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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 Feedback Boxes are provided with several activities to report progress toward these 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.

Turkey and Potatoes
Feedback Box		 Expectation Check
In		 Comments
Represent the simplest form of a fraction. [Q# 3, 4B] E2
Represent multiplication of fractions with area models, number lines, number sentences, and drawings. [Q# 2] E3
Multiply fractions using area models, drawings, and number lines. [Q# 1–4] E4
Solve word problems involving multiplication of fractions. [Q# 3–4] E5
  Yes… Yes, but… No, but… No…
MPE2. Find a strategy. I choose good tools and an efficient strategy for solving the problem [Q# 1–4]
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 someone else can understand my thinking.

Figure 2: Sample Feedback Box from Lesson 7

Key Assessment Opportunities Chart Print

L1 SAB Use Equivalent Fractions to Add and Subtract Check-In: Q# 8
Key Ideas in Unit 10

L1 SAB

L1 SG

L2 SG

L2 TG

L3 SG

L4 SG

L4 DPP

L5 SG

L5 DPP

L6 SAB

L6 SAB

L7 TG

L8 SG

L9 SG

L10 SG

L10 TG

L11 SG

L11 SAB
Unit 10 Expectations

Math Content

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Content Expectations. The Expectations assessed in this unit focus on concepts related to operations with fractions. 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.

E6. Explain the effects of factors less than and greater than 1 on the product of fractions (e.g., is the product of 1/2 × 3 larger or smaller than 3). (Algebra 1)

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.

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 find equivalent fractions using tools (e.g., area models, number lines) and multiplication and division strategies. (Algebra 3) [5.NF.1] [MP 4, 5, 7]

E2

 Represent and identify the simplest form of a fraction using tools (e.g., area models) and multiplication and division strategies. (Algebra 4) [5.NF.1] [MP 4, 5, 7, 8]

Number 2

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

E3

 Represent addition, subtraction, multiplication, and division of fractions with area models, number lines, number sentences, drawings, and stories. (Algebra 3) [5.NF.2, 4, 7] [MP 1, 3, 4, 5, 7]

E4

 Multiply and divide fractions using area models, drawings, and number lines. (Algebra 3) [5.NF.4, 7] [MP 1, 2, 3, 4, 5, 8]

E5

 Solve word problems involving addition, subtraction, and multiplication of fractions. [5.NF.2, 4, 6] [MP 1, 2, 3, 5]

E6

 Explain the effects of factors less than and greater than 1 on the product of fractions (e.g., is the product of 1/2 x 3 larger or smaller than 3). (Algebra 1) [5.NF.5] [MP 1, 4, 7, 8]

E7

 Choose appropriately from among estimation and computation strategies. [5.NF.2] [MP 1, 2, 5, 6]

Number 3

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

E8

 Add and subtract fractions including those with unlike denominators using area models and paper-and-pencil methods. (Algebra 1) [5.NF.1, 2] [MP 1, 2, 4, 5, 7]

E9

 Estimate sums and differences of fractions using benchmarks and mental math strategies. (Algebra 4) [5.NF.2] [MP 1, 2, 4, 5, 6]

E10

 Find common denominators and use them to add, subtract, and compare fractions. [5.NF.1]
[MP 2, 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 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 finding strategies [MPE2], checking for reasonbleness [MPE3], and showing their work [MPE5].
MPE1 Know the problem. I read the problem carefully. I know the questions to answer and what information is important. [MP 1]
MPE2 Find a strategy. I choose good tools and an efficient strategy for solving the problem. [MP 1, 2, 3, 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. [MP 1, 3, 6]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP 1, 3, 6]
MPE5 Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [MP 1, 3, 5, 6]
MPE6 Use labels. I use labels to show what numbers mean. [MP 1, 6]