Explore
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As students explore, they learn to wonder about the mathematics of a situation. They identify and pose questions related to quantities, patterns, spatial relationships, and probabilities. They gather initial data. They observe. They estimate, using known referents and benchmarks and by building onto insights from past experiences. This exploration leads to an understanding of the need for a solution and allows for the creation of solution criteria.
Questions and comments from students help to identify their unique starting point; what knowledge and skills they have and which need to be developed. |
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Just wandering through a local fair students had many questions about the construction and operation of each ride.
We wondered: How does the diamtere of the ferris wheel affect the speed that it can turn? How does the speed of the rollercoaster change during one trip? |
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A model, made from 1 liter pop bottles filled with different
amounts of water, encouraged students to wonder about fractions. We wondered:
Why do the different water levels make different sounds? Is there a pattern? What musical notes can we play? Through this exploration, students’ prior knowledge of fractions was evaluated and next steps for learning could be developed. |
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While volunteering at a local food bank students sorted and packed potatoes.
We wondered: How many potatoes we could pack into one box? How heavy will the box be? How much would it cost to buy all the potatoes we sorted and packed? How many pounds of potatoes does my family eat in a month? |
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Exploring leads to great questions. Sometimes all it takes
is a photo to provide a starting point for student curiosity.
Student questions can be sorted based upon mathematical content, curricular outcome and process. Student questions provide the base for planning an adventure. |
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