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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 1 Key Assessment Opportunities Chart. See Figure 3. In this unit, students will also become better acquainted with the Math Practices Expectations by discussing them in the context of a specific problem and receiving feedback.

Ms. Carter's Class
Check-In: Questions 8–12
Feedback Box		 Expectation Check
In		 Comments
Represent addition and subtraction situations using number sentences. [Q# 8–12] E1
Use addition and subtraction to solve one- and two-step word problems involving join [Q# 8], separate/take away [Q# 12], part-whole [Q# 10], and compare [Q# 11] situations. E3
Read a table, bar graph, or picture graph to solve problems about a data set. [Q# 8–12] E6

Figure 3: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1 TG Hundreds of Coins
Key Ideas in Unit 1

L1 TG

L2 SAB

L3 SAB

L4 SAB

L4 TG

L5 SAB

L6 SAB

L7 SAB

L8 SAB

L9 SAB

L9 SAB

L9 DPP

L9 DPP

L9 DPP
Unit 1 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and operation, specifically addition and subtraction. 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 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E1. Represent addition and subtraction situations using multiple representations (e.g., stories, drawings, counters, number sentences, number lines, diagrams, ten frames). (Algebra 3)

The Content section of the Unit 1 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with expectations related to concepts of number and operation.

Number 2

Operations: Understand the meaning of numerical operations and their application for solving problems.

E1

 Represent addition and subtraction situations using multiple representations (e.g., stories, drawings, counters, number sentences, number lines, diagrams, ten frames). (Algebra 3) [2.OA.1, 2.MD.6] [MP4, 5, 6]

E2

 Use mental math strategies and reasoning strategies (e.g., using doubles, making ten) to solve addition and subtraction problems within 20. [2.OA.2] [MP1, 2, 3, 4, 5, 7, 8]

E3

 Use addition and subtraction to solve one- and two-step word problems involving join, separate/take away, part-whole, and compare situations. [2.OA.1, 2.MD.8] [MP1, 2, 3, 5, 6]

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

 Identify the relationship between pennies, nickels, dimes, and quarters. [2.MD.8] [MP7, 8]

E5

 Find the value of a collection of pennies, nickels, dimes, and quarters. [2.MD.8, 2.OA.1] [MP1, 2, 4, 5, 6]

Data 3

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

E6

 Read a table, bar graph, or picture graph to solve problems about a data set. (Algebra 2) [2.MD.10] [MP4, 5, 6]

Math Facts

Number 3

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

E7

 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) and Group B (3 + 0, 4 + 0, 4 + 1, 5 + 1, 6 + 1, 5 + 2, 6 + 2, 5 + 3, 7 + 1, 1 + 8). [2.OA.2] [MP8]

E8

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups A and B. (Algebra 4) [2.OA.1] [MP2]

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. See Figure 2. 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 1 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. [MP1]
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.
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, 6]
MPE6 Use labels. I use labels to show what numbers mean.