1 2 3 4 5 6 Standards Skills Included Concepts Through a Particular Cognitive Demand Sample Activity in Standard Included in Context Blooms DOK Standard Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret > –3 as a statement that is located to –7 –3 the right of a number line –7on (6.NS.7a) oriented from left to right. Write, interpret, and explain statements of order for rational numbers in world contexts. For example, write –3º C > C to express the fact that 3º –7º – (6.NS.7b) C is warmer than C. –7º Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of dollars, write |–30|=30 –30 to describe the size of the debt in (6.NS.7c) dollars.
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7on a number line oriented from left to right. (6.NS.7a) Write, interpret, and explain statements of order for rational numbers in contexts. For example, write –3º C > –7º C to express the fact that – 3º C is warmer than –7º C. (6.NS.7b) Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30|=30 to describe the size of the debt in dollars. (6.NS.7c) world
5CCRSMathChartsLevelD.docx