Rich Questions to
Support All Learners
Marian Small
October 2016
Suppose I ask
u
A rectangle has a length of 42 cm.
u
The width is half as much.
u
What is the area?
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?
Maybe
u
A rectangle has a width that is half as much as its
length.
u
How does the perimeter relate to the length?
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.
Agenda
u
Why use open questions?
u
Open questions in measurement and geometry
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.
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.
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.
Where they belong in a lesson
u
An open action question can be a “main” activity.
Where they belong in a lesson
u
An open question might suit consolidation if its
focus is to bring out the important math.
Open questions in shape and space
I might ask…
u
Think of something REALLY long in your house.
u
What would it be?
u
How do you know it’s long?
I could ask
Or
Or
u
How much of a place mat does the plate on it
take up?
Or
I might ask
Or in geometry
u
How can you sort these shapes so that shapes A
and B belong together?
u
So that they don’t?
A
B
C
Or
Or
Or
Or in geometry
u
A shape has a LOT of symmetry.
u
What might the shape look like?
Or in geometry
u
This is the line of symmetry.
u
Draw the shape.
Or in geometry
u
A shape has lots of parallel sides.
u
What could it look like?
Or in geometry
u
A shape has two names.
u
What could it be? Look like?
Or in geometry
u
A triangle has one angle double another.
u
What kind of triangle might it be?
Or in geometry
u
One angle of a triangle is 82°.
u
What might the other angles be?
Or in geometry
u
Choose three of these properties:
Some parallel sides
Some equal angles
All equal sides
A very small angle
An angle bigger than a right angle
A line of symmetry
u
Build a quad that has all three of your attributes.
u
u
u
u
u
u
Strategies You Can Use
u
Start with the answer. Students create the
question.
For example..
u
The answer is rhombus.
u
What might the question have been?
Alike and Different
u
How are parallelograms and trapezoids alike?
Different?
u
How is measuring length like measuring time? How
is it different?
Choose your own values
u
Choose a length.
u
Find three items with approximately that length.
Choose your own values
u
The length of a rectangle is more than double the
width.
u
Choose the length and width and figure out the
area.
Use “soft” words
u
A shape is more like shape A than shape B.
u
What might it be?
A
B
Choose three outcomes in shape and
space
u
Apply each of the strategies and try to create
open questions that you think suit many students.
Download at
www.onetwoinfinity.ca
Recent Presentations
MultiageB