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  • = 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 8 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.

Stencilrama Lab
Check-In: Question 13
Feedback Box		 Expectation Check
In		 Comments
Use patterns in data tables to make predictions and solve problems. [A–F] E8
Use strategies to solve multiplication and division problems (e.g., skip counting, repeated addition, repeated subtraction, reasoning from known facts, and invented). [B–F] E2
Use the multiplication properties of 0 and 1 to solve multiplication problems. [F] E3

Figure 2: Sample Feedback Box from Lesson 7

Key Assessment Opportunities Chart Print

L1SG Lizardland Problems Check-In: Q# 8–9
Key Ideas in Unit 8

L1SG

L1 DPP

L2 SG

L3 SAB

L4 SG

L4 DPP

L4 DPP

L5 SG

L5 SG

L5 SAB

L5 DPP

L6 SG

L6 DPP

L7 SAB

L7 SAB

L7 SAB

L7 DPP

L8 SAB

L8 DPP

L9 SAB

L10 SAB

L10 DPP

L11 TG
Unit 8 Expectations

Math Content

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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:

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

E5. Identify and use patterns to solve the multiplication facts for the 2s, 3s, 5s, 10s, 9s, and square numbers. (Algebra 4)

The Content section of the Unit 8 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 1

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

E1

 Represent multiplication and division problems with number lines, drawings, rectangular arrays, and number sentences. [3.OA.1, 2, 3, 5, 7] [MP1, 2, 5, 6]

Midyear Test — See Figures 1 and 2 in Lesson 11.

Number 2

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

E2

 Use strategies to solve multiplication and division problems (e.g., skip counting, repeated addition, repeated subtraction, reasoning from known facts, and invented). [3.OA.1, 2, 3, 5, 7] [MP1, 2, 3, 6]

E3

 Use the multiplication properties of 0 and 1 to solve multiplication problems. (Algebra 4) [3.OA.5] [MP 1, 2, 3]

E4

 Use turn-around facts to solve multiplication problems (applying the commutative property of multiplication). (Algebra 4) [3.OA.5] [MP 1, 2, 7]

E5

 Identify and use patterns to solve the multiplication facts for the 2s, 3s, 5s, 10s, 9s, and square numbers. (Algebra 1 and 4) [3.OA.9] [MP 1, 2, 7, 8]

E6

 Break products into the sum of simpler products to solve multiplication problems (applying the distribute property of multiplication over addition). (Algebra 1 and 4) [3.OA.5] [MP 1, 2, 7]

E7

 Multiply numbers that are multiples of 10. (Algebra 4) [3.NBT.3] [MP 1, 2, 7]

Data 4

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

E8

 Use patterns in data tables to make predictions and solve problems. (Algebra 4) [MP 1, 4, 6, 7]

Measurement 2

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

E9

 Measure length to the nearest inch. [3.MD.4] [MP 5, 6]

Math Facts

Number 3

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

E10

 Use mental strategies to subtract for the facts in Groups 5 8. (3.NBT.2)

E11

 Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 5 8. (Algebra 3) (3.NBT.2)

E12

 Demonstrate fluency with the multiplication facts for the 5s and 10s. (3.OA.7)

E13

 Determine the unknown number in multiplication and division sentences relating three whole numbers for the 5s and 10s. (Algebra 3) (3.OA.4, 6)

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 8 Key Assessment Opportunities Chart iidentifies 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], finding a strategy [MPE2], and knowing the problem [MPE1]. There is also an opportunity to assess all the Math Practices in Lesson 11.
MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MP1, 2, 6]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP 1, 4, 5, 7]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [MP 1, 6]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP 2, 6]
MPE5 Show my work. I show or tell how I arrived at my answer so that someone else can understand my thinking. [MP 3, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean.