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. See Figure 2. Look for the box ( ) on the Unit 4 Key Assessment Opportunities Chart. 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.

Number Sentences
Check-In: Questions 11–14
Feedback Box		 Expectation Check
In		 Comments
Show that different partitions of the same number are equal. [Q# 11–13] E1
Solve addition problems with number lines. [Q# 12] E2
Solve subtraction problems with number lines. [Q# 14] E3

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1TG DPP Item A Triangle Flash Cards: 2s, 3s, and 9s
Key Ideas in Unit 4

L1 DPP

L1 TG

L1 SAB

L2 SG

L3 SG

L3 SAB

L4 SG

L4 TG

L5 SG

L5 SG

L5 DPP

L5 DPP

L6 TG

L7 SAB

L8 SG

L8 DPP

L9 SG

L9 DPP

L9 DPP

L10 SAB
Unit 4 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and operations, specifically addition, subtraction, and multiplication computation. 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. Show that different partitions of the same number are equal using base-ten pieces, number lines, and number sentences (e.g., 200 + 30 + 7 = 200 + 20 + 17). (Algebra 3)

The Content section of the Unit 4 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

 Show that different partitions of the same number are equal using base-ten pieces, number lines, and number sentences (e.g., 200 + 30 + 7 = 200 + 20 + 17). (Algebra 3) [4.NBT.1, 2] [MP1, 2, 3, 7]

Number 2

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

E2

 Represent and solve addition problems using base-ten pieces and number lines. [4.NBT.2, 4] [MPE1, 2]

E3

 Represent and solve subtraction problems using base-ten pieces and number lines. [4.NBT.2, 4] [MP1, 2, 3]

E4

 Solve addition and subtraction problems using mental math strategies (e.g., composing and decomposing numbers, counting up, and counting back). [4.NBT.4] [MP1, 2, 3]

E5

 Solve multiplication problems using mental math strategies (e.g., composing and decomposing numbers and doubling and halving). [4.NBT.5] [MP 1, 2, 7]

Number 3

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

E6

 Add multidigit numbers using paper-and-pencil methods (expanded form, all partials, and compact). [4.NBT.4] [MP1, 2]

E7

 Subtract multidigit numbers using paper-and-pencil methods (expanded form and compact). [4.NBT.4] [MP1, 2]

E8

 Multiply 2-digit numbers by 1-digit numbers using paper-and-pencil methods (expanded form, all partials, compact). [4.NBT.2, 5] [MP1, 2]

E9

 Choose appropriately from among mental math, estimation, and paper-and-pencil methods to add and subtract whole numbers. [4.NBT.4] [MP6]

E10

 Choose appropriately between mental math and paper-and-pencil methods to multiply whole numbers. [4.NBT.5] [MP6]

E11

 Estimate sums and differences. [4.NBT.3, 4.0A.3] [MP3, 6]

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 2s, 3s, and 9s. [3.0A.7]

E13

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the 2s, 3s, and 9s facts. [3.0A.7]

Math Practices

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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. 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 4 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 knowing the problem [MPE1] 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]
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. [MP2, 3]
MPE6 Use labels. I use labels to show what numbers mean.