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 3 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.

Expectation Check
In		 Comments
Multiply using mental math strategies (e.g., reasoning, repeated addition). E3
Represent solution strategies for problems involving the multiplication facts using number sentences and drawings. E5

Figure 2: Sample Content Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1 SG T-Shirt Factory Problems Check-In: Q# 8
Key Ideas in Unit 3

L1 SG

L2 SG

L2 DPP

L2 SAB

L3 SAB

L3 DPP

L3 DPP

L4 DPP

L4 TG

L5 SG

L5 DPP

L5 DPP

L6 SG

L6 DPP
Unit 3 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically concepts of multiplication, factors, and multiples. 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 3. Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E5. Represent solution strategies for problems involving the multiplication facts using number sentences and drawings. (Algebra 4)

The Content section of the Unit 3 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 and multiplication facts strategies.

Number 2

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

E1

 Complete open number sentences involving multiplication (e.g., × 4 = 4 + 4 + 4 and
× 4 = 4 × 3; × 4 + 1 = 13). (Algebra 3) [3.OA.4, 3.OA.5, MP2]

E2

 Represent multiplication and division problems in stories, drawings, and number sentences. [3.OA.1, MP1, MP5]

Number 3

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

E3

 Multiply and divide using mental math strategies (e.g., reasoning, repeated addition). [3.OA.3, MP2]

E4

 Solve two-step word problems involving multiplication and division. [3.OA.8]

E5

 Represent solution strategies for problems involving the multiplication facts using number sentences and drawings. (Algebra 4) [3.OA.3, 3.OA.7, MP1, MP5]

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 making tens to solve the subtraction facts in Groups 3 and 4. [3.NBT.2]

E7

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

E8

 Represent solution strategies for problems involving multiplication facts for the 5s and 10s using number sentences and drawings. (Algebra 4) [3.OA.3, 3.OA.7]

Math Practices

X

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. See Figure 2. 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 3 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 knowing the problem [MPE 1], checking their 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, MP2, MP6]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP1, MP4, MP5]
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, MP6]
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]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]