critical thinking math analogy

50 Examples Of Analogies For Critical Thinking

By forcing students to distill one relationship in order to understand another, it’s almost impossible to solve analogies without understanding.

What Are The Best Examples Of Analogies For Critical Thinking?

by Terry Heick

In our guide to teaching with analogies , we offered ideas, definitions, categories, and examples of analogies.

This post is a more specific version of that article where we focus specifically on types and examples of analogies rather than looking at teaching with analogies more broadly. Below, we offer more than 20 different types of analogies and examples of type of analogy as well–which results in nearly 100 examples of analogies overall.

Note that because an analogy is simply a pattern established by the nature of a relationship between two ‘things,’ there are an infinite number of kinds of analogies. You could, for example, set up an analogy by pairing two objects only loosely connected–brick and road, for example: a brick is to a road as…

Of course, analogies are best solved by creating a sentence that accurately captures the ‘truest and best’ essence of the relationship of the first two items in the analogy. So in the above brick/road example, you might say that ‘bricks used to be used to create roads,’ at which point all kinds of possibilities emerge: Bricks used to be used to create roads as glass used to be used to create bottles, yielding the analogy:

Bricks : Road :: Glass : Bottle

You could also use this in a specific content area–Social Studies, for example:

Bricks : Road :: Pamphlets : Propaganda

Language Arts?

Bricks : Roads :: Couplets : Sonnets? Maybe, but this leaves out the critical ‘used to be…’ bit.

You get the idea. By forcing students to distill one relationship in order to understand another, it’s almost impossible to accurately solve analogies without at least some kind of understanding–unless you use multiple-choice, in which case a lucky guess could do the trick.

Now, that’s a purposely far-fetched example. In most teaching and learning circumstances like courses and classrooms, analogies are used in common forms that are more or less obvious: part to whole, cause and effect, synonym and antonym, etc. This makes them less subjective and creative and easier to score on a multiple-choice question and can reduce the subjectivity of actually nailing down the uncertain relationship between ‘bricks’ and ‘roads.’ It becomes much easier when you use something with a more clear relationship, like ‘sapling is to tree as zygote is to…’

Of course, this misses the genius of analogies: asking students to see–and sometimes even create–the relationship between things rather than ‘choosing’ the ‘type’ of analogy. Analogies are brilliant teaching and learning tools that we use all of the time in everyday life to explain something by explaining something else .

(If you’d like to read more about this idea, I discussed it in some in ‘ Why Questions Are More Important Than Answers .’) And it’s at this point that it feels like exploring how to use analogies for critical thinking might be more interesting than merely offering types of analogies, but for the sake of packaging and time, I’ll finish this post and re-address the ‘analogies for critical thinking’ bit later.

Why Analogies Are Valuable For Learning

In the guide to teaching with analogies shown above, I explained that, “Academic analogies are useful for teaching and learning because they require students to analyze a thing (or things), and then transfer that analysis that analysis to another thing. This kind of transfer requires at least some kind of conceptual grasp–understanding.”

I went on to offer that “This makes them useful for assessment, but they can also be used as an effective learning strategy as well. As students create incorrect analogies, analyze the relationships their analogies are suggesting, and then correct them accordingly, students are grappling with ideas, monitoring and revising their thinking, and otherwise actively consider the often complex relationships between disparate things.”

In fact, we’ve begun using analogies in our TeachThought University courses. They’re genius little tools to both cause and measure understanding. And while there are some common types of analogies that you (and students) will see most commonly, (antonyms, categories, part to whole, cause and effect, etc.), the truth is that unless two objects or ideas represent an entirely unique circumstance that doesn’t exist anywhere else in the universe, there should always be an analogous pairing or counterpart somewhere. They even function strongly as psychology-based critical thinking strategies .

Put another way, there are nearly an infinite number of analogies and an uncountable number of types of analogies. Consider the following:

Father : Pops :: Henry VIII : ______?

Tissue: Kleenex :: ______ : ______?

You could call these ‘slang’ analogies but the latter isn’t really slang. You could say also call them ‘more commonly known as’ analogies or even synonyms but that’s entirely the essence of the relationship either. This is a unique relationship–as so many are. You get the point: That there are an impossible number of things and relationships so there aren’t a set number of ‘types of analogies.’

The question for you, as a teacher, is which are the most helpful for you to cause and measure understanding with students? So for now, we’ve included the most common types of analogies and then added in some less common but still useful types of analogies. We’ve tried to make some simple and some more complex just to demonstrate the range and value of analogies in critical thinking.

Some, I’ve added commentary to. Others, I just included the examples. The general pattern I’ve used is to start with a simple example and then create a more complex analogy.

Note, there may be some disagreement about some of the ‘answers’ here–either from you as a reader or your students. That’s good! If your students are arguing that democracies aren’t actually the ‘opposite’ of a dictatorship, that means they likely at least vaguely grasp each and arguing about the similarities and differences!

What more can you ask for in introducing or reviewing content?

50+ Examples Of Analogies For Critical Thinking

1. Synonym Analogies

Funny : Humorous :: Hardworking : Diligent

Lead : Guide :: Drawing : Illustration

Mom : Mother :: Dog : _______

Beginner : Novice :: Law : ______

2. Antonym Analogies

Night : Day :: Right : Left

Wet : Dry : Hot : Cold

Open: Closed :: Free : ______

Empiricism : ______ :: Small : Big

3. Part/Whole Analogies

Electron: Molecule :: Country : Continent

Toe : Foot :: Finger : Hand

Stars : Galaxy :: Molecules : Object

Data : Scientific Process :: Thesis Statement : ______

4. Cause/Effect Analogies

Spin : Dizzy :: Jump : Elevate

Honesty: Trust :: Light : Plant Growth

Itch : Scratch :: Virus : Cold

Read : Learn :: Try : Improve

Rise of Social Messaging : Demise of Email :: __________: French Revolution

Writing Process : Idea Organization :: Eye Contact : ______

5. Thing/Function Analogies

Broom : Sweep :: Paintbrush : Paint

Freezer: Freeze :: Paper Towel : Wipe

Martin Luther King Jr.’s “I Have A Dream” : Civil Rights :: ________ : LBGTQ rights

Gravity : Pull :: Conflict : ______

6. Thing/Characteristic Analogies

Democracy : Equality :: Monarchy : One Ruler

Water : Wet :: Concrete : Hard

Mountain : Tall :: Desert : Dry

Sugar : Sweet :: Cheetah : Fast

Water : Wet :: Circles : ______

Wall : Bricks :: Sonnet : Lines

Mountain : Tall :: Globalization : _____

7. Thing/Context Analogies (similar to Part/Whole and other categories of analogies)

Cello : Symphony :: Creek : Forest

Plane : Hangar :: Surfboard : Beach

Field : Farm :: Audience : Arena

Conflict : Story :: Emoji : Texting

8. Example/Type Analogies

Orange : Fruit :: Hydrogen : Element

Kangaroo : Marsupial : Dog :: Mammal

Ford Mustang : Muscle Car :: Subaru BRZ : Sports Car

Deontology : Ethics: Cubism : Art

______ : Immigration Policy :: iPhone : Smartphone

9. Category/Subcategory Analogies

Phylum : Kingdom :: Aisle : Department

Sonnet: Petrarchan Sonnet :: Rose : Red Rose

Shape : Quadrilateral :: _______ : Orbit

10. Object/Classification Analogies

Bowl : Dish :: Sword : Weapon

Cat : Feline :: Dog : Canine

Porsche 911 : Sports Car :: Alligator : Reptile

Rain : Precipitation :: ______ : Rhyme Scheme

12. Fact/Opinion Analogies

Wet : Soaked :: 7 Seconds : Fast

6′ 4″ : Tall :: Awake : Smart

It’s 93 degrees : It’s Hot :: ________ :

13. Step/Process Analogies

Evaporation : Water Cycle :: ______ : Evolution

Test Theory : Scientific Process :: Stir : Make Chocolate Milk

Revision : Writing Process :: ______ :

______ : Sentence Diagramming

14. Problem/Solution Analogies

Tape : Paper Tear :: Knee Scrape : Bandaid

Alliteracy : Habits :: Lack of Cardiovascular Endurance : Lack of Exercise

Climate Change : Reduce Greenhouse Gases :: ________ : Poverty

15. Symbol/Referent Analogies

Peace Sign : Hippies :: Red Cross: Medical Professional

To make that a bit more complex, consider Peace Sign : Vietnam :: _____ : ______ where it could be seen that rather just “The Peace Sign characterized Hippies as…” you instead of “The Peace Sign was seen as a counter-symbol to Vietnam as…”, and so on. The following example is equally complex:

Guillotine: French Revolution :: Faulkner’s use of setting in A Rose for Emily : ________

To answer that, you’d have to know whether or not it was commonly considered for the guillotine to ‘represent’ the Fresh Revolution and then further, exactly how Faulkner used setting in ‘A Rose for Emily.’

16. Producer/Product Analogies

Sheep : Wool :: Milk : Cow

As with others, the first analogy is simple:

Cow : Milk :: Beehive : Honey

The second sets up at simple (Producer/Product) but the second part asks the student to think (and know) more:

Cow: Milk :: Industrialism : _____

Clearly, these can be subjective but if you use this to your advantage (in a debate or discussion, or by asking the student to defend their choices, for example) that’s a good thing. You can also use a multiple-choice format to reduce some of this subjectivity if you need thinks nice and tidy in a lesson or assessment.

17. Noun/Adjective Analogies

Lemon : Yellow :: Snow : White

Flamingo : Pink :: Rhinoceros : Grey

Cardinal : Red :: Irony : ______

18. Task/Subtask Analogies

Kick : Soccer :: Dribble : Basketball

Plan : Prioritize :: Lead : Communicate

Drive : Steer :: Live : Breathe

19. Kinds Of Measurement Analogies

Vegetable Harvest : Bushels :: Liquid : Gallon

Geometric Shape : Degrees :: Marine Distance : Nautical Miles

City : Blocks :: Farms : Acres

20. Finish the Set or Sequence Analogies

Salt : Pepper :: Peas : Carrots

2 : 8 :: 5 : 20

21. Strength & Weakness Analogies

Lighthouse : Brightness :: Flashlight : Portability

Abundant Supply : Solar Energy :: Low Cost : Coal

Potential Profits : Capitalism :: ______ : Artificial Intelligence

Plastic : Pollution :: Greed : ______

22. Spatial Relationship (e.g., Geography) Analogies

South America : North America :: Ireland : ______

Floor : Ceiling :: Conclusion : Introduction

Peanut Butter : Bread :: Chapters : Book Covers

23. Increasing or Decreasing Intensity Analogies

Cool : Cold :: Warm : Hot

Aggressive : Fierce :: Amused : Elated

Instability : Turmoil :: Change : Revolution

Speed of Sound : Speed of Light :: ______ : Gammar Ray Bursts

24. Thing/Group Analogies (similar to Part/Whole Analogies)

Fish : School :: Lion : Pride

Flock : Birds :: Pack : Wolves

People : Community :: Tree : Forest

25. Rhyme Analogies

Jump : Bump :: Wire : Fire

Ship : Blip :: Stop : Lop

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

Math Analogies From The Critical Thinking Company: A Schoolhouse Crew Review

I’ve probably confessed (many times) that math is pretty much my least favorite subject. I’m also not very good at it. And, unlike the other subjects I wasn’t crazy about when I was in school, I’ve not gained any love for math as a homeschool teacher. But, we must do math anyway. Although we’ve settled on math programs that we like- for the most part- I’m often on the lookout for anything I can use to strengthen math skills. So I was glad to be able to review a math supplement from The Critical Thinking Co.  Rachel, my youngest child, has a knack for patterns. She’s often able to figure out math problems in ways I never would have thought of. So when we received Math Analogies Level 2 , I thought it would be something she would particularly like.

We received Math Analogies Level 2 as a Windows based software program digital download. You can also choose to install it on a ipad or an android tablet. Or you can receive it as a physical paperback book. The program is geared toward grades 4-5 , and sells for $6.99 as a digital product or $11.99 as a book. (There is also a Level 1 for grades 2-3 and a Beginner for grades K-1.) If you’ve never worked with math analogies, here is an example:

An analogy helps kids to think critically and to recognize patterns. Some of them also require the kids to use basic math skills to problem solve to reach an answer. They help kids to realize that there is often more than one way to think through a problem to reach the correct answer.When you first begin the program, you come to a login screen where you can enter your name as a new user. You can change users, but doing so deletes all data from the previous user. So you may not want to change users before a child is through with a problem set.

From the home screen, you can choose to watch how to solve an analogy. The program takes you through several basic analogies and talks about how to solve them so that the kids can get an idea of what they need to do.After you see the examples, you can begin solving. A problem set has 150 problems in it. (We did not do that many at one sitting!) When you see the analogy, you can drag and drop the answer to the question mark. The program will let you know whether the answer is correct or incorrect. But it will not give you the correct answer. So the child doesn’t learn how to solve the analogy. We did notice that the program will sometimes give a similar analogy later, presented in a different way, to let the user look at the problem from a different perspective. After all 150 analogies are completed, there is a percentage given for how many were correct over the whole 150.

I wanted Ashlyne (grade 5) and Rachel (grade 4) to use this program. I knew that Rachel would probably like the problem solving and both could use some extra practice in critical thinking skills and problem solving. We do daily speed drills, so I used the analogy program during that time. I wanted each girl to be able to complete a problem set before the other started and deleted the data. So I had them do 25 analogies at a time while the other did her regular speed drills. After 6 times of working (when all 150 problems were completed) we switched and the other used the analogies program during speed drill time.

One frustration they had was that the program never gave them answers, and they didn’t know what they had done wrong. So after both had a chance to work with the program, I sat down with them and walked them through about 20 problems, talking through how to get the answers. This was very eye opening for me because I was able to watch their thinking process and see how they used the math skills they have for problem solving. It also revealed to me some gaps we have in our math learning. (Not surprising because we’ve had such issues with finding math curricula that works for us!) I was able to have a chance talking through a few math concepts I realized they had not covered yet.

As I had expected, Rachel really liked this program. Her problem solving skills are very good. And there was one time in particular that I had talked through the problem with them, and she had a different way we should be working it. I worked it my way, and we got the answer wrong! But then she wrote out for me the way she was thinking, and we got the answer right.

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Think Analogies® A1

Learning to connect words and relationships.

Grades: 3-5

Language Arts

•  Multiple Award Winner
• Paperback Book - $12.99
• eBook - $12.99

Description and Features

Looking for an easy-to-understand method to teach analogies with plenty of practice? This 56-page book teaches students how to analyze and classify analogies by relationship, category, and structure. Students who learn strategies to make and complete analogies benefit in many ways. They sharpen their reasoning skills as they analyze the subtleties of language and relationship presented in analogies. As students learn to understand simple word analogies, they move toward understanding more complex analogous relationships presented in literature, science, and history. Analogies are also a key component of many assessment and ability tests. Think Analogies® A1 begins with an exploration of word relationships. Students classify word groups and form pairs of related items, and then identify types of analogous relationships and classify them. Finally, they select and supply words and word pairs to complete analogies. Lessons and activities include the following:

Product Details

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This is a legal agreement between you (a single entity, company, or educational institution) and The Critical Thinking Co.™ for the software accompanying this agreement, which includes computer Software and associated Documentation. By installing this Software on a computer, you agree to be bound by the terms of this agreement. If you do not agree to the terms of this agreement, promptly erase all copies of the software in your possession and return any Software packaging associated with this order within sixty (60) days of purchase to the place from which you obtained it for a full refund.

The Critical Thinking Co.™ hereby grants to you a non-exclusive license to use the software product identified above (the "Software") and the accompanying printed materials and User Manual (the "Documentation") on the terms set forth below.

1. GRANT OF LICENSE. The Critical Thinking Co.™ grants you the right to install and use this Software Product, provided that this software will be installed only in the quantity and for the computer system(s) indicated at the time of your order for the Software.

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3. RESTRICTIONS. You may not modify, translate, reverse engineer, decompile, disassemble, or create derivative works based on the Software, or any portion thereof. The Software Product is licensed as a single product. This Software Product can be installed on a computer as a whole and shall not be separated in parts or disassembled to parts or pieces. You may not rent, lease, or lend the Software or Documentation to any other party without the written permission of The Critical Thinking Co.™. The License is in effect until terminated. The License will terminate automatically if you fail to comply with the limitations described herein. On termination, you must destroy all copies of the Software and Documentation.

4. WARRANTIES. The Critical Thinking Co.™ expressly disclaims any warranty for the Software Product. The Software and Documentation is provided "as is" without warranty of any kind, either expressed or implied, including, without limitation, the implied warranties or merchantability, fitness for a particular purpose, or non-infringement. The entire risk arising out of use or performance of the Software remains with you. If media within this package is defective, remove the software application from your device(s) and return any software packaging associated with this order to The Critical Thinking Co.™ within 60 days of the date of purchase, and they will replace it at no charge.

5. NO LIABILITY FOR CONSEQUENTIAL DAMAGES. In no event shall The Critical Thinking Co.™ or its suppliers be liable for any damages whatsoever (including, without limitation, damages for loss of business profits, business interruption, loss of business information, or any other pecuniary loss) arising out of the use of or inability to use this Software Product, even if The Critical Thinking Co.™ has been advised of the possibility of such damages. Because some states/jurisdictions do not allow the exclusion or limitation of liability for consequential or incidental damages, the above limitation may not apply to you.

6. MISCELLANEOUS. This Agreement represents the complete agreement concerning this license between the parties and supersedes all prior agreements and representations between them. This Agreement may be amended only in writing executed by both parties. The acceptance of any purchase order placed by you is expressly made conditional on your assent to the terms set forth herein, and not those contained within your purchase order. If any provision of this Agreement is held to be unenforceable for any reason, such provision shall be reformed only to the extend necessary to make it enforceable and the remainder of this Agreement shall nonetheless remain in full force and effect. If you acquired this product in the United States, the laws of the State of California govern this Agreement. If this product was acquired outside the United States, then local laws may apply. Should you have any questions concerning this Agreement, or if you desire to contact The Critical Thinking Co.™ for any reason, please write to The Critical Thinking Co.™, PO Box 1610, Seaside, CA 93950-1610, USA; send a fax to 831-393-3277; send email to [email protected]; call 800-458-4849; or refer to The Critical Thinking Co.™'s Website at http://www.criticalthinking.com/ .

Learning Magazine - Recommended Resource for Successful Teaching Award

Test preparation available for the following:

Think Analogies® Books prepare students for higher-level vocabulary and reading challenges and for state and other standardized educational assessments including Stanford 10 or Stanford Achievement Test™ Woodcock-Johnson® Tests of Cognitive Ability (WJ®-R) Kaufman Assessment Battery for Children (K-ABC) Otis-Lennon School Ability Test® (OLSAT®) Cognitive Abilities Test™ (CogAT®) Gifted and Talented Education (GATE) / Talented and Gifted (TAG) and many more!

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Math Analogies Beginning Workbook - Analogical and Mathematical Reasoning Puzzles Using Standards-Based Analogies (Grades K-1) Paperback – January 1, 2009

Additional details.

• Reading age 5 - 7 years
• Print length 42 pages
• Language English
• Publisher The Critical Thinking Co.™
• Publication date January 1, 2009
• ISBN-10 1601441967
• ISBN-13 978-1601441966
• See all details

Product details

• Publisher ‏ : ‎ The Critical Thinking Co.™ (January 1, 2009)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 42 pages
• ISBN-10 ‏ : ‎ 1601441967
• ISBN-13 ‏ : ‎ 978-1601441966
• Reading age ‏ : ‎ 5 - 7 years
• Item Weight ‏ : ‎ 6.3 ounces
• #781 in Children's Puzzle Books (Books)

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