Tuesday, April 17, 2012

Habit 6: Question and Understand


Write 3 Questions  in Jeopardy style.  Each one should be able to be answered by
Who is...
What is....
How does... Etc.
Do not put the answers (questions really). We will come back to these.


9 comments:

  1. I'm not sure about this one. Jeopardy style would be writing the answer not the question. Are we taking the question/answer from the text?

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  2. [I'm with linda....didn't know if the question is asking for items from the book or for our gade but I chose my grade.]

    Three questions for my grade level math:
    The answer is a shape that has three sides.
    The answer is 15.
    The answer is at the end of the ruler by the number one.

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  3. Grade Level
    The answer is:
    5
    putting things together and adding to
    taking apart and taking from

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  4. I am going to take Trish's lead and choose grade level answers.
    The answer is:

    Base 10 blocks, hundreds chart and counters
    25
    Between the tens and thousands

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  5. The answer is...

    7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84.
    1, 2, 3, 4, 6, 12.
    A 90 degree angle.

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  6. What is.... 12
    What is.... a cylinder
    What is.... 3:30

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  7. Since I'm not sure how to follow along here, I'm just going to share something from my book. Ch. 6 focuses on how learning to understand someone else's point of view (whether it's through characters in literature, looking at different solutions to math problems, or understanding how different groups might view an event in history) is essential to the development of empathy. Although it's probably not in the core curriculum, the development of empathy in children is certainly important and also leads to better behavior in the classroom. I thought, the author's example for math instruction was a good one. They suggested giving small groups of students several possible answers to a math problem and then asking them to figure out how they thought someone might have arrived at each answer. The goal was just to find the correct answer, but to think about someone else's thinking process in arriving at the incorrect answers. Using incorrect answers that involve common errors/misunderstanding that students have, the process helps them to think more deeply about the steps needed to solve the problem, clears up misunderstanding, and helps them learn to articulate where things went wrong as well as how to do the problem correctly.

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  8. A shape with no straight sides
    10, 20, 30, 40
    The opposite of above

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  9. I am the fourth prime number.

    I am considered the father of geometry.

    I am an solid polyhedron with six faces.

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