Critical Thinking Foundations

An interdisciplinary assignment developing critical thinking skills across mathematics and logic

Beginner 30-40 minutes
Subjects: mathematics logic critical-thinking
Learning Objectives: 4 objectives

This assignment introduces students to fundamental critical thinking skills through mathematical and logical reasoning problems.

Purpose

Critical thinking is essential across all subjects and life situations. This assignment helps students:

  • Recognize the difference between facts and opinions
  • Question assumptions and evaluate evidence
  • Build logical arguments step-by-step
  • Apply systematic thinking to problem-solving

Approach

Rather than rushing to answers, focus on the process of thinking:

  1. Pause - What is the question really asking?
  2. Examine - What information do I have? What am I assuming?
  3. Reason - What logical steps lead to a conclusion?
  4. Reflect - Does my reasoning make sense? Are there other possibilities?

Key Skills Developed

  • Assumption Identification - Recognizing unstated beliefs or premises
  • Evidence Evaluation - Determining the quality and relevance of support
  • Logical Reasoning - Building valid arguments from premises to conclusions
  • Perspective Taking - Considering multiple viewpoints on an issue

The AI tutor will guide you through these thinking processes, helping you develop habits of mind that serve you in mathematics, science, literature, and everyday decision-making.

Questions (3)

Question not found: algebra-1/linear-equations-solving

Learning Objectives

  • Identify assumptions in mathematical and logical arguments
  • Evaluate evidence and reasoning quality
  • Construct logical arguments with proper justification
  • Apply critical thinking frameworks to problem-solving

Assessment Rubric

Critical Thinking Assessment

Advanced (4):

  • Consistently identifies hidden assumptions
  • Evaluates multiple perspectives thoroughly
  • Constructs well-reasoned arguments with strong evidence
  • Demonstrates metacognitive awareness of thinking process

Proficient (3):

  • Usually identifies obvious assumptions
  • Considers different viewpoints
  • Provides adequate reasoning for conclusions
  • Shows some awareness of thinking strategies

Developing (2):

  • Sometimes identifies assumptions with guidance
  • Limited consideration of alternative perspectives
  • Reasoning is present but may have gaps
  • Beginning awareness of thinking process

Beginning (1):

  • Rarely identifies assumptions independently
  • Accepts single perspective without question
  • Limited or flawed reasoning
  • Little awareness of thinking strategies

Teacher Notes

Focus Areas:

  • Emphasize questioning and exploration over quick answers
  • Model critical thinking language (“What assumptions are we making?”, “What evidence supports this?”)
  • Encourage students to explain their reasoning process

Discussion Prompts:

  • “How do you know this is true?”
  • “What might someone who disagrees say?”
  • “What assumptions are we making here?”
  • “What additional information would be helpful?”