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 9 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.

Fractions on Number Lines
Feedback Box		 Expectation Check
In		 Comments
Represent fractions using fraction strips and locate fractions on number lines. [Q# 1–7] E1
Partition shapes by a given unit. [Q# 1–2, 5–7] E6
Make connections among representations of fractions including symbols, words, area models, and number lines. [Q# 1–7] E8
Find equivalent fractions using models (e.g., circle pieces, fractions strips, number lines, drawings). [Q# 8] E9
Compare and order fractions using area models, number lines, and one-half as a benchmark. [Q# 8] E10

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1 SG Kid Fractions Check-In: Q# 7–8
Key Ideas in Unit 9

L1 SG

L1 DPP

L2 SG

L2 SG

L2 SAB

L3 SAB

L3 TG

L4 SG

L4 SG

L4 SAB

L4 DPP

L5 SAB

L6 SAB

L6 DPP

L7 SG

L7 SAB

L7 SAB

L7 DPP
Unit 9 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts related to fractions. 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.

E12. Determine the unknown number in multiplication and division sentences relating three whole numbers for the 2s and 3s. (Algebra 3)

The Content section of the Unit 9 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' 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 fractions using objects, area models (e.g., circle pieces, fraction strips, drawings) and number lines. [3.NF.2] [MP 1, 2, 4, 7]

E2

 Use words and numbers to name fractions. [3.NF.1] [MP 1, 2, 6]

E3

 Recognize that fractional parts of a unit whole may be different shapes but must be the same size. [3.NF.1] [MP 2, 3, 6]

E4

 Recognize that the same fractional parts of different-sized unit wholes are not equal. [4.NF.2] [MP 1, 2, 3, 4]

E5

 Identify a fractional part of a set. [4.OA.4]

E6

 Partition shapes by a given unit fraction. [3.G.2; 3.NF.1]

E7

 Identify the unit whole when given a fractional part of a whole. [4.NF.2, 3]

E8

 Make connections among representations of fractions including symbols, words, area models, and number lines. [3.NF.2] [MP 1, 2, 4, 5]

E9

 Find equivalent fractions using models (e.g., circle pieces, fraction strips, number lines, drawings). [3.NF.2]

E10

 Compare and order fractions using area models, number lines, and one-half as a benchmark. [2.NF.2; 3.NF.3] [MP 1, 2, 3]

Math Facts

Number 3

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

E11

 Demonstrate fluency with the multiplication facts for the 2s and 3s. (3.OA.7)

E12

 Determine the unknown number in multiplication and division sentences relating three whole numbers for the 2s and 3s. (Algebra 3) (3.OA.4)

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 9 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 finding a strategy [MPE2].
MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MPE 1, 2, 4]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MPE 2, 5]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [MPE 2, 5]
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. [MPE 1, 2, 3, 6]
MPE6 Use labels. I use labels to show what numbers mean.