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 15 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.

Double Worm
Check-In Questions 4–7
Feedback Box		 Expectation Check
In		 Comments
Identify and extend patterns represented in numbers and in geometric patterns. [Q# 4–7] E1
Represent patterns and functions using words and tables. [Q# 5–7] E2

  Yes … Yes, but … No, but … No …
MPE2. Find a strategy. I choose good tools and an efficient strategy for solving the problem. [Q# 7]
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my
thinking. [Q# 6–7]
Figure 2: Sample Feedback Box from Lesson 3


Key Assessment Opportunities Chart Print

L1SAB Comparing Graphs
Key Ideas in Unit 15

L1 SAB

L2 SAB

L3 SAB

L4 SAB

L5 SAB

L5 DPP

L6 SAB

Unit 15 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of geometry and algebra. 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 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E2. Represent patterns and functions using words and tables. (Algebra 2, Algebra 3, Geometry 4)

The Content section of the Unit 15 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, number, data, and measurement 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 2

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

E1

 Identify and extend patterns represented in numbers and in geometric patterns. (Algebra 1, Geometry 4) [2.OA.1, 3] [MP2, 3, 4, 5, 7, 8]

E2

 Represent patterns and functions using words and tables. (Algebra 2, Algebra 3, Geometry 4) [2.OA.1, 3] [MP2, 3, 4, 5, 6, 7, 8]

Geometry 2

Orientation and Location: Use coordinate systems to specify locations and describe spatial relationships.

E3

 Describe the location of an object relative to an origin using direction and distance. [2.MD.1] [MP4, 5, 6]

Measurement 2

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

E4

 Measure length using nonstandard and standard units. [2.MD.1] [MP4, 5, 6]

Data 2

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

E5

 Make a table, bar graph, or line plot to find information about a data set. (Algebra 2) [2.MD.9, 10] [MP1, 2, 3, 4, 5, 6]

Data 3

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

E6

 Read a table, bar graph, or line plot to find information about a data set. (Algebra 2) [2.MD.9, 10] [MP1, 2, 3, 4, 5, 6]

Data 4

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

E7

 Make predictions and generalizations using patterns in tables and graphs. (Algebra 4, Geometry 2) [2.MD.9, 10] [MP1, 2, 3, 4, 5, 6, 7, 8]

Math Facts

Number 3

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

E8

 Demonstrate fluency with the subtraction facts related to the addition facts in Groups A–F. [2.OA.2]

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 15 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] and using labels [MPE6].
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, 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.
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 someone else can understand my thinking. [MP1, 3, 4]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]