HOTS Questions for Math

Make sense of problems and persevere in solving them How would you describe the problem in your own words?
 Interpret and make meaning of the problem to find a starting How would you describe what you are trying to find?
point. Analyze what is given in order to explain to themselves the What do you notice about …?
meaning of the problem. What information is given in the problem?
 Plan a solution pathway instead of jumping to a solution Describe the relationship between the quantities.
 Monitor their progress and change the approach if necessary Describe what you have already tried. What might you change?
 See relationships between various representations Talk me through the steps you’ve used to this point.
 Relate current situations to concepts or skills previously learned What steps in the process are you most confident about?
and connect mathematical ideas to one another What are some other strategies you might try?
 Continually ask themselves. “Does this make sense?” Can What are some other problems that are similar to this one?
understand various approaches to solutions. How might you use one of your previous problems to help you begin?
How else might you organize…represent…show…?
Reason abstractly and quantitatively What do the numbers used in the problem represent?
 Make sense of quantities and their relationship What is the relationship of the quantities?
How is ______ related to _______?
 Decontextualize (represent a situation symbolically and What does _____ mean to you? (symbol, quantity, diagram)
manipulate the symbols) and contextualize (make meaning What is the relationship between ______ and _____?
of the symbols in a problem) quantitative relationships What properties might we use to find a solution?
 Understand the meaning of quantitative relationships Who did you decide in this that you needed to use …?
Could we have used another operation or property to solve this task? Why
 Understand the meaning of quantities and are flexible in or why not?
the use of operations and their properties
 Attends to the meaning of quantities, not just how to
compute them
Construct viable arguments and critique the reasoning of others. What mathematical evidence would support your solution?
 Analyze problems and use stated mathematical assumptions How can we be sure that …? / How could you prove that …?
 Justify conclusions with mathematical ideas Will it still work if …?
 Listen to the arguments of the others and ask useful questions What were you considering when …?
to determine if an argument makes sense How did you decide to try that strategy?
 Ask clarifying questions or suggest ideas to improve/revise the How did you test whether your approach work?
argument How did you decide what the problem was asking you to find? (What was
 Compare two arguments and determine correct or flawed logic unknown?)
Did you try a method that didn’t work? Why didn’t it work? Would it ever
work? Why or why not?
What is the same and what is different about …?
How could you demonstrate a counter-example?
Model with mathematics What number model could you construct to represent the problem?
 Understand this is a way to reason quantitatively and abstractly What are some ways to represent the quantities?
(able to decontextualize and contextualize) What is an equation or expression that matches the diagram, number,
 Apply the mathematics they know to solve everyday problems chart, table?
Where do you see one of the quantities in the task in your equation or
 Are able to simplify a complex problem and identify important
quantities to look at relationships
How would it help to create a diagram, graph, table?
 Represent mathematics to describe a situation either with an What are some ways to visually represent…?
equation or diagram and interpret the results of a mathematical What formula might apply in this situation?
 Reflect on where the results make sense, possibly
improving/revising the model
 Ask themselves, “How can I represent this mathematically?”
Use appropriate tools strategically. What mathematical tools could we use to visualize and represent the
 Use available tools recognizing the strengths and limitations of situation?
each What information do you have?
 Use estimation and other mathematical knowledge to detect What do you know that is not stated in the problem?
possible errors What approach are you considering trying first?
What estimate did you make for the solution?
 Identify relevant external mathematical resources to pose and
In this situation would it be helpful to use…a graph…, number line…,
solve problems
ruler…, and diagram…, manipulative?
 Use technological tools to deepen their understanding of
Why was it helpful to use …?
What can using a ____ show us that ___ may not?
In what situations might it be more informative or help to use …?

sometimes true or never true? shortcuts How would we prove that …?  See the overall process of the problem and still attend to the What do you notice about …? details What is happening in this situation?  Understand the broader application of patterns and see the What would happen if …? structure in similar situations Is there a mathematical rule for …?  Continually evaluate the reasonableness of their intermediate What predictions or generalizations can this pattern support? results. What observations do you make about …?  Apply general mathematical rules to specific situations What do you notice when …. or properties can you use to for the problem context explain? How could you test your solution to see if it answers the problem?  Calculate efficiently and accurately Look for and make use of structure. Explain how this strategy work in other situations?  See repeated calculations and look for generalizations and Is this always true.  Understand the meanings of symbols used in mathematics and What would be a more efficient strategy? can label quantities appropriately How are you showing meaning efficient strategy?  Express numerical answers with a degree of precision appropriate What mathematical language.?  Look for the overall structure and patterns iin mathematics What parts of the problem might you eliminate…. What mathematical consistencies do you notice? . What mathematical terms apply in this situation?  Communicate precisely with others and try to use clear How did you know your solution was reasonable? mathematical language when discussing their reasoning. definitions. simplify…?  See complicated things as single objects or as being composed of What patterns do you find in…? several objects How do you know id something is pattern? What ideas that we have learned before were useful in solving this problem? What are some other problems that are similar to this one? How does this relate to…? In what ways does this problem connect o other mathematical concepts? Look for and express regularity in repeated reasoning. Explain how you might show that your solution answers the problem.Attend to precision.