Prompt 2: Option B

09 Nov 2014 4:03 PM | Anonymous member (Administrator)

Pose purposeful questions.
Review the teachers' mathematical goal for the lesson in figure 2. What questions can the teachers plan to ask students during the lesson to advance them toward the goal?

Comments

  • 03 Dec 2014 9:01 AM | Anonymous member
    One of the things that I have noticed about my 5th grade math students is that they don't always have the same vocabulary to discuss math problems. Asking questions that help students clarify what is meant by comparisons, differences, missing addends, etc. helps clarifies the vocabulary for them.
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    • 07 Dec 2014 1:28 PM | Anonymous member (Administrator)
      What a great idea, Pearl. Do you develop a word wall as a class to keep track of the vocabulary words that the students have developed?
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      • 11 Dec 2014 3:15 PM | Anonymous member
        I teach 4 grades with 8 different flexible groups. I post standards and use vocabulary posters as the word wall, so it's difficult to keep up with it. I like to remove words and add new, but I get complaints from students. For example, the 7th graders don't want to give up the real numbers posters. At least they're using them!
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  • 06 Jan 2015 11:14 PM | Deleted user
    I am assuming that fig. 2 is the one on page 14, way back. For the first word problem, the teacher may ask students to rephrase the problem. Other questions may include the following: How can Morgan buy the book? What does she need to do? What operations can you use to solve this problem? Which way will you count, forward or back? How could Morgan earn the money she needs?
    I feel like the questions put the student in the driver's seat, and they need to make decisions and then take action to complete the problem. This set of questions draws the students down a path, hopefully towards a successful solution.

    For the second problem, I would be tempted to put the number 36 on the board using very large writing. I would ask the students to tell what they know about the number on the board. Based on what the students say, I would get students to identify ten and ones, and make sure they can correctly identify the number and explain the quantity that it stands for. Is 36 a lot or a little? What about 36 dishes to wash? 36 cents? 36 pets? 36 homework assignments? After all that discussion, then I would read the problem about the balloons. I would ask students about strategies to use to solve the problem. Is making a ten helpful for figuring out this problem? Can you solve the problem without adding or subtracting? Look at the tens. Look at the ones. What information do you have? What do you know? What is being asked? What do we need to find out? These are the kinds of questions I would ask. My goal is more for thinking and processing, not computation per se. I want students to think about why they choose one action and not another. What decisions help them solve the problem?

    Today, students had a sheet of shapes and forms in front of them. I was asking them which shapes a-k were triangles? quadrilaterals? pentagons? hexagons? etc. we were reviewing the word roots and number of sides and angles represented on the sheet. After locating the triangles, I asked a student, "What were you looking for?" How did you know when you found a triangle? What did you see that told you you were right? It took a bit for my questions to sink in. When they did, the student answered with confidence, " I looked for three sides!" I responded with, "Tri stands for three, three sides and three angles means you have a triangle shape."
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