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 9 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.

Patterns in Numbers
Feedback Box		 Expectation Check
In		 Comments
Extend repeating patterns. [Q# C–D] E3
Extend growing patterns. [Q# A–M] E4
Describe growing patterns. [Q# F–H] E4
Represent patterns using the 100 Chart and symbols. [Q# F–H]. E6

Yes ... Yes, but ... No, but ... No ...
MPE3. Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [Q# H]
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# L]
Figure 2: Sample Feedback Box from Lesson 7

Key Assessment Opportunities Chart Print

L1SAB Comparing Fall and Winter Skies
Key Ideas in Unit 9

L1 SAB

L1 SAB

L2 TG

L2 DPP

L3 SAB

L4 SAB

L5 SAB

L6 SAB

L6 DPP

L7 SAB

L8 SAB

L8 SAB

L8 DPP

L8 DPP

L9 SAB

Unit 9 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of number and algebra. 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.

E4. Identify, describe, and extend growing patterns on the 100 Chart and on number lines. (Algebra 1)

Some expectations also connect to more than one key idea because that expectation marks a point in the learning progression of more than one key idea. For example:

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

E1. Count forward and backward by ones, twos, fives, and tens. (Number 2)

or

Geometry 1. Shapes: Identify, describe, classify, and analyze 2- and 3- dimensional shapes based on their properties.

E7. Compose shapes that have line symmetry. (Geometry 3)

The Content section of the Unit 9 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. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' fluency with the addition facts.

Number 1

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

E1

 Count forward and backward by ones, twos, fives, and tens. (Number 2) [1.NBT.2, 1.OA.5]

E2

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

E3

 Identify, describe, and extend repeating patterns on the 100 Chart and in lines of objects. (Algebra 1) [1.NBT.2; MP7, 8]

E4

 Identify, describe, and extend growing patterns on the 100 Chart and on number lines. (Algebra 1) [1.OA.5, 1.NBT.2, MP8]

E5

 Identify the pattern unit in a repeating pattern. (Algebra 1) [1.OA.5, 1.NBT.2, MP8]

E6

 Represent patterns using objects, pictures, number lines, 100 Chart, words, and symbols. (Algebra 1) [1.OA.5, 1.NBT.2, MP7]
Geometry 1 Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties.

E7

 Compose shapes that have line symmetry. (Geometry 3) [1.G.2]

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.

E8

 Identify the hours on an analog clock. [1.MD.3; MP2, 6]
Measurement 2 Measurement Skills: Use measurement tools, appropriate techniques, and formulas to determine measurements.

E9

 Tell the approximate time using the hour hand. [1.MD.3; MP2, 6]

Data 3

Data Description: Describe a data set by interpreting graphs, identifying patterns, and using statistical measures, e.g., average and range.

E10

 Read and describe patterns in data represented in a data table or bar graph. (Algebra 2) [1.MD.4; MP1, 5]
Data 4 Using Data: Apply relationships and patterns to solve problems, develop generalizations, and make predictions.

E11

 Make predictions and solve problems about a data set represented in a data table or bar graph. (Algebra 4) [1.MD.4; MP, 7]

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

E12

 Demonstrate fluency with the addition facts in Groups A and B. [1.OA.6]

E13

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups A and B. (Algebra 4) [1.OA.8]

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 9 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], checking for reasonableness [MPE3], 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. [MP8]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP6]
MPE5 Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [MP6]
MPE6 Use labels. I use labels to show what numbers mean.