In addition intentionally planning guiding questions

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In addition, intentionally planning guiding questions in a way that scaffold upon new discoveries will best support student learning by connecting to prior knowledge. Not only will scaffolding questions help by connecting to prior knowledge, but it will help students learn how that they can retrieve prior knowledge and make meaningful new connections. My question, “With your table mates, can you brainstorm a list of strategies that we can use to answer problems with an unknown?” prompts students to reference their prior knowledge, collaborate, brainstorm, and question previously learned strategies to understand new concepts. In first grade, it is expected that students know how to find unknown sums, differences, addends, and subtrahends in word problems and traditional problems. Incorporating questions like this into the lesson leads students to deeper discovery of the subject through investigation. By asking students for a list of strategies to solve a type of problem will also place emphasis on the strategy and mathematical process opposed to the correct solution. Students will discover that there are many ways to uncover a correct answer. As students discover that open-ended questions can have multiple answers, they will begin trusting their personal thoughts even if they differ from the thoughts shared by another
4 MATH QUESTIONING STRATEGIES peer. Also, teachers will gain additional insight to student thinking when the students are sharing

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