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 1 Key Assessment Opportunities Chart. See Figures 3 and 4. 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.

More Arm Span vs. Height Data
Feedback Box		 Expectation Check
In		 Comments
Estimate the median of a data set. [Q# 1] E6
Read a table or graph to find information about a data set. [Q# 1–3] E7
Model real-world situation with bar and point graphs. [Q# 1–2] E8
Make predictions and generalizations about a data set using a median. [Q# 2] E9
Make predictions and generalizations about a data set using a data table and graph. [Q# 3] E10

Figure 3: Sample Content Feedback Box from Lesson 5

Expectation Check
In		 Comments
Find the median in data set. [Q# 4] E6
Make predictions and generalizations about a data set using a median. [Q# 4] E9
Read a table or graph to find information about a data set. [Q# 5] E7
Yes … Yes, but … No, but … No, …
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 4]

Figure 4: Sample Content and Math Practices Feedback Box from Lesson 6

Key Assessment Opportunities Chart Print

L1SG Getting to Know Room 204 Class Discussion Q# 1–8
Key Ideas in Unit 1

L1 SG

L1 SG

L2 SG

L2 SG

L3 SG

L3 DPP

L4 TG

L5 SG

L5 SG

L5 TG

L5 DPP

L5 DPP

L5 DPP

L6 SG

L6 SG

L6 SG

L6 DPP
Unit 1 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on describing patterns in data represented in tables and graphs to make generalizations (Key Ideas of Data). 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:

Data 4. Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions.

E10. Make predictions and generalizations about a data set using a data table and graph. (Algebra 4)

The Content section of the Unit 1 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 data concepts. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' addition facts strategies.

Data 1

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

E1

 Name variables in an investigation and list appropriate values for each. (Algebra 1)
[MP1, MP2, MP3, 3.MD.3, 6.SP.1]

E2

 Distinguish between categorical and numerical variables. (Algebra 1)
[MP1, 6.SP.1]

Data 2

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

E3

 Make a bar graph using categorical data.
(Algebra 2) [MP4]

E4

 Make a bar graph using numerical data.
(Algebra 2) [MP4]

E5

 Make a point graph using ordered pairs.
(Algebra 2) [MP4, 5.G.2]

Data 3

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

E6

 Find the median of a data set represented in a table, graph, or line plot. [MP4, 6.SP.5]

E7

 Read a table or graph to find information about a data set. (Algebra 4) [MP4, 7]

Data 4

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

E8

 Model real-world situations with bar and point graphs. (Algebra 4) [MP4, MP2, MP1, MP5, 5.G.2]

E9

 Make predictions and generalizations about a data set using a mdeian. (Algebra 4) [MP2, MP4, MP5]

E10

 Make predictions and generalizations about a data set using a data table and graph. (Algebra 4) [MP2, MP4, MP5]

Math Facts

Number 3

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

E11

 Demonstrate fluency with addition and facts.

Math Practices

X

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. See Figure 2. 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 1 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].

Figure 2: Math Practices
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.
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]
MPE6 Use labels. I use labels to show what numbers mean.