Session No.
LEARNING
DIVISION TRAINING-
WORKSHOP ON 21ST
CENTURY TEACHING IN
MATHEMATICS
MATHEMATICS
THROUGH INQUIRY
August 16-18, 2022
SANNYVAL R. ESTABILLO
Learning Facilitator
WARMER: POISON GAME
13 counters
Two players take turn to remove
1, 2, or 3 counters
Poison
The player who is forced to
remove the last counter loses the
game
WARMER: 5 MINS
Time’s Up!
TERMINAL OBJECTIVE
At the end of the session, the participants are
expected to integrate in their lessons the four
levels of inquiry such as confirmation,
structured, guided, and open.
ENABLING OBJECTIVES
Identify four levels of inquiry
Construct math prompt based on the level of
inquiry
Model inquiry by asking leading questions
WHAT IS IT THAT ALL KIDS
HAVE IN COMMON?
2
COMMON
WAYS TO
TEACH
MATHYou don’t know?
TELL
Let me tell you!
EXPLA You don’t understand?
IN
Let me explain to you!
INQUIRY-BASED
LEARNING
MATH INQUIRY
MATH INQUIRY is a model of learning that encourages students to regulate
their own activity while exploring a prompt (an equation, statement or
diagram).
It involve the class in questioning, conjecturing, generalizing and proving
and, when required, in listening to an explanation.
Students learn to take responsibility for directing the lesson with the teacher
acting as the arbiter of legitimate mathematical knowledge and activity.
WHY IS MATH INQUIRY
IMPORTANT?
MATH INQUIRY establishes a culture of curiosity,
collaboration and openness in the classroom.
Students meet new concepts and procedures when they are
necessary, meaningful and connected – necessary to make
progress on a line of inquiry, meaningful in the context of the
inquiry and connected to other concepts and procedures in
the field of inquiry.
LEARNING MATHEMATICS
THROUGH INQUIRY
LEARNERS: TEACHERS:
Ask questions
Facilitate learning
Design and implement method to INQUISI
TIVE Model inquiry by
investigate
Analyze, interpret, and synthesize MIND asking leading
results of investigation questions
Construct new understanding
Scaffold
Apply new knowledge
LEARNING MATHEMATICS
THROUGH INQUIRY
TASK # 1A: NUMBER
PROMPT
Fill each box with a different digit 1, 2, 3, or
4 to get the biggest product.
X Describe the pattern in the placement of the
digits that gives the biggest product.
Make a conjecture based on the pattern.
Test your conjecture with other sets of four
digits.
TASK # 1A: NUMBER
PROMPT
3 2 1 Fill each box with a different digit 1, 2, 3, or
4 to get the biggest product.
X 4
Describe the pattern in the placement of the
digits that gives the biggest product.
1, 284 Make a conjecture based on the pattern.
Test your conjecture with other sets of four
digits.
TASK # 1B: NUMBER
PROMPT
Fill each box with a different digit 1, 2, 3, or 4 to get the
biggest product.
Try filling the boxes with different combinations of the
X digits 1, 2, 3, and 4. Then, find the combination that
gives the biggest product.
Describe the pattern in the placement of the digits that
gives the biggest product.
How would the pattern change if one of the digits is 0?
TASK # 1B: NUMBER
PROMPT
Fill each box with a different digit 1, 2, 3, or 4 to get the
4 1
biggest product.
3 2 Try filling the boxes with different combinations of the
X digits 1, 2, 3, and 4. Then, find the combination that
gives the biggest product.
1, 312 Describe the pattern in the placement of the digits that
gives the biggest product.
How would the pattern change if one of the digits is 0?
FOUR LEVELS OF INQUIRY IN
MATHEMATICS Level
Level 1 Level 2
3 Level 4
CONFIRMATI STRUCTUR
GUID OPEN
ON ED
ED
Question
Method
Given by the teacher
Answer
Not given by the
teacher
Adapted from Rezba, R. J., Auldridge, T. & Rhea, L. (1999). Teaching & learning the basic science
skills. Available online at [Link]/VDOE/insruction/[Link] .
INQUIRY PROMPT ANALYSIS
Fill each box with a different digit 1, 2, 3, or 4
to get the biggest product.
What is the pattern in the placement of the digits
X that gives the biggest product?
What did the teacher do?
GUIDED
INQUIRY Question Method
Answer
INQUIRY PROMPT ANALYSIS
Fill each box with a different digit 1, 2, 3, or 4
to get the biggest product.
What is the pattern in the placement of the
X digits that gives the biggest product?
Try filling the boxes with different combinations
of the digits 1, 2, 3, and 4. Then, find the
combination that gives the biggest product.
What did the teacher do?
STRUCTURED
INQUIRY Question Method
Answer
INQUIRY PROMPT ANALYSIS
Fill each box with a different digit 1, 2, 3, or 4
to get the biggest product.
What is the pattern in the placement of the
digits that gives the biggest product?
Try filling the boxes with different combinations
X of the digits 1, 2, 3, and 4. Then, find the
combination that gives the biggest product.
The combination is 41 x 32. Check if this
product is the biggest.
What did the teacher do?
CONFIRMATIO
N INQUIRY Question Method
Answer
REDESIGNING INQUIRY
PROMPT
Fill each box with a different digit 1, 2, 3,
or 4 to get the biggest product.
X
What is the pattern in the placement of
the digits that gives the biggest product
REDESIGN TO
LEVEL 2 AND
LEVEL 1
Question Method
Answer
REDESIGNING INQUIRY
PROMPT: 5 MINS
Time’s Up!
TASK # 2A: SHAPE
ADDITION & SUBTRACTION
Q1:
+ =8
What would happen to when changes?
Q2:
– =8
What would happen to when changes?
TASK # 2B: SHAPE
ADDITION & SUBTRACTION
– + =
What would happen to when and
change in position?
What level of inquiry is this task?
Question Method
Answer
REDESIGNING INQUIRY
PROMPT
– + =
What would happen to when and
change in position?
What level of inquiry is this task?
REDESIGN TO
LEVEL 2 AND
LEVEL 1
Question Method
Answer
REDESIGNING INQUIRY
PROMPT: 5 MINS
Time’s Up!
OPEN INQUIRY PROMPT
The teacher lets his students
to inquire before he asks!
Question Method
Answer
TASK # 3: PERCENTAGE
35% of 80 = 80% of 35
What questions can you ask?
TASK # 3.1: PERCENTAGE
30% of 50 ¿ 50% of 30
OPEN INQUIRY: 5 MINS
Time’s Up!
TASK # 4: CALCULATION
62 x 13 = 26 x 31
What questions can you ask?
OPEN INQUIRY: 5 MINS
Time’s Up!
STRUCTURE OF MATH
INQUIRY
REGULATORY CARDS
A MATH INQUIRY CLASS
“We learn more by
looking for the answer
to a question and not
finding it than we do
from learning the
answer itslef.”
