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 2 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.

Subtraction Facts Strategies
Check-In: Questions 12–13
Feedback Box		 Expectation Check
In		 Comments
Identify patterns in sums and differences. [Q# 12A and 13A] E3
Use strategies that apply the properties of addition to solve addition and subtraction problems (e.g., making tens, using tens, and thinking addition). [Q# 12B and 13B] E5
Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 1 and 2. [Q# 12A and 13A] E7

Figure 2: Sample Content Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1 SG Addition Strategies Check-In: Q# 13–14
Key Ideas in Unit 2

L1 SG

L2 DPP

L2 TG

L3 DPP

L3 SG

L4 DPP

L5 SG

L6 SAB

L7 SG

L7 SAB

L8 SG

L8 DPP
Unit 2 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on developing strategies that apply the properties of addition to solve addition and subtraction problems. 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.

E5. Use strategies that apply the properties of addition to solve addition and subtraction problems (e.g., making tens, using tens, thinking addition, using doubles). (Algebra 4)

The Content section of the Unit 2 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' subtraction facts strategies.

Data 4

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

E1

 Make predictions and generalizations using tables and graphs. (Algebra 4) [MP2, 4, 5]

Number 1

Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E2

 Represent strategies for solving addition and subtraction problems using number lines, diagrams, and number sentences. [MP2, 4]

E3

 Identify patterns in sums and differences. (Algebra 4) [3.0A.9, MP2, 8]

E4

 Recognize that the equal sign represents the relationship between two equal quantities. (Algebra 3) [MP6]

Number 2

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

E5

 Use strategies that apply the properties of addition to solve addition and subtraction problems (e.g., making tens, using tens, thinking addition, using doubles). (Algebra 4) [3.NBT.2, MP2]

Math Facts

Number 3

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

E6

 Use mental math strategies including using tens and thinking addition to solve the subtraction facts in Groups 1 and 2. (3.NBT.2)

E7

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 1 and 2. (Algebra 4) [3.NBT.2]

Math Practices

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Math Practices Expectations. Students use the Math Practices Expectations on the Math Practices page in the Student Guide 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 2 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.
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP1, 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 that someone else can understand my thinking. [MP3]
MPE6 Use labels. I use labels to show what numbers mean.