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Details. who?. what?. less . actions?. more. Four-Step Problem Solving Process. First Grade. Four-Step Process for Problem Solving. Teaches the importance of language within math problems Provides foundation for algebraic understanding Provides for differentiated instruction

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four step problem solving process

Details

who?

what?

less

actions?

more

Four-Step Problem Solving Process

First Grade

four step process for problem solving
Four-Step Process for Problem Solving
  • Teaches the importance of language within math problems
  • Provides foundation for algebraic understanding
  • Provides for differentiated instruction
  • Developed in Singapore
  • Visual representation of details and actions which assists children with problem solving
  • Helps children logically think using visual models to determine their computations
  • Fosters quantitative reasoning (number sense) when teachers question
  • Empowers students to think systematically and master more difficult problems
  • Makes 2 step problems easy to work
four step process for solving problems
Four-Step Process for Solving Problems

Step 2-Details and Model Drawing

Step 1-Main Idea

  • Main Idea of Question (What do you want to find out?)

Step 3-Strategy/Solve

Step 4-How

  • Describe how the problem was solved.
  • Solve the Problem
four step process
Four Step Process
  • Main Idea
    • Read the problem. What do you want to find out?
    • Write the main idea from the question.
  • Details or
    • Write who the problem is about
    • Write what the problem is about
    • Use one Unifix cube to represent each “what” or variable.
    • Then, draw the Unifix cube to represent one unit.
    • Reread the problem one sentence at a time.
      • Adjust the Unifix cubes and the drawing (model) of the Unifix cubes to match the story problem and label.
    • Put a question mark on the drawing, or model, to show what you are trying to find out.

Model Drawing

four step process continued
Four-Step Process Continued

3. Strategy/Solve the Problem

  • Write the number sentence and solve the problem.

4. How

  • Describe how the problem was solved.
slide6

Addition

Action: Put Together

ann has 2 toys jeff has 3 toys how many toys do they have together

Ann has 2 toys.

Jeff has 3 toys.

Ann has 2 toys. Jeff has 3 toys. How many toys do they have together?

Step 2: Details and Model Drawing

Step 1 Main Idea

2

]

Ann- toys or A.T.

Toys together?

?

3

Jeff- toys or J.T.

Step 3: Strategy/Solve

Step 4: How

2

+ 3

Add 2 and 3

5 sum

slide8

Andy and Henry went to the zoo.

Andy and Henry went to the zoo. Andy saw 4 . Henry saw 5 . How many animals did the 2 boys see?

Andy saw 4 .

Henry saw 5 .

How many animals did the 2 boys see?

Details

Main Idea

4

]

A. T. (Abbreviate for Andy-Turkeys)

H. P. (Abbreviate for Henry-Penguins)

animals 2 boys see?

?

5

Strategy/Solve

How

4

+ 5

Put together 4 and 5

9 sum

slide9

Subtraction

Action: Take Away

amy has 4 toys she gave away 1 toy how many toys are left
Amy has 4 toys. She gave away 1 toy. How many toys are left?

How many toys are left?

]

Step 2

Step 1

4

X

A.T. (abbreviate for Ann- toys)

Toys left

1

?

Step 3

Step 4

4

- 1

Subtract 1 from 4.

3

slide11

Action: Compare

Subtraction

slide12

Steve has 4 toys. Jill has 1 toy. How many more toys does Steve have than Jill?

Step 1

Step 2

]

4

S.T. (Abbreviate for Steve – Toys)

J.T. (Abbreviate for Jill-Toys)

More toys Steve than Jill

?

1

Step 3

Step 4

4

- 1

Subtract 1 from 4.

3 diff.

slide13

Ana has 3 cones.Leo has 4 apples.How many fewer cones are there than apples?

Details

Main Idea

3

A.C.(abbreviate for Ana-cones)

L.A. (abbreviate for Leo-Apples)

fewer cones than apples?

?

]

4

How

Strategy/Solve

4

- 3

Subtract 3 from 4

1

alex has 5 balls three are baseballs the rest are footballs how many are footballs
Alex has 5 balls. Three are baseballs. The rest are footballs. How many are footballs?

Step 2/ Details

Step 1/ Main Idea

5

]

A.B. (abbreviate Alex-Balls)

B

B

B

F

F

]

footballs

3

?

Step 3/Strategy (Solve)

Step 4/ How

5

- 3

Subtract 3 from 5.

2

slide16
Tips
  • Be sure all the drawings of the Unifix cubes (units) for each variable are touching each other so comparisons are clearer.
  • In the drawing, list the variables in the order they appear in the problem.
  • Include labels and brackets to help clarify drawings.
  • Too often, students rush through a problem and answer the wrong question. Placing the question mark beside what you are trying to find helps to prevent that.
extra information in word problems
Extra Information in Word Problems
  • Sometimes there will be extra information in a word problem. Try to keep students focused on what the question is asking them to find.
  • If a child understands that the details are usually what is needed to answer the main idea of the question, he will be less likely to include information that is not needed.
  • However, if the child includes the extra information in the drawing, placing the ? in the model will help them understand what information is needed to answer the question.