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 2 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 and receiving feedback.

Mrs. Baker’s Buttons
Feedback Box 		Expectation Check
In 		Comments
Represent addition and subtraction problems using counters, number lines, drawings, and number sentences. [Q# 1–5] E6
Solve word problems involving two whole numbers whose sum is within 100.
  • join/result unknown [Q# 1, 5]
  • join/change unknown [Q# 2]
  • join/start unknown [Q# 3–4]
 E7
Use a table or bar graph to solve problems about a data set. [Q# 1, 5] E10

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.
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6. Use labels. I use labels to show what numbers mean.

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1SAB All Sorts of Buttons
Key Ideas in Unit 2

L1 SAB

L1 SAB

L1 DPP

L2 SAB

L2 TG

L3 SAB

L3 SAB

L4 SAB

L4 SAB

L4 DPP

L4 DPP

L5 SAB

L5 SAB

L5 DPP

L5 DPP
Unit 2 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on the algebraic concepts of function, representing functions, and using patterns in those representations to make predictions and generalizations. 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 and identify quantities (e.g., greater
than 100) using groups of counters, drawings, symbols, number sentences, and words. (Algebra 3)

The Content section of the Unit 2 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 algebra concepts.

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 quantities (e.g., greater
than 100) using groups of counters, drawings, symbols, number sentences, and words. (Algebra 3) [2.NBT.1, 3] [MP4, 7]

E2

 Use and apply place value concepts to make connections among representations of numbers. (Algebra 4) [2.NBT.1, 3] [MP7]

E3

 Use efficient grouping strategies to count a collection of objects. [2.NBT.1] [MP2]

E4

 Use a benchmark to estimate a quantity of objects in a collection. [2.NBT.1] [MP2, 3]

E5

 Use words and symbols (e.g., < , >, =) to show comparisons of quantities. (Algebra 3) [2.NBT.4]
[MP2, 6]

Number 2

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

E6

 Represent addition and subtraction problems using counters, number lines, ten frames, drawings, and number sentences. (Algebra 3) [2.OA.1] [MP4, 5]

E7

 Solve word problems (e.g., join, separate/take away, part-whole, compare) involving two whole numbers whose sum is within 100. [2.OA.1] [MP1, 3]

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

 Sort and classify objects by their characteristics. [2.G.1] [MP7]

Data 2

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

E9

 Collect and organize data in a data table and bar graph. (Algebra 2) [2.MD.10] [MP5]

Data 4

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

E10

 Use a table or bar graph to solve problems about a data set. (Algebra 4) [2.MD.10] [MP2, 5]

Math Facts

Number 3

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

E11

 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). [2.OA.2] [MP2]

E12

 Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts with sums more than 10 in Group C (2 + 9, 3 + 8, 4 + 7, 5 + 6). [2.OA.2] [MP2]

E13

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group C. (Algebra 4) [2.OA.1]

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 2 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], 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. [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.
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. [MP6]