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Victoria Coburn

September 4, 2014
Question Analysis, Design and Implementation Project
For the first set of questions, I am using envision Math Grade 5 Topic 1 Numeration
1-1 Place Value
Explain why the digit 6 in the number 4,506 is not the same value as in the number
4,650. This question, of course, can be used with any number combination.
1-2 Comparing and Ordering Whole Numbers
What strategy would you use to compare 545,524 and 529,121? Would you use the
same strategy to compare 3,000,010 and 3,000,000,10? Explain. Again, this strategy
can be used with any numbers you are comparing, not just the ones used in my
1-3 Decimal Place Value
How are decimals and fractions alike? How are they different?
1-4 Comparing and Ordering Decimals
When you ask the students to create a number that is less than one number, but greater
than another, you may ask, How can you create a number that you know will reside
between any two numbers on a number line? Explain how you know this number
could come between these two numbers when ordering from greatest to least.
When finished studying these topics I could ask:
Explain how Place Value, Comparing and Ordering Whole Numbers, Decimal Place
Value, and Comparing and Ordering Decimals are important to the Unit titled

For the second set of questions, I am using Engage NY Common Core Math for Grade 2.
Module 1 Topic A Lesson 1. Make number bonds of ten.
Problem 2
The cashier puts exactly 10 bills inside each envelope. How many more bills does he need to put
in each of the following envelopes?
a. An envelope with 9 bills. (1)
b. An envelope with 5 bills. (5)
c. An envelope with 1 bill. (9)
d. Find other numbers of bills that might be in an envelope and tell how many more bills the
cashier needs to put to make 10 bills.
I read through the lesson, Problem 2 was one of the problems at the end of the lesson. This is
definitely an example of closed math questions. To change it up and get a variety of responses,
the teacher could ask the students: How many ways can you make ten?

Module 1 Topic B Lesson 3 Make a Ten to Add Within 20

The following was a scripted exchange between teacher and student as taken from the
T: 8 + 4 is?
S: 12.
T: 10 + 2 is?
S: 12.

To create more open ended responses, they teacher could say: If the answer is 14 (for
example), what could be the question?

The next question comes from Engage New York Common Core Math for Grade 7.

Module 3, Topic C, Lesson 23.

Student Outcomes
Students use the known formula for the volume of a right
rectangular prism (length x width x height).
Students understand the volume of a right prism to be the
area of the base times the height.
Students compute volumes of right prisms involving
fractional values for length.
Question: How are prisms and cylinders alike? How are they
Question: What do you think is our lessons focus today?
Engage New York Common Core Math for Grade 7
Module 3 Topic A Lesson 1
Generating Equivalent Expressions
In partners, explain why 3(2+4) does not equal (3x2)+4.