1. Ratios & Proportions - DOK 1
A problem-solving task is shown below. Which standard (Pg. 3) best matches this task?
a. 6.RP.1
b. 6.RP.2
c. 6.RP.3a
d. 6.RP.3c
Ratios & Proportions - DOK 3
(Pg. 16) Cindy recognizes that understanding standard 7.RP.2b is an important part of this problem-solving
question. Explain why she is right.

2. Ratios & Proportions - DOK 2
(Pg. 13) How would students need to apply 6th grade learning on this 7th grade problem-solving task?
Ratios & Proportions - DOK 2
Why does the problem below have a higher depth of knowledge than Example Stem 1 on Pg. 28?

3. Functions - DOK 3
Dan says the problem below represents standard 8.F.4, as shown in the task model on Pgs. 17 -18.
Elaine says it represents 8.F.5, as shown in the task model on Pg. 20. Who is right, and why?
Functions - DOK 1
(Pg. 3 and Pg. 13) How many words in this problem are considered to be vocabulary words?

4. Answer Key
DOK 1
Shaun’s Route
Choice
C - 6.RP.3a is about tables involving equivalent ratios.
Modeling Functions
6: decreasing, function, increasing, linear, nonlinear, slope
DOK 2
John’s Paint
Students need to convert units of measurement (between m and ft and between
quarts and square ft) to determine the fewest number of paint cans.
Kyle’s Baseball
Error analysis is DOK 3. The task model is DOK 2 because it involves
multiple decisions on how to find some dollar amounts and their difference.
DOK 3
Tim’s Paint
The unit rate is 48 green gallons out of 80 total gallons. (0.6)
Child’s Vocabulary
Elaine is right. The graph is being interpreted contextually.
Dan’s standard shows translating information among representations.