HessHess’ Cognitive Rigor Matrix – MODEL FOR READING #1
Use Hess Matrix to identify appropriate learning activities and assessment items for Mathematics Standard 5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (You are provided with some sample assessment items.)
BloomsDepth of Knowledge →Type of Thinking ↓ / DOK Level 1
Recall &
Reproduction / DOK Level 2
Basic Skills &
Concepts / DOK Level 3
Strategic Thinking
& Reasoning / DOK Level 4
Extended Thinking
Remember / · .
· Identify the formula to determine the volume of a rectangular prism.Activity: Teacher provides vocabulary words & definitions relevant to a story to be read
· Assessment: Student describes/recall events in the story
·
Understand / · .
· Explain the formula for finding volume of a rectangular prismActivity: Teacher defines new word by reading a text and identifying how the text provides direct definition.
· Assessment: Given a new word, students can define the word using text-based definitions / · .
· Activity: Students highlight information in text, locate central ideas, and summarize their results.
· Assessment: Student will read new text, cite central ideas, and summarize text.
· / · .
· Activity: Given two readings, student will make logical inferences regarding the key central idea (or theme across readings) and identify text-based evidence to support each inference
· Assessment: Given three readings, students will answer an inference question about the theme across texts and cite specific textual evidence from each reading to support their answer. / · .
·
Apply / · .
· Calculate the volume of a rectangular prism given the dimensions. Activity: Students determine meaning of words using prefix and suffix
· Assessment: Given list of word with differing prefix or suffix, student are able to determine definition of each word / · .
· Activity: Given a short text, identify the meaning of new words using context clues (not given direct definitions)
· Assessment: Given a text, student will use close reading skill to annotate the reading and identify central ideas / · .
· Activity: Given two reading from science program, student must identify up to three new words, provide definitions, and cite context clues that provided direction/definition
· Assessment: Given three reading from social studies program, student must identify up to three new words, provide a definition, and cite context clues that provided direction/definition / · .
·
Analyze / · .
· Illustrate the dimensions of rectangular prisms from a tableActivity: Given a graphical representation and a claim made by the author, determine whether or not the graphical representation contains information that supports the claim.
· Assessment: Given a scientific data on global climate change and a claim made about global warming, determine whether or not the data contains information that supports the claim. / · .
· Activity: Given an information readings, categorize the key central ideas from each reading, and identify text-based items that support the primary inference or theme of the reading
· Assessment: Given a reading and an stated inference, cite/identify and categorize text-based evidence that support the given inference. / · .
· Activity: Given two readings on the same subject, identify key central inferences, and analyze the similarities and differences between the authors’ viewpoints.
· Assessment: Given two readings on opposing views of global warming, identify key central inferences, and analyze the similarities and differences between the authors’ viewpoints / · .
·
EvaluateEvaluation / · .
· / · .
·
Create / · .
Brainstorm ideas to create a container or design for a specified volume.
· / · .
· Generate alternatives to a design for a container / · .
· Develop a model for the container. / · .
· Create multiple containers that would hold the same volume with different dimensions
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