## Your Workshopping of

Concept-specific OEQs Takeaways

## There are two OEQs Comment Threads below

One is for your examples of concept-specific OEQs.

The other is for your takeaways and reflections of using concept-specific OEQs, and, importantly, of the idea of workshopping them.

The other is for your takeaways and reflections of using concept-specific OEQs, and, importantly, of the idea of workshopping them.

## Some past examples of concept-specific OEQs ...

Waris HuangAspect 1: my examples: 1. On the topic of Pythagoras' theorem with year7, I will ask them to create3 different right angle triangles with the same hypotenuse of 12 cm. They can use square root when presenting the sides. 2. On topic of fractions with year5, I can ask them to make a group of 5 fractions where 3 are equivalent and 2 are not. Restrictions: they all must have different denominators. 3. On topic of direct proportion with year8, I will ask them to look for a real life example of direct proportion quantities. And present it with a graph and a table of data. They then give it to another student and ask them to explain the relationship between these two quantities with equations and sentences. Broaden the range of the data. RichardOooh, Waris, these are fantastic. |
Gaby ConwaySome example questions: 1. How are the numbers 6.001 and 1.006 alike? How are they different? 2. 4 is a factor for two different numbers. What else might be true about both numbers? 3. You multiply two numbers and the product is almost 600. What could the numbers have been? Explain. I haven't used this question enough and will definitely be starting to use them more. RichardWow, these are awesome, Gaby! |