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    Learning Math Via Problem Solving

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    LHY97
    The document discusses using a problem solving approach to learning mathematics through activities where students work through multi-step word problems, explain their reasoning, and justify their solutions. It provides an example activity where students determine how many strips of paper they would need to make a 1 meter ruler using an A4 sheet of paper, and describes a teaching sequence to engage students in problem solving.

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    Learning Math Via Problem Solving

    Uploaded by

    LHY97
    138 views18 pages
    The document discusses using a problem solving approach to learning mathematics through activities where students work through multi-step word problems, explain their reasoning, and justify their solutions. It provides an example activity where students determine how many strips of paper they would need to make a 1 meter ruler using an A4 sheet of paper, and describes a teaching sequence to engage students in problem solving.

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    MTES 3182

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    Learning Math via Problem Solving.pptx

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    The document discusses using a problem solving approach to learning mathematics through activities where students work through multi-step word problems, explain their reasoning, and justify their solutions. It provides an example activity where students determine how many strips of paper they would need to make a 1 meter ruler using an A4 sheet of paper, and describes a teaching sequence to engage students in problem solving.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    138 views18 pages

    Learning Math Via Problem Solving

    Uploaded by

    LHY97
    The document discusses using a problem solving approach to learning mathematics through activities where students work through multi-step word problems, explain their reasoning, and justify their solutions. It provides an example activity where students determine how many strips of paper they would need to make a 1 meter ruler using an A4 sheet of paper, and describes a teaching sequence to engage students in problem solving.

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    You are on page 1of 18

    Learning math via problem

    solving
    Group members:
    1. Lee Huey Yee
    2. Lee Yan Xin
    3. Yeong Shiao Mei
    Problem Solving
    • Problem-solving is a process—an ongoing activity in which
    we take what we know to discover what we don't know.
    • Problem-solving is the ability to identify and solve problems
    by applying appropriate skills systematically.
    • Problem-solving involves three basic functions:
    1.Seeking information
    2.Generating new knowledge
    3.Making decisions
    • Doing math helps us to develop the analytical and
    critical thinking skills required to be a good problem
    solver.
    • our stages of the problem-solving process:
    • Understanding and interpreting problems;
    • Planning the strategy;
    • Carrying out the strategy; and
    • Checking the solutions.
    Understand the problem
    • Can you describe the
    problem in your own
    words?
    • What information is
    given?
    • What do you need to
    find?
    • Is there information that
    is missing or not needed?
    Plan what to do
    • What can you do to help you
    solve the problem?
    • Here are some things you can
    do:
    - Draw a picture
    - Make a list
    - Choose an operation
    - Guess and check
    - Look for a pattern
    - Make suppositions
    - Act it out
    - Work backwards
    - Solve part of the problem
    Work out the Answer
    • Solve the problem
    using your plan in
    Step 2.
    • If you cannot solve
    the problem, make
    another plan.
    • Show your work
    clearly.
    • Write the answer
    statement.
    Check
    • Read the question again.
    Did you answer the
    question?
    • Does your answer make
    sense?
    • Is your answer correct?
    • If your answer is not
    correct, go back to Step 1.
    What is a problem solving approach to
    Mathematics
    Problem Solving

    Organizing and
    Coordinating
    Student Solutions to
    Problems Using
    Criteria
    Warm Up – Composite Shape Problem 12

    What could a composite shape look like that …


    • has an area of 4 square units?
    • is composed of 3 rectangles (Grade 5)?
    • is composed of at least one rectangle, one
    triangle, and one parallelogram (Grade 6)?

    1. Draw and describe at least one composite


    shape that meets these criteria.
    2. Explain the strategies you used to create
    each composite shape.
    3. Justify how your composite shape meets the
    criteria listed in the problem.

    Think-Aloud
    Working on It – L-shaped Problem 13

    1. What is the area of this shape? 4 cm


    a) Show at least 2 different
    solutions.
    b) Explain the strategies used.
    2. For Grade 5: 8 cm
    a) Use only rectangles.
    b) What is the relationship
    between the side lengths and 4 cm
    the area of the rectangle?
    3. For Grade 6: 6 cm
    a) Use only triangles.
    b) What is the relationship between the area of a
    rectangle and the area of a triangle?
    Learning Mathematics via Problem
    14
    Solving

    • Activity : How many strips?


    Activity 15

    • Ariana needs a metre ruler, but she can't find one.

    • She knows that the wooden table is exactly 1 metre long.

    • She makes herself a ruler from an A4 sheet of paper torn into


    strips lengthways which she then tapes together end to end.

    • How many strips does Ariana need?


    Extension to the problem 16

    • Using your 'paper ruler', find and write down at least 5 shapes
    in the room that measure (close to) 1 metre around their
    outside edge.

    • What is the longest single strip, without joins, that you can tear
    from an A4 sheet of paper?
    Solution 17

    • An A4 sheet is approximately 29.7cm long. 100 divided by


    29.7 is 3 and some left over. To make at least 1m requires four
    A4 lengths.
    Teaching sequence 18

    • Interest the students in the problem by asking them to stand 1


    metre from a given line. Check estimates.
    • Reinforce their estimates of 1 metre by asking questions that
    encourage the students to develop a "sense" of a metre.
    • Pose the problem.
    • As the students work on the problem check their use of rulers
    to measure the length of the A4 paper and the metre strip.
    • How many centimetres are there in a metre? How do you
    know? (100 on the ruler)
    • Share solutions

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