| What's The Problem?! |
We wrote this book for the same reasons that spurred us to write our other
books. We wanted to spend the bulk of our time planning the memorable
learning experiences not the day-to-day routine lessons. We knew that
working on a “problem of the day” would benefit our students’ thinking and
organizational skills, but we dreaded coming up with new ones each week.
So we spent a few weeks one summer combing through all the math and
science TEKS (Texas Essential Knowledge and Skills) and brainstormed as
many questions as we could. The result is this book. We hope you will use
these problems daily to reinforce the math concepts you already teach, as
well as prepare your students to apply their knowledge by thinking.
books. We wanted to spend the bulk of our time planning the memorable
learning experiences not the day-to-day routine lessons. We knew that
working on a “problem of the day” would benefit our students’ thinking and
organizational skills, but we dreaded coming up with new ones each week.
So we spent a few weeks one summer combing through all the math and
science TEKS (Texas Essential Knowledge and Skills) and brainstormed as
many questions as we could. The result is this book. We hope you will use
these problems daily to reinforce the math concepts you already teach, as
well as prepare your students to apply their knowledge by thinking.
Each problem follows the same format so the students will quickly learn the routine for
problem solving.
1. Introduction- “Here is a problem.”
2. Story Problem
3. Summary Practice- “What is the problem?”
4. Solution Brainstorming- “How can we solve this problem?”
5. Individual Response- “Draw your answer.”
Before your students arrive, write the introduction, story problem (adding a student’s
name in the blank to engage your class quickly), summary practice, solution
brainstorming, and individual response prompts so everyone can see (use chart
paper, overhead transparency, chalkboard, or whiteboard). Read the introduction
together, encouraging students to listen for important information.
Read the story problem and summary practice. At first the summary practice will
seem a bit redundant to you (and maybe even to your students), but the problems will
get more complex and students will need to determine which information is necessary
and which is extraneous. This is great practice for future problem solving both on
paper and in “real life” situations.
Once students can restate the problem, read the solution brainstorming prompt.
Encourage them to communicate their methods with each other and then call on a few
to share with the class. Make sure you step back and let them lead the way during this
step. It may just surprise you how much they already know! Of course, teachers know
that you may have to ask some pointed questions to lead them toward discovery of
new methods. Use their suggestions to solve the problem (by acting it out, drawing it,
using fingers or manipulatives, relating it to another problem’s solution, utilizing a
concept taught in class, etc.). If you have time, use several solution methods to
“check” your answer. This is especially helpful if a new method is used and compared
with a familiar method to arrive at the same answer.
Finally, read the individual response prompt. Students will then go to their seats to
draw out the solution to the problem on paper (either a loose copy of the problem
page or the page added to a notebook/binder).
problem solving.
1. Introduction- “Here is a problem.”
2. Story Problem
3. Summary Practice- “What is the problem?”
4. Solution Brainstorming- “How can we solve this problem?”
5. Individual Response- “Draw your answer.”
Before your students arrive, write the introduction, story problem (adding a student’s
name in the blank to engage your class quickly), summary practice, solution
brainstorming, and individual response prompts so everyone can see (use chart
paper, overhead transparency, chalkboard, or whiteboard). Read the introduction
together, encouraging students to listen for important information.
Read the story problem and summary practice. At first the summary practice will
seem a bit redundant to you (and maybe even to your students), but the problems will
get more complex and students will need to determine which information is necessary
and which is extraneous. This is great practice for future problem solving both on
paper and in “real life” situations.
Once students can restate the problem, read the solution brainstorming prompt.
Encourage them to communicate their methods with each other and then call on a few
to share with the class. Make sure you step back and let them lead the way during this
step. It may just surprise you how much they already know! Of course, teachers know
that you may have to ask some pointed questions to lead them toward discovery of
new methods. Use their suggestions to solve the problem (by acting it out, drawing it,
using fingers or manipulatives, relating it to another problem’s solution, utilizing a
concept taught in class, etc.). If you have time, use several solution methods to
“check” your answer. This is especially helpful if a new method is used and compared
with a familiar method to arrive at the same answer.
Finally, read the individual response prompt. Students will then go to their seats to
draw out the solution to the problem on paper (either a loose copy of the problem
page or the page added to a notebook/binder).
To download your own What's The Problem Samples pack with 16 messages taken
from our book, click here.
from our book, click here.
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