correct
C Multiplied
C 18%
D 12%
D divided
A.FO.06.12 Understand that adding or subtracting the same number to both sides of an
equation creates a new equation that has the same solution. (Core)
State
Results
District
Results
51 Which number can be put in the blank
below to make the statement true?
A 11%
b – 7 = 18
b – 7 + __ = 18 + 7
b = 25
B 18%
A -18
C 49%
B -7
C 7
D 21%
D 18
A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the
same non-zero number creates a new equation that has the same solutions. (Core)
State
Results
District
Results
52 Multiply, divide numbers on both sides of
equations
A 24%
B 34%
A subtracted constant from only one side of
equation
B correct
C 20%
C added constant to only one side of
equation
D 22%
D divided each side of equation by different
numbers
A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the
same non-zero number creates a new equation that has the same solutions. (Core)
State
Results
A 16%
B 14%
District
Results
53 Which single step will correctly solve for p
in the statement below?
4p = 12
A Add 4 to both sides.
B Subtract 4 from both sides.
C 25%
C Multiply both sides by 4.
D Divide both sides by 4.
D 44%
A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the
same non-zero number creates a new equation that has the same solutions. (Core)
State
Results
District
Results
54 Multiply, divide numbers on both sides of
equations
A 47%
A correct
B 13%
B added instead of divided
C subtracted
C 12%
D 27%
D multiplied
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.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet. (Core)
State
Results
District
Results
55. Which of the following is equivalent to 2
meters?
A 43%
A 2,000 mm
B 24%
C 14%
D 19%
B
200 mm
C
20 mm
D
0.2 mm
M.UN.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet. (Core)
State
Results
District
Results
56 Convert measurements within a single
system
A 21%
A multiplied instead of divided
B 13%
B added
C correct
C 49%
D 18%
D incorrect conversion
M.UN.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet. (Core)
State
Results
A 33%
B 47%
District
Results
57 What is the total number of square inches
in 5 square feet?
A 25
B 60
C 300
C 11%
D 8%
D 720
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.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
State
Results
A 73%
B 11%
C 10%
D 5%
District
Results
28 Understand congruence for polygons
A correct
B angle does not correspond
C angle does not correspond
D angle does not correspond
G.GS.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
State
Results
District
Results
29 Triangle LNM is congruent to triangle
PQR, as shown below.
A 80%
B 7%
C 7%
What side of triangle PQR corresponds to LN
in triangle LNM?
A PQ
D 6%
B QR
C RP
D NM
G.GS.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
State
Results
District
Results
30 Understand congruence for polygons
A 9%
A side lengths do not correspond, may not be
congruent
B 12%
B angles do not correspond, may not be
congruent
C 71%
D 8%
C correct
D angles do not correspond, may not be
congruent
G.TR.06.03 Understand the basic rigid motions in the plane (reflections, rotations,
translations), relate these to congruence, and apply them to solve problems. (Core)
State
Results
District
Results
58 Understand rigid motions & relate to
congruence
A 15%
A translation does not create change noted
B 46%
B correct
C translation does not create change noted
C 25%
D 13%
D translation does not create change noted
G.TR.06.03 Understand the basic rigid motions in the plane (reflections, rotations,
translations), relate these to congruence, and apply them to solve problems. (Core)
State
Results
A 42%
B 16%
C 14%
D 28%
District
Results
59 Which of the following appears to show
the reflection of the figure below over XZ?
G.TR.06.03 Understand the basic rigid motions in the plane (reflections, rotations,
translations), relate these to congruence, and apply them to solve problems. (Core)
State
Results
District
Results
60. Understand rigid motions & relate to
congruence
A 19%
A figure not result of given rotation
B 25%
B figure not result of given rotation
C figure not result of given rotation
C 29%
D 26%
D correct
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.PR.06.01 Express probabilities as fractions, decimals, or percentages between 0 and
1; know that 0 probability means an event will not occur and that probability 1 means an
event will occur. (Core)
State
Results
A 9%
B 13%
C 5%
D 72%
District
Results
31 Elizabeth is going to roll a fair six-sided
number cube on which each face is labeled
with a different numeral. If the numerals are 1
through 6, what is the probability she will roll
a 3 on the first role?
D.PR.06.01 Express probabilities as fractions, decimals, or percentages between 0 and
1; know that 0 probability means an event will not occur and that probability 1 means an
event will occur. (Core)
State
Results
District
Results
32 Express probabilities as
fractions, decimals or %s
A 72%
A correct
B 16%
B probability of other event
C probability of other event
C 8%
D 3%
D probability of any event
D.PR.06.01 Express probabilities as fractions, decimals, or percentages between 0 and
1; know that 0 probability means an event will not occur and that probability 1 means an
event will occur. (Core)
State
Results
A 34%
B 54%
C 7%
D 5%
District
Results
33 If a letter in the word MICHIGAN is
randomly selected, what is the probability
that the letter selected with be an “I” or an
“A”?
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.06.05 Order rational numbers and place them on the number line.
(Extended)
State
Results
District
Results
66 Order rational numbers and place on the
number line
A 31%
A correct
B 11%
B incorrect order
C reversed order
C 19%
D 39%
D incorrect order
N.ME.06.06 Represent rational numbers as fractions or terminating decimals when
possible, and translate between these representations. (Extended)
State
Results
A 41%
B 27%
C 8%
D 13%
District
Results
3
67 Which of the following is equivalent to ?
8
A 0.375
B 0.380
C 2.667
D 3.800
N.FL.06.12 Calculate part of a number given the percentage and the number.
(Extended)
State
Results
A 9%
B 16%
C 55%
D 20%
District
Results
65 What is 45% of 800?
A 36
B 177
C 360
D 450
N.ME.06.18 Understand that rational numbers are quotients of integers (non zero
denominators), e.g., a rational number is either a fraction or a negative fraction.
(Extended)
State
Results
District
Results
68 Understand that rational numbers are
quotients of integers
A 5%
A difference
B 73%
B correct
C sum
C 7%
D 15%
D product
N.ME.06.19 Understand that 0 is an integer that is neither negative nor positive.
(Extended)
State
Results
A 49%
B 12%
District
Results
69 Which of the following is an integer?
A0
1
B 3
C2
C 17%
D 22%
5
6
D 0.25
N.ME.06.20 Know that the absolute value of a number is the value of the number
ignoring the sign; or is the distance of the number from 0. (Extended)
State
Results
A 29%
B 6%
C 4%
D 61%
District
Results
70 Know the absolute value of a number
A negative integer
B negative reciprocal
C positive reciprocal
D correct
ALGEBRA
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.
A.FO.06.04 Distinguish between an algebraic expression and an equation.
(Extended)
State
Results
District
Results
61 Which of the following is an algebraic
equation?
A 10%
Am÷3
B 55%
Bm=3
Cm+3
C 9%
D 26%
Dm•3
A.RP.06.08 Understand that relationships between quantities can be suggested by
graphs and tables. (Extended)
State
Results
District
Results
62 Relationships can be shown by graphs
and tables
A 15%
A incorrect intercept and slope
B 24%
B slope of line is negative reciprocal
C correct
C 51%
D 9%
D slope of line is reciprocal
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.TR.06.04 Understand and use simple compositions of basic rigid transformations,
e.g., a translation followed by a reflection. (Extended)
State
Results
District
Results
64 Use simple compositions of rigid
transformations
A 15%
A not composition of transformations noted
B 38%
B correct
C not composition of transformations noted
C 13%
D 33%
D not composition of transformations noted
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.PR.06.02 Compute probabilities of events from simple experiments with equally likely
outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities
and finding the fraction that meets given conditions. (Extended)
State
Results
A 10%
B 11%
C 71%
D 7%
District
Results
63 Anna has a bag of gumballs all the same shape
and size. In the bag there are the following:
• 2 green gumballs
• 3 yellow gumballs
• 4 orange gumballs
• 4 brown gumballs
If Anna selects only 1 gumball from the bag without
looking, what is the probability that it will be orange?
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.MR.06.03 Solve for the unknown in equations such as ¼ ÷ ■ = 1, 1, ¾ ÷ ■ = ¼ , and
½ = 1 • ■ . (Future)
State
Results
A 10%
B 56%
C 13%
D 21%
District
Results
82 Solve for the unknown in equations
A dividend times dividend
B Correct
C quotient not divisor
D reciprocal
N.ME.06.07 Understand that a fraction or a negative fraction is a quotient of two
8
integers, e.g., - is -8 divided by 3. (Future)
3
State
Results
District
Results
80 Understand fractions as a quotient of two
integers
A 40%
A correct
B 15%
C 33%
D 15%
B divided denominator by numerator
C divided numerator by additive inverse of
denominator
D divided additive inverse of denominator by
numerator
N.MR.06.08 Understand integer subtraction as the inverse of integer addition.
Understand integer division as the inverse of integer multiplication.* (Future)
State
Results
A 23%
B 51%
C 17%
D 8%
District
Results
83 Which is equivalent to -8 – (-4)?
A -12
B -4
C 4
D 12
N.FL.06.09 Add and multiply integers between -10 and 10; subtract and divide integers
using the related facts. Use the number line and chip models for addition and
subtraction.* (Future)
State
Results
A 38%
B 10%
C 25%
D 27%
District
Results
79 Which is equivalent to -8(-4)?
A 32
B
2
C -12
D -32
N.ME.06.16 Understand and use integer exponents, excluding powers of negative
bases; express numbers in scientific notation.* (Future)
State
Results
District
Results
81 Which of the following represents
3.2 x 10³ in standard form?
A 15%
B 57%
A
320
B
3,200
C 32,000
C 21%
D 6%
D 320,000
ALGEBRA
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.
A.FO.06.05 Use standard conventions for writing algebraic expressions, e.g., 2x + 1
means “two times x, plus 1” and 2(x + 1) means “two times the quantity (x + 1).” (Future)
State
Results
A 37%
District
Results
71 Which of the following represents the
phrase below?
ten less than two times x
A 2x – 10
B 48%
B 10 – 2
C 2(x – 10)
C 9%
D 6%
D 2(10 – x)
A.FO.06.07 Simplify expressions of the first degree by combining like terms, and
evaluate using specific values. (Future)
State
Results
District
Results
72 Simplify linear expression & evaluate
using values
A 24%
B 43%
C 11%
A omitted one x addend, incorrect addition
with y addend
B correct
C added like coefficients, multiplied, &
multiplied variables
D added all coefficients, multiplied variables
D 22%
A.PA.06.09 Solve problems involving linear functions whose input values are integers;
write the equation; graph the resulting ordered pairs of integers, e.g., given c chairs, the
“leg function” is 4c; if you have 5 chairs, how many legs?; if you have 12 legs, how many
chairs?* (Future)
State
Results
District
Results
74 Solve problems involving linear functions
A 37%
A correct
B 18%
B added slope to variable instead of
multiplied
C used first value in table, not slope
C 26%
D 18%
D added incorrect slope to variable
A.RP.06.10 Represent simple relationships between quantities using verbal descriptions,
formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square,
distance-time graphs, and conversions such as feet to inches. (Future)
State
Results
District
Results
A 20%
75 Sam has a square game board that has a
perimeter of 64 inches. What is the length of
one side of the game board?
B 61%
A
8 inches
B
16 inches
C
32 inches
C 14%
D 256 inches
D 5%
A.FO.06.14 Solve equations of the form ax + b = c, e.g., 3x + 8 = 15 by hand for positive
integer coefficients less than 20, use calculators otherwise, and interpret the results.
(Future)
State
Results
District
Results
A 67%
73 What value of x makes the statement
below true?
2x + 3 = 33
B 7%
A 15
B 18
C 12%
C 28
D 30
D 14%
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.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when cut,
will cover the solid exactly (nets). (Future)
State
Results
A 32%
B 30%
C 21%
D 17%
District
Results
77 Which is the net of the cube?
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.
M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms
given the lengths of their sides, using formulas.
State
Results
District
Results
78 Compute volume & surface area of
rectangular prisms
A 15%
A added dimensions instead of multiplied
B 7%
B multiplied two dimensions then added to
third dimension
C 8%
C added two dimensions then multiplied by
third dimension
D 70%
D correct
G.GS.06.01 Understand and apply basic properties of lines, angles, and triangles,
including:
• triangle inequality
• relationships of vertical angles, complementary angles, supplementary angles
• congruence of corresponding and alternate interior angles when parallel lines — are
cut by a transversal, and that such congruencies imply parallel lines
• locate interior and exterior angles of any triangle, and use the property that an exterior
— angle of a triangle is equal to the sum of the remote (opposite) interior angles
• know that the sum of the exterior angles of a convex polygon is 360º.(Future)
State
Results
District
Results
A 6%
76 Understand and apply properties of lines
and angles
A given angle minus 90 degrees
B 9%
B used incorrect angle measure for straight
line
C 53%
D 31%
C correct
D incorrect subtraction