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 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 12 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 work.

Doubles and Near Doubles
Check-In: Questions 1–3
Feedback Box		 Expectation Check
In		 Comments
Represent doubles and near doubles using number sentences. [Q# 1A, 2A] E1
Use reasoning strategies (e.g., using doubles) to solve problems with sums between 10 and 20. [Q# 1B, 2B] E3
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. [Q# 1B, 2B, 3]
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 1B, 2B, 3]

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1SAB Think about Strategies for Solving Problems
Key Ideas in Unit 12

L1 SAB

L1 DPP

L1 DPP

L2 SAB

L3 SAB

L4 SAB

L4 SAB

L5 SAB

L6 SAB

L6 SAB

L7 SAB

L7 SAB

L8 SAB

L8 DPP

L8 DPP

L8 DPP

L9 SAB

L10 SAB

L10 SAB

L10 SAB

L10 SAB
Unit 12 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically concepts related to addition facts with sums larger than 10 and the related 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 3. Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E6. Use strategies that apply the properties of addition (e.g., turn-around, compose and decompose numbers) to solve addition and subtraction problems. (Algebra 4)

The Content section of the Unit 12 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 and the related subtraction 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 doubles, near doubles, and halves using counters, pictures, and number sentences (Algebra 3) [1.OA.1, 2; MP2, 4]

E2

 Represent addition and subtraction using stories, drawings, diagrams, counters, number sentences, number lines, or ten frames. (Algebra 3) [1.OA.1, 2; MP1, 5]
Number 2 Operations: Understand the meaning of numberical operations and their application for solving problems.

E3

 Solve word problems (e.g., join, separate/take away, part-whole, compare) involving two whole numbers whose sum is between 10 and 20. [1.OA.1, 2, 4, 8; MP1]

E4

 Recognize that the equal sign represents the relationship between two equal quantities. (Algebra 3) [1.OA.7; MP1, 2, 4]
Number 3 Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E5

 Use mental math strategies and reasoning strategies (e.g., using doubles, using ten, making ten) to solve addition problems with sums between 10 and 20 and the related subtraction problems. [1.OA.1, 3, 6; MP2, 3, 5]

E6

 Use strategies that apply the properties of addition (e.g., turn-around, compose and decompose numbers) to solve addition and subtraction problems. (Algebra 4) [1.OA.1, 3, 6; MP2, 3, 5]

E7

 Find the unknown whole number in an addition or subtraction equation relating three whole numbers. (Algebra 4) [1.OA.4, 8; MP1, 2, 4]

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

E8

 Demonstrate fluency with the addition facts in Group A (0 + 1, 1 + 1, 2 + 1,
3 + 1, 0 + 2, 2 + 2, 3 + 2, 4 + 2) [1.OA.6]

E9

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group A. (Algebra 4) [1.OA.3, 4, 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 12 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 problems [MPE1], choosing an appropriate strategy [MPE2], 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. [MP1]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP2, 5]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [MP2]
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. [MP2, 3]
MPE6 Use labels. I use labels to show what numbers mean.