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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 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 7 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.

Rolling Along with Links
Feedback Box		 Expectation Check
In		 Comments
Compare and order quantities (e.g., lengths using comparative language: shorter, longer, shortest, longest). [Q# 1, 3, 5–8] E5
Solve addition problems involving length and whole numbers whose sum is less than 30 using tools (e.g., connecting links, tables, graphs). [Q# 5–8] E6
Make a bar graph to find information about a data set. [Graph] E10
Read a table or bar graph to find information about a data set. [Q# 2, 4] E11
Figure 2: Sample Content Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1SAB Packing and Counting
Key Ideas in Unit 7

L1 SAB

L1 DPP

L1 DPP

L2 SAB

L2 DPP

L3 DPP

L3 SAB

L3 SAB

L3 DPP

L3 DPP

L4 SAB

L4 DPP

L4 DPP

L5 SAB

L5 SAB

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L6 SAB

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Unit 7 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and measurement, specifically concepts of addition. 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:

Data 2. Data Representation: Select and create appropriate representations, including tables and graphs, for organizing, displaying, and analyzing data.

E11. Read a table or bar graph to find information about a data set. (Algebra 3)

The Content section of the Unit 7 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 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 using connecting links, coins, and symbols.[1.NBT.1, 2; 1.OA.6]  

E2

 Connect representations of quantities (e.g., ten frames, connecting links, coins, symbols). [1.NBT.1, 2]    

E3

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

E4

 Group and count objects by twos, fives, and tens and count on to count the leftovers. [1.NBT.2; 1.OA.5] [MP2]  

E5

 Compare and order quantities (e.g., lengths using comparative language: shorter, longer, shortest, longest). [1.NBT.3; 1.MD.1] [MP2]  
Number 2 Operations: Understand the meaning of numerical operations and their application for solving problems.

E6

 Solve addition problems involving length and whole numbers whose sums are less than 30 using tools (e.g., connecting links, tables, graphs). (Data 3) [1.OA.2]
[MP 4, 5] 		   

Measurement 1

Measurement Concepts: Understand measurable attributes of objects or situations (length, area, mass, volume,
size, time) and the units, systems, and processes of measurement.

E7

 Recognize that the measure of a length is dependent on the size of the unit of measure (e.g., a pencil is 4 large paper clips or 6 small paper clips).[1.MD.2] [MP2, 6]    

E8

 Connect activities and events to the passage of time using actions, drawings, and stories. [1.MD.2]    

Measurement 2

Measurement Skills: Use measurement tools, appropriate techniques, and formulas to determine measurements.

E9

 Measure and estimate length using nonstandard units (e.g., paper clips) and standard units (e.g., inches). (Number 1) [1.MD.2]        
Data 1 Data Collection: Select, collect, and organize data to answer questions, solve problems, and make predictions.

E10

 Make a bar graph to find information about a data set. (Algebra 2)[1.MD.4] [MP4]            

Data 2

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

E11

 Read a table or bar graph to find information about a data set. (Algebra 3) [1.MD.4]            

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

E12

 Use mental math strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group C with sums to ten. [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 7 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], showing their work [MPE5], and using labels [MPE6].
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 someone else can understand my thinking. [MP1, 2, 4, 5, 6]      
MPE6 Use labels. I use labels to show what numbers mean. [MP6]