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 9 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.

Lines, Angles, and Polygons Quiz
Feedback Box		 Expectation Check
In		 Comments
Use addition and subtraction to find unknown angles. [Q# 8, 12] E1
Classify acute, obtuse, and right angles. [Q# 1, 2] E2
Identify points, rays, lines, and line segments. [Q# 3, 7] E3
Draw and identify intersecting, perpendicular, and parallel lines. [Q# 4, 5, 6, 7] E4
Estimate the size of an angle using benchmarks. [Q# 9, 10] E11
Use a protractor to measure angles. [Q# 11A] E12
  Yes… Yes, but… No, but… No…
MPE3. Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [Q# 11B]
MPE6. Use labels. I use labels to show what numbers mean. [Q# 8, 11A, and 12]

Figure 2: Sample Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1 SG Investigating Angles Check-In: Q# 6
Key Ideas in Unit 9

L1 SG

L1 DPP

L2 SAB

L3 SG

L4 SAB

L5 TG

L6 SAB

L7 SAB

L7 DPP

L8 SG

L9 SAB

L9 DPP

L10 DPP

L10 DPP

L10 TG

L11 SG

L11 SAB

L11 SAB

L11 SAB

Unit 9 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of 2-dimensional geometry and measurement. 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.

Number 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E1. Use addition and subtraction to find unknown angles. (Algebra 3, 4)

In this unit, one Expectation is listed under two Key Ideas in the Geometry strand.

Geometry 3. Motion: Apply transformations (slides, flips, and turns) and use symmetry to analyze mathematical situations.

E9. Identify slides, flips, and turns of shapes. (Geometry 2)

The Content section of the Unit 9 Key Assessment Opportunities Chart identifies some of the activities in the unit that are appropriate for assessing students' abilities with expectations related to these geometry, measurement, and number concepts. The Math Facts section of the same chart identifies activities in the unit that are appropriate for assessing students' division facts strategies.

Number 2

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

E1

 Use addition and subtraction to find unknown angles. (Algebra 3, 4) [4.MD.7] [MP1, 2, 3, 5]

Geometry 1

Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties.

E2

 Classify acute, obtuse, and right angles. [4.MD.7] [MP1, 2, 3, 5]

E3

 Identify points, rays, lines, and line segments. [4.G.2] [MP3, 4 ,6]

E4

 Draw and identify intersecting, perpendicular, and parallel lines. [4.G.1] [MP1, 6]

E5

 Describe and analyze 2-dimensional shapes based on their properties (e.g., number and length of sides, number and size of angles, relationships between sides). [4.G.2; 5.G.3, 4] [MP1, 3, 6]

E6

 Classify 2-dimensional shapes using their properties. [4.G.2; 5.G.4] [MP1, 2, 3, 5]

Geometry 3

Motion: Apply transformations (slides, flips, and turns) and use symmetry to analyze mathematical situations.

E7

 Identify line (reflective) symmetry. [4.G.3] [MP1]

E8

 Identify congruent shapes. [4.G.2; 8.G.4] [MP1]

E9

 Identify slides, flips, and turns of shapes. [4.G.3; 8.G.4] [MP1] (Geometry 2)

Geometry 4

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

E10

 Justify conclusions using geometric properties. [5.G.4, 4] [MP1, 3, 6]

Measurement 1

Measurement Concepts: Understand measureable attributes of objects or situations (length, area, mass, volume, size, time) and the units, systems, and processes of measurement.

E11

 Estimate the size of an angle using 90°, 180°, and 360° as benchmarks. [4.MD.5] [MP2, 5, 6]

Measurement 2

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

E12

 Use a protractor to measure and draw angles to the nearest degree. [4.MD.6] [MP5]

Math Facts

Number 3

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

E13

 Demonstrate fluency with the division facts for the square numbers. [3.OA.7]

E14

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the square number facts. [3.OA.4]

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 9 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 checking for reasonableness [MP3] and using labels [MPE6].

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. [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 someone else can understand my thinking. [MP3, 4, 6]

MPE6

 Use labels. I use labels to show what numbers mean. [MP1, 3, 6]