Scroll down to see groups of tasks from the site which will give learners experience of specific skills.Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience.
Using the Model method, the students should draw what they know and what they are attempting to solve. To have a classroom that is truly focused on math problem solving, a teacher must let the students do the talking and take initiative in leading discussions. That would signal the possibility to use addition or multiplication.
Using a model to solve a problem is a necessary step for younger students who are not ready for more abstract methods (such are taught in algebraic equations). Teachers also share only relevant information and expect students to write and explain their solutions. However, there is an implied understanding of fractions and division as well. Name three shapes that have at least one thing in common with a square and explain.4.
In the second article, Jennie offers you practical ways to investigate aspects of your classroom culture and in the third article, she suggests three ways in which we can support children in becoming competent problem solvers.
The fourth article builds on the third by discussing what we mean by problem-solving skills and how NRICH can help children develop these skills.
Pattern Block Fraction Design requires students to fill a shape with pattern blocks to create a design that meets certain requirements.
Students must also write a fraction that describes the part of the total design represented by each different color pattern block.
Then, that half could be divided into two and numbers written on each bar to represent the whole.
Groups can be drawn to show 5 groups of 2 and 5 groups of 3 (representing the babies).
Spinner Game presents students with a frequency table of spins and requires students to create a bar graph of the results and draw a spinner that would yield those results.
Students must justify their proposed spinner, explaining how it fits the data.