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 identifythe 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 5 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.

Problems of Scale
Feedback Box		 Expectation Check
In		 Comments
Find equivalent fractions and ratios using tools (e.g., area models, number lines, tables, graphs) and multiplication and division strategies. [Q# 2–5] E3
Use ratios to solve problems. [Q# 2–5] E4
Convert among different-sized standard measurement units within a given measurement system (e.g., seconds to hours and feet to yards). [Q# 2–5] E6
  Yes… Yes, but… No, but… No…
MPE2. Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6. Use labels. I use labels to show what numbers mean.

Figure 2: Sample Feedback Box from Lesson 5

Key Assessment Opportunities Chart Print

L1SG Fractions in Simplest Form Check-In: Q# 9
Key Ideas in Unit 5

L1 SG

L1 DPP

L2 SG

L3 SAB

L4 SG

L4 SG

L5 SG

L5 DPP

L6 SG
Unit 5 Expectations

Math Content

X

Content Expectations. The Expectations assessed in this unit focus on concepts of number, computation, and algebra, specifically related to fractions and ratios. 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 3. Computation and Estimation: Use efficient and flexible procedures to compute accurately and make reasonable estimates.

E3. Find equivalent fractions and ratios using tools (e.g., area models, number lines, tables, graphs) and multiplication and division strategies. (Algebra 4)

The Content section of the Unit 5 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' 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 and ratios (e.g., proper, improper, mixed number) using area models, number lines, tables, graphs, words, and symbols. [5.NF.3] [MP1, 2, 3, 5]

E2

 Represent and identify the simplest form of a fraction or ratio using tools (e.g., area models) and multiplication and division strategies. [5.NF.1] [MP1, 2, 5]

Number 3

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

E3

 Find equivalent fractions and ratios using tools (e.g., area models, number lines, tables, graphs) and multiplication and division strategies. (Algebra 4) [5.NF.1] [MP1, 2, 3, 5, 6]

E4

 Use ratios to solve problems. [5.NF.5] [MP1, 2, 3, 4, 5, 7]

Measurement 2

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

E5

 Measure length in inches and yards. [5.MD.2] [MP5]

E6

 Convert among different-sized standard measurement units within a given measurement system (e.g., seconds to hours and feet to yards). (Algebra 4) [5.MD.1] [MP1, 2, 5]

Data 2

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

E7

 Make a point graph and draw a best-fit line. (Algebra 2) [5.G.2; 5.OA.3] [MP1, 4, 7]

Data 4

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

E8

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

E9

 Describe how the change in one variable in an investigation relates to a change in a second variable. (Algebra 1) [5.OA.3] [MP1, 3, 5, 7]

Math Facts

Number 3

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

E10

 Demonstrate fluency with the multiplication and division facts for the square numbers.

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 5 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 strategies [MPE2], showing their work [MPE5], and labeling their work [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.
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.
MPE6 Use labels. I use labels to show what numbers mean.