Types of Questioning Impact 5th Grade

What conversions did you complete?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.HSS.MD.B.6

CCSS.HSS.MD.B.7

How could you have arrived at your answer with fewer conversions/steps?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.8.EE.C.7B

Why are you multiplying by 1,000?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

As you go from liters to milliliters, what is happening to the size of the units?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.4.MD.A.1

How can you include division as a strategy to solve? How does it relate to multiplication?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.4.NBT.B.6

CCSS.5.NBT.B.6

What does a “pinch” mean in a recipe?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.RI.4.3

CCSS.RI.4.5

CCSS.RI.5.3

CCSS.RI.5.5

CCSS.RI.6.5

Does changing the units, change the amount Lincoln has?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.5.NF.B.5B

How does the place value table relate to multiplication and division within the units? (Hanady’s table)

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.4.NBT.B.5

Which is the larger or smaller unit of measure, liters or milliliters? How do you know?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.4.MD.A.1

What equation would you use to solve for the unknown?

• Gathering Information - Students recall facts, definitions, or procedures.

• Probing Thinking - Students explain, elaborate, or clarify their thinking, including articulating the steps in solutions methods or the completion of a task.

• Making the Mathematics Visible - Students discuss mathematical structures and make connections among mathematical ideas and relationships.

• Encouraging Reflection and Justification - Students reveal deeper understanding of their reasoning and actions, including making an argument for the validity of their work.

Tags

CCSS.8.EE.C.7B