In addition intentionally planning guiding questions

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In addition, intentionally planning guiding questions in a way that scaffold upon newdiscoveries will best support student learning by connecting to prior knowledge. Not only willscaffolding questions help by connecting to prior knowledge, but it will help students learn howthat 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 answerproblems 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, andsubtrahends in word problems and traditional problems. Incorporating questions like this into thelesson leads students to deeper discovery of the subject through investigation. By asking studentsfor a list of strategies to solve a type of problem will also place emphasis on the strategy andmathematical process opposed to the correct solution. Students will discover that there are manyways to uncover a correct answer.As students discover that open-ended questions can have multiple answers, they willbegin trusting their personal thoughts even if they differ from the thoughts shared by another
4MATH QUESTIONING STRATEGIESpeer. Also, teachers will gain additional insight to student thinking when the students are sharing

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Questionino Strategies

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