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 13 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.

Using Different Units
Check-In: Questions 8–10
Feedback Box		 Expectation Check
In		 Comments
Identify and extend patterns for increasing functions. [Q# 8] E1
Represent patterns and functions using words, symbols, and tables. [Q# 8–9] E2
Generate a pattern from a rule. [Q# 9] E3
Make generalizations using data tables. [Q# 10] E12

Figure 2: Sample Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1SAB Estimating and Measuring Volume Check-In: Q# 1–2
Key Ideas in Unit 13

L1 SAB

L2 SG

L3 SG

L3 SG

L3 SG

L4 SG

L5 SAB

L6 SG

L6 TG

L6 TG

L6 DPP

L7 SAB

L7 DPP

L7 DPP
Unit 13 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts of number and algebra, specifically concepts of pattern and function. 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.

E2. Represent patterns and functions using words, symbols, tables, and graphs. (Algebra 2 and 3)

The Content section of the Unit 13 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. The math facts are not assessed in this unit.

Number 1

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

E1

 Identify and extend patterns for increasing and decreasing functions. (Algebra 1) [4.OA.5] [MP1, 2, 3, 5, 7, 8]

E2

 Represent patterns and functions using words, symbols, tables, and graphs. (Algebra 2 and 3) [4.OA.4] [MP1, 2, 3, 5, 7, 8]

E3

 Generate a pattern from a rule. (Algebra 1) [4.OA.5] [MP1, 2, 7, 8]

Number 2

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

E4

 Solve problems involving volume and mass. [4.MD.1] [MP1, 2, 3, 5, 7, 8]

Measurement 1

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

E5

 Use the relationship between larger and smaller units of measure to solve problems. (Algebra 4) [4.MD.1, 2] [MP1, 2, 6]

Measurement 2

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

E6

 Measure volume by displacement to the nearest cubic centimeter. [4.MD.1, 2] [MP1, 5, 6]

E7

 Estimate the volume of small objects. [3.MD.2; 4.MD.1, 2; 5.MD.3] [MP1, 2, 5, 6]

E8

 Measure mass to the nearest gram. [3.MD.2; 4.MD.1, 2] [MP4, 5]

Data 2

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

E9

 Represent the variables and procedures of an investigation in a drawing. (Algebra 2) [6.EE.9] [MP1, 4, 5, 6]

E10

 Make point graphs and draw best-fit lines for increasing and decreasing functions. (Algebra 2) [5.G.1, 2] [MP1, 4, 5, 6]

E11

 Tell the story represented in a graph or table. (Algebra 2) [4.OA.5] [MP1, 2, 3, 4, 5, 6, 7, 8]

Data 4

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

E12

 Make predictions and generalizations using data tables and graphs (Algebra 4). (Algebra 4) [4.OA.5] [MP1, 2, 3, 4, 5, 6, 7, 8]

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 13 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], labeling their work [MPE6], and checking for reasonableness [MPE3].
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. [MP1, 2, 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. [MP6]