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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 these Expectations. Look for the box ( ) on the Unit 2 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.

Candy Fractions
Feedback Box		 Expectation Check
In		 Comments
Represent and identify fractions (e.g., proper, improper, mixed number) using area models, words and symbols. [Q# 1–3, 5–6] E1
Recognize that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size). [Q# 9–12] E2
Identify the unit whole when given a fractional part of a whole. [Q# 9–11] E3
Compare fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators. [Q# 4, 7, 8] E6
  Yes… Yes, but… No, but… No…
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [Q# 4, 7, 8, 12]

Figure 2: Sample Feedback Box from Lesson 2

Key Assessment Opportunities Chart Print

L1SG Self Assessment Facts I Know Mult. and Division Facts and Triangle Flash Cards
Key Ideas in Unit 2

L1 SG

L2 TG

L3 SG

L3 SAB

L4 TG

L4 DPP

L5 SAB

L6 SG

L6 SAB

L6 TG

L6 DPP

L7 SAB

L8 SG

L8 TG

L9 SG

L10 SG

L10 DPP

L11 SG

L12 SG

L12 SAB
Unit 2 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.

E1. Represent and identify fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences. (Algebra 3)

The Content section of the Unit 2 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 1

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

E1

 Represent and identify fractions (e.g., proper, improper, mixed number) using area models, drawings, number lines, words, symbols, and number sentences. (Algebra 3) [5.NF.3] [MP1, 2, 4, 5]

E2

 Recognize that equal fractional parts of a unit whole are the same size (e.g., all fourths of a rectangle are the same size). [MP1, 2, 7]

E3

 Identify the unit whole when given a fractional part of a whole. [MP2]

E4

 Find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies. (Algebra 4) [5.NF.1] [MP2, 3, 5, 6]

E5

 Decompose fractions into the sums of smaller fractions (e.g., 3/4 = 1/2 + 1/4). (Algebra 4) [5.NF.1] [MP1, 2, 6]

E6

 Compare and order fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators. [5.NF.1] [MP2]

Number 2

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

E7

 Add and subtract fractions including those with unlike denominators. (Algebra 3, 4) [5.NF.1] [MP1, 2, 5]

E8

 Represent the solution for word problems involving addition and subtraction of fractions using visual models and number sentences. (Algebra 3) [5.NF.2] [MP1, 2, 5]

Number 3

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

E9

 Use benchmark fractions to estimate sums and differences and assess the reasonableness of answers. [MP1, 2, 5, 6]

Math Facts

E10

 Demonstrate fluency with the multiplication and division facts for the 5s and 10s. [5.NBT.5, 5.NBT.6]

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 2 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] 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]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP1, 2, 3]
MPE3 Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again. [MP2, 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, 8]
MPE6 Use labels. I use labels to show what numbers mean.