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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. Teaches the importance of language within math problems Provides foundation for algebraic understanding Provides for differentiated instruction

JasminFlorian
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Four-Step Problem Solving Process

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  1. Details who? what? less actions? more Four-Step Problem Solving Process First Grade

  2. 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

  3. 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

  4. 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

  5. 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.

  6. Addition Action: Put Together

  7. 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

  8. 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

  9. Subtraction Action: Take Away

  10. 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

  11. Action: Compare Subtraction

  12. 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.

  13. 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

  14. Action: Missing Part Subtraction

  15. 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

  16. 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.

  17. 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.

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