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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 4 Key Assessment Opportunities Chart. See Figure 2. 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.

Palm Variation: Central School
Feedback Box		 Expectation Check
In		 Comments
Make a line plot to find information about a data set. [Q# 1] E8
Read a table or line plot to find information about a data set. [Q# 2–8] E9
Use a table and line plot to solve problems about a data set. [Q# 2–10] E10
Use labels. I use labels to show what numbers mean. [Q# 2–8] MPE6

Figure 2: Sample Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1SAB Measure with Footprints
Key Ideas in Unit 4

L1 SAB

L1 SAB

L1 DPP

L1 DPP

L1 DPP

L2 SAB

L2 DPP

L3 SAB

L3 SAB

L4 SAB

L5 SAB

L5 DPP

L6 TG

L6 SAB

L6 SAB

L6 DPP
Unit 4 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts related to linear meaurement. 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.

E2. Use and apply place value concepts and comparative language to compare and order lengths (e.g., shorter, longer, shortest, longest). (Algebra 4)

The Content section of the Unit 4 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, measurement, 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

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

E2

 Use and apply place value concepts and comparative language to compare and order lengths (e.g., shorter, longer, shortest, longest). (Algebra 4) [2.NBT.4] [MP2, 4, 5]

Number 2

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

E3

 Solve word problems (e.g., compare) involving length.

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

 Recognize that the measure of a length is dependent on the size of the unit of measure (e.g., a pencil is 6 inches or 15 centimeters). [2.MD.2] [MP1, 2, 3, 5, 6, 7]

Measurement 2

Measurement Skills: Use measurement tools, appropriate techniques, and formulas to determine measurements.

E5

 Estimate length using nonstandard (palms, footprints) and standard (centimeters, meters, inches, feet, yards) units. [2.MD.3] [MP1, 2, 5]

E6

 Measure length using nonstandard (palms, footprints) and standard (centimeters, meters, inches, feet, yards) units. [2.MD.1, 2] [MP1, 3, 5, 6]

E7

 Select and use appropriate measuring units (e.g., centimeters, meters, yards, inches, feet). [2.MD.2] [MP2, 3, 4, 5]

Data 2

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

E8

 Make a table, bar graph, and line plot to find information about a data set. (Algebra 2) [2.MD.9, 10] [MP1, 4, 5]

Data 3

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

E9

 Read a table, bar graph, and line plot to find information about a data set. (Algebra 3) [2.MD.9, 10] [MP2, 4, 5]

Data 4

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

E10

 Use a table, bar graph, and line plot to solve problems about a data set. (Algebra 4) [2.MD.9, 10] [MP1, 2, 4, 7, 8]

Math Facts

Number 3

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

E11

 Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group E (5 + 7, 8 + 4, 8 + 5, 9 + 3, 9 + 4, 9 + 5, 10 + 1, 10 + 2, 10 + 3). [2.OA.2] [MP3, 8]

E12

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group E. (Algebra 4) [2.OA.1] [MP1, 2, 7, 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 4 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 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.
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP1]
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 that someone else can understand my thinking.
MPE6 Use labels. I use labels to show what numbers mean. [MP6]