Questioning Types Impact PD 4th Grade

What is Josiah doing?

• 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.

What do the numbers represent?

• 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.

How can you represent 2 ½ using an equivalent fraction?

• 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.NF.A.1

CCSS.5.NF.B.5B

How did you determine what number to start and end your line plot with?

• 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.B.4

CCSS.5.MD.B.2

Why would you use a line plot to display data?

• 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.6.SP.B.4

CCSS.HSS.ID.A.1

How does the line plot represent the data in the 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.6.SP.B.4

CCSS.HSS.ID.A.1

Why are there more than one of the same fraction?

• 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.NF.A.1

CCSS.5.NF.B.5B

How did you keep track of the numbers in your 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.1.MD.C.4

How would a line plot help you interpret the data better than the 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.6.SP.B.4

CCSS.HSS.ID.A.1

How can you prove that you represented all pieces of Josiah’s data?

• 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.6.SP.B.5A