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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 9 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 a peer’s work, and revising their own work.

Expanded Form Subtraction
Feedback Box 		Expectation Check
In 		Comments
Use and apply place value
concepts. [Q# 1–4]		 E1
Represent subtraction problems using base-ten pieces. [Q# 2] E2
Subtract multidigit numbers using base-ten pieces. [Q# 3] E3
Subtract multidigit numbers using the expanded-form method. [Q# 3–4] E4
Estimate differences using mental math strategies. [Q# 1] E5

Yes ... Yes, but ... No, but ... No ...
MPE3. Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [Q# 5]
MPE4. Check my calculations. If I make mistakes, I correct them. [Q# 5–6]

Figure 2: Sample Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1TG Self-Check with Triangle Flash Cards
Key Ideas in Unit 9

L1 TG

L1 SAB

L1 DPP

L2 SAB

L3 SAB

L4 SAB

L4 DPP

L5 SAB

L5 TG

L6 SAB

L7 SAB

L7 DPP

L8 SAB

L8 SAB

L9 SAB
Unit 9 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically concepts related to multidigit subtraction. 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. Use and apply place value concepts to make connections among representations of numbers to the thousands using base-ten pieces, number lines, expanded form, and standard form. (Algebra 4)

The Content section of the Unit 9 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. 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

 Use and apply place value concepts to make connections among representations of numbers to the thousands using base-ten pieces, number lines, expanded form, and standard form. (Algebra 4) [2.NBT.1, 2.MD.6] [MP2, 3, 6, 7, 8]

Number 2

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

E2

 Represent subtraction problems using base-ten pieces and number lines. [2.NBT.1, 7; 2.MD.6] [MP2, 3]

Number 3

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

E3

 Subtract multidigit numbers using mental math strategies (e.g., composing and decomposing numbers, counting up) with number lines, a
200 Chart, and base-ten pieces. [2.OA.1; 2.NBT.6, 8, 9; 2.MD.6] [MP1, 2, 5]

E4

 Subtract multidigit numbers using paper-and-pencil methods (e.g., expanded form, compact).
(Algebra 4) [2.OA.1; 2.NBT.2, 6, 9] [MP1, 2, 7]

E5

 Estimate differences using mental math strategies (e.g., rounding using benchmarks, using friendly numbers, composing and decomposing numbers, counting on). [2.NBT.8, 9] [MP2, 3, 5, 6]

Math Facts

Number 3

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

E6

 Demonstrate fluency with the subtraction facts related to the addition facts in Group A (1 − 0, 1 − 1, 2 − 0, 2 − 1, 2 − 2, 3 − 1, 3 − 2, 4 − 1, 4 − 2, 4 − 3, 5 − 2, 5 − 3, 6 − 2, 6 − 4). [2.OA.1, 2]

E7

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Group A. (Algebra 4) [2.OA.1, 2] [MP2]

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 9 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 reasonablesness [MPE3], 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. [MP1, 3]
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. [MP1, 2]
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, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]