Your Workshopping of
​Concept-specific OEQs Takeaways

Note: This page is also used in a different, related PD.

There are two OEQs Comment Threads below

The top thread is for your examples of concept-specific OEQs.

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

Don't forget the second thread! 

Some past examples of concept-specific OEQs ...

Waris Huang
Aspect 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. 
Richard​
Oooh, Waris, these are fantastic. 

Gaby Conway
Some 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.
Richard​
Wow, these are awesome, Gaby!

The top thread: Your examples of ​concept-specific OEQs - suggest at least three.
The bottom thread: Your reflections on concept-specific OEQs.

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Your reflections on workshopping
concept-specific OEQs

Some past reflections ... 

Waris Huang 
​Takeaways: I find it very interesting that these kind of questions are usually for the teachers. When teachers make class activities or worksheets, we go through this thinking process. and I see how it will benefit students. so I will definitely give it a try.
Richard​
And the key is, of course, that the students have no procedure to fall back on ... they must use their thinking!!! Remember that the workshopping aspect is equally as important as the OEQs themselves! Great work!

Angus Vos
Open-ended questions are so crucial in Mathematics. I ask a lot of questions to the students in a lesson and I need to be more aware of turning those from one answer questions into open-ended questions to create more investigation in my lessons.
Richard​
When you become proficient with the workshopping process, the sky is the limit when it comes to open questions!

Your reflections of concept-specific OEQs AND of workshopping them ...