Cognitive Complexity Matrix

To organize your system of assessment and plan your assessment tasks, complete the following matrix. First, list the learning
standards you identified on the previous page. (Add additional rows as needed.) Next, identify the DOK level that best describes each
standard. Then, applying a process for deconstructing standards like we practiced in class, articulate what student performance would
look like, in the form of learning objectives, not only at the target DOK level, but also at the levels that build up to and extend the
level identified for the standard. This will help you think about assessment and instructional activities that scaffold student learning
and provide enriching opportunities for students who exceed the learning standard. Finally, identify the form(s) of assessment (FA:
Formative Assessment, S-R: Selected-response, C-R: Constructed-response, and PA: Performance Assessment) you will use to address
each standard.
Assessment
Form(s)
Learning Standards (add rows as DOK DOK 1: DOK 2: DOK 3: DOK 4: (FA, S-R, C-R,
needed) Level Recall & Reproduction Skills & Concepts Strategic Thinking Extended Thinking PA)
CCSS.MATH.CONTENT.3.OA.A.1 1 - Students should - Student should S-R
Interpret products of whole - Student be able to be able to - Students can
interpret the successfully FA
numbers, e.g., interpret 5 × should be
products of solve a
apply the
7 as the total number of able to recall process of
addition multiplication
repeated repeated
objects in 5 groups of 7 problems word problem
addition is - Student should - Student should addition and
objects each. For example, multiplicatio subtraction to
be able to be able to
describe a context in which a n verbally explain show their a problem
total number of objects can - Student to the classroom work and that contains
be expressed as 5 × 7. should be what it means to visually show triple digit
able to group have 5 groups how they numbers
numbers of 7 things solved the instead of
together - Students should multiplication single digit or
be able to solve word problem double digit
an equation
with only one
unknown
number.
CCSS.MATH.CONTENT.3.OA.A.2 2 - Students - Student should - Students - Students have S-R
Interpret whole-number should be able be able to solve should be to reflect on PA
to use the problem proposing a their
quotients of whole numbers, subtraction through a series solution to the knowledge of
e.g., interpret 56 ÷ 8 as the - Students of steps of math problem how to solve
number of objects in each should be able division and the problem,
share when 56 objects are to recognize - Student should elaborating and create
that division is be able to solve and another
partitioned equally into 8 repeated a relatively easy articulating scenario or
shares, or as a number of subtraction division how they problem when
shares when 56 objects are - Student should problem with landed at that they have to do
recall that ease answer the same
partitioned into equal shares division is - Students should - Students mathematical
of 8 objects each. For partitioning a be able to should be able procedure
example, describe a context in number into verbally explain to successfully - Students
groups how they solved solve a should be able
which a number of shares or a - Students their problem division to solve a word
number of groups can be should be able problem with problem that
expressed as 56 ÷ 8. to have a more complex uses division
discussion numbers - Students
with the class - Students should be able
about the should be able to share with a
connections to visually partner how
between show how they they got their
addition and solved the answer
subtraction problem - Students
should be able
to use their
mathematical
knowledge to
check if their
answer is
correct.
CCSS.MATH.CONTENT.3.OA.A.3 3 - Students - Students have to - Students - Students C-R
Use multiplication and should be able classify a series should be able should be SR
to solve a of steps in order to work with able to create PA
division within 100 to solve division or to solve a abstract terms
word problems in situations a successful
multiplication problem and concepts
word
involving equal groups, problem within - The student within the
problem for
arrays, and measurement 100 should be to word problem
- Students use symbols and in order to other
quantities, e.g., by using should be able drawings to solve the classmates to
drawings and equations with to break down represent the problem solve that
a symbol for the unknown word problems problem - Student should requires the
in order to be able to student to
number to represent the solve the verbally work with
problem.1 mathematical explain to the multiplicatio
equation teacher and the n or division
within the class how to within 100
words differentiate an
array word
problem, an
equal group
word problem
and a
measurement
quantities
problem
CCSS.MATH.CONTENT.3.OA.A.4 3 - Students - Students should - Student should - Students FA
Determine the unknown should be able be able to solve be able to use should be able SA
to solve a for the different to use
whole number in a multiplication unknown whole mathematical whiteboards
multiplication or division and division number in a practices in and show their
equation relating three problem multiplication order to check table group
whole numbers. For example, or division their answer how exactly
problem within on a problem they solved
determine the unknown 50 - Students each
number that makes the - Student should should be able multiplication
equation true in each of the be able to work to recognize or division
backwards patterns and problem
equations 8 × ? = 48, 5 = _ ÷ throughout a sequences in - Students
3, 6 × 6 = ? problem in the equations should be able
order to find the they are to see a
answer solving multiplication
or division
equation and
come up with
their own word
problem for
that equation
CCSS.ELA-LITERACY.L.3.1 1 - Students - Students should - Students - Students PA
(Language standard) should be able be actively should be should be able
Demonstrate command of to form proper listening to their listening to the to ask their
sentances peers while they content peers
the conventions of standard while speaking are sharing their specific appropriate
English grammar and usage to the class answers and vocabulary and questions with
when writing or speaking. - Students their thinking practicing the appropriate
should be able - Students should those words English
to use correct be using correct when they are conventions as
grammar when punctuation sharing with well as content
writing their within their the class specific
explanation for answers of their language
solving a word problems
problem
CCSS.ELA-LITERACY.W.3.2 (Writing 2 - Students - Students should - Students - The student PA
standard) should be able be able to should be able should be able CR
to write legibly elaborate on to neatly and to give a
Write for the teacher how they solved proper thorough
informative/explanatory and other peers a problem by demonstrate in enough
texts to examine a topic and to read writing down writing how explanation
- Students their method of they solved the that the teacher
convey ideas and should be able solving the problem or peer can
information clearly. to form problem - Students read it and
complete - The student should be able solve the same
sentances in should be able to use content problem with
their writing to clearly knowledge different
convey what from math as numbers doing
they did within well as from exactly what
the problem their writing they said.
skills in order -
to craft an
explanatory
piece of
writing.