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 4 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.

How Many Chocos?
Feedback Boxes		 Expectation Check
In		 Comments
Represent numbers (to the thousands) using base-ten pieces, words, and symbols. E1
Compose and decompose numbers using ones, tens, hundreds, and thousands. E2
Show different partitions of a number using base-ten pieces and number sentences. E3
Recognize that different partitions of a number have the same total (e.g., 100 + 20 + 3 = 100 + 10 + 13). E4
Read and write large numbers (to the thousands). E5

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1 SAB Pack 'Em Up! Check-In: Q# 9
Key Ideas in Unit 4

L1 SAB

L2 SG

L2 DPP

L3 TG

L3 DPP

L4 SG

L5 SAB

L6 SG

L6 TG

L6 DPP

L6 DPP

L7 SG
Unit 4 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on developing number sense and understanding the base-ten number sense. 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 Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E4. Recognize that different partitions of a number have the same total (e.g., 100 + 20 + 3 = 100 + 10 = 13). (Algebra 3)

The Content section of the Unit 4 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with Expectations related to understanding the place value of multidigit numbers. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' development of strategies for subtraction and multiplication facts.

Number 1

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

E1

 Represent numbers (to the thousands) using base-ten pieces, words, and symbols. [3.NBT.2, MP1]

E2

 Compose and decompose numbers using ones, tens, hundreds, andthousands. [3.NBT.2, MP2]

E3

 Show different partitions of numbers using base-ten pieces, number lines, and number sentences. [3.NBT.2, MP1, 2]

E4

 Recognize that different partitions of a number have the same total (e.g., 100 + 20 + 3 = 100 + 10 + 13). (Algebra 3) [3.NBT.2, MP2, 6]

E5

 Read and write large numbers (to the thousands). [4.NBT.2]

E6

 Compare large numbers (to the thousands). [4.NBT.2, MP2]

Math Facts

Number 3

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

E7

 Use mental math strategies including counting strategies and thinking addition to solve subtraction facts in Groups 5 and 6. [3.NBT.2]

E8

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 5 and 6. (Algebra 4) [3.NBT.2]

E9

 Use fact strategies, drawings, and number sentences to solve problems involving multiplication facts for the 2s and 3s. (Algebra 4) [3.0A.3, 3.0A.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. 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 4 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], showing their work [MPE5], and showing what the numbers mean with 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, 4]
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. [MP3]
MPE6 Use labels. I use labels to show what numbers mean. [MP1, 6]