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 2 Key Assessment Opportunities Chart. See Figure 3. 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 work.

  Expectation Check
In		 Comments
Recognize geometric relationships involving the area and perimeter of rectangles. [Q# 5B] E4
Make a shape with a given perimeter. [Q# 5A] E5
Find the perimeter of rectangles. [Q# 5A] E6
Find the area of rectangles by counting. [Q# 5A] E7

Yes …

Yes, but …

No, but …

No, …

MPE4. Check my calculations. If I make mistakes, I correct them. [Q# 5B]
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 5B]
MPE6. Use labels. I use labels to show what numbers mean. [Q# 5B]

Figure 3: Sample Content and Math Practices Feedback Box from Lesson 4

Key Assessment Opportunities Chart Print

L1SG Investigating Perimeter and Area Check-In: Q# 5–6
Key Ideas in Unit 2

L1 SG

L1 SAB

L1 TG

L2 SG

L2 SG

L2 SG

L2 DPP

L2 DPP

L2 TG

L3 SG

L3 SAB

L3 DPP

L4 SG

L4 SG

L4 SG

L4 TG

L4 DPP

L4 DPP
Unit 2 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 and Algebra. 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.

E3. Model real-world situations with tables and points. (Algebra 2)

The Content section of the Unit 2 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 2

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

E1

 Make a point graph. (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.

E2

 Read a table or graph to find information about a data set. (Algebra 2) [MP4, 7]

Data 4

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

E3

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

Geometry 4

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

E4

 Recognize and generalize geometric relationships in problems involving the area and perimeter of rectangles. [MP1, 2, 4, 8] [4.MD.3, 3.MD.5, 6, 7, 8]

E5

 Make shapes (polygons) with given measurements (width, perimeter, or area). [3.MD.7, 8] [MP3]

Measurement 2

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

E6

 Find the perimeter of rectangles and irregular shapes by counting units and adding. [3.MD.7, 8]

E7

 Find the area of rectangles and irregular shapes by counting, adding, or multiplying. [3.MD.7, 8]

Math Facts

Number 3

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

E8

 Demonstrate fluency with subtraction facts. [2.0A.2]

Math Practices

X

Math Practices Expectations. Students use the Math Practices Expectations on the Math Practices page to help them focus on practices related to both problem solving and communication. See the page in the Student Guide Reference section or in 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 2 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. [MP1]
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. [MP6]
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. [MP3, MP2]