Read about the problem Carlos is trying to understand. Sand keeps blowing out of the sandbox and onto the walkway. Carlos asks: "Where does the sand go?" "When is it windiest?" "How much sand is missing?" "What have we tried before?" Which of these questions would give useful information?
- How much sand is missing from the sandbox? (correct answer)
- Should we glue the sand to the ground?
- Who is the fastest runner in class?
- Why is wind always mean to everyone?
Explanation: This question tests 2nd grade understanding of asking questions to gather information about problems (NGSS K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem). When we want to change or improve a situation, we need to understand the problem first. Asking questions is how we gather information. Good questions help us learn: What is happening? Why is it happening? When does it happen? Who is affected? What do people need? By asking questions and getting answers, we understand the problem better. This information helps us later when we try to create a solution. If we try to solve a problem without understanding it first, our solution might not work because we didn't know enough about the real problem. In this scenario, the problem is sand keeps blowing out of the sandbox onto the walkway. Carlos asks questions like "Where does the sand go?" "How much sand is missing?" to gather information about the extent and location of the issue. Choice A is correct because this question would help learn about the quantity affected, providing useful data for understanding the problem. Choice B represents suggesting an impractical solution early, which occurs when students bypass information gathering and propose fixes without details. To help students learn to ask questions about problems: Model the problem-solving process explicitly: (1) Understand the problem (ask questions), (2) Plan a solution, (3) Try it. Practice with real classroom situations: 'Our pencils keep breaking. What questions should we ask?' (Why do they break? When do they break? How are we using them?). Create question stems chart: What...? Why...? When...? Where...? Who...? How...? Teach that questions gather information, observations provide details, and together these help us understand problems before solving. Use Think-Pair-Share: present problem, have students think of questions, share with partner, then class. Emphasize no solution yet—just questions to understand. Watch for students who want to jump to solutions without gathering information, or who ask irrelevant questions not related to the problem.