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 5 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.

Putting Together and Taking Apart
Feedback Box		 Expectation Check
In		 Comments
Represent quantities (to the hundreds) using connecting cubes and symbols. [Q# 1–3] E1
Compose and decompose numbers using ones, tens, and hundreds. [Q# 1–3] E2
Show different partitions of numbers using connecting cubes and number sentences. [Q# 1–3] E3
Read and write numbers to the hundreds. [Q# 1–3] E5
Make connections between place value concepts and representations of numbers with connecting cubes and number sentences. [Q# 1–3] E6
Recognize that different partitions of a number have the same total. [Q# 4] E7

  Yes … Yes, but … No, but … No …
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 1–4]

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1SAB Levi's Busy Day Check-In: Q# J–L
Key Ideas in Unit 5

L1 SAB

L1 DPP

L2 SAB

L2 DPP

L2 SAB

L3 SAB

L3 SAB

L3 DPP

L4 TG

L4 DPP

L4 DPP

L5 SAB

L6 TG

L6 DPP

L6 DPP
Unit 5 Expectations

Math Content

X

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.

E3. Show different partitions of numbers using connecting cubes, number lines, and number sentences. (Algebra 3)

The Content section of the Unit 5 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 quantities (to the hundreds) using connecting cubes, words, and symbols. [2.NBT.1, 2.MD.6] [MP2, 4]

E2

 Compose and decompose numbers using ones, tens, and hundreds. [2.NBT.2] [MP2, 4]

E3

 Show different partitions of numbers using connecting cubes, number lines, and number sentences (e.g., 154 = 100 + 50 + 4). (Algebra 3) [2.NBT.2, 2.NBT.3, 2.MD.6] [MP2, 4]

E4

 Estimate a quantity using 10 and 100 as benchmarks. [2.MD.3] [MP2, 4, 5]

E5

 Read and write numbers (to the hundreds). [2.NBT.3]

E6

 Make connections between place value concepts and representations of numbers with counters, number lines, number sentences, and symbols. [2.NBT.2, 2.MD.6] [MP2, 3, 4, 5, 8]

E7

 Recognize that different partitions of a number have the same total (e.g., 50 + 4 = 40 + 14). (Algebra 3) [2.NBT.2] [MP2]

Number 2

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

E8

 Solve addition and subtraction word problems
(e.g., adding to, putting together, comparing) involving two or three whole numbers using number lines, number sentences, or the 200 Chart. [3.MD.2] [MP1, 3, 5]

Measurement 2

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

E9

 Read and write time to the nearest hour and half hour using analog and digital clocks. [2.MD.7] [MP5]

E10

 Measure volume of containers using nonstandard units. [3.MD.2] [MP2, 5]

Data 2

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

E11

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

Data 3

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

E12

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

Data 4

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

E13

 Make predictions and generalizations about a data set using a data table and a graph. (Algebra 4) [2.MD.9] [MP1, 2, 4, 7, 8]

Math Facts

Number 3

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

E14

 Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group F (8 + 6, 9 + 6, 9 + 7, 10 + 4, 10 + 5, 10 + 6, 10 + 7, 10 + 8, 9 + 8, 9 + 9). [2.OA.2] [MP3, 8]

E15

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group F. (Algebra 4) [2.OA.1]
[MP1, 2, 7, 8]

Math Practices

X

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 5 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 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. [MP1, 2, 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. [MP6]
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.