As educators, we expect our students to learn and apply math concepts using higher-order thinking skills that go beyond rote learning. With the adoption of the Common Core Math Standards, many of us must do just that, by focusing more in-depth on fewer math concepts. However, writing math problems that require higher-order strategies can be almost as difficult as solving them.<\/p>\n
To get started, try writing a lower-level math problem then apply one or more of the following techniques:<\/p>\n
Tips for Writing Higher-Order Math Problems<\/strong><\/p>\n Consider the Common Core Math Standard 7.G.4<\/a><\/p>\n Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.<\/em><\/p>\n A lower-order question for this standard could be:<\/p>\n What is the area of a circle with a radius of 5?<\/strong> As presented, this question strictly tests student knowledge and application of the required formula. Instead, consider structuring the question using a \u201creal-life\u201d scenario that requires multiple steps to solve:<\/p>\n Official tournament play of Ringer marbles requires a circular game ring with a diameter of 10 feet. Alexis needs to construct multiple rings for a tournament using rope to mark the circumference of each ring. If she has 100 feet of rope, what is the maximum number of rings Alexis can make?<\/strong> Finally, try constructing an open-response question that requires students analyze and evaluate the information in a non-routine manner:<\/p>\n Jackson explains to his classmate that doubling the circumference of a circle results in the doubling of the circle\u2019s area. Is Jackson correct? Use the formulas for area and circumference to justify your answer. <\/strong><\/p>\n This problem still satisfies skills posed in standard 7.G.4, however it now requires students not only demonstrate knowledge and application of the formulas, but also analyze the relationship between them.<\/p>\n Writing higher-order problems takes time, but ideally, the additional time will help students further develop the critical-thinking skills we strive to nurture as educators.<\/p>\n For more examples of higher-order math questions, view these questions created by HelpTeaching.com members:<\/p>\n Example 1: <\/em> Problem Solving Strategies<\/a> Visit HelpTeaching.com to browse our collections of math worksheets<\/a> and math lessons <\/a>or create questions and worksheets<\/a> that meet your teaching needs.<\/p>\n Related Topics:<\/strong> As educators, we expect our students to learn and apply math concepts using higher-order thinking skills that go beyond rote learning. With the adoption of the Common Core Math Standards, many of us must do just that, by focusing more […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[19,15,23],"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\n\t\n\n
\na) 5\u03c0<\/strong>
\nb) 10\u03c0<\/strong>
\nc) 25\u03c0<\/strong>
\nd) 100\u03c0<\/strong><\/p>\n
\na) 2<\/strong>
\nb) 3<\/strong>
\nc) 4<\/strong>
\nd) 5<\/strong><\/p>\n
\nExample 2:<\/em> Fractions<\/a>
\nExample 3:<\/em> Logical Thinking<\/a>
\nExample 4:<\/em> Area<\/a>
\nExample 5:<\/em> Exponents<\/a>
\nExample 6:<\/em> Ratios<\/a><\/p>\n
\nUsing Math Images on HelpTeaching.com<\/a>
\nHow To Use Questions with Images<\/a>
\nHow to Format Math Equations<\/a>
\nHow to Customize Your Tests Created on HelpTeaching.com<\/a>
\nHow to Find Questions on HelpTeaching.com<\/a>
\nHow to Write Good Test Questions<\/a><\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"