Rich Questions to Support All Learners · 2016-10-20 · learners because the question is not...
Transcript of Rich Questions to Support All Learners · 2016-10-20 · learners because the question is not...
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Rich Questions to Support All Learners
Marian Small
October 2016
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Suppose I ask
u There were 24 kids in the class.
u Each one paid $15 for the field trip.
u How much was collected?
u Explain your thinking.
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The problem is…
u For some kids these numbers are too much and they are excluded.
u For some kids, this is not much of a problem.
u So how do we change it up to be more useful to more kids?
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Maybe
u There were more than 15 kids in a class.
u Each one paid MORE THAN an $10 but LESS THAN $25 for the field trip.
u How much are you sure is TOO LOW?
u How much is TOO HIGH?
u How much might have been collected?
u Explain your thinking.
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What is great about this is…
u That kids can pick numbers they can be successful with, but see that the process is the same no matter what.
u Even the too low and too high estimates leave a lot of latitude for all students.
u But really strong students are likely to pick tighter “too low” or “too high” estimates to challenge themselves.
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Agenda
u Why use open questions?
u Open questions in number, pattern and relations
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Math is tricky
u We learned math believing that all kids need to be doing the same skill on the same day, when we know this is unrealistic.
u But we didn’t see options.
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Open questions
u Provide a viable option for differentiation.
u One question can meet the needs of many learners because the question is not overly tight and so benefits a broader range of students.
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A good open question
u engenders thinking, not repetition.
u focuses on important math.
u allows entry to all learners.
u leads to rich mathematical conversation.
u extends strong learners and
u provides LOTS of assessment for learning info.
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Where they belong in a lesson
u A minds-on open question is not a long activity, but engenders discussion that will put students in the right frame of mind for the action task.
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Where they belong in a lesson
u An open action question can be a “main” activity.
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Where they belong in a lesson
u An open question might suit consolidation if its focus is to bring out the important math.
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Look at these samples
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What would you expect from
u A grade 4? Grade 5? Grade 6 student?
u Is it appropriate for all of them?
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Grade 4
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Grade 5
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Grade 6
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Open questions in number or pattern and relations
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Grade K or 1 Minds ON
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Grade K or 1 Minds ON
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Grade K or 1 Minds ON
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K or 1
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K or 1
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Grade 2 Main Problem
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Grade 2 Main Problem
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Grade 2 Main Problem
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Grade 2 pattern and algebra
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Grade 3 Consolidate
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Grade 3 Consolidate
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Grade 3 Consolidate
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Grade 3 consolidate
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Grade 3 consolidate
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Grade 4 minds on
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Grade 4 Minds On
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Or you could ask
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Grade 4 Pattern
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Grade 4 Relations
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Grade 5 action
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Grade 5 Action
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Grade 5 Action
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Or you could ask
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Grade 6 consolidation questions
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You could ask
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You could ask
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You could ask
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Grade 6 consolidation
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Grade 6 main pr
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Strategies You Can Use
u Start with the answer. Students create the question.
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For example..
u The answer is 200.
u What might the question have been?
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Alike and Different
u How are adding and multiplying alike? Different?
u How is adding decimals like adding whole numbers? How is it different?
u How are fractions and decimals alike? Different?
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Choose your own values
u Choose two different pairs of two-digit numbers.
u Multiply them different ways.
u Tell how you multiplied each pair and why you used different ways.
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Use “soft” words
u You add two decimal numbers and the answer is slightly less than 7.
u What might they be?
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Use “soft” words
u You divide number A by number B.
u The answer is a little more than number B.
u What could the numbers have been?
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Starting with a standard question and opening it up
u Now you start with a few standard number or pattern or relation questions and try to open them up to work for more students and to create richer conversations.
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