Question Generating by Emily Alexander

Emily Alexander, Linda, Julia McHugh, Katherine Pallavicini, Kennedi Spencer

eaa9 — 2022-03-22 14:23:19 UTC

Lesson Objective:

eaa9 — 2022-03-22 14:23:51 UTC

The student will demonstrate an understanding that fractions with the same denominator can be less than, greater than, or equal to each other by creating 2 to 3 of their own questions for their classmates to answer as well as answering their classmates' questions.

Student Sample

eaa9 — 2022-03-22 14:24:05 UTC

Reference List

eaa9 — 2022-03-22 14:24:38 UTC

Google. (n.d.). Meet Google Drive – one place for all your files. Google. Retrieved March 24, 2022, from https://drive.google.com/file/d/0B7zZfg6MOqZkX0dZTjhtVTVlV00/view?resourcekey=0-mNH_NHkgDY852p-bw5xn8w

New York State Common Core Social Studies K-12 frameworks. (n.d.). Retrieved March 24, 2022, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/ss-framework-k-12-intro.pdf

New York State P-12 Science Learning Standards. (n.d.). Retrieved March 24, 2022, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf

Woodson, J., & López, R. (2022). The Year We Learned to Fly. Nancy Paulsen Books.

Brief Description of Content:

eaa9 — 2022-03-22 14:25:08 UTC

The demonstrations will start with a circle divided into four parts. Explain that the denominator is 4 because there are 4 parts of the whole. Comparing the fractions 1/4 and 2/4 both have a common denominator because there are 4 total parts in the circle. Ask the question: "Is 1/4 > or < 3/4?". Explain that 1/4 is less than 3/4 because it is only 1 part of the whole of 4 compared to the 3 parts of the whole in the fraction 3/4.

Brief Description of Activity:

eaa9 — 2022-03-22 14:25:46 UTC

Given a rectangular paper divided into 8 parts. Students are going to observe and come up with questions to ask their classmates relating to fractions (parts of the fraction, size of it, how they compare)
The students will create their own quiz to administer to their seat partner by writing it on a piece of paper. (open-ended questions as well & math problem that requires a solution are required)
They will be given one minute to come up with 2 questions including at least 1 of each an open ended question and inequality problem with a blank spot for either the correct symbol or the correct fraction given the equation to ask your classmates. Make sure you know the answers to the questions you come up with.
Students will turn to their seat partner. Partner A on the left and Partner B on the right. They will switch papers and answer each other’s questions.
Partner A is going to ask partner B for their answers first. Then partner B is going to ask partner A their answers.
The partners will discuss the answers to the quiz to their seat partner.
The seat partners will choose one question out of both of their questions to share with the class.

Description of Question Generating:

eaa9 — 2022-03-22 14:26:00 UTC

Question Generating is a form of assessment where students develop questions based on the content presented, not the teacher. The quality of the questions indicate the level of understanding students have on a topic. This assessment could be given by introducing a stimulus such as an image or problem and have students generate questions based off what they see/hear. This is a form of assessment that is not too difficult to incorporate into a classroom. If a student has difficulty creating their own questions regarding a topic, they can work with another individual or have prompt questions to build off of.

Appropriate and Inappropriate Applications of this Assessment:

eaa9 — 2022-03-22 14:26:31 UTC

Appropriate:
- Good as an anticipatory set because it shows the students prior knowledge and what they want to know more about. It can help the teacher to see what topics need to be targeted during the lesson.
- At the end of a lesson you can have students come up with questions to see what they understood from the lesson and what they are thinking deeper about. This can then guide what is discussed/learned next.
Inappropriate:
- The teacher asks too many questions to the point where students are unable to come up with their own.
- The teacher has students ask questions without providing them with the necessary resources.
- The teacher doesn’t model any ways to generate questions for the students to then create their own.

After the Content and Before the Activity:

jem37 — 2022-03-22 15:25:55 UTC

Now we are going to take a step away from fractions for a moment. Do you remember when we read the book, The Year We Learned to Fly. There are a lot of things we wondered and thought about from the book. We thought of questions such as,“what could be the reason the author wrote this book?" and "why did the main character fly so much?" You see how we used the information we were given and developed questions to think deeper? We are going to use this thought process and create questions about fractions.

Questions:

lmr18 — 2022-03-24 14:17:10 UTC

1. What is the significance of the numerator?

2. 1/8 ____ 3/8 (answer: <)

3. What happens when the denominator gets bigger?

4. 5/8 > ____ (answer: 0/8-4/8)