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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 10 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.

Where Does the Number Fit
Feedback Box		 Expectation Check
In		 Comments
Represent and identify numbers to 100 using counters, number lines, ten frames, 100 Chart, and symbols. [Q# 2] E1
Compare quantities and represent that relationship using less than, greater than, and between (e.g., intervals). [Q# 1–4] E3

  Yes … Yes, but … No, but … No …
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 2]

Figure 2: Sample Feedback Box from Lesson 6

Key Assessment Opportunities Chart Print

L1 SAB Showing Teens
Key Ideas in Unit 10

L1 SAB

L1 DPP

L2 SAB

L2 DPP

L3 SAB

L4 SAB

L4 DPP

L5 SAB

L6 SAB

L7 SAB

L8 SAB

L8 SAB

L8 SAB

L8 SAB

L8 DPP

L8 DPP

L8 DPP
Unit 10 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically concepts related to place value in the base-ten number system. 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. Compare quantities and represent that relationship using less than, greater than, between (e.g., intervals), and closer to. (Algebra 3)

The Content section of the Unit 10 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, number, and data 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

 Represent and identify numbers to 100 using counters, number lines, ten frames, 100 Chart, drawings, and symbols. (Algebra 3) [1.NBT.1, 2, 4, 5]

E2

 Represent the partitions of two-digit quantities as tens and leftover ones. [1.NBT.2, MP2]

E3

 Compare quantities and represent that relationship using less than, greater than, between (e.g., intervals), and closer to. (Algebra 3) [1.NBT.3, MP2]

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.

E4

 Recognize that the measure of a volume is dependent on the size of the unit of measure (e.g., a cup is 40 large beans or 80 small beans). [1.MD.4; MP2, 6]

Measurement 2

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

E5

 Measure volume using nonstandard units. [1.MD.4]

Data 1

Data Collection: Select, collect, and organize data to answer questions, solve problems, and make predictions.

E6

 Collect and organize information in a data table. (Algebra 2) [1.MD.4, MP2]

Data 2

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

E7

 Make a bar graph. (Algebra 2) [1.MD.4, MP4]

Data 4

Using Data: Apply relationships and patterns to solve problems, develop generalizations, and make predictions.

E8

 Read a table or bar graph to make predictions and solve problems about a data set. (Algebra 4) [1.MD.4; 1.NBT.3, 4; MP2]

Math Facts

Number 3

Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E9

 Demonstrate fluency with the addition facts with sums to ten in Group C. [1.OA.6]

E10

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts with sums to ten in Group C. (Algebra 4) [1.OA.8]

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 10 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.
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. [MP6]
MPE6 Use labels. I use labels to show what numbers mean.