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MEAP Test Return to Top
 

Public schools in Michigan are accountable for teaching the standards identified in the Grade Level Content Expectations, also called the GLCEs (pronounced 'glicks'). The MEAP Test is created directly from the math skills that are listed in the GLCEs. The MEAP is taken by students in Grades 3-8. It is administered in the fall to evaluate skills learned in the previous grade.

Each math skill is designated as Core (a key skill), Extended Core (an extension of a key skill), Future Core (a skill that will be identified as Core beginning in Fall 2009), or NASL (a skill that is expected to be learned, but is not assessed at the state level). Only skills in Grades 2-7 have these labels because they correspond to emphasis on the MEAP Test, which is taken in the fall by students in Grades 3-8.

The links below detail the GLCEs and also feature questions from actual MEAP Tests of previous years.

  View the Math GLCEs  
  View the Math GLCEs with Core Designations  
  Explanation of the GLCEs  
  Parent Guides to the GLCEs  
  Michigan Department of Education  
  MEAP Released Items (Tests in Grades 3,4,5)  
  MEAP Released Items (Tests in Grades 6,7,8)  
     
     
     
     
     
     
   
    
  Return to Top  
We use the Everyday Mathematics series here at Allendale. Our ultimate goal is to teach the skills identified in the GLCEs from the State of Michigan. The Everyday Mathematics series is Allendale's primary (but not sole) resource in reaching that aspiration. The links below can be useful in working specifically with Everyday Mathematics.
     
  Computerized Animations about Everyday Mathematics Algorithms:  
 
   
 
   
     
     
  Everyday Mathematics Family Letters :  
  Everyday Mathematics Online Games  
   Everyday Mathematics Home Page  
    Everyday Mathematics Homework Help  
     
   
   
   
     
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These strategies are useful for helping your child develop fluency with basic addition:

 

Count All : Count all of the objects in both numbers (This is just for the beginning to establish the concept of addition)
Count On : Start with the bigger number and count on (This is a transitional strategy to get us out of the counting all)
Add 2 : Start with the bigger number and skip a number to add by 2 (5+2 skips over 6 and finishes at 7 on a number line)
Add 3 : Use your 'Add 2' strategy and go 1 further (Once you know 5+2=7, go 1 more for 5+3 and get 8)
Add 4 : Use your 'Add 2' strategy twice (If you know 5+2=7, do another skip by jumping over 8 to solve 5+4=9)
Doubles : Adding a number with itself (This is quicker and easier than just counting on, and is used heavilyfor multiplying)
Doubles plus One : Use your doubles facts and add 1 extra (In 4+5 think of 5 as 4+1, so 4+5 is 4 doubled [8] plus 1)
Turn-Arounds : You can switch the addends (Used best when adding 5,6,7,8; If you know 8+2, then you know 2+8)
Add 9 : Start by adding 10, then just take 1 away (For 8+9 start with 8+10 [18] and take away 1 to get 17)
Add 10 : To add 10 you are putting 1 in the tens column (7+10 starts with 0 tens,7 ones; We put 1 in the tens column [17])
Make 10 : Create a group of 10, then add on (For 8+6, think of 6 as 2+4, so 8+6 is 8+2+4 which is just 10 and 4 more, 14)
 
For questions about these strategies, click here to e-mail Mr. Maffesoli.
Note: These strategies are adapted from the work of mathematician/author Greg Tang.
 
Click here to print addition flashcards! 
Click here to print your own addition worksheets.
Click here to view links to websites for practicing math facts.
 
 
 
 
 
     
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These strategies are useful for helping your child develop fluency with subtraction:

 

Subtract to 10 : Subtract to get back to 10, then subtract the rest (12-5 : 12-2 gets you back to 10 then -3 = 7)
Subtract to 10s : Subtract to get back to the nearest ten, then the rest (82-5 : 82-2 gets you 80 then -3=77)
Subtract to 100 : Subtract to get back to 100, then subtract the rest (120-50 : 120-20 get you to 100, then -30 = 70)
Add Up : Use addition to find the difference between numbers (17-8 : 8 +2 makes 10 then +7 more for a total of 9 [2+7] )
Parital Differences : Find individual column differences (48-36 : Tens [4-3=1] Ones [8-6=2], so answer=12)
 
For questions about these strategies, click here to e-mail Mr. Maffesoli.
Note: These strategies are adapted from the work of mathematician/author Greg Tang.
 
Click here to print subtraction flashcards!  
Click here to print your own subtraction worksheets!
Click here to view links to websites for practicing math facts.
 
 
 
 
 
     
  Multiplication Strategies Return to Top  

These strategies are useful for helping your child develop fluency with basic multiplication:

 

x 0 : The answer will always be 0
x 1 : The answer is the same as the number being multiplied by 1
x 2 : Just double the number that is being multiplied by 2 (The groundwork here was established in addition)
x 3 : Doubles plus one (5x3 = 5x2 plus 5x1. This is 5 doubled [10] plus one more group of 5 )
x 4 : Double Double (5x4 = 5x2x2. This is 5 doubled [10] and then double that answer to get 20)
x 5 : Multiply by 10 and then cut it in half (6x5 = Start with 6x10 [60] and then just cut in half to get 30)
x 6 : Multiply by 3 and then just double (8x6 = Use your previous knowledge [8x3=24] and double the 24 to get 48)
x 7 : Multiply by 5, Multiply by 2 and combine (8x7 = 8x5 [40] plus 8x2 [16] ; The final answer is 40+16, or 56)
x 8 : Multiply by 4 and then just double (9x8 = 9x4x2. This is 9x4[36] doubled : 30 doubled=60 + 6 doubled=12, total is 72)
x 9 : Multiply by 10 then take away a group (9x3= 10x3 [30] take away a group of 3 [30-3] to get 27)
x10: Just tack on a 0 at the end (8x10 = 8 groups of 10, or just 8 in the tens place followed by a 0, which is 80)
x11: For single digits it's just a repeat (9x11=9x1 in the tens column [90] plus 9x1 in the ones column[9] or 9 shown twice [99] )
x12: Multiply by 10, Multiply by 2 and combine (7x12 = 7x10 [70] plus 7x2 [14] for a total of 84 when you add the 70 and 14)
 
Click here to print your multiplication flashcards that feature these multiplication strategies.
 
For questions about these strategies, click here to e-mail Mr. Maffesoli.
Note: These strategies are adapted from the work of mathematician/author Greg Tang.
 
Click here to print multiplication flashcards!
Click here to print your own multiplication worksheets.
Click here to view links to websites for practicing math facts.
 
 
 
 
 
     
  Return to Top  

These strategies are useful for helping your child develop fluency with basic division:

 

÷ 2 : Just split the number in half (18 ÷ 2 is just 18 cut in half, which is 9)
÷ 4 : Cut in half twice (24÷ 2 is just 24 cut in half [12] then cut that in half to get 6)
÷ 5 : Double then divide by 10 (30÷ 5 is done by doubling the 30 [60] & dividing by 10,which removes the 0 ones [6] )
÷ 6 : Cut in half, then divide by 3 (42÷6 is 42 cut in half [21] then divide that by 3 to get 7 )
÷ 8 : Cut in half three times (48 ÷ 6 is 48 cut in half [24] which gets cut in half [12] and one more time [6] )
÷10 : Remove the 0 that is in the ones column (90÷10 is done by deleting the 0 in 90 to get 9)
 
For questions about these strategies, click here to e-mail Mr. Maffesoli.
Note: These strategies are adapted from the work of mathematician/author Greg Tang.
 
Click here to print your own division worksheets!
Click here to view links to websites for practicing math facts.
 
 
 
 
 
    
  Multi-Purpose Links Return to Top  

Click here for a list of math links recommended by Mr. Maffesoli.

The links can be clicked, and the document can also be printed.

Note: Link requires Adobe Acrobat, which is free software. Click here to download it.

       
       
       
       
       
       
       
 

 

 

 

 

 

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