Idaho Regional Mathematics Center, Region 2

Sample Lesson Study Question

 

What are the essential understandings that students need when dividing decimals, and what can we do to ensure all students learn something new towards 5.NBT.7
What characteristics of initial tasks and teacher actions allow students to develop conceptual understanding of factoring quadratic expressions?
What types of questions and patterns of questioning advance the level of classroom discourse?
What teacher actions support students in using technology to reason with and make sense of linear and exponential sequences?  
What types of questions and patterns of questioning advance the level of classroom discourse? 
What are the most important factors in supporting students to connect student-generated strategies, methods and reasoning to procedures or algorithms?
What important mathematical ideas will students discover when using Cuisenaire Rods with the number line early in a fractions unit?
What types of questions and patterns of questioning advance the level of classroom discourse?
How can teachers use and connect mathematical representations to facilitate meaningful discourse in supporting productive struggle for all students? 
How can teachers use small group discussions to build shared understandings in facilitating whole group discourse?
How can teachers use purposeful questions to support the development of number sense (thinking flexibly about numbers and their relationships) while addressing middle school level content?
How can teachers use and connect mathematical representations to support students in making sense of literal equations?
How can teachers use and connect mathematical representations that support students’ conceptual understanding?
How can teachers effectively use and connect representations (visual, symbolic and/or contextual) to deepen students’ understanding of slope of perpendicular lines?
How can teachers support productive struggle for all students?
How can teachers pose purposeful questions to facilitate meaningful discourse in supporting productive struggle for all students?
How can teachers use and connect mathematical representations to advance students’ reasoning in solving unknown addend problems?
How can teachers pose purposeful questions in supporting students in making sense of problems and persevering in solving them?
How can teachers pose purposeful questions to effectively promote new learning?
How can teachers effectively pose purposeful questions to support students in making sense of problems and persevering in solving them?