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 3 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 their work, and revising their work.

Money Problem
Feedback Box		 Expectation Check
In		 Comments
Identify, describe, and use patterns on the 200 Chart and number line. E1
Connect representations of quantities on number lines, 200 Charts, and number sentences. E2
Represent subtraction using multiple representations (e.g., counters, drawings, number sentences, number lines,
200 Chart).		 E3

Figure 2: Sample Feedback Box from Lesson 9

Key Assessment Opportunities Chart Print

L1 SAB Tile Designs and Number Sentences
Key Ideas in Unit 3

L1 SAB

L1 DPP

L2 SAB

L3 SAB

L4 SAB

L4 DPP

L5 SAB

L6 SAB

L7 SAB

L8 SAB

L9 SAB

L9 SAB

L9 DPP

L9 DPP
Unit 3 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number sense and operations, specifically concepts related to addition facts to 20 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 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E4. Recognize that the equal sign represents the relationship between two equal quantities.
(Algebra 3)

The Content section of the Unit 3 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

 Identify, describe, and use patterns on a 200 Chart and number line. (Algebra 4) [2.MD.6] [MP3, 4, 6, 7, 8]

E2

 Connect representations of quantities using number lines, 200 Charts, and number sentences. (Algebra 4) [2.MD.6] [MP2, 3, 6, 7, 8]

Number 2

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

E3

 Represent addition and subtraction using multiple representations (e.g., stories, drawings, diagrams, counters, number sentences, number lines, 200 Chart). (Algebra 3) [2.OA.1, 2.NBT.1, 7, 2.MD.6] [MP1, 4, 5]

E4

 Recognize that the equal sign represents the relationship between two equal quantities. (Algebra 3) [MP1, 2, 4]

E5

 Solve subtraction problems using counting strategies. [2.OA.2; 2.NBT.7, 8] [MP1, 2]

E6

 Use mental math strategies and reasoning strategies (e.g., using doubles, using ten, making ten, reasoning from known facts) to solve addition and subtraction problems within 20. (Algebra 4) [2.OA.1, 2; 2.NBT.5, 9] [MP2, 3, 5]

E7

 Solve word problems (e.g., join, separate/take away, part-whole, compare) involving two whole numbers with a sum within 100 using counters, drawings, 200 Chart, and number lines. [2.OA.1, 2; 2.NBT.5, 7; 2.MD.6] [MP1]

Data 2

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

E8

 Draw a bar graph from a data table. (Algebra 2) [2.MD.10]

Data 3

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

E9

 Read a bar graph or table to find information about a data set. (Algebra 4) [MP4, 5]

Math Facts

Number 3

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

E10

 Demonstrate fluency with the addition facts with sums to ten in Group D (3 + 3, 3 + 4, 4 + 4, 4 + 5). [2.OA.2]

E11

 Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group D (6 + 6, 6 + 7, 7 + 7, 7 + 8, 8 + 8, 10 + 9, 10 + 10). [2.OA.2]

E12

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group D. (Algebra 4) [2.OA.1][MP1, 2]

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 3 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 choosing an appropriate strategy [MPE2], checking for reasonableness [MPE3], and using labels to show what numbers mean [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 someone else can understand my thinking.
MPE6 Use labels. I use labels to show what numbers mean.