Problem Solving and Place Value

Mathematics teaching often follows THIS method where the teacher shows one way to do the skill and the students follow that procedure. This is not effective for most students!

"Mathematical problem solving is founded in curiosity" (page 33). It is important as teacher to not take the problem solving out of math class. Give an example of problem solving question you could pose to a class.

Tasks should have THIS, or various ways to express what students have learned. Only having one way to express what students have learned is one of Professor Rustowicz' pet peeves!

Your questions, as the teacher, must be sure to engage all students! Explain how you would teach a concept of your choice to a variety of students (ELLs, Special Education, et cetera)

Students' pre-base-ten understanding of a number is referred to as THIS.

Match the steps to their definition for the Four-Step Problem Solving Process

• Think about how to solve the problem. Will you write an  equation? Will you model it?

• Understand the problem

• This step is the implementation of your selected plan

• Look back

• Figure out what the problem is about and identify what question or problem is being posed

• Carry out the plan

• Does your answer make sense? If no, go to steps 2 and 3 again

• Devise a plan

50 ones = _ tens

10 tens = _ hundred(s)

Write the digits in the correct place to form the number: five tens, one hundred, eight ones

Show TWO (2) ways to answer the question: 22-18