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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 11 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.

Lola's Dimes
Feedback Box 		Expectation Check
In 		Comments
Partition 100 into groups of ten. [Q# 1–2] E1
Represent partitions of numbers using coins and number sentences. [Q# 1–3] E2
Represent addition and subtraction using number sentences. [Q# 1–3] E3
Write numbers to 100. [Q# 1–3] E4
Solve addition and subtraction problems involving multiples of ten using coins, ten frames, and the 100 Chart. [Q# 1–3] E7

Yes ... Yes, but ... No, but ... No ...
MPE6. Use labels. I use labels to show what numbers mean. [Q# 1–3]

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1SAB Hour and Half Hour
Key Ideas in Unit 11

L1 SAB

L1 DPP

L2 SAB

L2 DPP

L3 SAB

L3 DPP

L4 SAB

L4 SAB

L4 SAB

L4 DPP

L5 DPP

L5 SAB

L6 DPP

L6 SAB

L7 DPP

L7 SAB

L7 DPP

L7 DPP

L8 SAB

L8 DPP
Unit 11 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and measurement. 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. Represent addition and subtraction situations using number sentences. (Algebra 3)

The Content section of the Unit 11 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with Expectations related to these number and measurement 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 with sums to 10 in Group D (3 + 3, 3 + 4, 4 + 4, 4 + 5).

Number 1

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

E1

 Partition 100 into groups of ten. [1.NBT.2]              

E2

 Represent partitions of numbers using links, coins, 100 Chart, and number sentences. [1.OA.1, 1.OA.2]              

E3

 Represent addition and subtraction using number sentences. (Algebra 3) [1.OA.1, 2]          

E4

 Read and write numbers to 100. [1.NBT.1]            

E5

 Identify numbers that are
10 more, 10 less, one more, and one less than a number using the 100 Chart and the number line. [1.NBT.5, 6] 		               

E6

 Use skip counting to find the value of a collection of pennies, nickels, dimes, and quarters. [1.OA.5.]              

Number 3

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

E7

 Solve addition and subtraction problems involving multiples of ten using links, coins, ten frames, and the 100 Chart. [1.OA.1, 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

 Recognize the relationship between larger and smaller units of measure (e.g., 1 hour is 60 minutes; 1 dime is 2 nickels).    

E9

 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]      

Measurement 2

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

E10

 Read and write time to the nearest hour and half hour using an analog clock. [1.MD.3]        

E11

 Estimate lengths using non-standard and standard units (e.g., links, inches). [1.MD.2, 4]      

Math Facts

Number 3

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

E12

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

E13

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts with sums to ten in Group D. (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 11 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] 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.
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.    
MPE6 Use labels. I use labels to show what numbers mean.