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  • = 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 associated 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 5 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, and reviewing a peer's work.

Counting Coins
Feedback Box		 Expectation Check
In		 Comments
Group and count objects by five. E1
Skip count by fives and count on to find the value of a set of coins. E2
Read and write numbers to 50. E3
Represent and identify quantities with coins, ten frames, and symbols. E4
Connect representations of quantities (e.g., counters, symbols, ten frames). E5

  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 Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SAB Counting by Twos
Key Ideas in Unit 5

L1 SAB

L2 SAB

L2 DPP

L3 DPP

L3 SAB

L4 SAB

L4 DPP

L5 DPP

L5 DPP

L5 DPP

L5 SAB

L5 SAB

L5 SAB
Unit 5 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of measurement and data, specifically the concept of area. 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 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E7. Solve addition word problems involving two or three whole numbers whose sum is less than 30 using tools (e.g., counters, diagrams, ten frames, data tables, bar graphs). (Data 4) (Algebra 4)

The Content section of the Unit 5 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with Expectations related to these algebra and number concepts.

Number 1

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

E1

 Group and count objects by two, fives, and tens. [1.NBT.2]

E2

 Skip count by fives and count on to find the value of a set of coins. [1.OA.5]

E3

 Read and write numbers to 50. [1.NBT.1]

E4

 Represent and identify quantities using counters, coins, number lines, ten frames, 100 Chart, pictures, data tables, and graphs. (Data 2). [1.NBT.1, 2; 1.OA.6]

E5

 Connect representations of quantities (e.g., number lines, coins, counters, pictures, symbols, ten frames, data tables, graphs). [1.NBT.1, 2]
Number 2 Operations: Understand the meaning of numerical operations and their application for solving problems.

E6

 Divide a collection of objects into groups of a given size including groups of tens and count the leftovers. [1.OA.5, 1.NBT.2] [MP2]

E7

 Solve addition word problems involving two or three whole numbers whose sum is less than 30 using tools (e.g., counters, diagrams, ten frames, data tables, bar graphs). (Data 4) (Algebra 4) [1.OA.2] [MP2]
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]

Data 2

Data Representation: Select and create appropriate representations, including tables and graphs, for organizing, displaying, and analyzing data.

E9

 Make a bar graph to find information about a data set. (Algebra 2) [1.MD.4]
Data 3      Data Description: Describe a data set by interpreting graphs, identifying patterns, and using statistical measures, e.g., average and range.

E10

 Read a data table or bar graph to find information about a data set. (Algebra 3) [1.MD.4]
Data 4      Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions.

E11

 Make predictions and generalizations about a data set using a data table and bar graph. (Algebra 4) [1.MD.4]

Math Practices

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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 5 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 finding a strategy [MPE2] and 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. [MP5]
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 that someone else can understand my thinking. [MP1, 2, 4, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]