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 11 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.

Just Passing Time
Check-In: Questions 13–15
Feedback Box		 Expectation Check
In		 Comments
Solve elapsed time problems involving time measurements to the nearest minute.
  • Given the start and end time for an event, find the elapsed time. [Q# 13]
  • Given the end time and the duration of the event, find the start time. [Q# 14]
  • Given the start time and duration of the event, find the end time. [Q# 15]
 E9

Figure 2: Sample Feedback Box from Lesson 1

Key Assessment Opportunities Chart Print

L1SG Just Passing Time Check-In: Q# 13–15
Key Ideas in Unit 11

L1 SG

L1 DPP

L2 SAB

L2 TG

L3 TG

L4 TG

L5 SG

L5 SAB

L6 DPP

L6 SAB

L6 TG

L7 TG

L7 SAB

L8 SAB

L8 SAB

L8 DPP

L9 SAB

L9 SG

L9 DPP
Unit 11 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts related to identifying and describing shapes. 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 a multiplication or division sentence relating three whole numbers for the nines. (Algebra 3)

The Content section of the Unit 11 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with expectations related to geometry and measurement concepts. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' multiplication facts strategies.

Geometry 1

Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties.

E1

 Describe and analyze two-dimensional shapes using their properties (e.g., number of sides, length of sides, vertices, number and size of angles, number of right angles, and relationships between sides). [3.G.1] [MP1, 5, 6]

E2

 Describe and analyze three-dimensional shapes using their properties (e.g., number and shape of sides, number of edges, and number of corners). [3.G.1] [MP1, 5, 6]

E3

 Identify and construct two- and three-dimensional shapes using their properties. [3.G.1] [MP1, 5, 6]

E4

 Classify 2- and 3-dimensional shapes using their properties. [3.G.1] [MP1, 3, 5, 6]

Geometry 3

Motion: Apply transformations (slides, flips, and turns) and use symmetry to analyze mathematical situations.

E5

 Identify congruent shapes. [3.G.1; 8.G.4] [MP1, 5]

E6

 Identify lines of symmetry. [MP1, 5, 6]

Geometry 4

Geometric Reasoning: Use visualization, spatial reasoning, and geometric modeling to solve problems.

E7

 Justify conclusions using geometric properties. [3.G.1] [MP1, 3]

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.

E8

 Recognize that shapes can have the same area but different perimeters. [3.MD.5–6; 3.MD.8] [MP1, 2, 4, 5, 6]

E9

 Solve elapsed-time problems involving time measurements to the nearest minute. [3.MD.1] [MP1, 2, 4, 5, 6]

Measurement 2

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

E10

 Measure the area and perimeter of two-dimensional shapes. [3.MD.6–7; 3.MD.8; 3.G.2] [MP1, 5, 6, 7]

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 nines. [3.OA.3, 3.OA.7]

E12

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the nines. (Algebra 3) [3.OA. 5, 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 11 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], 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, 6]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP4, 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. [MP2, 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, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]