X

  • = Denotes Benchmark Expectation

  • = Includes a Feedback Box

Benchmark Expectations. Several of the Expectations are prioritized as Benchmark Expectations because they are particularly important concepts and skills to be learned in this unit. Benchmark Expectations identify the concepts and skills that are central to the unit, are prerequisites for learning content in an upcoming unit, are the last significant opportunity for assessment in the curriculum or grade, or are concepts commonly assoiated with difficulties or misconceptions. These Expectations are marked with a red circle in the Key Assessment Opportunities Chart.

Feedback Boxes. Feedback Boxes are provided with several activities to report progress toward these Expectations. Look for the box ( ) on the Unit 3 Key Assessment Opportunities Chart. See Figure 2. In this unit, students will also get better acquainted with the Math Practices Expectations by discussing them in the context of a specific problem, receiving feedback, reviewing a peer's work, and revising their own work.

Nine Pennies Table
Feedback Box		 Expectation Check
In		 Comments
Connect representations of quantities using counters and symbols. E2
Compose and decompose numbers using counters. E3
Represent addition situations with number sentences. E6
Organize information in a data table. E8

Yes ... Yes, but ... No, but ... No ...
MPE2. Find a strategy. I choose good tools and an efficient strategy for solving the problem.
Figure 2: Sample Content Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1SAB Kitchen Tools
Key Ideas in Unit 3

L1 SAB

L2 SAB

L2 TG

L2 TG

L3 TG

L3 TG

L4 SAB

L4 SAB

L4 SAB

L5 SAB

L6 TG

L6 TG

L6 SAB

L7 TG

L7 DPP

Unit 3 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of number, specifically concepts of place value. Because all the Algebra Key Ideas arise from and are closely connected to ideas in the other content strands, Expectations related to algebra will also be listed under a second content strand. For example:

Number 1. Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E3. Compose and decompose numbers from 1–20 using counters, ten frames, number lines, diagrams, and number sentences. (Algebra 3)

The Content section of the Unit 3 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with Expectations related to these number and algebra concepts.

Number 1

Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E1

 Represent and identify quantities from 1–20 using ten frames, counters, tallies, number lines, and symbols. [1.NBT.1, MP1, 2, 4]

E2

 Connect representations of quantities (e.g., ten frames, tallies, counters, number lines, and symbols). [1.NBT.1, 2; MP1, 2, 4]

E3

 Compose and decompose numbers from 1–20 using counters, ten frames, number lines, diagrams, and number sentences. (Algebra 3) [1.NBT.2; 1.OA.5, 6; MP1, 2]

E4

 Recognize quantities by comparing them to the benchmarks five and ten using tallies, ten frames, number lines, and counters. [1.NBT.1, 2; MP1, 2, 4]
Number 2 Operations: Understand the meaning of numerical operations and their application for solving problems.

E5

 Solve addition problems using the counting-on strategy. [1.OA.1, 2, 6; MP1, 2]

E6

 Represent addition situations using drawings, diagrams, ten frames, counters, number lines, and number sentences. [1.OA.1, 2, 6; MP1, 2, 4]

E7

 Solve addition word problems (e.g., adding to, putting together, and comparing) involving two or three whole numbers whose sum is less than or equal to 20 using counters and ten frames. [1.OA.1, 2, 6; MP1, 3, 4, 5]
Data 1 Data Collection: Select, collect, and organize data to answer questions, solve problems, and make predictions.

E8

 Collect and organize information in a data table. (Algebra 2) [1.MD.4; MP1, 4]
Data 3 Data Description: Describe a data set by interpreting graphs, identifying patterns, and using statistical measures, e.g., average and range.

E9

 Read a data table or bar graph to find information about a data set. [1.MD.4; MP1, 3, 4]

Math Practices

X

Math Practices Expectations. Students use the Math Practices Expectations on the Math Practices page in the Student Activity Book Reference section to help them focus on practices related to both problem solving and communication. Students become more comfortable with these Expectations by reviewing them before, during, and after solving a problem and by deciding how well they are met in their work and the work of others.

The Math Practices section of the Unit 3 Key Assessment Opportunities Chart identifies activities in the unit that are appropriate for assessing students' use and development of the math practices related to problem-solving habits and communication skills. In this unit, students will focus on showing their work [MPE5].

MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important.
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem.
[MP1, 2, 4, 5]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again.
MPE4 Check my calculations. If I make mistakes, I correct them.
MPE5 Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [MP1, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean.