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 11 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.

Multiplication Quiz 1
Feedback Box		 Expectation Check
In		 Comments
Show how to use place value in multiplication. [Q# 7,8] E1
Estimate products. [Q# 6A] E3
Multiply multidigit numbers. [Q# 1–12]
  • Using mental math [Q# 6B]
  • Using rectangles [Q# 8]
  • Using expanded form [Q# 7]
  • Using the all-partials method [Q# 9]
 E4
Choose appropriately from among mental math strategies and paper-and-pencil methods to multiply multidigit numbers. [Q# 1–12] E6

Figure 2: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SAB Solving Multiplication Problems Check-In: Q# 1–4
Key Ideas in Unit 11

L1 SAB

L1 DPP

L2 SG

L2 TG

L3 SG

L3 SAB

L3 SAB

L3 SAB

L3 SAB

L4 SG

L4 SG

L4 TG

L4 DPP

L5 SG

L5 SAB

L5 DPP
Unit 11 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit
focus on using place value and mathematical properties to develop and extend flexible use of strategies for multiplication of 2-digit by 2‑digit numbers. 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 2. Operations: Understand the meaning of numerical operations and their application for solving problems.

E1. Demonstrate understanding of the place-value concepts and mathematical properties involved in multiplication of 2-digit by 2-digit numbers (e.g. use the distributive property to multiply).
(Algebra 4)

The Content section of the Unit 11 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.

Number 2

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

E1

 Demonstrate understanding of the place value concepts and mathematical properties involved in multiplication of 2-digit by 2-digit numbers (e.g., use the distributive property to multiply). (Algebra 4)
[4.NBT.1, 5] [MP 1, 2, 3, 6]

E2

 Show connections between models and strategies for multiplying 2-digit by 2-digit numbers (e.g., demonstrate partial products using a rectangle model for multiplication).
[4.NBT.1, 2, 5] [MP1, 2, 3, 6]

Number 3

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

E3

 Estimate products of multidigit numbers. [4.NTB.3, 5] [MP1, 5, 6]

E4

 Multiply 2-digit by 2-digit numbers using mental math strategies and paper-and-pencil methods (e.g., expanded form, all-partials).
[4.NBT.1, 2, 5] [MP 1, 2, 3]

E5

 Multiply 2-digit by 2-digit numbers using the compact method. [4.NBT.5; 4.OA.3; 5.NBT.5] [MP1, 2, 3, 6]

E6

 Choose appropriately from among estimation, mental math strategies, and paper-and-pencil methods to multiply multidigit numbers. [3.G.5, 6, 7; 4.MD.3; 4.NBT.5; 4.OA.3; 5.NBT.5] [MP1, 2, 3, 4, 5, 6]

Math Facts

Number 3

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

E7

 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). [3.OA.7]

E8

 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 11 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], finding the strategy [MPE2], checking for reasonableness [MPE3], and showing that strategy [MPE5].
MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MP1, 4, 6]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP1, 4, 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. [MP1, 5, 6]
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, 6]
MPE6 Use labels. I use labels to show what numbers mean.