More teachers are trying out the flipped classroom model in which content is delivered outside of class time, typically through online videos and "homework," and follow-up activities are done in class. This model frees up more class time for inquiry and discussion. This article focuses on the self-learning portion of the flipped learning model, in particular, increasing students' intellectual engagement by requiring them to answer embedded questions as they watch math videos. Questions can be embedded to help students gain different types of knowledge. On the basis of a preliminary analysis of 89 embedded questions in 21 videos on geometry and measurement, five types of embedded questions have been identified: (1) factual knowledge; (2) procedural knowledge and skills; (3) conceptual knowledge; (4) task comprehension; and (5) mathematical thinking. An awareness of various pedagogical reasons for embedding a question can expand teachers' repertoire of the kinds of questions they can consider embedding should they wish to assign math videos for their students to watch, especially in a flipped learning model.