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This research is aimed to describe the design for problem – based questions that can be used to measure the representation aspect of mathematical thinking of senior high school students on the subject of geometrical sequence and series. This research is a design research, divided into five stages, that is : preliminary design, focus group discussion (FGD), trial, observation and interview, and retrospective analysis. The subject for this research are 3 students from grade 11 and 12. The analysis used in this research is qualitative. The instrument used are tests and direct interviews. Based on the first two stages, researcher has designed three problem – based questions. The result of this research, is that for the first question, student 1 shows the symbolic representation, numeric representation, and algebraic representation indicators, while student 2 & 3 shows symbolic representation dan algebraic representation indicators. For the second question, all three students shows symbolic representation, visual representation, and algebraic representation indicators. While for the third question, student 1 didn-t answer, student 2 shows symbolic representation and algebraic representation indicators, and student 3 shows only visual representation indicator.