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  • = 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 the Expectations. Look for the box ( ) on the Unit 10 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 own work.

Showing Decimals
Check-In: Questions 19–21
Feedback Box		 Expectation Check
In		 Comments
Show decimal fractions in five ways:
  • Using drawings and number lines [Q# 19–20]
  • Using words and numbers [Q# 19–20]

E5
E6
Make connections among representations of decimals. [Q# 19–20] E7
Compare decimals. [Q# 21] E8

Figure 2: Sample Feedback Box from Lesson 3

Key Assessment Opportunities Chart Print

L1SAB Measure Hunt Observation
Key Ideas in Unit 10

L1 SAB

L1 DPP

L2 SG

L2 SAB

L3 SAB

L4 SAB

L4 TG

L5 SG

L5 SG

L5 TG

L6 SAB

L6 DPP

L7 SG

L7 DPP
Unit 10 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on the concepts of number and operation related to decimals and decimal measurements. The unit also focuses on the algebraic concepts of identifying and using patterns. 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. Make predictions and generalizations from line graphs involving decimal values. (Algebra 4)

The Content section of the Unit 10 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 and division facts strategies.

Data 1

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

E1

 Name variables (manipulated, responding, and fixed) in an investigation (Algebra 1). [6.EE.9] [MP1, 4, 5, 6]

Data 2

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

E2

 Make a point graph using ordered pairs with decimal values (Algebra 2). [5.G.1, 2] [MP1, 4, 5, 6]

Data 4

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

E3

 Make predictions and generalizations from line graphs involving decimal values. (Algebra 4). [4.OA.5] [MP1, 2, 3, 4, 5, 6, 7, 8]

Measurement 2

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

E4

 Measure length to the nearest meter and hundredth of a meter (centimeter). [2.MD.1, 2; 4.MD.1] [MP1, 5, 6]

Number 1

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

E5

 Represent decimals using area models, number lines, and base-ten pieces. [4.NF.5, 6] [MP1, 2, 3]

E6

 Use words and numbers to read and write decimals to the hundredths. [4.NF.5, 6] [MP 1, 3, 6]

E7

 Make connections among representations of decimals including symbols, words, area models, base-ten pieces, and number lines. [4.NF.5, 6] [MP1, 3, 5, 6]

E8

 Compare and order decimals to the hundredths using models. [4.NF.7] [MP1, 2, 5, 7]

Number 2

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

E9

 Add and subtract decimals to the hundredths using models. [5.NBT.7] [MP1, 2, 6]

Math Facts

Number 3

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

E10

 Demonstrate fluency with the division facts related to the last six multiplication facts (24 ÷ 4, 24 ÷ 6, 28 ÷ 4, 28 ÷ 7, 32 ÷ 4, 32 ÷ 8, 42 ÷ 6, 42 ÷ 7, 48 ÷ 6, 48 ÷ 8, 56 ÷ 7, 56 ÷ 8).

E11

 Determine the unknown number in a multiplication or division sentence relating three whole numbers for the last six 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 10 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], knowing the problem [MPE1] and finding a strategy [MPE2].
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. [MP1, 5]
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, 4, 6]
MPE6 Use labels. I use labels to show what numbers mean.