Four-Step Problem Solving Process

1 / 17

# Four-Step Problem Solving Process - PowerPoint PPT Presentation

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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## Four-Step Problem Solving Process

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Details

who?

what?

less

actions?

more

### Four-Step Problem Solving Process

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

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
• 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

3. Strategy/Solve the Problem

• Write the number sentence and solve the problem.

4. How

• Describe how the problem was solved.

Action: Put Together

Ann has 2 toys.

Jeff has 3 toys.

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

5 sum

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

Subtraction

Action: Take Away

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

Action: Compare

Subtraction

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.

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?

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

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
• 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.