Observation	Next Unit Supports	Assessment item(s) (standard assessed)
Students use the given numbers in the pattern and don’t yet consider the next numbers in the sequence. (1.C)	Before a lesson in the next unit, invite students to work with a partner to share responses to problem 1 on the assessment. Emphasize strategies that show reasoning about multiples without listing all the next numbers in the sequence. Invite students to share how they know these strategies will work.	1 CCSS.4.OA.C.5CA.4.OA.5.
Students list values to continue the pattern but may not identify some or any features that were not explicit in the rule, such as multiples and how to express a rule with repeated addition as multiplication.	During the Warm-ups of Section B in the next unit, invite students to identify features of patterns using values such as 90, 45, or 30, which will be helpful for angle measurement. Ask questions such as “start with 15, keep adding 15” rule in Unit 6, including “Will 360 be in the list?”	1 CCSS.4.OA.C.5CA.4.OA.5.
Students find partial products, but do not yet keep track when they compose or decompose units to find the value of the sum of the partial products.	During Center Choice Time, invite selected students to compare student work for Problem 4.a, which are both accurate and inaccurate in terms of keeping track as they compose or decompose units to find the value of the sum of the partial products. Ask students which way is correct and how to improve the other response.	2,4,6,8 CCSS.4.NBT.B.5CA.4.NBT.5.
Students use strategies to multiply one-digit by multi-digit factors (4.a, 6.a) but not yet with two-digit by two-digit factors (4.b).	When students play Stage 8 of the Compare center in the next unit , use only the multiplication cards. Ask each partner to show the partial products they used to solve the problems and compare their strategies.	2,4,6,8 CCSS.4.NBT.B.5CA.4.NBT.5.
Students use partial quotients or partial products to reason about division, but may make a miscalculation when finding a partial product or with the value of a sum or difference.	When students play Stage 8 of the Compare center, use only the division cards. Ask each partner to show how they recorded the partial quotients and compare their strategies.	3,5,6 CCSS.4.NBT.B.6CA.4.NBT.6.
Students show they understand how to represent and solve “unknown product” and “how many groups” problems (6.a, 6.b), but when they make computation errors they may not yet be assessing the reasonableness of their answers in the context of the problem.	Before a lesson in the next unit, use the Three Reads routine with problem 6.B of the assessment. Use questions posed to students in Section D regarding reasonableness. Ask students to check their work and decide if their answers are reasonable. Throughout the remainder of the course, encourage students to assess reasonableness before and after they solve problems.	6,7 CCSS.4.OA.ACA.4.OA.Cluster-1.
Students may apply the area formula or reason about the relationship between yards and feet in the area context, but not both. For example, they may not attend to the different units or miscalculate when converting yards to feet. Students may not yet recognize when an answer is unreasonable.	Before a lesson in the next unit, consider displaying previously selected work samples with unreasonable values for area or perimeter. Ask students to determine if the answer is reasonable and share their explanation with a partner. After they share, invite students to add to or revise their responses. Encourage students to share with another partner. Highlight the ways students made connections to the relative size of units and the relationship between yards and feet in their responses.	8 CCSS.4.MD.A.1CA.4.MD.1.
Students may not yet decompose to find the area of a composite figure. For example, they multiply 12 × 15 as the area. Students show they could apply the area formula to find the total area, but may not have understood how to use what they know about area to determine if there are enough boxes. Students may not yet recognize when an answer is unreasonable.	Before an upcoming lesson, display problem 8 and invite students to work in a small group to explain their strategies for determining area. Monitor for how they convert units and decompose, then add (or enclose, then subtract) to determine the area of the composite shape. If some students found the area using different units, ask how they would find out if the two answers represent the same amount. Consider using the Stronger and Clearer Each Time routine when asking students to explain the reasonableness of their answers.	8 CCSS.4.MD.A.3CA.4.MD.3.
Students show they may be reasoning with a formula for perimeter rather than area.	In upcoming units when students play Stage 4 of the Can You Draw It center, ask them to explain their reasoning as they try to draw a rectangle to match the perimeter or the area. As needed, emphasize the difference between area, perimeter, and the formulas used to find them.	8 CCSS.4.MD.A.3CA.4.MD.3.

4.6 End-of-Unit Assessment Guidance