Mathematics Problem Solving Strategies

Mathematics Problem Solving Strategies-85
Every year they moan and groan that they know them. In the past, I had used worksheet pages that would introduce one and provide the students with plenty of problems practicing that one strategy.I did like that because students could focus more on practicing the strategy itself, but I also wanted students to know when to use it, too, so I made sure they had both to practice.In these lessons, we will learn some math problem solving strategies for example Verbal Model (or Logical Reasoning), Algebraic Model, Block Model (or Singapore Math), Guess & Check Model and Find a Pattern Model.

Every year they moan and groan that they know them. In the past, I had used worksheet pages that would introduce one and provide the students with plenty of problems practicing that one strategy.I did like that because students could focus more on practicing the strategy itself, but I also wanted students to know when to use it, too, so I made sure they had both to practice.In these lessons, we will learn some math problem solving strategies for example Verbal Model (or Logical Reasoning), Algebraic Model, Block Model (or Singapore Math), Guess & Check Model and Find a Pattern Model.

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Then, I provided them with the “keys to success.” We did this over and over with example problems.

Once I felt the students had it down, we practiced it in a game of problem-solving relay. We talked about how this was where we were going to choose which strategy we were going to use.

It was a great way to put everything we discussed in there. You can grab these problem-solving bookmarks for FREE by clicking here.

Once we were all done, students were officially Problem Solving S. You can do any of these ideas without having to purchase anything.

We talked about how if you know the total and know if it is equal or not, that will determine what operation you are doing. I wanted students to be aware that sometimes when we are working on a problem, a particular strategy may not be working, and we may need to switch strategies.

So, we took an example problem, such as: We started off by asking ourselves, “Do we know the total? We also discussed that sometimes we may need to rethink the problem, to think of related content, or to even start over.

Students raced one another to see how quickly they could get down to the nitty-gritty of the word problems. We also discussed how this was where we were going to figure out what operation to use. (I actually went ahead and solved it here – which is the next step, too.) We talked specifically about thinking strategies.

I taught the students Sheila Melton’s operation concept map. ” Yes, he wants to make a cupcake for EACH of his classmates. Just like in reading, there are thinking strategies in math.

At least as important, though, is that the student must also possess the necessary metacognitive skills to analyze the problem, select an appropriate strategy to solve that problem from an array of possible alternatives, and monitor the problem-solving process to ensure that it is carried out correctly.

The following strategies combine both cognitive and metacognitive elements (Montague, 1992; Montague & Dietz, 2009).

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