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 5 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.

Boo the Blob Changes Shape
Check-In: Questions 5–9
Feedback Box		 Expectation Check
In		 Comments
Recognize that different shapes can have the same area. [Q# 5] E1
Find the area of shapes with straight or curved sides by counting square units. [Q# 6–7] E3
Find the median of a data set. [Q# 8] E7
  Yes… Yes, but… No, but… No…
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 9]
MPE6. Use labels. II use labels to show what numbers mean. [Q# 9]

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1 SAB Broken Clocks Check-In: Q# 7–12
Key Ideas in Unit 5

L1 SAB

L1 TG

L1 DPP

L2 SG

L3 SAB

L4 SAB

L4 TG

L4 DPP

L4 DPP

L4 TG

L5 SAB

L6 TG

L6 DPP

L6 DPP

L7 SG

L7 DPP

L7 DPP
Unit 5 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of measurement and data, specifically the concept of area. 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:

Data 4. Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions.

E8. Make predictions and generalizations about a data set using data tables, graphs, and diagrams. (Algebra 4)

The Content section of the Unit 5 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.

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.

E1

 Recognize that different shapes can have the same area. [3.MD.5, 6; MP1, MP3, MP5]

E2

 Solve problems involving time measurements to the nearest five minutes. [3,MD.1, MP2, MP4]

Measurement 2

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

E3

 Find the area of shapes with straight or curved sides by counting square units. [3.MD.6; MP1, MP2, MP3, MP5]

E4

 Write and tell time to the nearest five minutes. [3.MD.1, MP1, MP2, MP5]

Data 2

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

E5

 Make a scaled bar graph using numerical data. (Algebra 2) [3.MD.3, MP1, MP4]

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 and graph to find information about a data set. (Algebra 4) [MP4]

E7

 Find the median of a data set. [6.SP.5; MP4]

Data 4

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

E8

 Make predictions and generalizations about a data set using data tables, graphs, and diagrams. (Algebra 4) [MP2, MP4, MP5]

Math Facts

Number 3

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

E9

 Use mental math strategies to subtract, including using doubles and thinking addition, for the facts in Groups 7 and 8. [3.NBT.2]

E10

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 7 and 8. (Algebra 3) [3.NBT.2]

E11

 Use fact strategies, drawings, and number sentences to solve word problems involving multiplication facts for the square numbers. [3.OA3., 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 5 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 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. [MP1, MP2]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [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, MP4]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP1, MP6]
MPE5 Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [MP3, MP6]
MPE6 Use labels. I use labels to show what numbers mean. [MP1, MP3, MP6]