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 7 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 work.

Subtraction Checkup
Feedback Box		 Expectation Check
In		 Comments
Apply place value concepts to make connections among representations of numbers. [Q# 1–4] E1
Subtract multidigit numbers using mental math strategies. [Q# 5] E3
Use the compact paper-and-pencil method to subtract. [Q# 3–4] E4

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1TG More Time
Key Ideas in Unit 7

L1 TG

L1 DPP

L2 SAB

L3 SG

L3 DPP

L4 SAB

L4 TG

L5 DPP

L5 DPP

L5 SG

L5 SAB

L5 TG

L6 SAB

L6 TG

L6 DPP

L7 SG

L8 DPP

L8 SG
Unit 7 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on the concepts of number and operation related to addition and subtraction. The unit also focuses on the algebraic concepts of identifying and using patterns. 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 1. Number Sense: Understand the base-ten number system, recognize relationships among quantitiesand numbers, and represent numbers in multiple ways.

E1. Apply place value concepts to make connections among representations of numbers to the thousands using base-ten pieces, number lines, expanded form, and standard form. (Algebra 4)

The Content section of the Unit 7 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilitieswith Expectations related to these algebra, number, 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 subtraction facts and students' strategy development of the 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

 Apply place value concepts to make connections among representations of numbers to the thousands using base-ten pieces, number lines, expanded form, and standard form. (Algebra 4) [3.NBT.2, MP2, 4]

Number 2

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

E2

 Represent and solve subtraction problems using base-ten pieces and number lines. [3.NBT.2]

E3

 Subtract multidigit numbers using mental math strategies (e.g., composing and decomposing numbers and counting up). [3.NBT.2, MP2, 6]

E4

 Subtract multidigit numbers using paper-and-pencil methods (e.g., expanded form and compact). [3.NBT.2, MP2]

Number 3

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

E5

 Estimate differences using mental math strategies (e.g., rounding using benchmarks, using convenient numbers, composing and decomposing numbers, counting up and counting back). [3.NBT.1, 3.NBT.2, MP2, 6]

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.

E6

 Solve problems involving time measurements to the nearest minute. [3.MD.1]

Measurement 2

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

E7

 Write and tell time to the nearest minute. [3.MD.1]

Math Facts

Number 3

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

E8

 Use mental math strategies to subtract for the facts in Groups 1–4. [3.NBT.2]

E9

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

E10

 Use fact strategies, drawings, and number sentences to solve word problems involving multiplication facts for the last six facts (4 × 6, 4 × 7, 4 × 8, 6 × 7, 6 × 8, 7 × 8). [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. 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 7 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], checking for reasonableness [MPE3] and showing their work [MPE5]. Students will also have an opportunity to receive feedback on their ability to use all the Math Practices Expectations in Lesson 8.
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.
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, 5, 6]
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 and MP6]
MPE6 Use labels. I use labels to show what numbers mean.