Topic: Maps

Asking Questions in Mathematics 

1: Maps

2a: Teacher Questions

What similarities do you notice about the regions of the world with higher absolute poverty and childhood labor? 

What similarities do you notice about the regions of the world with lower adult literacy and the highest GDP wealth? 

What differences do you notice about the regions of the world with lower adult literacy rates and the lower adult illiteracy rate? 

What is the world map centered around? 

The “azimuthal” is depicted on which flag? 

2b: Potential Students Questions

Are three-dimensional maps better than two-dimensional maps? 

What do the colors in the cartogram represent? 

3: The first three teacher questions are statistical as they pertain to the use of statistical data to compare and contrast different attributes that are present in different regions of the world. 

Ask myself:

Questions 1, 2, and c are statistical questions because I would need to collect data and analyze the information to make a final conclusion.

1. Why is Africa smaller than North America on most maps when it’s not in reality? Do you think this will change in the future?

2. If countries or continents’ sizes on a map were based on their population, which would be the biggest? What if their sizes were based on how wealthy their people are?

Student questions

1.Why is the Pacific normally shown on the left side of a map or globe when it could be on the right side?

2. How would the world look from the South Pole?

My question about map sizes is the only qualitative one, but I’m not sure if it’s statistical.

by moving about the 

room—routinely and consistently—to listen in and look at student work. 
B.1.2. Implement a specific student-watching system to strategically gather data for learning. 
B.1.3. Use formative assessment to quickly assess whole-class progress or learning. 
B.1.4. Ask focused questions to check for understanding and to “sample” the classroom. 
B.2.1. Analyze student performance data to identify students’ strengths and challenges; looks for trends and patterns to inform instructional moves. 
B.2.2. Use knowledge of student performance data to make real-time, in the moment, instructional adjustments as a direct result of environment, quality of instruction, or student readiness. 
B.2.3. Use knowledge of student performance data to implement short and long- term instructional adjustments as a direct result of environment, quality of instruction, or student readiness.