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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 12 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.

Measuring Mass
Check-In: Question 3 Feedback Box		 Expectation Check
In		 Comments
Measure mass in grams. E6
  • Level the two-pan balance properly.
  • Balance the two pans as closely as possible.
  • Add the standard masses correctly.
  • Measure the common object within an appropriate range.
Collect and organize data in a table. E7

Figure 2: Sample Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1SAB Practice with Coordinates
Key Ideas in Unit 12

L1 SAB

L1 DPP

L2 SG

L2 TG

L3 SAB

L4 SG

L4 SAB

L5 SAB

L6 SAB

L6 TG

L6 DPP

L6 DPP
Unit 12 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts related to multiplicative reasoning with models and problem situations involving mass. 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.

E1. Identify and extend multiplicative patterns represented in a table or graph. (Algebra 1)

The Content section of the Unit 12 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 a table or graph. (Algebra 1) [3.OA.3, 9] [MP1, 2, 4, 7]

E2

 Write number sentences to represent comparisons using the less than (<), greater than (>), or equal sign. (Algebra 3) [3.OA.5] [MP2]

Number 2

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

E3

 Solve multiplication and division problems involving measurement (e.g. mass and length). [3.OA.3; 3.MD.2, 4; 2.MD. 3; 4 MD.4] [MP1, 5, 6]

Geometry 2

Orientation and Location: Use coordinate systems to specify locations and describe spatial relationships.

E4

 Plot points and find locations or objects on a map using coordinates. [5.G.1, 2] [MP1, 4, 5, 7]

Measurement 2

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

E5

 Measure length in centimeters. [3.MD.4; 4.MD.1] [MP4, 5, 6]

E6

 Measure mass in grams. [3.MD.2] [MP4, 5, 6]

Data 1

Data Collection: Select, collect, and organize data to answer questions, solve problems, and make predictions.

E7

 Collect and organize data in a table. [MP1, 4]

Data 2

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

E8

 Represent the variables and procedures of an investigation in a drawing. (Algebra 1) [MP1, 2, 4]

E9

 Make a point graph using ordered pairs and draw a best-fit line. (Algebra 2) [5.G 1, 2]

Data 3

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

E10

 Read a table or point graph to find information about a data set. [MP1, 2, 4, 7]

Data 4

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

E11

 Make predictions about a data set using a data table or point graph with a best-fit line. (Algebra 4) [MP1, 2, 4, 7]

Math Facts

Number 3

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

E12

 Demonstrate fluency with the 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]

E13

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the last six facts (4 × 6, 4 × 7, 4 × 8, 6 × 7, 6 × 8, 7 × 8). (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 12 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.
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]