problem solving lesson 10 6

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Problem solving

Problem solving lesson plan

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Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

Looking for more ways to boost self confidence with LifeSkills?

Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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Why not try one of these next?

Staying positive (resilience)

Staying positive and learning through experience are key to succeeding in challenging situations. Try this lesson and help your students succeed at work.

Good leadership styles and effective teamwork can help students excel in their future workplace. Read more about team leader skills in this lesson.

Social action toolkit

Build a comprehensive social action programme and support young people to access enriching experiences that build transferable skills for work.

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Lesson Plan

Problem-solving steps, view aligned standards, learning objectives.

Students will be able to identify a problem and engage in problem-solving steps to come up with a solution to strengthen their responsible decision-making competency.

Introduction

• Bring students together in a circle, either seated or standing.
• Bring blocks with you to the circle.
• Show the student the blocks and ask them to watch you build a tall castle.
• After you build it, bring out two figurines that you would like to play with in the castle.
• Say out loud, "Hmm....there seems to be a problem. This castle is too small for my toys. How can I make this bigger?"
• Take a few big breaths into your belly and ask the class to breathe with you.
• Explain that deep breathing can help you stay calm and focused when solving a problem.
• Ask the class, "How can I make this castle bigger?"
• Ask, "Would someone like to come up and think of a new way to solve this problem?"
• Invite one student to come up to solve the problem (i.e., make a larger castle).
• Ask your student volunteer, "What would you do here? How would you test a solution?"
• Give the student time to come up with a solution to make a larger castle.
• Identify the problem.
• Look at what solutions have already been tried.
• Think of new ways to solve the problem.
• Try it out!
• Thank your student volunteer for showing you how to solve the problem and send them back to their seats.
• Say, "All of us sometimes come across problems we have to solve, and sometimes friends can help us, too!"

Mr. Math Blog

Convert Units of Length - Lesson 6.1

Convert Units of Capacity - Lesson 6.2

Convert Units of Weight and Mass - Lesson 6.3

Transform Units - Lesson 6.4

Problem Solving - Distance, Rate, and Time - Lesson 6.5

Fractions and Decimals - Lesson 2.1

Compare and order Fractions and Decimals - Lesson 2.2

Multiply Fractions - Lesson 2.3

Simplify Factors - Lesson 2.4

Model Fraction Division - Lesson 2.5

Estimate Quotients - Lesson 2.6

Dividing Fractions - Lesson 2.7

Model Mixed Number Division - Lesson 2.8

Divide Mixed Numbers - Lesson 2.9

Problem Solving - Fraction Operations - Lesson 2.10

Understanding Positive and Negative Integers - Lesson 3.1

Compare and Order Integers - Lesson 3.2

Rational Numbers and the Number Line - Lesson 3.3

Compare and Order Rational Numbers - Lesson 3.4

Absolute Value - Lesson 3.5

Compare Absolute Value - Lesson 3.6

Rational Numbers and the Coordinate Plane - Lesson 3.7

Ordered Pair Relationships - Lesson 3.8

Distance on the Coordinate Plane - Lesson 3.9

Problem Solving - The Coordinate Plane - Lesson 3.10

Solutions of Equations - Lesson 8.1

Writing Equations - Lesson 8.2

Model and Solve Addition Equations - Lesson 8.3

Solve Addition & Subtraction Equations - Lesson 8.4

Sixth Grade

     Math

Model Ratios - Lesson 4.1

Ratios and Rates - Lesson 4.2

Equivalent Ratios and the Multiplication Table - Lesson 4.3

Use Tables to Compare Ratios - Lesson 4.4

Use Equivalent Ratios - Lesson 4.5

Find Unit Rates - Lesson 4.6

Use Unit Rates - Lesson 4.7

Equivalent Ratios and Graphs - Lesson 4.8

Three Dimensional Figures and Nets - Lesson 11.1

Surface Area of Prisms - Lesson 11.3

Surface Area of Pyramids - Lesson 11.4

Volume of a Rectangular Prism - Lesson 11.6

Area of Parallelograms - Lesson 10.1

Explore Area of Triangles - Lesson 10.2

Area of Triangles - Lesson 10.3

Explore Area of Trapezoids - Lesson 10.4

Area of Trapezoids - Lesson 10.5

Area of Regular Polygons - Lesson 10.6

​Composite Figures - Lesson 10.7

Divide Multi-Digit Numbers - Lesson 1.1

Prime Factorization - Lesson 1.2

Least Common Multiple (LCM) - Lesson 1.3

Greatest Common Factor (GCF) - Lesson 1.4

Problem Solving: Apply the GCF - Lesson 1.5

Add and Subtract Decimals - Lesson 1.6

Multiply Decimals - Lesson 1.7

Divide Decimals by Whole Numbers - Lesson 1.8

Divide with Decimals - Lesson 1.9

Chapter 1 Review for Test

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Exponents - Lesson 7.1

Evaluating Expressions Involving Exponents - Lesson 7.2

Write Algebraic Expressions - Lesson 7.3

Identify Parts of Expressions - Lesson 7.4

Evaluate Algebraic Expressions and Formulas - Lesson 7.5

Use Algebraic Expressions - Lesson 7.6

Problem Solving - Combining Like Terms - Lesson 7.7

Generate Equivalent Expressions - Lesson 7.8

Identify Equivalent Expressions - Lesson 7.9

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Independent and Dependent Variables - Lesson 9.1

Equations and Tables - Lesson 9.2

Model Percents - Lesson 5.1

Write Percents as Fractions and Decimals - Lesson 5.2

Write Fractions and Decimals as Percents - Lesson 5.3

Percent of a Quantity - Lesson 5.4

Problem Solving - Percents - Lesson 5.5

Find the Whole From a Percent - Lesson 5.6

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Unit 2: solving equations & inequalities, unit 3: working with units, unit 4: linear equations & graphs, unit 5: forms of linear equations, unit 6: systems of equations, unit 7: inequalities (systems & graphs), unit 8: functions, unit 9: sequences, unit 10: absolute value & piecewise functions, unit 11: exponents & radicals, unit 12: exponential growth & decay, unit 13: quadratics: multiplying & factoring, unit 14: quadratic functions & equations, unit 15: irrational numbers, unit 16: creativity in algebra.

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Math Lesson 6-10 Problem Solving

By kim fussell on apr 28, 2020.

About FAQ Contact Terms Privacy © 2024 Educreations, Inc.

FORM 1 UNIT 1

Form 1 Unit 1: Lesson 6 – Introduction To Problem Solving

At the end of the lesson, the student should be able to interpret and solve word problems.

Introduction to problem solving

Problem solving is the process of identifying a problem, developing possible solution path and taking the appropriate course of action or steps to solve the problem. The ability to solve problems is a basic skill and is essential to life. All the mathematics discovered so far has come from solving real-life problems. If you try solving a problem and you fail, don’t give up, try again, you may get it right the next time.  Problem solving is an important mathematical skill. To solve a mathematical problem, follow the steps below.

STEPS IN SOLVING PROBLEMS  

Define the problem

Read it right through to get an overview. Read it again, underlining key fact/facts. Ask yourself: What am I given?   What are the unknowns? Can I state the problem in my own words? What information if any is missing or not needed?

Generate alternatives strategy

Guess check and refine; estimate. Use concrete materials. Draw a diagram or make a model. Make up a table or chart. Look for a pattern in a number or shape. Simplify by rounding or replacing larger numbers with smaller, or breaking it into parts. Identify a sub goal.

Carry out the plan

Implement the best strategy in step 2. Show all working including diagrams and tables in a final neat, clear format. Summarize and explain what you’ve found.

Work backwards.

Once an answer or a solution is found, it is important to check that solution. Check all steps and calculations. Is the answer reasonable? Does the answer fit the problem data? Does the answer fulfill all condition or requirement of the problem?

Answer the question with a final sentence. Put your answer into a sentence that makes sense.

When your problem is simple the solution is usually obvious and you don’t need to follow the entire steps.

Find two numbers whose sum is 15 and their product is 56.

Step 1. Define the problem

Two numbers whose sum is 15 and product is 56

The unknown are two numbers ; the two numbers must add up to 15 and the product of the two numbers must be 56 .

Step 2. Generate alternatives strategies

The two numbers could be 5 and 10, 6 and 9, 7and 8 etc.

The two numbers must sum up to 15

  5+10=15;         9+7=15        and   7+8=15

The product of the two numbers must be 56 .

5×10=50;                9×7=63           and   7×8=56

Since the first two set of numbers does not satisfy all the rules, therefore

7 and 8 are the two numbers.

Step 3. Carry out the plan

The two numbers must be 7 and 8.

The two numbers must sum up to 15.

  7 + 8 = 15

Step 5. Answer the question with a final sentence

Two numbers whose sum is 15 and product is 56 are 7 and 8.

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50 Problem-solving Lessons, Grades 1-6: The Best from 10 Years of Math Solutions Newsletters

• ISBN-10 0941355160
• ISBN-13 978-0941355162
• Publisher Math Solutions
• Publication date February 2, 1996
• Language English
• Dimensions 8.5 x 0.5 x 11 inches
• Print length 192 pages
• See all details

Product details

• Publisher ‏ : ‎ Math Solutions (February 2, 1996)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 192 pages
• ISBN-10 ‏ : ‎ 0941355160
• ISBN-13 ‏ : ‎ 978-0941355162
• Reading age ‏ : ‎ 6 - 12 years
• Grade level ‏ : ‎ 1 - 6
• Item Weight ‏ : ‎ 1.2 pounds
• Dimensions ‏ : ‎ 8.5 x 0.5 x 11 inches
• #951 in Math Teaching Materials
• #2,528 in Educational Certification & Development
• #19,726 in Unknown

About the author

Marilyn burns.

Marilyn Burns is a highly respected mathematics educator. For more than 50 years, Marilyn has taught children, led professional development sessions, spoken at conferences, contributed to professional journals, written more than a dozen books for children, and created more than 20 professional development resources for teachers and administrators. Marilyn continues to teach regularly in elementary classrooms, finding the experience essential to developing and testing new ideas and materials.

In 1984, Marilyn founded Math Solutions Professional Development, an organization dedicated to the improvement of math instruction in Grades K-8. Working with a highly qualified team of in-service leaders, Marilyn offered specialized courses to teachers and administrators nationwide.

Soon after, Marilyn began writing and publishing to further support teachers, and provide districts with the resources they needed to implement in-depth and long-lasting change in their schools. Her book, About Teaching Mathematics, has been widely used for pre-service and in-service teachers. Her series of resources include Math, Literature, and Nonfiction; Teaching Arithmetic; Lessons for Algebraic Thinking; and A Collection of Math Lessons.

In 1991, Marilyn was awarded an honorary doctorate degree from the Bank Street College of Education in New York.

In 1996, Marilyn received the Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics for her influence on mathematics education. The nominators took special note of Marilyn’s humor and compassion, saying: “Few professionals have touched and inspired so many math educators. She has taught us several important lessons. . . . We must treat teachers with respect, honesty, and a thoughtful vision. We must turn to student work to make sense of student understanding and achievement.”

In 1997, Marilyn received the Louise Hay Award for Contributions to Mathematics Education from the Association for Women in Mathematics.

In collaboration with Scholastic in 2007, Marilyn developed Do The Math, a 13-module intervention program that focuses on Number and Operations. Do The Math targets addition and subtraction, multiplication, division, and fractions. In 2011, Marilyn developed Do The Math Now!, extending Do The Math to serve students in grades 6 and up. In 2012, working with a team of Math Solutions colleagues, Marilyn developed a web-based formative assessment tool suitable for grades 5 and up, Math Reasoning Inventory (MRI), funded by the Bill & Melinda Gates Foundation. Also in 2012, Marilyn and Scholastic developed Math Reads, a program that helps teachers use children’s literature for teaching mathematics.

Marilyn continues to bring her messages directly to children and is the author of more than ten children’s books, including the best-selling The I Hate Mathematics! Book and The Book of Think. She launched Marilyn Burns Brainy Day Books for Scholastic with The Greedy Triangle; there are now five books in the series, including Spaghetti and Meatballs for All.

In 2010, Marilyn was inducted into the Educational Publishing Hall of Fame by the Association of Educational Publishers.

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