Promote Problem Solving B. Getting Students Thinking What do you need to find out? What How would you describe the problem in your information do you have? own words? What strategies are you going to use? What facts do you have? What do you know Will you do it mentally? With pencil and that is not stated in the problem? paper? Using a number line? How did you tackle similar problems? Will a calculator help? Could you try it with simpler numbers? Fewer What do you think the answer or result will numbers? Using a number line? be? What about putting things in order? Would it help to create a diagram? Make a table? Draw a picture? Can you guess and check? Have you compared your work with anyone else? What did other members of your group try? C. Checking Along the Way D. Going for Deeper Thinking Can you explain what you have done so far? What else Why is that true? is there to do? How did you reach that conclusion? Why did you decide to use this method? Does that make sense? Can you think of another method that might have Can you make a model to show that? worked? Is there a more efficient strategy? What do you notice when…? Why did you decide to organize your results like that? Do you think this would work with other numbers? Have you thought of all the possibilities? How can you be sure? Promoting Mathematical Reasoning Fostering Student Reflection Is that true for all cases? Explain. How did you figure that out? Can you think of a counterexample? How did you think about it? How you prove that? Does your answer seem reasonable? Why or What assumptions are you making? why not? Can you describe your method to us all? Can you explain why it works? What if you had started with… rather than…? What if you could only use…? What have you learned or found out today? What are the key points or big ideas in this lesson? Encouraging Conjecture Making of Mathematics What would happen if…? Who would like to share their thinking? Who used this strategy to solve it?
Promote Problem Solving What do you need to find out? What information do you have? What strategies are you going to use? Will you do it mentally? With pencil and paper? Using a number line? Will a calculator help? What do you think the answer or result will be? B. Getting Students Thinking How would you describe the problem in your own words? What facts do you have? What do you know that is not stated in the problem? How did you tackle similar problems? Could you try it with simpler numbers? Fewer numbers? Using a number line? What about putting things in order? Would it help to create a diagram? Make a table? Draw a picture? Can you guess and check? Have you compared your work with anyone else? What did other members of your group try? C. Checking Along the Way Can you explain what you have done so far? What else is there to do? Why did you decide to use this method? Can you think of another method that might have worked? Is there a more efficient strategy? What do you notice when…? Why did you decide to organize your results like that? Do you think this would work with other numbers? Have you thought of all the possibilities? How can you be sure? D. Going for Deeper Thinking Why is that true? How did you reach that conclusion? Does that make sense? Can you make a model to show that? Promoting Mathematical Reasoning Is that true for all cases? Explain. Can you think of a counterexample? How you prove that? What assumptions are you making? Fostering Student Reflection How did you figure that out? How did you think about it? Does your answer seem reasonable? Why or why not? Can you describe your method to us all? Can you explain why it works? What if you had started with… rather than…? What if you could only use…? What have you learned or found out today? What are the key points or big ideas in this lesson? Encouraging Conjecture What would happen if…? Making of Mathematics Who would like to share their thinking? Who used this strategy to solve it?
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