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Teaching through the Mathematical Processes Session 4: Developing Proficiency with Questioning.

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Presentation on theme: "Teaching through the Mathematical Processes Session 4: Developing Proficiency with Questioning."— Presentation transcript:

1 Teaching through the Mathematical Processes Session 4: Developing Proficiency with Questioning

2 Same / Different select 2 different Mathematical Processes cards discuss similarities and differences repeat 3 times In pairs: Representing Connecting Reasoning & Proving Reflecting Tools & Computational Strategies

3 Example: Frayer Model Definition Examples Non-example Facts / Characteristics An equation is a mathematical statement that shows that two expressions are equal. Always has one equal sign. The left side is equivalent to the right side. Some equations have 0, 1, 2 or more solutions. Some equations are algebraic models for relationships (graphical & numeric models). 3x – 2 = 4x + 7 (linear) ab = ba (identity) A = lw (formula) = 11 (numeric) x = 3 (value) 2x + 3y (expression) Perimeter (word) x < y (inequality) 3 (number) Polygon

4 Frayer Model Definition (expectation in own words) ExamplesNon-example Facts/Characteristics Mathematical Processes

5 Question Development select an expectation of your choice. develop up to 4 questions related to this expectation. Each question focuses on the concept, a procedure, or a process. explain what it is about the question that justifies its focus. Post questions on chart paper. In pairs:

6 Home Activity “Do you think that by asking questions with different focuses, you are supporting differentiated instruction (DI)?” Explain. Write a journal response.


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