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 Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. (5.MD.5c) 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 Statistics and Probability C-SP Develop understanding of statistical variability. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How is not a statistical question, old am I?” but are the students in my “How old is a statistical question school?” because one anticipates variability in (6.SP.1) students’ ages.
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 Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. (5.MD.5c) 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 Statistics and Probability C-SP Develop understanding of statistical variability. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. (6.SP.1)
4CCRSMathChartsLevelC.docx