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Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
- Assessment Limits :
Items may require the student to use knowledge of other Geometry
standards. - Calculator :
Neutral
- Clarification :
Students will apply concepts of density based on area in modeling
situations.Students will apply concepts of density based on volume in modeling
situations. - Stimulus Attributes :
Items must be set in a real-world context
- Response Attributes :
Items may require the student to apply the basic modeling cycle.Items may require the student to use or choose the correct unit of
measure.
- Test Item #: Sample Item 1
- Question:
The population of Florida in 2010 was 18,801,310 and the land area was 53,625 square miles. The population increased by 5.8% by 2014.
A. To the nearest whole number, what is the population density, in people per square mile, for Florida in 2014?
B. To the nearest whole number, how much did the population density, in people per square mile, increase from 2010 to 2014?
- Difficulty: N/A
- Type: EE: Equation Editor
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Perspectives Video: Expert
Perspectives Video: Professional/Enthusiasts
Perspectives Video: Teaching Ideas
Problem-Solving Tasks
Teaching Idea
STEM Lessons - Model Eliciting Activity
It's Not Waste—It's Matter is an MEA that gives students an opportunity to review matter, their physical properties, and mixtures. The MEA provides students to work in teams to resolve a real-life scenario creating a design method by which recyclable products are separated in order to further process.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
This MEA requires students to design a custom snowboard for five Olympic athletes, taking into consideration how their height and weight affect the design elements of a snowboard. There are several factors that go into the design of a snowboard, and the students must use reasoning skills to determine which factors are more important and why, as well as what factors to eliminate or add based on the athlete's style and preferences. After the students have designed a board for each athlete, they will report their procedure and reasons for their decisions.
MFAS Formative Assessments
Students are asked to determine an estimate of the density of trees and the total number of trees in a forest.
Students are asked to determine the population of the state of Utah given the state’s population density and a diagram of the state’s perimeter with boundary distances labeled in miles.
Student Resources
Perspectives Video: Expert
Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Expert
Problem-Solving Tasks
This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.
Type: Problem-Solving Task
This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.
Type: Problem-Solving Task
This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.
Type: Problem-Solving Task
This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.
Type: Problem-Solving Task
Parent Resources
Problem-Solving Tasks
This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.
Type: Problem-Solving Task
This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.
Type: Problem-Solving Task
This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.
Type: Problem-Solving Task
This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.
Type: Problem-Solving Task
This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.
Type: Problem-Solving Task
