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 10 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.

Money Jar Check-In: Questions 11–12
Feedback Box		 Expectation Check
In		 Comments
Multiply and divide using mental math strategies. [Q# 11–12] E3
Represent solutions strategies for problems involving multiplication. [Q# 11–12] E4
Represent solution strategies for problems involving division including interpreting remainders. [Q# 11–12] E5
  Yes… Yes, but… No, but… No…
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.
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6. Use labels. I use labels to show what numbers mean.

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1TG Making Limeade
Key Ideas in Unit 10

L1 TG

L1 DPP

L2 SG

L3 SG

L4 SG

L4 DPP

L5 SAB

L5 TG

L6 SAB

L6 SAB

L6 SAB

L6 TG

L7 SAB
Unit 10 Expectations

Math Content

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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:

Number 1. Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E2. Represent multiplicative patterns in tables, graphs, and number lines. (Algebra 2)

The Content section of the Unit 10 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

 Identify and extend multiplicative patterns represented in graphs, tables, and number lines. (Algebra 1) [3.OA.9; MP1, 2, 5]

E2

 Represent multiplicative patterns in tables, graphs, and number lines. (Algebra 2) [3.OA.9; MP1, 2, 5]

Number 2

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

E3

 Multiply and divide using mental math strategies (e.g., reasoning from known facts, repeated addition and subtraction). [3.OA.5, 7; MP2, 7]

E4

 Represent solution strategies for problems involving multiplication (e.g., models, drawings, number lines, tables, number sentences, and graphs). (Algebra 2) [3.OA.1, 3; MP1, 2, 4, 5]

E5

 Represent solution strategies for problems involving division including interpreting remainders (e.g., models, drawings, number lines, tables, number sentences, and graphs). [3.OA.2, 3; 4.OA.3; MP1, 2, 4, 5]

Data 2

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

E6

 Make a point graph to model real-world situations. (Algebra 2) [5.G.2; MP1, 4]

Data 3

Data Description: Describe a data set by interpreting graphs, identifying patterns, and using statistical measures, e.g., average and range.

E7

 Read a table or point graph to find information about a data set. (Algebra 4) [5.G.2.; MP1, 2, 4]

Measurement 2

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

E8

 Measure to the nearest centimeter. [4.MD.1]

Math Facts

Number 3

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

E9

 Demonstrate fluency with the multiplication facts for the square numbers. [3.OA.7]

E10

 Determine the unknown number in a multiplication and division sentence relating three whole numbers for the square numbers. (Algebra 3) [3.OA.4; 3.OA.7]

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 10 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 checking for reasonableness [MPE3] and showing their work [MPE5], though there will be opportunities to assess many of the other Math Practices.
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. [MP1, 4, 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. [MP1, 6]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP2, 6]
MPE5 Show my work. I show or tell how I arrived at my answer so that someone else can understand my thinking. [MP3, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]