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Good Question:  I made a picture using only circles and squares.  What might my picture have looked like?

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Good Question:  I made a picture using only circles and squares.  What might my picture have looked like?

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Parent Notes:  Check to see if your child only used circles and squares. 

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Parent Notes:  Check to see if your child only used circles and squares. 

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Good Question:  I drew a shape with four sides.  Draw what my shape might look like.

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Good Question:  I drew a shape with four sides.  Draw what my shape might look like.

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Parent Notes:  It is a good idea to have a shape drawn (but hidden) so that your child can compare their shapes with it.  It is important that your child see all 4 sided shapes that are produced.  

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Parent Notes:  It is a good idea to have a shape drawn (but hidden) so that your child can compare their shapes with it.  It is important that your child see all 4 sided shapes that are produced.  

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Good Question:  I traced around one of the faces of an object.  The shape I drew was a circle.  What might the object have been?

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Good Question:  I traced around one of the faces of an object.  The shape I drew was a circle.  What might the object have been?

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Parent Notes:  The focus of this question is to help your child distinguish between a three-dimensional object and its faces.

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Parent Notes:  The focus of this question is to help your child distinguish between a three-dimensional object and its faces.

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Good Question:  In a bag, I can feel that an object has flat faces, sharp corners, and straight edges.  What might this object be?

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Good Question:  In a bag, I can feel that an object has flat faces, sharp corners, and straight edges.  What might this object be?

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Parent Notes:  Does your child understand the spatial terms that are used?

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Parent Notes:  Does your child understand the spatial terms that are used?

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Good Question:  In my hand, I have an object that is able to roll.  What might it be?

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Good Question:  In my hand, I have an object that is able to roll.  What might it be?

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Parent Notes:  Your child should realize that a ball is not the only object that will roll.  You could provide a variety of objects for them to try.

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Parent Notes:  Your child should realize that a ball is not the only object that will roll.  You could provide a variety of objects for them to try.

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Good Question:  If I walk out of this room and turn right, where might I be heading?

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Good Question:  If I walk out of this room and turn right, where might I be heading?

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Parent Notes:  Your child should be able to give a range of responses, not just the first thing they would come to.

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Parent Notes:  Your child should be able to give a range of responses, not just the first thing they would come to.

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Good Question:  Where could you stand in this room so the door is to your left/right?

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Good Question:  Where could you stand in this room so the door is to your left/right?

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Parent Notes:  This will let you see if your child knows left and right.  Do it for other objects in the room too.

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Parent Notes:  This will let you see if your child knows left and right.  Do it for other objects in the room too.

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Good Question:  What are some things in this home that you can go under?

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Good Question:  What are some things in this home that you can go under?

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Parent Notes:  Note if your child goes under objects.

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Parent Notes:  Note if your child goes under objects.

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Good Question:  Draw a shape.  Show how to cut the shape in two halves.

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Good Question:  Draw a shape.  Show how to cut the shape in two halves.

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Parent Notes:  Does your child show equal parts?

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Parent Notes:  Does your child show equal parts?

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Good Question:  Half the people in a family are males.  What might a drawing of the family look like?  

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Good Question:  Half the people in a family are males.  What might a drawing of the family look like?  

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Parent Notes:  Does your child understand that there must be the same number of people in each group?  Have them make a different drawing to show that there are several different solutions.

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Parent Notes:  Does your child understand that there must be the same number of people in each group?  Have them make a different drawing to show that there are several different solutions.

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Good Question:  You see a sign in a shop window that reads 1/2 off sale.  What does this mean to you?

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Good Question:  You see a sign in a shop window that reads 1/2 off sale.  What does this mean to you?

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Parent Notes:  Listen carefully to your child's response as this will indicate the depth of their understanding.  Also, give them some prices, ask them how much the sale price would be, and ask them to explain their reasoning.  

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Parent Notes:  Listen carefully to your child's response as this will indicate the depth of their understanding.  Also, give them some prices, ask them how much the sale price would be, and ask them to explain their reasoning.  

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Good Question:  My mom said I went to bed later than my usual bedtime of 8 o'clock.  What time might I have gone to bed?

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Good Question:  My mom said I went to bed later than my usual bedtime of 8 o'clock.  What time might I have gone to bed?

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Parent Notes:  Note if your child understands the concept of later as far as clock time goes.

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Parent Notes:  Note if your child understands the concept of later as far as clock time goes.

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Good Question:  I know someone who has a birthday in the month before yours and one who has it in the month after yours.  Who might they be?

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Good Question:  I know someone who has a birthday in the month before yours and one who has it in the month after yours.  Who might they be?

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Parent Notes:  Share your response or have your family share their responses to help your child learn the sequence of months.  

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Parent Notes:  Share your response or have your family share their responses to help your child learn the sequence of months.  

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Good Question:  What are some things you do in the morning and some things you do in the afternoon?

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Good Question:  What are some things you do in the morning and some things you do in the afternoon?

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Parent Notes:  Your child's response will indicate if they know the distinction between these two time periods.

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Parent Notes:  Your child's response will indicate if they know the distinction between these two time periods.

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Good Question:  What is something you could do that takes exactly one minute?

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Good Question:  What is something you could do that takes exactly one minute?

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Parent Notes:  Rather than tell your child what to use or do to measure a minute, it is interesting to see what they think is useful, and how they go about this.  Their response will tell you if they understand how long a minute actually is.  If they say something like, "count to sixty" or "walk down the hallway and back again" then you can be confident they have a good understanding.  If they say something like "walk to the supermarket and back again" or "eat breakfast" then you can be reasonably sure their understanding is lacking.

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Parent Notes:  Rather than tell your child what to use or do to measure a minute, it is interesting to see what they think is useful, and how they go about this.  Their response will tell you if they understand how long a minute actually is.  If they say something like, "count to sixty" or "walk down the hallway and back again" then you can be confident they have a good understanding.  If they say something like "walk to the supermarket and back again" or "eat breakfast" then you can be reasonably sure their understanding is lacking.

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Good Question:  A two-digit number contains exactly one 4.  What might the number be?

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Good Question:  A two-digit number contains exactly one 4.  What might the number be?

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Parent Notes:  It is important to present answers succinctly.  How many different numbers might there be?

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Parent Notes:  It is important to present answers succinctly.  How many different numbers might there be?

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Good Question:  How many different ways can you make the number 20 adding only the numbers 10 and 1?  You may use each of these numbers as many times as you wish or not at all.

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Good Question:  How many different ways can you make the number 20 adding only the numbers 10 and 1?  You may use each of these numbers as many times as you wish or not at all.

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Parent Notes:  This question helps your child to see that 20 can be named in many ways.

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Parent Notes:  This question helps your child to see that 20 can be named in many ways.

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Good Question:  What numbers can you make using 6, 5, and 8?

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Good Question:  What numbers can you make using 6, 5, and 8?

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Parent Notes:  Does your child record their answers systematically or know when they have recorded all possibilities?  Do they include single digits, for example using 5 as one of their answers?  Ask them how they got their numbers and why they put a specific number down.  

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Parent Notes:  Does your child record their answers systematically or know when they have recorded all possibilities?  Do they include single digits, for example using 5 as one of their answers?  Ask them how they got their numbers and why they put a specific number down.  

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Good Question:  I am thinking of a number between 10 and 100 with a single 9 in it.  What might my number be?

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Good Question:  I am thinking of a number between 10 and 100 with a single 9 in it.  What might my number be?

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Parent Notes:  See if your child is able to find all possible answers.  Ask them how they can tell if they have them all.

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Parent Notes:  See if your child is able to find all possible answers.  Ask them how they can tell if they have them all.

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Good Question:  What numbers can you make that are below 100 and have 6 in the tens place?

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Good Question:  What numbers can you make that are below 100 and have 6 in the tens place?

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Parent Notes:  This will show if your child understands that the value of a digit depends on its position within the number.

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Parent Notes:  This will show if your child understands that the value of a digit depends on its position within the number.

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Good Question:  A basketball layer scored 9 points in two games.  What might her/his scores in each of the games be?  Follow up question:  ? + ? + ? + ? =13.  What might the missing numbers be?

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Good Question:  A basketball layer scored 9 points in two games.  What might her/his scores in each of the games be?  Follow up question:  ? + ? + ? + ? =13.  What might the missing numbers be?

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Parent Notes:  The purpose of these two questions is for children to think about the addition process in a different way and to show that they can be a range of possible answers to a given problem.  

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Parent Notes:  The purpose of these two questions is for children to think about the addition process in a different way and to show that they can be a range of possible answers to a given problem.  

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Good Question:  There are now four chickens in Mrs. Farmer's pen.  How many chickens did she once have, and what happened to them?

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Good Question:  There are now four chickens in Mrs. Farmer's pen.  How many chickens did she once have, and what happened to them?

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Parent Notes:  Does your child use larger numbers confidently?  It is important to use coins or dry beans or similar aids for this type of question.

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Parent Notes:  Does your child use larger numbers confidently?  It is important to use coins or dry beans or similar aids for this type of question.

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Good Question:  Make up some different ways to add 5 to 8 in your head.  In how many ways can you do it?

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Good Question:  Make up some different ways to add 5 to 8 in your head.  In how many ways can you do it?

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Parent Notes:  This is to show that there is not only one correct way to do a calculation.  

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Parent Notes:  This is to show that there is not only one correct way to do a calculation.  

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Good Question:  The difference between two numbers is 5.  What might the two numbers be?

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Good Question:  The difference between two numbers is 5.  What might the two numbers be?

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Parent Note:  This focuses on difference as subtraction.  Your child may feel confident using larger numbers.  They may record their answers systematically for example, 6-1, 7-2, 8-3, 9-4 and so on.

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Parent Note:  This focuses on difference as subtraction.  Your child may feel confident using larger numbers.  They may record their answers systematically for example, 6-1, 7-2, 8-3, 9-4 and so on.

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Good Question:  Write down everything you can about the number 12.  

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Good Question:  Write down everything you can about the number 12.  

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Parent Notes:  Not only can see you what your child knows, but they can become aware of what they themselves know.  Repeat for other numbers.  NOTE:  Students will tend to write a lot at first because they don't realize what is an acceptable answer.  Encourage them by giving them an example or two for another number.  This should kick start their thinking. Examples students could write are:  addition or subtraction sentences that equal 12.  Coins that add to 12.  12 is even.  12 has 1 ten and 2 ones.  12 is a two digit number.  12 is on a clock.  There are 12 months in a year.  

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Parent Notes:  Not only can see you what your child knows, but they can become aware of what they themselves know.  Repeat for other numbers.  NOTE:  Students will tend to write a lot at first because they don't realize what is an acceptable answer.  Encourage them by giving them an example or two for another number.  This should kick start their thinking. Examples students could write are:  addition or subtraction sentences that equal 12.  Coins that add to 12.  12 is even.  12 has 1 ten and 2 ones.  12 is a two digit number.  12 is on a clock.  There are 12 months in a year.  

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Good Question:  I have written a secret number between 50 and 70.  It is an even number.  What might it be?

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Good Question:  I have written a secret number between 50 and 70.  It is an even number.  What might it be?

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Parent Notes:  Can your child write them all?  Ask them why they wrote, what they wrote.  Why they included the numbers that they did and why they excluded a said number.  The key is to have THEM explain their thinking--don't accept "because I did" or "I don't know".  Don't explain it for them as you will not be in the classroom to do so when they have to do it on their own.  You are the moderator of the conversation--leading them with questions that will require them to explain their own thinking.

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Parent Notes:  Can your child write them all?  Ask them why they wrote, what they wrote.  Why they included the numbers that they did and why they excluded a said number.  The key is to have THEM explain their thinking--don't accept "because I did" or "I don't know".  Don't explain it for them as you will not be in the classroom to do so when they have to do it on their own.  You are the moderator of the conversation--leading them with questions that will require them to explain their own thinking.

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Good Question:  I have a written a secret number that is more than sixty-five.  What might it be?

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Good Question:  I have a written a secret number that is more than sixty-five.  What might it be?

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Parent Notes:  Extend this by asking children to write the biggest number they can.  Compare these numbers to see which is the biggest.  Look at the tens and the ones to compare.  Have child explain why they chose that number.  Repeat for other numbers.

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Parent Notes:  Extend this by asking children to write the biggest number they can.  Compare these numbers to see which is the biggest.  Look at the tens and the ones to compare.  Have child explain why they chose that number.  Repeat for other numbers.

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Good Question:  Count by twos until you land on twenty.  What other numbers can you count by and still land on twenty

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Good Question:  Count by twos until you land on twenty.  What other numbers can you count by and still land on twenty

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Parent Notes:  Repeat by increasing the goal number from twenty to fifty, then one hundred.

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Parent Notes:  Repeat by increasing the goal number from twenty to fifty, then one hundred.