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 13 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.

Roberto's Charts
Check-In: Question 5
Feedback Box		 Expectation Check
In		 Comments
Represent 2-digit by 1-digit multiplication problems using rectangular arrays, counters, and number sentences. E1
Show connections between models and strategies for multiplication.
  • Picture connects to strategy.
  • Picture connects to story.
 E2
Solve multidigit multiplication problems using mental math strategies. E3
Multiply one-digit whole numbers by multiples of ten. E5
Solve multiplication problems by breaking products into the sum of simpler products. E7

Figure 2: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SAB Break Apart and Multiply Check-In: Q# 4–5
Key Ideas in Unit 13

L1 SAB

L1 DPP

L2 SAB

L2 TG

L3 SAB

L4 SG

L5 TG

L6 SAB

L6 DPP

L7 SAB

L7 SG

L8 SAB

L8 DPP

L9 SAB

L9 DPP
Unit 13 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically concepts of addition. 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.

E7. Solve multiplication problems by breaking products into the sum of simpler products (applying the distributive property of multiplication over addition) using a rectangle model and paper-and-pencil methods (e.g., all partials). (Algebra 3)

The Content section of the Unit 13 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 2

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

E1

 Represent 2-digit by 1-digit multiplication and multidigit division problems using counters, tiles, rectangular arrays, drawings, stories, and number sentences. (Algebra 3) [3.OA.3, 7; 4.NBT.5, 6] [MP1, 2, 5]

E2

 Show connections between models and strategies for multiplication (e.g., demonstrate partial products using a rectangle model for multiplication). (Algebra 3) [3.OA.3, 5, 7; 4.NBT.5] [MP1, 2, 7]

E3

 Solve multidigit multiplication problems using mental math strategies (e.g., composing and decomposing numbers, and doubling and halving). (Algebra 4) [3.OA.3, 7; 4.NBT.5] [MP1, 2]

E4

 Solve multidigit division problems using mental math strategies (e.g., thinking multiplication, repeated subtraction, using turn-around facts). (Algebra 4) [3.OA.3, 7; 4.NBT.6] [MP1, 2]

E5

 Multiply one-digit whole numbers by multiples of ten. [3.NBT.3] [MP7]

E6

 Interpret remainders of multidigit division problems. [3.OA.7; 4.OA.4] [MP2, 5]

Number 3

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

E7

 Solve multiplication problems by breaking products into the sum of simpler products (applying the distributive property of multiplication over addition) using a rectangle model and paper-and-pencil methods (e.g., all partials). (Algebra 3) [3.OA.3, 7; 3.NBT.3; 4.NBT.5] [MP1, 2]

E8

 Solve multistep word problems involving the four operations. [3.OA.8] [MP1, 2, 6]

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.

E9

 Use the relationship between larger and smaller units of measure to solve problems. [4.MD.1] [MP1, 5, 6]

Measurement 2

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

E10

 Measure volume to the nearest cubic centimeter using a graduated cylinder (e.g., through displacement, by filling container). [3.MD.2] [MP1, 4, 5]

E11

 Estimate volume by counting cubic centimeters. [3.MD.2] [MP1, 4, 5]

Data 3

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

E12

 Find the median of a data set. [6.SP.5] [MP1, 2, 4]

Data 4

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

E13

 Make predictions and solve problems using patterns in data represented in data tables and bar graphs. (Algebra 4) [MP1, 4, 5, 7]

Math Facts

Number 3

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

E14

 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.1, 7]

E15

 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.7]

E16

 Demonstrate fluency with all the multiplication facts. [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 13 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], and showing their work [MPE5].
MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MP1, 4]
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. [MP 2, 4, 6]
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]