Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students show they may be matching different forms based on the order the digits appear from left to right (or some other feature), rather than making connections based on the value of the digits.	During Center Choice Time in the next unit, invite students to play Greatest of Them All, Stage 3. Look for the ways they compare six-digit numerals. Ask students to discuss the digits that helped them decide which is larger. Emphasize the connections they make to place value and restate their responses to make place value connections as needed.	1, 2, 8 4.NBT.A.2CA.4.NBT.2.
Students write true comparison statements for pairs of numbers with the same number of digits (2.a, 2.c, 8.a), but don’t yet recognize that the digit with the greatest place value affects the size of the number the most, followed by the digits with the second greatest place value, and so on (2.b).	Before an upcoming lesson, invite selected students to work with a partner to choose 2 cards from the Large Number Cards (Unit 4) that have the same numerals, but in different places. Encourage students to discuss the digits that help them decide which number is larger. Emphasize the connections they make to place value and restate their responses to make place value connections as needed.	1, 2, 8 4.NBT.A.2CA.4.NBT.2.
Students calculate 10 times as much, but their reasoning doesn’t reveal what they recognize about place value. For example, they just write \(225\times10=2\text,250\).	Before the lesson in Unit 4 in which students work with multiplicative comparisons that are “10 times as many,” display Problem 3 from the assessment. Invite students to share their reasoning for the problem with different partners using the Stronger and Clearer Each Time routine. Listen for and emphasize responses that recognize the relationship between the digits and 10 times as much.	3 4.NBT.A.1CA.4.NBT.1.
Students don’t yet use equivalence to reason about adding tenths and hundredths.	During the next unit, invite students to play Compare, Stage 7 using only the cards with denominators of 10 and 100. Ask students to work with a partner to write equivalent fractions.Then prompt them to find the sum or difference shown on one of the cards. Look for students who use diagrams to reason about equivalence. Ask them to share their approach, and then invite others to explain how it works.	4.A, 4.C, 4.E 4.NF.C.5CA.4.NF.5.
Student responses show understanding of equivalent fractions with denominators 10 and 100 (4.A, 4.C, 4.E), but do not yet identify the decimal notation (4.B, 4.D, 4.F).	During Center Choice Time in the next unit, use the cards (fractions, decimals, and diagrams) from the Unit 4 Card Sort: Diagrams of Fractions and Decimals. Ask students to explain to a partner why \(\frac{40}{100}=0.40=0.4\) but does not equal \(0.04\). Consider using the Stronger and Clearer Each Time routine.	4.B, 4.D, 4.F 4.NF.C.6CA.4.NF.6.
Students find the correct value when they compose or decompose 2 units (5.a, 8.b), but show they may be losing track when more than 2 units are decomposed (5.b).	Before a lesson in the next unit, display student work from the assessment that has errors with decomposing. Ask students to discuss the mistakes and emphasize ways of keeping track when decomposing. During Center Choice Time, invite students to work with partners to complete subtraction expressions from Number Puzzles: Addition and Subtraction, Stage 6. Ask students to check their answers by subtracting using the standard algorithm.	5, 8 4.NBT.B.4CA.4.NBT.4.
Students attempt to find the value of sums and differences using approaches other than the standard algorithm.	Before a lesson in the next unit, invite students who used a method other than the standard algorithm to share their approach for solving Problem 5 or 8. Ask them to add or subtract using the standard algorithm. If support is needed, suggest that students try subtracting using the expanded form. Encourage students to compare their work to an example that uses the standard algorithm. Emphasize the different ways to show the decomposition in both.	5, 8 4.NBT.B.4CA.4.NBT.4.
Students create true comparison statements when both numbers are in the hundredths (6.b), but show they may not attend to place value when comparing a number up to tenths to a number up to hundredths (6.a, 6.c, 6.d).	During Center Choice Time, use the decimal cards from Unit 4 Card Sort: Diagrams of Fractions and Decimals. Invite selected students to choose two cards and write a comparison statement. Encourage students to explain how they know their comparison is true using what they know about place value. As needed, ask them to explain the value of the digits using the cards with diagrams to show their reasoning.	6 4.NF.C.7CA.4.NF.7.
Students may attend to place value when rounding, but always round down.	Before a lesson in the next unit, display student work from the assessment that shows a series of number lines used to round to each place value. Invite students to share how the number lines help them see whether to round up or round down. For more practice during Center Choice Time, prompt students to play Tic Tac Round, Stage 2. Ask them to explain their reasoning to their partner for each number they round.	7 4.NBT.A.3CA.4.NBT.3.

4.4 End-of Unit Assessment Guidance