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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 6 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.

How Many Bits
Feedback Box 		Expectation Check
In 		Comments
Represent 2-digit numbers using base-ten pieces. [Q# 1–2, 4] E1
Compose and decompose numbers using ones and tens. [Q# 1–2, 4–5] E2
Recognize different partitions of numbers using different representations. [Q# 3] E3
Make connections between place-value concepts and representations of numbers. [Q# 1–5] E4
Recognize that different partitions of a number have the same total. [Q# 3] E5
Figure 2: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SAB Time to Five Minutes
Key Ideas in Unit 6

L1 SAB

L1 TG

L2 SAB

L2 SAB

L3 SAB

L4 SAB

L4 TG

L5 SAB

L6 SAB

L6 TG

L7 SAB

L7 SAB

L7 SAB

L7 TG

L7 TG

Unit 6 Expectations

Math Content

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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 quanti-ties and numbers, and represent numbers in multiple ways.

E7. Use words and symbols (e.g., <, > , =) to show comparisons of quantities. (Algebra 3)

The Content section of the Unit 6 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 two-digit and three-digit numbers using base-ten pieces, number lines, 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 and recognize different partitions of numbers using different representations (base-ten pieces, number lines, number sentences). (Algebra 3) [2.NBT.2, 2.NBT.3, 2.MD.6, MP2, 4]

E4

 Make connections between place value concepts and representations of numbers (e.g., base-ten pieces, number lines, number sentences, symbols). [2.NBT.2, 2.MD.6, MP2, 3, 4, 5, 8]

E5

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

E6

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

E7

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

E8

 Compare and order three-digit numbers using base-ten pieces and a number line. [2.NBT.4, MP2, 4, 5]
Measurement 2 Measurement Skills: Use measurement tools, appropriate techniques, and formulas to determine measurements.

E9

 Tell and write time from an analog clock to the nearest five minutes. [2.MD.7]

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 in Groups C (1 + 9, 2 + 7, 2 + 8, 2 + 9, 3 + 6, 3 + 7, 3 + 8, 4 + 6, 4 + 7, 5 + 5, 5 + 6) and Group D (3 + 3, 3 + 4, 4 + 4, 4 + 5, 6 + 6, 6 + 7, 7 + 7, 7 + 8, 8 + 8, 10 + 4, 10 + 10). [2.OA.2]

E11

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups C and D. (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 6 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], checking calculations [MPE4], 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.
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem.
[MP2, 4, 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 that someone else can understand my thinking. [MP3, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean.