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 14 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.

Solve Problems with Larger Numbers
Check-In: Questions 3–4
Feedback Box		 Expectation Check
In		 Comments
Represent addition problems using counters, number lines, ten frames or number sentences. [Q# 3–4] E1
Using mental math strategies to solve addition and subtraction problems with larger numbers (e.g., 2 digit + 1 digit). [Q# 3–4] E4
Estimate sums and differences using ten as a benchmark. [Q# 3–4] E5

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.
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.
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
Figure 2: Sample Content Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1SAB Three Hat Combinations
Key Ideas in Unit 14

L1 SAB

L1 DPP

L2 SAB

L2 DPP

L2 DPP

L3 SAB

L3 DPP

L4 SAB

L4 DPP

L5 DPP

L5 SAB

L6 DPP

L6 SAB

L6 SAB

L6 DPP

Unit 14 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number, specifically concepts of place value. 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.

E1. Represent addition and subtraction problems using counters, number lines, ten frames, drawing, or number sentetnces. (Algebra 3)

The Content section of the Unit 14 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 addition and subtraction problems using counters, number lines, ten frames, drawings, or number sentences. (Algebra 3) [1.OA.1]

E2

 Represent repeated addition and repeated subtraction using counters, drawings, and number sentences. (Algebra 3) [1.OA.1, MP7, 8]
Number 2 Operations: Understand the meaning of numerical operations and their application for solving problems.

E3

 Solve repeated addition and repeated subtraction problems using drawings, skip counting, and invented strategies. [1.NBT.4, 6]
Number 3 Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E4

 Use mental math strategies to solve addition and subtraction problems with larger numbers
(e.g., 2 digit + 1 digit). [1.NBT.4, MP7]

E5

 Estimate sums and differences using ten as a benchmark. [1.NBT.4, MP2]
Data 3 Data Description: Describe a data set by interpreting graphs, indentifying patterns, and using statistical measures, e.g., average and range.

E6

 Identify and describe patterns in addition and subtraction problems represented in a rule machine. (Algebra 1 and 4) [1.MD.4, MP1, 2, 5]
Data 4 Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions.

E7

 Read a table or bar graph to make predictions and solve problems about a data set. (Date 3, Algebra 4) [1.MD.4, MP1, 2, 5]

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 with sums to ten in Group C (1 + 9, 2 + 7, 2 + 8, 3 + 6,
3 + 7, 4 + 6, 5 + 5). [1.0A.6]

E9

 Use math fact strategies to add (direct modeling, counting strategies, or reasoning from known facts) for the facts in Group C (2 + 9, 3 + 8, 4 + 7, 5 + 6) [1.0A.3, 5, 6]

E10

 Determine the unknown number in an addition or subtraction in an addition or subtraction sentence relating three whole numbers for the facts in
Group C. (Algebra 4) [1.0A.3, 4, 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 14 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 problem [MPE1], finding a 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.
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP2, 8]
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. [MP3, 5, 8]
MPE6 Use labels. I use labels to show what numbers mean.