What's the Problem?

Learning Context

Purpose:

To assess students’ ability to apply basic math problem solving skills and strategies after completing a variety of practice activities.

Goals:

Students will be able to

  • understand the concepts of and become proficient with the skills of mathematics;
  • communicate and reason mathematically;
  • become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations and algebra.

Enduring Understanding:

There is more than one way to solve a problem.

Essential Questions:

  • When are some strategies better than others for solving mathematical problems?
  • How are solutions to mathematical problems communicated?
  • How can I solve mathematical problems? (student friendly)

Guiding questions:

  • Which mathematical strategies can be used to solve the problem?

The objectives to be achieved are as follows:

  1. To use the following steps to solve problems:
    1. interpret information in a word problem by underlining known information
    2. draw a picture of the known information to assist in identifying the problem
    3. identify the problem
    4. select and try possible strategies to solve the problem
    5. use pictures, words, and numbers to communicate the solution
  2. To use some or all of the following mathematical strategies to solve and communicate solutions for a mathematical word problems:
    • act out story problems
    • use physical objects to model the action in the problem
    • use drawings, symbols, and pictures to model the action in the problem
    • count by ones or grouping (tally marks)
    • add and subtract using number sentences
    • use trial and error
    • use process of elimination
    • work backwards
    • use a t-chart
    • make a graph
    • use an algorithm

Grade Level and Ability:

The students are instructed on a first grade level, however, many of the students are academically below level. There are 14 boys and one girl in a self contained class (15:1) and the breakdown of handicapping conditions is two MD (mentally disabled), three OHI (other health impaired) and ten LD (learning disabled).

What students need to know:

Prior to the Learning Experience:
The Buffalo School District uses the Investigations in Numbers, Data and Space math program, developed by TERC and published by Scott Foresman. At the beginning of this math program, it is important to develop procedures and rules for all of the activities, such as for journaling and for small and whole group work.

Classroom Layout 18.2 KB

Students have also practiced:
CLASSROOM MANAGEMENT

  • Classroom rules:
    We immediately follow adult directions.
    We keep our hands and feet to ourselves.
    We work safely and share classroom resources.
    We take turns talking.
  • Classroom procedures:
    • Large Group Procedures:
      Sit cross leg, in a horseshoe on rug.
      Students raise hands to respond to questions.
      Students listen quietly as others speak.
    • Small Group Procedures:
      Secure the materials that you need to complete the activity.
      Students are given the opportunity to select the level of difficulty of the task.
      Work quietly in your group.
      Everyone will contribute.
      Share your answers in large group.
    • Material Management:
      In small groups the students decide among themselves who retrieves and distributes
      the materials.
      The same person is responsible for returning the materials to the proper place.
      Everyone in the group is responsible for clean-up of their personal space.
    • Presentation Procedures:
      Teacher draws a craft stick (popsicle stick) with a student’s names to determine who presents.
      Student presenter sits in the author chair next to the teacher in the front of the room.
      Other students are seated in a circle on the floor and follow large group procedures.

CONTENT KNOWLEDGE AND SKILLS

  • communicate
    • orally
    • act out story problems
    • use physical objects to model the action in the problem
    • use drawings, symbols, and pictures to model the action in the problem
    • count by ones or grouping (tally marks)
    • count objects (Note: students should have the prerequisite skill to count objects with one-to-one correspondence to number. If skill is absent, the task will need to be differentiated with this skill being the summative goal for that student


top of page

Updated: July 24, 2012
Template © Jeff Arnold & Jane Ross