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 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.

Mass vs. Volume: Proportions and Density
Check-In: Questions 13–16 Feedback Box		 Expectation Check
In		 Comments
Represent the relationship between variables as a ratio. E2
Find equivalent fractions and ratios using a variety of strategies (e.g., using models, using multiplication and division, using graphs and tables). E3
Use ratios and proportions to solve problems. E4
Use patterns in tables and line graphs to make predictions and solve problems. E12
  Yes… Yes, but… No, but… No…
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.
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 4

Key Assessment Opportunities Chart Print

L1SG Ratios, Recipes, and Proportions Check-In: Q# 21–25
Key Ideas in Unit 11

L1 SG

L2 SG

L3 SG

L4 SG

L4 SG

L5 SG

L5 SG

L5 DPP

L5 DPP

L6 SG

L6 SG

L6 DPP

L7 TG
Unit 11 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:

Data 4. Using Data: Apply relationships and patterns in data to solve problems, develop generalizations, and make predictions.

E12. Use patterns in tables and line graphs to make predictions and solve problems. (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.

Number 1

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

E1

 Represent ratios with words and as fractions. (Algebra 3) [6.RP.1, 3] [MP1, 4, 6, 7, 8]

See Figure 1 in the Lesson.

E2

 Represent the relationship between variables as a ratio. (Algebra 1) [5.OA.3; 6.RP.1, 3] [MP1, 4, 6, 7, 8]

Number 3

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

E3

 Find equivalent fractions and ratios using a variety of strategies (e.g., using models, using multiplication and division, using graphs and tables). (Algebra 2) [5.NF.1; 6.RP.3] [MP2, 3, 4, 5, 6, 7, 8]

E4

 Use ratios and proportions to solve problems. (Algebra 4) [5.OA.3; 6.RP.3] [MP1, 2, 3, 5, 7, 8]

Geometry 1

Shapes: Identify, describe, classify, and analyze 2- and 3-dimensional shapes based on their properties.

E5

 Identify the parts of a circle. [7.G.4] [MP6]

Measurement 2

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

E6

 Measure mass to the nearest tenth of a gram. [5.NBT.1] [MP2, 6]

E7

 Measure volume by displacement to the nearest tenth of a cc. [5.NBT.1; 5.MD.4] [MP2, 6]

E8

 Measure the circumference of a circle to the nearest tenth of a centimeter. [5.NBT.1] [MP2, 6]

Data 2

Data 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 1) [6.SP.1; 6.EE.9] [MP1, 2, 3, 5, 6]

E10

 Collect and organize data into a table and line graph to represent the relationship between variables. (Algebra 2) [5.OA.3] [MP4, 5, 6]

E11

 Make point graphs and draw best-fit lines to represent ratios and proportional relationships. (Algebra 2) [6.RP.3] [MP4, 5, 6]

Data 4

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

E12

 Use patterns in tables and line graphs to make predictions and solve problems. (Algebra 4) [5.OA.3; 6.RP.3; 6.NS.8] [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 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 strategies [MPE2], showing their work [MPE5], and using labels [MPE6].
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, 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. [MP2, 7]
MPE4 Check my calculations. If I make mistakes, I correct them. [MP2, 6]
MPE5 Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking. [MP3, 5]
MPE6 Use labels. I use labels to show what numbers mean. [MP6]