Here’s a comprehensive lesson for teaching an adult math teacher about how to use appropriate
teaching methods and question phrases to effectively engage students. This lesson includes:
1. A brief overview of the purpose
2. Suggested teaching methods
3. A table with 30+ questioning phrases
4. Their purpose/reason
5. Example sentence usage
6. Suggested student responses
🌟 Lesson Title:
“Effective Questioning Techniques and Teaching Methods in the Math Classroom”
🧠 Lesson Objectives:
By the end of this session, the teacher will be able to:
Apply effective questioning strategies to foster mathematical thinking.
Use 30+ questioning phrases purposefully based on learning goals.
Encourage student-centered discussions using open-ended questions.
Understand how to align questioning with specific cognitive processes (e.g., recall, reasoning,
problem-solving).
🛠️Teaching Methods to Emphasize:
Method Description Purpose
Socratic Encouraging deeper reasoning by prompting students to
Builds critical thinking
Questioning explain their thinking.
Students think individually, discuss with a peer, then share
Think-Pair-Share Encourages collaboration
with the class.
Gives students time to
Wait Time Allowing 3-5 seconds after asking a question.
process
Scaffolding Breaking questions into simpler parts. Supports all learners
Probing Questions Following up on answers to explore reasoning further. Deepens understanding
🗣️30+ Question Phrases with Purpose, Sample Usage, and
Expected Responses
Suggested Student
No. Question Phrase Purpose/Reason Sample Usage
Response
Develop observation “Look at this pattern—what “The numbers are
1 What do you notice?
skills do you notice?” increasing by 2.”
Can you explain how Check for “Can you explain how you
2 “I multiplied 6 by 7.”
you got that? understanding got 42 as the answer?”
“Why do you think your
Why do you think that Encourage “Because I followed the
3 method works for this
works? justification steps for area.”
problem?”
“Can someone show a
What is another way to Promote flexible “We could use repeated
4 different method to solve
solve this? thinking addition instead.”
this?”
What if we changed this Promote ‘what if’ “What if this side was 10 cm “Then the area would
5
number? reasoning instead of 5?” double.”
How do you know your Encourage self- “How do you know that 48 “I double-checked using
6
answer is correct? checking is the correct answer?” division.”
Develop error “Can you find the mistake in “The subtraction is
7 Can you find a mistake?
detection this calculation?” wrong.”
Promote process “Before solving this, what’s “I’ll find the common
8 What is the first step?
awareness the first step?” denominator.”
What does this symbol “What does this equal sign “It shows both sides are
9 Clarify understanding
mean? mean here?” the same.”
“Mean is the average,
What’s the difference Encourage “What’s the difference
10 median is the middle
between…? comparison between mean and median?”
value.”
Can you draw a picture “Can you draw a model to Student draws a pie
11 Engage visual learners
to show this? represent the fractions?” chart
What would happen Explore hypothetical “What would happen if we “The answer would be
12
if…? scenarios used 5 instead of 10?” smaller.”
Identify mathematical “Do you see a pattern in the “It increases by 3 each
13 Is there a pattern?
relationships data?” time.”
Can you estimate the “Before solving, can you
14 Practice estimation “Maybe around 200.”
answer? estimate the sum?”
What units are we “What units should we use “Centimeters, because
15 Reinforce units
using? in this problem?” it’s measuring length.”
Does your answer make Promote “You got 10,000—does that “No, it’s too big for this
16
sense? reasonableness make sense here?” problem.”
Can you think of a real- Connect to real-life “Can you think of where you “Shopping—adding
17
world example? math use this in daily life?” prices.”
“Can someone share how
How did your group Promote collaborative “We broke it into smaller
18 your group approached the
solve it? talk parts.”
problem?”
What strategy did you Encourage “What strategy helped you “I used place value
19
use? metacognition solve this?” blocks.”
Can you compare your “Compare your method with
Encourage peer “She used a number line,
20 answer with a a partner’s—any
reflection I used a chart.”
classmate’s? differences?”
21 What’s confusing here? Address learning gaps “What part of the question “I didn’t understand how
Suggested Student
No. Question Phrase Purpose/Reason Sample Usage
Response
was confusing?” to regroup.”
What do we already Activate prior “Before we solve this, what “We know area = length
22
know? knowledge do we already know?” × width.”
What do we need to “What is the problem asking
23 Identify problem goals “We need the perimeter.”
find out? us to find?”
“How are multiplication and “They are inverse
24 How are these related? Analyze relationships
division related?” operations.”
“Can you restate the
Can you put it in your “It wants us to subtract
25 Check comprehension question in your own
own words? first.”
words?”
What happens if we Explore inverse “What if we switch the “The result might stay
26
reverse the numbers? operations numbers—what changes?” the same in addition.”
Support evidence- “Can you prove your answer “Here’s how I checked
27 Can you prove it?
based thinking is correct?” with another method.”
What do you predict “Before calculating, what’s “The graph will go
28 Forecasting skills
will happen? your prediction?” upward.”
How did the diagram Visual-spatial “How did using the bar “It made it easier to see
29
help you? reasoning model help?” parts.”
What is the key “What information is “The length and width
30 Filter important data
information? important here?” are given.”
How would you teach “Can you explain this to a “First you divide, then
31 Promote mastery
this to someone else? friend who was absent?” multiply.”
🏫 Tips for the Adult Math Teacher:
1. Avoid Yes/No questions unless using them to lead into follow-ups.
2. Always allow “wait time” for deeper responses.
3. Use non-judgmental feedback: “That’s an interesting approach…” instead of “That’s wrong.”
4. Practice using student answers as the next question (student-led inquiry).
5. Record yourself teaching and analyze which question types you use most — aim for variety!
✅ Suggested Practice Activity:
1. Choose 3 math problems.
2. For each, script 3 different question types from the table above to ask students.
3. Practice role-playing these with a peer or tutor to gain fluency in classroom delivery.
Math Questioning Techniques Worksheet
Instructions: For each question phrase, write a sample question you could ask your students and the kind
of response you would expect.
No. Question Phrase Purpose Your Example Expected Student Response
Develop
1 What do you notice? ________________________ ________________________
observation skills
Can you explain how Check for
2 ________________________ ________________________
you got that? understanding
Why do you think Encourage
3 ________________________ ________________________
that works? justification
What is another way Promote flexible
4 ________________________ ________________________
to solve this? thinking
What if we changed
5 Explore variations ________________________ ________________________
this number?
How do you know
Promote self-
6 your answer is ________________________ ________________________
checking
correct?
Can you find a Develop error
7 ________________________ ________________________
mistake? detection
What is the first Promote process
8 ________________________ ________________________
step? awareness
Clarify
What does this
9 mathematical ________________________ ________________________
symbol mean?
meaning
What’s the difference Encourage
10 ________________________ ________________________
between…? comparison
Can you draw a Engage visual
11 ________________________ ________________________
picture to show this? learners
Explore
What would happen
12 hypothetical ________________________ ________________________
if…?
reasoning
Identify
13 Is there a pattern? ________________________ ________________________
relationships
Can you estimate the
14 Practice estimation ________________________ ________________________
answer?
What units are we Reinforce units
15 ________________________ ________________________
using? awareness
Does your answer Check for
16 ________________________ ________________________
make sense? reasonableness
Can you think of a Connect math to
17 ________________________ ________________________
real-world example? life
How did your group Promote
18 ________________________ ________________________
solve it? collaboration
What strategy did Encourage
19 ________________________ ________________________
you use? metacognition
Can you compare
20 your answer with a Peer reflection ________________________ ________________________
classmate’s?
What’s confusing Identify learning
21 ________________________ ________________________
here? gaps
22 What do we already Activate prior ________________________ ________________________
No. Question Phrase Purpose Your Example Expected Student Response
know? knowledge
What do we need to Identify problem
23 ________________________ ________________________
find out? goals
How are these Analyze
24 ________________________ ________________________
related? relationships
Can you put it in Check
25 ________________________ ________________________
your own words? comprehension
What happens if we Explore inverse
26 ________________________ ________________________
reverse the numbers? operations
Support evidence-
27 Can you prove it? ________________________ ________________________
based thinking
What do you predict
28 Forecast outcomes ________________________ ________________________
will happen?
How did the diagram Develop spatial
29 ________________________ ________________________
help you? reasoning
How would you
30 teach this to someone Promote mastery ________________________ ________________________
else?
