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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 6 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 and receiving feedback.

Circus Addition and Subtraction Stories
Feedback Box 		Expectation Check
In 		Comments
Represent addition and subtraction using stories, drawings, diagrams, counters, number sentences, number lines, or ten frames. E2
Find the related subtraction sentence for an addition sentence. [Q# 3] E3
Use strategies that apply the properties of addition (e.g., turn-around, zero) to solve addition and subtraction problems. E4
Find the unknown whole number in an addition or subtraction equation relating to three whole numbers.
[Q# 2] 		E5
Solve word problems involving two whole numbers whose answer is less than or equal to 10. E6
Add or subtract within 10 using invented, counting, and reasoning strategies. E7

Yes ... Yes, but ... No, but ... No ...
MPE1. Know the problem. I read the problem carefully. I know the questions to answer and what information is important for solving the problem.
MPE2. Find a strategy. I choose good tools and an efficient strategy for solving the problem.

Figure 2: Sample Feedback Box from Lesson 6

Key Assessment Opportunities Chart Print

L1 SAB Partitioning Six into Parts Check-In: Q# 5–6
Key Ideas in Unit 6

L1 SAB

L2 SAB

L2 TG

L2 TG

L3 SAB

L3 TG

L4 SAB

L5 SAB

L5 TG

L5 TG

L6 SAB

L6 TG

L7 SAB

L7 TG

L8 TG

L8 SAB

L8 SAB

L9 SAB

Unit 6 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on developing number sense and strategies for the addition and subtraction facts. 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.

Expectation 3: Find the related subtraction sentence for an addition sentence (e.g., fact families). (Algebra 3)

The Content section of the Unit 6 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with Expectations related to number sense and operation. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' development of strategies for the addition facts with sums to 10.

Number 1

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

E1

 Name the partitions of 10. [1.OA.6; MP6]
Number 2 Operations: Understand the meaning of numerical operations and their application for solving problems.

E2

 Represent addition and subtraction using stories, drawings, diagrams, counters, number sentences, number lines, or ten frames. (Algebra 3) [1.OA.1; MP1, 2, 6]

E3

 Find the related subtraction sentence for an addition sentence (e.g., fact families). (Algebra 3) [1.OA.8; MP2]

E4

 Use strategies that apply the properties of addition (e.g., turn-around, zero) to solve addition and subtraction problems. (Algebra 4)
[1.OA.3; MP2, 7]

E5

 Find the unknown whole number in an addition or subtraction equation relating three whole numbers. (Algebra 4) [1.OA.8]

E6

 Solve word problems (e.g., join, separate/take away, part-whole, compare) involving two whole numbers whose answer is less than or equal to 10. [1.OA.1; MP6]
Number 3 Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E7

 Add and subtract within 10 using invented, counting (e.g., counting on, counting up, counting back), and reasoning (e.g., making ten, using ten, using doubles) strategies. [1.OA.3; 1.OA.6; MP2]

Math Facts
Number 3 Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E8

 Use mental math strategies to add (e.g., direct modeling, counting strategies, reasoning from known facts) for the facts in Groups A and B. [1.OA.6]

Math Practices

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Math Practices Expectations. Students use the Math Practices Expectations on the Math Practices page in the Student Guide 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 6 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 knowing the problem [MPE1] and finding a strategy [MPE2].

MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MP1]
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 someone else can understand my thinking. [MP1, 6]
MPE6 Use labels. I use labels to show what numbers mean.