"Webbs Depth of Knowledge provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content."

http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

**Questions to Consider:****1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?****2. When do you see the need to use DOK Question Level 3 and DOK Question Level 4 in your classroom?****3. Looking at your content and standard's objectives, create 3-4 questions using DOK Level 3 and DOK Level 4.**

__DOK Question Stems__

__Understanding DOK in Mathematics__

Level 1: Recallincludes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Example: Recall or recognize a fact, term or property |
Level 2: Skill/Conceptincludes the engagement of some mental processing beyond a habitual response. Example: Solve routine multiple-step problems |
Level 3: Strategic Thinkingrequires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. Example: Formulate mathematical model for complex situation |
Level 4: Extended Thinkingrequires complex reasoning, planning, developing, and thinking most likely over an extended period of time. Example: Design a mathematical model to inform and solve a practical or abstract situation |

Examples of DOK math questions

Examples of DOK math questions

Level 1: RecallExample 1: Students will graph the point (1,6) in the first quadrant of the coordinate plane. Example 2: Students will identify a transformation within a plane. Example 3: Given the coordinates of the endpoints of a segment, graph the midpoint of the segment. |
Level 2: Skill/ConceptExample 1: Students will graph the vertices of the reflected image of a triangle. Example 2: Students will perform a compound transformation of a geometric figure within a coordinate plane. Example 3: Given three vertices of a parallelogram, graph the coordinates of the fourth vertex. |
Level 3: Strategic ThinkingExample 1: Given the coordinates for three vertices of a rectangle, students will graph the coordinates of the fourth vertex. Example 2: Students will perform a geometric transformation to meet specified criteria and then explain what does or does not change about the figure. Example 3: Graph the four vertices of a quadrilateral, and then use slope and distance formulas to determine the best classification for the quadrilateral. |
Level 4: Extended ThinkingExample 1: Students will graph the vertices of a triangle onto positive coordinate planes using different scales and analyze what changes in the figure are affected by the changes in scales and explain why. Example 2:Students will abstract the transformations occurring in an Escher woodprint and then create a simplified tessellation of their own. Example 3: In an equilateral triangle, graph the perpendicular bisectors of each side using slope and midpoint, and then compare those results with constructions using a compass and straightedge. Compare and contrast the results. |