Download State - 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)
7. If
÷ 6/12 = ¾ is true, then which of these
number sentences is also true?
District
State
10%
49%
A. ¾ - 6/12 =
B. 6/12 x ¾ =
C. ¾ ÷ 6/12 =
22%
19%
D. 6/12 ÷ ¾ -
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)
District
State
8. If ¼ x
= 2/12 is true, which of these number
sentences is also true?
28%
A. ¼ ÷ 2/12 =
44%
B. 2/12 ÷ ¼ =
21%
C. 2/12 x ¼ =
D. ¼ - 2/12 =
7%
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)
District
State
9. If ½ x
= 3/8 is true, then which of these
number sentences is also true?
48%
A. 3/8 ÷ ½ =
26%
B. ½ ÷ 3/8 =
20%
C. 3/8 x ½ =
6%
D. ½ - 3/8 =
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
District
State
51%
10. Daniel has 2/3 yard of string. He needs pieces
that are 1/6 yard long. Which of the following
can be used to find the number of pieces of this
length that Daniel can cut from his string?
A. 2/3 ÷ 1/6
19%
B. 2/3 x 1/6
15%
C. 1/6 ÷ 2/3
D. 3/2 – 1/6
15%
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
District
State
17%
11. Mary’s Diner has 9/12 of an apple pie. Which
of the following can be used to find the number
of slices Mary can serve if each slice is 1/12 of
the whole pie?
16%
A. 9/12 x 1/12
18%
B. 9/12 – 1/12
50%
C. 1/12 ÷ 9/12
D. 9/12 ÷ 1/12
N.FL.06.02 Given an applied situation involving dividing fractions, write a
mathematical statement to represent the situation. (Core)
District
State
29%
12. Jose is filling bottles with perfume. Each bottle
holds ½ ounce. He has 12 ounces of perfume.
Which of the following can be used to find how
many bottles Jose can fill exactly?
19%
A. 12/1 x 1/2
18%
B. 1/12 x 1/2
C. 1/12 ÷ 1/2
33%
D. 12/1 ÷ 1/2
N.MR.06.03 Solve for the unknown in equations such as ¼ ÷ V = 1, ¾ ÷ V = 1
¼ , and ½ = v. (Future)
District
State
82. What value of m makes the equation below
true?
¾÷1=m
10%
A. 4
12%
B. 4/3
64%
C. 3/4
13%
D. 1/4
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
District
State
18%
1. Bill buys 5 ¾ pounds of meat for hamburgers. Each
hamburger takes ¼ pound of meat. If Bill uses all the
meat, how many hamburgers can he make?
A.
6
B. 23
75%
6%
2%
C. 60
D. 92
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
2. What number goes in the box to make the equation true?
District
State
¾ ÷ 3/2 =
72%
A. 1/3
12%
5%
B. 9/8
C. 9/4
D. 2
10%
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers,
fluently. (Core)
District
State
3. One-half of the students in Jackson’s class are girls.
One-third of the girls have blue eyes. What fraction of
the students in Jack’s class are blue-eyed girls?
37%
A. 1/6
10%
42%
B. 1/5
C. 1/3
D. 2/3
11%
N.ME.06.05 Order rational numbers and place them on the number line. (Extended)
66. Which is a correct graph of the number -5?
District
State
4%
89%
4%
2%
N.ME.06.06 Represent rational numbers as fractions or terminating decimals when
possible, and translate between these representations. (Extended)
District
State
8%
75%
67. Which decimal number is equivalent to 32/1,000?
A. 0.003
B. 0.032
C. 0.302
5%
12%
D. 0.320
N.ME.06.07 Understand that a fraction or a negative fraction is a quotient of two
integers, e.g., - 8/3 is -8 divided by 3. (Future)
80. Which statement is equivalent to the fraction -7/2?
District
State
A. -2 divided by 7
8%
B. -2 divided by -7
6%
79%
5%
C. -7 divided by 2
D. -7 divided by -2
N.MR.06.08 Understand integer subtraction as the inverse of integer addition.
Understand integer division as the inverse of integer multiplication.* (Future)
83. Which of the following is equivalent to 9 – 10?
District
State
A. -9 – 10
22%
B. 9 + -10
C. 10 – 1
53%
D. 9 + 10
15%
10%
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)
District
State
79. Four friends each owe Cathy $8. What is the total
debt owed to Cathy?
A. $ 4
2%
B. $12
3%
93%
2%
C. $32
D. $48
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.
(Core)
District
State
7%
4. Mr. and Mrs. Plott and their 4 children share cell phone
minutes. Mr. and Mrs. Plott together use ½ of the
minutes, and the rest are used equally among the 4
children. What fraction of the minutes does each child
use?
A. 1/12
48%
B. 1/8
40%
C. ¼
5%
D. 3/2
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.
(Core)
District
State
9%
5. Rick spends ¾ of his money buying 2 gifts. If Rick
spends on equal amount on each gift, what fraction of
his money does he spend on each gift?
A. 1/8
B. ¼
19%
C. 3/8
49%
23%
D. 1/2
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.
(Core)
District
State
6. Ray walked ¼ of the way around a track. He then ran
3/8 of the way around the track. Over what fraction of
the track did Ray travel?
5%
A. 1/8
17%
33%
B. 3/32
C. 4/12
D. 5/8
45%
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
District
State
13. Lisa saves $2 of every $5 she earns. Lisa earned $55
last week. How much should Lisa have saved from
her earning last week?
16%
A. $11
9%
58%
B. $20
C. $22
D. $33
16%
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
District
State
23%
14. Esther’s car used 2 gallons of gasoline during a 54mile trip. Which of the following is an equivalent ratio
of gallons to miles?
A. 4 gallons during a 27-mile trip
B. 8 gallons during a 216-mile trip
59%
C. 16 gallons during a 68-mile trip
10%
8%
D. 32 gallons during a 136-mile trip
N.ME.06.11 Find equivalent ratios by scaling up or scaling down. (Core)
District
State
20%
15.The ration of red flowers to blue flowers in Julie’s
garden is 3:2. which ration is equivalent to 3:2?
A. 24:8
B. 24:12
17%
C. 24:16
53%
11%
D. 24:20
N.FL.06.12 Calculate part of a number given the percentage and the number.
(Extended)
District
State
35%
65. What is 15% of 87?
A. 5.8
B. 13.05
45%
C. 72
16%
4%
D. 1,305
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
District
State
34. Amy’s allowance is being increased by 15% next year.
If she currently gets $12 per week, how much will she
get for an allowance next year?
39%
A. $13.80 per week
17%
27%
B. $15.00 per week
C. $18.00 per week
D. $27.00 per week
17%
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
District
46%
35. Fritz has a total of 1,240 stamps in his stamp
collection. Only 20% of his collection is from foreign
countries; the rest is from the United States. Which
number sentence can be used t find the number of
United States stamps in Fritz’s collection
33%
A. 1,240 x 0.2 = 248
State
11%
B. 1,240 – 1,240 x 0.2 – 992
C. 1,240 + 1,240 x 0.2 – 1,488
10%
D. 1,240 x 20 – 1,240 = 23,560
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and
tips.* (Core)
36.The following table shows recommended values of
some food components in a healthy diet. This data is
based on adults and children over the age of 4
consuming 2,000 calories per day.
District
State
28%
26%
28%
17%
If one gram of fat contains close t 9 calories, which is
closest to the percent of daily calories that should
come from fat?
A. 9%
B. 14%
C. 29%
D. 33%
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
District
State
37. Emily wants t cut a string into 4 pieces of equal
length. The string is 13 inches long. Which of the
following is the best estimate of how long each piece
will be?
70%
A. 3 inches
14%
9%
B. 4 inches
C. 9 inches
D. 17 inches
7%
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
District
State
10%
38. A car is traveling at the rate of 60 miles per hour.
Which of the following closest to how long it will take
the car to travel 178 miles?
A. 2 hours
B. 2 ½ hours
26%
C. 3 hours
56%
8%
D. 3 ½ hours
N.FL.06.14 For applied situations, estimate the answers to calculations involving
operations with rational numbers. (Core)
District
State
39. Mr. Ellis’s dinner bill was $26.65. He gave the waiter
an additional 15% of the bill for a tip. Which of the
following is closest to the amount he gave the waiter
for the tip?
21%
A. $3.00
48%
18%
B. $4.00
C. $5.00
D. $6.00
12%
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
District
State
40. Donna has $2.50. She buys 5 pencils for $0.15 each
and one notepad for $1.75. tax included. How much
money does she have left?
66%
A. $0.00
19%
7%
B. $0.60
C. $1.75
D. $2.50
8%
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
District
State
25%
41. A group of 5 friends split the cost of 2 pizzas. Each
pizza cost $11.00, tax included. How much did each
friend pay?
A. $2.20
B. $2.75
10%
C. $4.40
54%
11%
D. $5.50
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers. (Core)
District
State
42. The Good ‘N’ Clean Company sells laundry detergent
in four different-sized bottles. The sizes and prices
are shown in the table below.
52%
26%
8%
14%
Which size costs the least per fluid ounce?
A. Small
B. Medium
C. Large
D. super
N.ME.06.16 Understand and use integer exponents, excluding powers of negative
bases; express numbers in scientific notation.* (Future)
81. Which shows 17,600,000 written in scientific notation?
District
State
A. 176 x 105
56%
B. 17.6 x 106
20%
16%
8%
C. 1.76 x 107
D. 0.176 x 108
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)
43. What is the value of -3.21 + 3.21
District
State
A. -6.42
16%
B. 0
71%
8%
5%
C. 3.21
D. 6.24
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)
44. Which point appears t0 be at -4.1 on the number line?
District
State
2%
A. Point A
3%
B. Point B
64%
C. Point C
30%
D. Point D
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)
District
State
45. Which two points on the number line appear to have
values that have a sum of zero?
24%
60%
4%
A. Point L and Point P
B. Point N and Point Q
C. Point N and Point S
12%
D. Point P and Point Q
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)
68. Which of the following is NOT a rational number?
District
State
32%
A. √3
B. -27
25%
C. 0.64
22%
21%
D. 5/4
N.ME.06.19 Understand that 0 is an integer that is neither negative nor positive.
(Extended)
69. Which of the following sets contains a negative
integer?
District
State
7%
A. {0,1/2, 1.5,2}
52%
B. {-1,0,2,3}
15%
C. {  1 ,0, 1 ,0.99}
4
3
25%
D. {-1.9,-1.5,-0.99,0}
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)
District
State
70. In which of the following pairs do both numbers
have the same absolute value?
10%
A. 3.2 and 3.22
46%
B. 3.2 and -3.2
C. 3.2 and 1
13%
31%
D. 3.2 and 1/3.2
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)
16. A train travels 66 miles in 60 minutes. At this constant
rate, how long does it take for the train to travel 22
miles?
District
State
A. 3 minutes
12%
68%
B. 20 minutes
C. 22 minutes
D. 88 minutes
15%
6%
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)
District
State
17. Jan washes 24 dishes in 30 minutes. What is this rate
in dishes per minute?
A. 0.8 dishes per minute
39%
B. 1.25 dishes per minute
39%
18%
4%
C. 6 dishes per minute
D. 48 dishes per minute
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)
District
State
11%
18. Yolanda and Heidi each take a walk. Yolanda walks at
a speed of 4 miles per hour. Heidi walk at a speed of 2
miles per hour. The girls each walk for 1 ½ hours. How
many miles further does Yolanda walk than Heidi?
A. 1 ½ miles
41%
39%
B. 2 miles
C. 3 miles
D. 3 ½ miles
9%
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. Look at the coordinate grid below.
District
State
73%
23%
2%
What appear to be the coordinates of point W?
A. (3, 5)
1%
B. (5, 3)
C. (4, 6)
D. (3, 6)
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)
20. Look at the coordinate grid below.
District
State
23%
3%
71%
2%
Which point appears to have coordinates (7, 6)
A. A
B. B
C. C
D. D
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)
21. What appear to be the coordinates of the point plotted below?
District
State
3%
68%
4%
A. (5, 4)
B. (5, -4)
24%
C. (4, 5)
D. (-4, 5)
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)
District
State
11%
6%
22. Mary has 3 times as many baseball cards as Tom. If t
represents the number of cards that Tom has, which
of the following best represents the number of cards
Mary has?
A. t + 3
B. t – 3
C. 3t
72%
D. t/3
10%
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)
District
State
10%
23. Henry is h years old. Frank is 15 years older than 2
times Henry’s age. Which of the following can be used
to find Frank’s age?
A. 2h
B. h + 2(15)
25%
C. 2h + 15
54%
10%
D. 2h - 15
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)
District
State
19%
19%
24. Allen and Tim are counting pennies. Together the
boys have a total of 50 pennies. If a represents the
number of pennies Allen has, which of the following
represents the number of pennies that Tim has?
A. a + 50
B. a – 50
C. 50a
15%
D. 50 - a
47%
A.FO.06.04 Distinguish between an algebraic expression and an equation. (Extended)
61. Which of the following is algebraic expression?
District
State
15%
A. y = 2
B. 3x + 2y
C. y = 3x + 2
31%
D. y + 2 = x - 5
28%
25%
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).”
(Extended)
District
State
71. Which algebraic expression represents “three times
the quantity of x – 5”?
A. 3x – 5
43%
B. 3x – 5x
10%
40%
6%
C. 3(x – 5)
D. 3(x – 5x)
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
District
State
6%
25. Kelly has two brothers who weigh a total of 191
pounds. In the number sentence x + y = 191, what
does y represent?
A. Kelly’s weight
B. the weight of one of Kelly’s brothers
74%
C. the total weight of Kelly’s two brothers
15%
4%
D. the total weight of all three siblings
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
District
State
26. When Halley gets up in the morning, the house is 8
degrees colder than it was the night before. Which of
the following can be used to find the temperature in
the morning when the temperature the night before is
n?
19%
A. n + 8
58%
9%
B. n – 8
C. 8n
D. 8 - n
14%
A.FO.06.06 Represent information given in words using algebraic expressions and
equations. (Core)
27. Which statement can be correctly represented by the
number sentence below?
District
State
9 x (79 – 47) = ?
8%
A. The number of pages to be copied is 9 times 79 plus
47.
18%
B. The total cost is 9 times the sum of 79 and 47.
38%
C. The number of buttons needed was 9 times 79 minus
47.
36%
D. The amount of money saved was 9 times the
difference of 79 and 47.
A.FO.06.07 Simplify expressions of the first degree by combining like terms, and
evaluate using specific values. (Future)
72. What is the value of 2r + 3s when r = -2 and s = 6?
District
State
13%
A. 6
B. 9
C. 14
19%
D. 22
52%
15%
A.RP.06.08 Understand that relationships between quantities can be suggested by
graphs and tables. (Extended)
62. Lynn plays on the basketball team. The graph below shows how many points
Lynn scores in each of the first five games of the season.
District
State
13%
Which statement best describes the
relationship between the number of
points scored by Lynn in each game
and in the game before?
A. Lynn scores twice as many points
each game as the game before.
10%
B. Lynn scores two more points each
game than she did the game before.
73%
C. Lynn scores three more points each
game than she did the game before.
4%
D. Lynn scores three fewer points each
game than she did the game before.
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)
74. Which of the following appears to be a graph of y = 2x?
District
State
16%
38%
24%
21%
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)
75. The following graph shows how far a car can go depending on the amount
of gasoline used.
District
State
81%
7%
7%
5%
Which of the following best describes this graph?
A. It constantly increases.
B. It constantly decreases.
C. It increases and decreases.
D. It neither increases or decreases.
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)
District
State
6%
46. Barry and Shin are playing a board game. Barry has
30 points. The number of points that Shin has, s, can
be represented by the following:
s + 5 = 30
How many points does Shin have?
A. 6 points
85%
B. 25 points
7%
2%
C. 35 points
D. 150 points
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)
District
State
47. Hector and Tony both collect baseball cards. Hector
has 28 cards. The number of the cards owned by Tony,
t, can be represented by the following:
How many cards does Tony own?
70%
A. 14 cards
16%
7%
B. 26 cards
C. 30 cards
D. 56 cards
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)
District
State
48. On Saturday, Mark ran 3 times the distance that he ran
on Wednesday. On Saturday he ran 12 kilometers. The
distance Mark ran on Wednesday, w, can be
represented by the following:
12 = 3w
64%
How many kilometers did Mark run on Wednesday?
10%
A. 4 kilometers
9%
17%
B. 9 kilometers
C. 15 kilometers
D. 36 kilometers
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)
District
State
6%
49. Which value for x correctly solves this number
sentence?
x + 10 = 9
A. x = -10
76%
12%
B. x = -1
C. x = 1
D. x = 19
6%
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)
District
State
50. Which number sentence has the same solution as x +
6=3
A. x = -3
78%
B. x = 3
11%
5%
5%
C. x = 6
D. x = 9
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)
District
State
29%
15%
51. Which value for x correctly solves this number
sentence?
x – 5 = -3
A. x = -8
B. x = -2
C. x = 2
43%
D. x = 8
12%
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)
52. Which number sentence has the same solution as x/2 = 5?
District
State
17%
A. x = 5/2
B. x = 5
C. x = 10
13%
D. x = 20
66%
3%
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)
District
State
33%
53. Which value for y correctly solves this number
sentence?
y/3 = 15
A. y = 5
B. y = 12
9%
C. y = 18
7%
51%
D. y = 45
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)
District
State
54. Which value for y correctly solves this number
sentence?
2y = 21
27%
A. y = 2/21
50%
B. y = 21/2
C. y = 19
15%
D. y = 23
7%
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)
District
State
73. Phil added 10 to a number and multiplied the sum by
2. The new number was 30. What was the original
number?
56%
A. 5
15%
B. 10
C. 15
17%
12%
D. 20
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)
District
State
5%
55. John needs 270 square feet of carpet. The carpet is
sold by the square yard. How many square yards of
carpet does John need? (1 square yard = 9 square
feet)
A. 15 square yards
9%
B. 18 square yards
75%
11%
C. 30 square yards
D. 90 square yards
M.UN.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet. (Core)
District
State
8%
69%
16%
56. A slice of bread weighs one ounce. A loaf of bread
contains 32 slices. Not counting the wrapper, how
much does the loaf of bread weigh in pounds? (1
pound = 16 ounces)
A. 1.0 pound
B. 2.0 pounds
C. 3.2 pounds
6%
D. 4.0 pounds
M.UN.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet. (Core)
District
State
9%
57. A recipe calls for a pint of milk. Harold is making 4
times the amount called for the by the recipe. How
much milk, in quarts, does Harold need
A. ½ quart
B. 1 quart
8%
C. 2 quarts
61%
21%
D. 4 quarts
M.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when
cut, will cover the solid exactly (nets). (Future)
77. Which net, when folded, will cover all of the faces on the cube?
District
State
9%
65%
6%
20%
M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms
given the lengths of their sides, using formulas. (Future)
78. What is the volume of the rectangular prism below?
District
State
18%
A. 21 cm3
B. 63 cm3
C. 240 cm3
9%
D. 256 cm3
71%
3%
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.06.01 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)
District
State
10%
23%
48%
76. Roads L and M are parallel. On a map, Road L passes
through (2, 1) and (3, 2). Road M passes through point
(2, 2).
Through which other point
Does Road M also pass?
A. (1, 3)
B. (2, 3)
C. (3, 3)
18%
D. (4, 3)
G.GS.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
28. In the figure below ∆FGH is similar to ∆JKL.
District
State
15%
7%
7%
71%
Which angle must be congruent to
A.
F
B.
L
C.
J
D.
K
G
G.GS.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
District
State
29. If three angles of a triangle are congruent to the three
angles of another triangle, which of the following is
true?
7%
A. The triangles cannot be congruent.
38%
B. The two triangles must be congruent.
17%
C. The two triangles may be congruent, but only if the
triangles are right triangles.
38%
D. The two triangles may be congruent, depending on
whether corresponding sides are equal in length.
G.GS.06.02 Understand that for polygons, congruence means corresponding sides and
angles have equal measures. (Core)
District
State
30. Which of the following statements about congruent
polygons must be true?
34%
A. If the side of a square is equal in length to the side of
another square, the squares are congruent.
21%
B. If the length of a rectangle is equal to the length
21%
C. If the hypotenuse of a right triangle is equal in length
to the hypotenuse of another right triangle, the
triangles are congruent.
22%
D. If two sides of a triangle are the same length as the
corresponding sides of another triangle, the triangles
are 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)
District
State
58. What transformation occurs when ∆ABC becomes
∆A’B’C’?
63%
A. ∆ABC is reflected over
the x-axis.
13%
B. ∆ABC is reflected over
the y-axis.
18%
C. ∆ABC is rotated 180°
around the origin.
5%
D. ∆ABC is rotated 360°
around the origin.
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)
59. Which object below can be rotated 90 degrees about it center and have its final
orientation appear the same as the original orientation?
District
State
26%
56%
12%
5%
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)
60. Look at the figure below.
District
State
8%
53%
9%
Triangle ABC is translated
left 2 units. What are
the coordinates of the
image of point C?
A. (2, 5)
B. (4, 3)
29%
C. (4, 7)
D. (6, 5)
G.TR.06.04 Understand and use simple compositions of basic rigid transformations,
e.g., a translation followed by a reflection. (Extended)
64. Where is point B relative to point A?
District
State
15%
6%
A. Point B is 5 units from point A.
53%
26%
B. Point B is 7 units from point A.
C. Point B is 4 units to the right and 4 units up relative to
point A.
D. Point B is 4 units to the left and 4 units down relative
to point A.
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)
District
State
31. A jar holds 4 red marbles and 3 green marbles. What
is the probability of selecting a red marble at random.
A. 1/4
12%
B. 4/7
55%
5%
28%
C. 4/4
D. 4/3
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)
District
State
24%
32. Fourteen out of 20 students in Mrs. Taylor’s class
wore red today. What is the probability that a student
selected at random is wearing red?
A. 14%
B. 34%
11%
C. 60%
21%
44%
D. 70%
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)
District
State
37%
13%
33. An apartment complex is offering a raffle with a 1 in
50 probability of winning a car. Which number
represents the probability of winning a car.
A. 0.02
B. 0.15
C. 1.50
34%
D. 50
15%
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)
District
State
11%
63. What is the probability of randomly selecting 1 blue
marble from a bag of 4 blue marbles and 7 red
marbles?
A. 1/4
B. 1/11
22%
C. 4/7
27%
39%
D. 4/11
Conclusions from the Data
Below are the core GLCE’s by strand in order of
average from greatest to least. (--- = separates 70% mark)
Number and
Operations
------------------------
Algebra
-----------------------
Measurement
Geometry
Data and
Probability
-----------------------
------------------------
------------------------
LINKING
(GLCES FROM LOWER GRADE LEVELS & WERE LESS THAN 70% IN OUR DISTRICT)
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.05.01 Understand the meaning of division of whole numbers with and without
remainders; relate division to fractions and to repeated subtraction. (Core)
District
State
9%
13. Matt has 12 treats to divide evenly among his 3 dogs.
Which statement shows how he can do this?
A. By breaking half the treats into two pieces, and
matching each half-treat with a whole treat.
8%
76%
B. By putting aside 2 treats, and then giving each dog 3
treats.
C. By grouping the treats into three equal parts
7%
D. By giving 2 treats to each dog.
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)
District
State
3%
46%
14. Which of the following is equivalent to 100 ÷ 12?
A. ½
B. 12/100
10%
C. 88/100
42%
D. 100/12
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)
District
State
35%
53%
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?
A. 16
B. 17
7%
C. 62
4%
D. 70
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).
(Linking)
16. Which equation is equal to this division sentence?
District
36 ÷ 5 = 7 R1
State
67%
14%
A. 36 = 5 x 7 + 1
B. 36 = 5 x 7 x 1
7%
C. 5 = 36 ÷ 2 - 1
12%
D. 5 = 36 ÷ 7 - 1
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)
17. Which equation is equal to the division sentence
below?
District
State
47 ÷ 7 = 6 R5
17%
A. 47 = 7 x 6 ÷ 5
12%
B. 47 = 7 x 6 x 5
66%
C. 47 = 7 x 6 + 5
5%
D. 47 = 7 x 6 - 5
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)
18. Which equation is equal to this division sentence?
District
17 ÷ 5 = 3 R 2
State
5%
81%
A. 5 – 2 + 3 = 17
B. 3 x 5 + 2 = 17
10%
C. 5 x 3 x 2 = 17
4%
D. 3 x 5 – 2 = 17
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. (Linking)
District
State
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?
7%
A. 36 sheets
5%
5%
B. 50 sheets
C. 126 sheets
83%
D. 275 sheets
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. (Linking)
District
State
3%
23%
2. Marcus planted 20 rose bushes in his garden. This
year, each rose bush had 18 roses. How many roses
were there in all?
A. 36 roses
B. 38 roses
12%
C. 260 roses
61%
D. 360 roses
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)
District
State
3. There are 365 days in a year and 24 hours in a day.
How many hours are there in year?
10%
A. 2,190 hours
11%
B. 8,660 hours
75%
C. 8,760 hours
4%
D. 9,660 hours
N.FL.05.05 Solve applied problems involving multiplication and division of whole
numbers.* (Core)
District
State
4%
88%
19. 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: 6ounce, 8-ounce, 12-ounce, and 15-ounce. What
should he buy in order to have exactly the 64 ounces
that he needs?
A. Eleven 6-ounce cans
B. Eight 8-ounce cans
6%
C. Five 12-ounce cans
3%
D. Five 15-ounce cans
N.FL.05.05 Solve applied problems involving multiplication and division of whole
numbers.* (Core)
District
State
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?
4%
A. 8 beanbags
84%
B. 12 beanbags
8%
C. 15 beanbags
5%
D. 20 beanbags
N.FL.05.05 Solve applied problems involving multiplication and division of whole
numbers.* (LInking)
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?
District
State
24%
A
6%
B
64%
C
5%
D
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?
District
State
13 728
3%
A. 5
4%
B. 6
87%
C. 56
6%
D. 560
N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core)
District
State
5.Kelly can type 50 words per minute. How long will it
take her to type 6,500 words?
12%
A. 13 minutes
69%
B. 130 minutes
15%
C. 1,300 minutes
4%
D. 13,000 minutes
N.FL.05.06 Divide fluently up to a four-digit number by a two-digit number. (Core)
District
State
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?
10%
A. 42 parking spaces
70%
B. 420 parking spaces
7%
C. 4,200 parking spaces
14%
D. 42,000 parking spaces
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)
7. The shaded area of the grid shows 0.80. How is this
number expressed using tenths?
District
State
82%
2%
3%
A. 0.8
B. 0.81
C. 1.8
12%
D. 8.10
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?
District
State
68%
20%
A 72 hundredths
B. 72 tenths
5%
C. 72 ones
6%
D. 72 tens
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)
9. Which number is equal to 17 tenths?
District
State
68%
A. 0.17
2%
B. 1.07
19%
C. 1.7
11%
D. 17
N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a
part of a whole as a percentage. (Linking)
District
State
12%
17%
34. 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%
B. 20%
8%
C. 25%
63%
D. 80%
N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a
part of a whole as a percentage. (Core)
District
State
22%
4%
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?
A. 10%
B. 20%
2%
C. 30%
72%
D. 50%
N.ME.05.09 Understand percentages as parts out of 100, use % notation, and express a
part of a whole as a percentage. (Core)
District
State
15%
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?
A. 4%
26%
B. 8%
13%
C. 20%
45%
D. 40%
N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of
answers and checking reasonableness.* (Core)
District
State
42%
4%
37. 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?
A. 4
B. 6
49%
C. 8
5%
D. 10
N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of
answers and checking reasonableness.* (Core)
District
State
23%
13%
38. Three friends are sharing 2 pizzas. Which fraction
represents the portion of pizza each friend may eat if
they are sharing the pizzas equally?
A. 1/3
B. ½
47%
C. 2/3
18%
D. 3/2
N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of
answers and checking reasonableness.* (Core)
District
State
54%
31%
39. Casey cut a pie into 4 slices, then ate ½ of one slice.
How much of the pie did Casey eat?
A. 1/8
B. ½
12%
C. ¾
3%
D. 7/8
N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
District
State
40. In John’s class, ½ of the students had pizza for
lunch, what percentage of the students had pizza for
lunch?
6%
A. 12%
4%
B. 20%
89%
C. 50%
1%
D. 75%
N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
District
State
21%
41. In a bag of marbles, 0.25 of the marbles were
green. What percentage of the marbles are
green?
A. 0.25%
5%
B. 2.5%
73%
C. 25%
1%
D. 250%
N.MR.05.22 Express fractions and decimals as percentages and vice versa. (Core)
District
State
16%
73%
42. Ralph bought a package of assorted colored paper
of which 2/5 of the papers were blue. What percent
of the papers are blue?
A. 4%
B. 40%
9%
C. 52%
2%
D. 75%
M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a
given system using easily manipulated numbers. (Core)
District
State
17%
10. Blake estimates that he spends 12 minutes every day
taking a shower. He multiplies 12 minutes by 365
days in a year. He found that he spends 4,380
minutes a year taking showers. How many hours is
this?
A. 43.80 hours
10%
B. 54.75 hours
60%
C. 73.00 hours
13%
D. 146.00 hours
M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a
given system using easily manipulated numbers. (Core)
District
State
11. Larry’s rabbit weighs 7 pounds, 2 ounces. How
many total ounces does Larry’s rabbit weigh?
38%
A. 72 ounces
11%
B. 107 ounces
16%
C. 112 ounces
36%
D. 114 ounces
M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a
given system using easily manipulated numbers. (Core)
District
State
27%
29%
12. Jessie weighs 41 kilograms. How many grams
equals 41 kilograms?
A. 0.041 grams
B. 410 grams
19%
C. 4,100 grams
25%
D. 41,000 grams
M.PS.05.05 Represent relationships between areas of rectangles, triangles, and
parallelograms using models. (Linking)
22. The rectangle below is divided into two triangles by
drawing a diagonal.
District
State
4%
84%
Which statement is true about the area of the rectangle and
the area of one of the triangles?
A. The area of one triangle is equal to ¼ of the area of the
rectangle.
B. The area of one triangle is equal to ½ the area of the
rectangle.
7%
C. The area of one triangle is equal to the area of one of
the rectangles.
4%
D. The area of one triangle is twice the area of the
rectangle.
M.PS.05.05 Represent relationships between areas of rectangles, triangles, and
parallelograms using models. (Linking)
23. Look at the two right triangles below.
District
State
67%
A
5%
B
7%
C
21%
D
Which of the following rectangles has the same area as
the area of the two right triangles combined?
M.PS.05.05 Represent relationships between areas of rectangles, triangles, and
parallelograms using models. (Core)
24. The parallelogram below is divided into two
triangles by drawing a diagonal.
District
State
67%
5%
23%
Which statement is true about the area of the
parallelogram and the area of one of the triangles?
A. The area of the parallelogram is twice the area of
one of the triangles.
B. The area of the parallelogram is four times the area
of one of the triangles.
C. The area of the parallelogram is half the area of one
of the triangles.
4%
D. The area of the parallelogram is one-fourth the area
of one of the triangles.
M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models
and manipulatives. (Linking)
43. What is the area of triangle ABC? (The area formula
for a triangle is A = ½ bh.)
District
State
15%
55%
A. 14 square inches
B. 24 square inches
8%
C. 28 square inches
22%
D. 48 square inches
M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models
and manipulatives. (Core)
44. What is the area of this triangle? (The area formula
for a triangle is A = ½ bh.)
District
State
29%
A. 6 square feet
4%
B. 10 square feet
59%
7%
C. 12 square feet
D. 24 square feet
M.TE.05.06 Understand and know how to use the area formula of a triangle:
A = ½ bh (where b is length of the base and h is the height), and represent using models
and manipulatives. (Core)
45. What is the area of this triangle? (The area formula
for a triangle is A = ½ bh.)
District
State
53%
A. 60 square centimeters
16%
B. 120 square centimeters
22%
C. 130 square centimeters
9%
D. 240 square centimeters
M.TE.05.07 Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Linking)
46. What is the area of parallelogram KLMN? The area
formula for a parallelogram is A = bh.)
District
State
14%
28%
55%
A. 32 ft2
B. 40ft2
C. 64ft2
3%
D. 80ft2
M.TE.05.07 Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Core)
47. Which of the following has enough information given
to find the area of the parallelogram?
District
State
29%
A
9%
B
19%
C
43%
D
M.TE.05.07 Understand and know how to use the area formula for a parallelogram:
A = bh, and represent using models and manipulatives. (Core)
48. What is the area of the parallelogram below? (The
area formula for a parallelogram is A = bh.)
District
State
28%
A. 80 square inches
15%
B. 150 square inches
33%
C. 300 square inches
24%
D. 375 square inches
G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Linking)
25. Which type of angle is shown below?
District
State
5%
12%
A. Right
B. Acute
82%
C. Obtuse
2%
D. Straight
G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Core)
26. A 90º and a 45º angle are shown below. What is the best
estimate for the measure in degrees of angle y?
District
State
11%
68%
A. 125º
B. 135º
18%
C. 145º
3%
D. 155º
G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse,
or straight. (Core)
27. Which is closest to the measurement of the angle
below?
District
State
4%
A. 15º
60%
B. 75º
26%
C. 85º
9%
D. 105º
G.GS.05.05 Know that angles on a straight line add up to 180° and angles surrounding a
point add up to 360°; justify informally by “surrounding” a point with angles. (Core)
District
State
7%
20%
28. What is the sum of the measures of angles that form
a straight line?
A. 45º
B. 90º
67%
C. 180º
6%
D. 360º
G.GS.05.05 Know that angles on a straight line add up to 180° and angles surrounding a
point add up to 360°; justify informally by “surrounding” a point with angles. (Linking)
29.What is the measure of the missing angle in the
diagram below?
District
State
61%
A. 30º
12%
B. 50º
19%
C. 60º
7%
D. 85º
G.GS.05.05 Know that angles on a straight line add up to 180° and angles surrounding a
point add up to 360°; justify informally by “surrounding” a point with angles. (Core)
30. What is the measure of the angle DBC in the figure
below?
District
State
7%
A. 10º
52%
B. 30º
16%
C. 75º
24%
D. 150º
G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180° and the
sum of the interior angles of a quadrilateral is 360°, and use these properties to solve
problems. (Core)
District
State
34%
16%
49. A square has four equal interior angles. What is
the sum of these angles?
A. 90º
B. 180º
6%
C. 200º
43%
D. 360º
G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180° and the
sum of the interior angles of a quadrilateral is 360°, and use these properties to solve
problems. (Core)
District
State
11%
50. Marcus drew a triangle. The measure of the first
interior angle is the same as the measure of the
second interior angle. The measure of the third
interior angle is 80º. What is the measure of the
first interior angle?
A. 35º
42%
B. 40º
34%
C. 50º
12%
D. 100º
G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180° and the
sum of the interior angles of a quadrilateral is 360°, and use these properties to solve
problems. (Linking)
District
State
23%
17%
51. How does the sum of the interior angles of a
parallelogram compare with the sum of the interior
angles of a rectangle?
A. The two sums are the same.
B. The sum is greater for the rectangle.
15%
C. The sum is greater for the parallelogram.
44%
D. You need to see the actual figure to make any
comparison.
D.RE.05.01 Read and interpret line graphs, and solve problems based on line
graphs, e.g., distance-time graphs, and problems with two or three line graphs
on same axes, comparing different data. (Core)
31. Which describes the pattern of
time and temperature change shown
in the graph below?
District
State
4%
90%
3%
3%
A. Fore each hour that passes, the temperature drops
2ºC
B. For each hour that passes, the temperature rises
2ºC
C. For each hour that passes, the temperature drops
4ºC
D. For each hour that passes, the temperature rises
4ºC
D.RE.05.01 Read and interpret line graphs, and solve problems based on line
graphs, e.g., distance-time graphs, and problems with two or three line graphs
on same axes, comparing different data. (Core)
32. If this pattern continues, what will the temperature
be on the school playground at 12:00 noon on
December 3?
District
State
2%
3%
A. 2ºC
B. 10ºC
12%
C. 12ºC
83%
D. 14ºC
D.RE.05.01 Read and interpret line graphs, and solve problems based on line
graphs, e.g., distance-time graphs, and problems with two or three line graphs
on same axes, comparing different data. (Core)
33. Ninety-six customers at a pet store were asked,
“What is your favorite pet?” the owner recorded the
answer in the table.
Then he drew a graph.
What is wrong with the graph?
District
State
4%
A. The graph should have included more pets.
17% B. The graph should have been a double-line graph.
15% C. “Dog” should have been the first pet listed on the x-axis.
63% D. A line graph should not have been used with these data.
D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair
share) and mode. (Core)
District
State
52. The Friendship Club is planning a party. Each club
member wrote down the date on which she wanted
to have the party. The club president needs to
choose the date that is wanted by the greatest
number of members. Which date should the club
president choose?
60%
A. The date that is the mode.
9%
B. Any date that was written.
25%
C. The date that is the median.
6%
D. A date that was not chosen.
D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair
share) and mode. (Core)
53. Jack compared the lengths of school years in
different cities and recorded the data in the table
below.
District
State
11%
Which statement about
this information
is true?
A. The mode is 185.
22%
B. The median is 181.
42%
C. The median and mode are equal.
24%
D. The median is less than the mode.
D.AN.05.03 Given a set of data, find and interpret the mean (using the concept of fair
share) and mode. (Core)
District
State
54. The mode of the number of students at the new
principal’s “Get to Know the Students” lunches is
12. Which of the following statements must be
true?
23%
A. The total number of students divided by the number
of students attending each lunch is 12.
15%
B. Up to and including 12 students can attend each
lunch.
45%
C. The number of students who attend the lunch most
often is 12.
17%
D. The difference between the smallest number of
students and the largest number of students at a
lunch is 12.