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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.