X

  • = Denotes Benchmark Expectation

  • = Includes a Feedback Box

Benchmark Expectations. Several of the Expectations are prioritized as Benchmark Expectations becausethey 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 5 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 work.

Cookie Factory
Feedback Box		 Expectation Check
In		 Comments
Find the median of a data set. [Q# 1A, 2A] E5
Find the mean of a data set using manipulatives and numerical procedures. [Q# 1B, 2B] E6
Make predictions and generalizations using medians and means. [Q# 3, 4] E8

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1TG DPP Item A Triangle Flash Cards: Last Six Facts
Key Ideas in Unit 5

L1 DPP

L1 SAB

L2 SG

L3 SG

L3 TG

L3 SAB

L4 SG

L4 SAB

L4 DPP

L5 SG

L5 SAB

L5 SAB

L6 DPP

L6 SAB

L7 DPP

L7 SG
Unit 5 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on the algebraic concepts of function, representing functions, and using patterns in those representations to make predictions and generalizations. 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.

E11. Represent patterns and functions using words, tables, and symbols. (Algebra 2 and 3)

The Content section of the Unit 5 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, number, measurement, and data concepts. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' multiplication facts strategies.

Data 2

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

E1

 Represent the variables and procedures of an investigation in a drawing. (Algebra 1) [6.SP.1] [MP 1, 2, 3, 5, 6]

E2

 Collect and organize data in a table. (Algebra 2) [MP 1, 2, 5, 6]

E3

 Make a point graph. (Algebra 2) [5.G.2] [MP 4, 5]

E4

 Draw a best-fit line. (Algebra 2) [6.SP.2] [MP 4, 5, 6, 7, 8]

Data 3

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

E5

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

E6

 Find the mean of a data set using manipulatives and numerical procedures. [4.OA.3; 6.SP.5] [MP 2, 4]

Data 4

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

E7

 Make predictions and generalizations using tables and graphs. (Algebra 4) [4.NBT.3] [MP 1, 6]

E8

 Make predictions and generalizations using medians and means. (Algebra 4) [MP 2, 4, 5]

Measurement 2

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

E9

 Measure length in centimeters. [4.MD.2] [MP5]

Number 1

Number Sense: Understand the base-ten number system, recognize relationships among quantities and numbers, and represent numbers in multiple ways.

E10

 Identify and extend multiplicative patterns. (Algebra 1) [4.OA.1, 2] [MP 2, 4, 7, 8]

E11

 Represent patterns and functions using words, tables, and symbols. (Algebra 2 and 3) [4.OA.5] [MP 2, 4, 7, 8]

Math Facts

Number 3

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

E12

 Demonstrate fluency with the last six multiplication facts (4 × 6, 4 × 7, 4 × 8, 6 × 7, 6 × 8, 7 × 8). [3OA.7]

E13

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the last six facts. (Algebra 3) [3OA.4]

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 5 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, 6]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP4, 5, 7, 8]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [MP6]
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, 4, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP1, 3]