How to use the cards: After reviewing a problem, choose a card and design a question according to the directions on the card. These questions may be used for discussion or to review learned concepts. For a printable PDF copy of these cards, please click here.

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Number Sense, Concepts, and Operations
Measurement
Geometry and Spatial Sense
Algebraic Thinking
Data Analysis and Probability


 

STRAND A Q-CARD #1
Number Sense, Concepts, and Operations

Design a question that requires students to understand the different ways numbers are represented and used in the real-world.

  • What was the rationale for the computated method?

  • What is the _____ of _____?

  • What are all the ways ______?

  • Explain how you solved this problem.

  • Draw a picture to explain your answer.

Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.A.1.2.1

 

MA.A.1.3.1

 

MA.A.1.4.1

 

STRAND A Q-CARD #2
Number Sense, Concepts, and Operations

Design a question that requires students to understand number systems. 

  • What was the rationale for the computated method?

  • How might things have changed if _____ was reversed? rearranged? taken apart?

  • How many different _____?

  • Explain what _____ are in _____?

  • Estimate your total ____ and compare your answer.

  • Explain how you solved the problem.

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.A.2.2.1

 

MA.A.2.3.1

 

MA.A.2.4.1

 

STRAND A Q-CARD #3
Number Sense, Concepts, and Operations

Design a question that requires students to understand the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving.

  • What was the rationale for the computated method?

  • How did you determine _____?

  • What are all the ways _____?

  • Draw a picture to explain your answer.

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.A.3.2.1

 

MA.A.3.3.1

 

MA.A.3.4.1

 

STRAND A Q-CARD #4
Number Sense, Concepts, and Operations

Design a question that requires students to understand estimation in problem solving and computation.

  • What was the rationale for the computated method?

  • What would happen if _____?

  • How can you make the problem simpler to solve?

  • Estimate your total ____ and compare your answer.

  • Is your answer valid and why?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.A.4.2.1

 

MA.A.4.3.1

 

MA.A.4.4.1

 

STRAND A Q-CARD #5
Number Sense, Concepts, and Operations

Design a question that requires students to understand and apply theories related to numbers.

  • What was the rationale for the computated method?

  • Is your answer reasonable?

  • How different is _____ from _____?

  • Write an expression or equation that could be used to prove your solution.

  • What are all the way _____?

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.A.5.2.1

 

MA.A.5.3.1

 

MA.A.5.4.1

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STRAND B Q-CARD #1
Measurement

Design a question that requires students to understand the need to measure quantities in the real-world and use the measure to solve problems.

  • Explain what _____ is in _____?

  • Which would be the most appropriate unit of measurement? Explain.

  • Which determines capacity and effective instrument for measuring capacity in a given context?

  • What relationship does _____ have to _____?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.B.1.2.1

 

MA.B.1.3.1

 

MA.B.1.4.1

 

STRAND B Q-CARD #2
Measurement

Design a question that requires students to compare, contrast, and convert systems of measurement (both standard/nonstandard and metric/customary).

  • What are all the ways _____?

  • Which would be the most appropriate unit of measurement? Explain.

  • Which unit of measurement would you use, standard or nonstandard? Explain.

  • How did you determine _____?

Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.B.2.2.1

 

MA.B.2.3.1

 

MA.B.2.4.1

 

STRAND B Q-CARD #3
Measurement

Design a question that requires students to estimate measurements in real-world problem situations.

  • Explain how you solved your problem.

  • In what other situation could _____?

  • Is your answer reasonable?

  • Which would be most appropriate unit of measurement? Explain.

  • Estimate your total and compare your answer.

Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.B.3.2.1

 

MA.B.3.3.1

 

MA.B.3.4.1

 

STRAND B Q-CARD #4
Measurement

Design a question that requires students to understand the selection and use of appropriate units and instruments for measurement to achieve the degree of precision required in real-world situations.

  • What would happen if we put _____ to other uses?

  • What are all the ways _____?

  • How would _____ have been different if it were smaller? larger? stronger? sideways? upside-down? a different color?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.B.4.2.1

 

MA.B.4.3.1

 

MA.B.4.4.1

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STRAND C Q-CARD #1
Geometry and Spatial Sense

Design a question that requires students to describe, draw, identify, and analyze two- and three-dimensional shapes

  • What was the rationale for the computated method?

  • Compare and contrast shapes noting specific characteristics.

  • How is _____ like _____?

  • Draw a picture to explain your answer.

Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.C.1.2.1

 

MA.C.1.3.1

 

MA.C.1.4.1

 

STRAND C Q-CARD #2
Geometry and Spatial Sense

Design a question that requires students to visualize and illustrate ways in which shapes can be combined, subdivided, and changed.

  • Explain why your line demonstrates symmetry?

  • Explain why you completed _____ the way you did.

  • What if _____ were _____?

  • How would _____ have been different if it were smaller? larger? stronger? sideways? upside-down? a different color?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.C.2.2.1

 

MA.C.2.3.1

 

MA.C.2.4.1

 

STRAND C Q-CARD #3
Geometry and Spatial Sense

Design a question that requires students to understand the use of coordinate geometry to locate objects in both two and three dimensions and to describe objects algebraically.

  • What would happen if _____?

  • How come _____?

  • Can you construct a model that would change ___?

  • Can you illustrate what is happening?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.C.3.2.1

 

MA.C.3.3.1

 

MA.C.3.4.1

 

STRAND C Q-CARD #4
Geometry and Spatial Sense

Design a question that requires students to understand the use of coordinate geometry to locate objects in both two- and three-dimensions and to describe objects algebraically.

  • How would you determine the location of _____?

  • How could you tessellate (flip, slide, turn) the figure?

  • Can you construct a model that would change ___?

  • What facts would you select to show _____?

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.C.3.2.2

 

MA.C.3.3.2

 

MA.C.3.4.2

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STRAND D Q-CARD #1
Algebraic Thinking

Design a question that requires students to describe, analyze, and generalize a variety of patterns, relations, and functions.

  • Which way would you choose? Why

  • Why did you choose that graph and not the others?

  • Why is a _____ graph useful to show the kind of data given in a chart?

  • Can you guess my “rule” and explain?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.D.1.2.1

 

MA.D.1.3.1

 

MA.D.1.4.1

 

STRAND D Q-CARD #2
Algebraic Thinking

Design a question that requires students to use expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.

  • Write an expression or equation that could be used to prove your solution.

  • What would happen if we took something away from ____ and replaced it with ____?

  • Which expression shows ____? Explain.

  • Explain why you completed ____ the way you did.

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.D.2.2.1

 

MA.D.2.3.1

 

MA.D.2.4.1

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STRAND E Q-CARD #1
Data Analysis and Probability

Design a question that requires students to understand and use the tools of data analysis form managing information.

  • What if ____ were ____?

  • What would happen if ____?

  • Summarize your findings.

  • How might things have changed if ____ was reversed? rearranged? taken apart?

  • How did you determine ____?

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.E.1.2.1

 

MA.E.1.3.1

 

MA.E.1.4.1

 

STRAND E Q-CARD #2
Data Analysis and Probability

Design a question that requires students to understand and use the tools of data analysis for managing information.

  • What are the parts of ____?

  • How is ____ related to ____?

  • How would you categorize ____?

  • What do you think ____?

  • What ideas justify ____?

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.E.1.2.3

 

MA.E.1.3.3

 

MA.E.1.4.3

 

STRAND E Q-CARD #3
Data Analysis and Probability

Design a question that requires students to identify patterns and make predictions from an orderly display of data using concepts of probability and statistics.

  • What is the probability of selecting ____?

  • How would you organize ____ to show ____?

  • Explain why you completed ____ that way.

  • How would you interpret ____?

  • What conclusions can you make from your graph (data)?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.E.2.2.1

 

MA.E.2.3.1

 

MA.E.2.4.1

 

STRAND E Q-CARD #4
Data Analysis and Probability

Design a question that requires students to identify patterns and make predictions from an orderly display of data using concepts of probability and statistics.

  • Why do you think ____?

  • What would result if ____?

  • Can you explain what is happening ____ what is meant ____?

  • How would you describe ____?

  • What facts would you select to show ____?

 Support your answer with relevant details, facts, statistics, or other information from the problem.

Benchmarks:

MA.E.2.2.2

 

MA.E.2.3.2

 

MA.E.2.4.2

 

STRAND E Q-CARD #5
Data Analysis and Probability

Design a question that requires students to use statistical methods to make inferences and valid arguments about real-world situations.

  • What conclusions can you interpret form your graph (data)?

  • Is your answer reasonable?

  • Explain the method you used.

  • What would happen if ____?

 Support your answer with relevant details, facts, statistics, or other information from the problem. 

Benchmarks:

MA.E.3.2.1

 

MA.E.3.3.1

 

MA.E.3.4.1

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Source: M-DCPS Division of Math & Science

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