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THINKING PATTERNS

In our school, we often encounter various challenges, from understanding math problems to managing resources effectively. Mathematicians use specific strategies to tackle these everyday dilemmas, and we can apply those same thinking patterns in the classroom. This guide explores the common problems we face, such as resource allocation, like Mrs. Rickman’s flour dilemma for pie-making, and Mrs. Mangrum's gumball distribution task. By utilizing part-whole strategies and subtraction methods, we can find solutions to enhance our problem-solving skills.

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THINKING PATTERNS

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  1. THINKING PATTERNS

  2. What problems do we have in our school?

  3. How do we find solutions to these problems?

  4. Mathematicians use strategies to solve everyday problems.

  5. Thinking patterns- Thinking patterns help us determine which strategies to use to solve word problems.

  6. FRONT

  7. ? PART PART Total PART ? BIG PART Small Difference PART ?

  8. 1.Mrs. Rickman is making an apple pie for dessert. The recipe for the pie calls for 275 ml of flour. She has exactly 700 ml of flour in her jar. If she uses 275 ml for the pie, how much flour will Mrs. Rickamn have left to make another yummy dessert?

  9. I subtracted 700 from 275 to know how much flour she has left, then I subtracted the total from 275 and Yes, she has enough to make one more yummy pie How much flour will Mrs. Rickman have left to make another yummy dessert? U C Mrs. Rickman is making an apple pie for dessert. The recipe for the pie calls for 275 ml of flour. She has exactly 700 ml of flour in her jar. If she uses 275 ml for the pie, how much flour will Mrs. Rickamn have left to make another yummy dessert? S P I need to find how much flour she has left? DIFFERENCE 700 425 + 275 - 275 425 150 1 pie=275 ml

  10. 5. Mrs. Mangrum put a total of 842 gumballs in two jars. She put 398 gumballs in Jar 1 and the rest she put in Jar 2. How many gumballs did Mrs. Mangrum put into the second jar?

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