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 13 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.

Show Part of the Whole
Check-In: Questions 1–3
Feedback Box		 Expectation Check
In		 Comments
Partition shapes and sets into equal shares. [Q# 2–3] E2
Use words and models to describe equal shares (e.g., half, third, fourth, sixth). [Q# 1–3] E4
Recognize that the same fractional parts of different-size unit wholes are not equal. [Q# 1] E7

  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# 1]
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 1]

Figure 2: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SAB Equal Shares Check-In: Q# 7–9
Key Ideas in Unit 13

L1 SAB

L1 DPP

L2 SAB

L2 SAB

L2 DPP

L2 DPP

L3 SAB

L3 SAB

L3 DPP

L4 SAB

L5 SAB

L6 SAB

L6 SAB

L7 SAB

L7 DPP

L8 SAB

L9 SAB

L9 DPP

L10 SAB
Unit 13 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on geometry and measurement, specifically partitioning shapes into fair shares. 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:

Measurement 1. Measurement Concept: Understand measureable attributes of objects or situations (length, area, mass, volume, size, time) and the units, systems, and process of measurement.

E8. Find the area of a shape on a grid using counting, repeated addition, and reasoning strategies. (Geometry 4 and Algebra 4)

The Content section of the Unit 13 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.

Geometry 1

Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties.

E1

 Identify, describe, sort, and draw 2-dimensional shapes based on their attributes (e.g., square corners, number of sides, number of angles, number of parallel sides). [2.G.1] [MP3, 6, 8]

Geometry 4

Geometric Reasoning: Use visualization, spatial reasoning, and geometric modeling to solve problems.

E2

 Partition shapes and sets into equal shares. [2.G.3] [MP1, 2, 3, 4, 5, 6]

E3

 Partition a rectangle into rows and columns of the same size unit to find the area. (Measurement 2) [2.G.3] [MP1, 2, 3, 4, 5]

E4

 Use words and models to describe equal shares (e.g., half, half of). [2.G.3] [MP4, 5, 6]

E5

 Recognize that equal shares of the same whole do not have to be the same shape. [2.G.3, 2.G.2] [MP2, 3, 4, 5, 6, 7]

E6

 Compose and decompose shapes into smaller shapes. [2.G.1] [MP2, 5, 6, 8]

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.

E7

 Recognize that the same fractional parts of different-size unit wholes are not equal. [2.G.3] [MP1, 2, 4, 6, 8]

E8

 Find the area of a shape on a grid using counting, repeated addition, and reasoning strategies. (Geometry 4 and Algebra 4) [2.G.2] [MP1, 2, 3, 4, 5, 6, 8]

E9

 Recognize that different shapes can have the same area. [2.G.2] [MP1, 2, 3, 4, 5, 6, 8]

Math Facts

Number 3

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

E10

 Demonstrate fluency with the subtraction facts related to the addition facts in Group E (11 − 1, 11 − 10, 12 − 2, 12 − 3, 12 − 4, 12 − 5, 12 − 7, 12 − 8, 12 − 9, 12 − 10, 13 − 3, 13 − 4, 13 − 5, 13 − 8, 13 − 9, 13 − 10, 14 − 5, 14 − 9). [2.OA.2] [MP3, 8]

E11

 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 13 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], 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, 2, 3, 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. [MP6]
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. [MP1, 3, 4]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]