Davina Smalley

Applications of Instructional Technology Spring 2013

Title of Unit Problem Solving: Using
Visual Representations
Grade
Level
5
th

Curriculum
Area
Mathematics Time
Frame
3 days
Stage 1 Identify Desired Results

Content Standards: Mathematics Georgia Performance Standards

MM1P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.

Content Standards: National Education Technology Standards for Students

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
b. Create original works as a means of personal or group expression

Understandings

Students will understand that:

1. Problem solving is a process that involves the use of steps or methods to achieve a
particular goal when no solution is obvious. (Explain)
2. Problems are either realistic or constructed and may have one or many solutions.
(Perspective)
3. There are many approaches to solving a problem. (Interpret)
4. Problem solving requires the use of prior knowledge, skills, and abilities to find solutions to
new problems (Application)
5. Problem solving is used in the real world to find solutions for human challenges and issues.
(Application, Empathize)
6. Any method used to solve a problem needs to be evaluated for effectiveness and adjusted if
it does not work (SelfKnowledge)

Related Misconceptions:

1. If someone cannot solve a problem right away, they will never be able to solve it
2. There is only one way to solve a problem
3. There is only one solution to all problems
Davina Smalley
Applications of Instructional Technology Spring 2013
Essential Questions
Overarching Questions:

1. What is a problem?

2. What is problem solving?

3. How does the problem solving process
enable us to find solutions to given
problems?

Topical Question:

1. How does drawing a picture or using a
physical model help to solve a problem?


Knowledge and Skills
Knowledge
Students will know:

1. Fourstep problem solving process
2. Visual strategies for solving problems
3. Problem solving tips




Skills
Students will be able to:

1. Use the fourstep problem solving
process (Polya, 1945) to solve a given
problem.
2. Create a visual representation of a
problem in order to solve it.
3. Use prior knowledge to aid in solving a
given problem.





















Davina Smalley
Applications of Instructional Technology Spring 2013


Stage 2 Evidence
Performance Task(s)

Using visual representations to solve problems Make it Fit!!

Students will be placed in groups of two. The groups will need to use the equation for calculating
the volume of threedimensional objects in order to design a container that will hold an amount of
dry cereal of a specified volume. The groups will be given cardboard, scissors, measuring tape, and
glue. The container can be of any dimension, as long as its volume supports the volume of dry
cereal. The students will have the entire class period to design and craft the container. The
students will use Polyas FourStep Problem Solving Process.


The student will need to: (a) Explain the steps of Polyas FourStep Problem Solving Process
(Explain, MM1P1.a,b); (b) Transfer a given problem into their own visual idea using the
information given (Interpret, MM1P1.a,c); (c) Use prior knowledge of mathematical concepts and
principles to find a solution to a given problem; Use provided resources to design a solution to a
given problem (Apply, MM1P1.a,b,c); (d) Determine if a given problem has a single solution or
multiple solutions; Determine if there is enough information given to answer a given problem
(Perspective, MM1P1.d); (e) Connect a given problem and solution to a realworld problem
(Empathy, MM1P1.b,d); Evaluate problem solving methods and solutions for effectiveness and
accuracy; Reflect on problem solving process (SelfKnowledge, MM1P1.d, NETSS 1b).

















Davina Smalley
Applications of Instructional Technology Spring 2013
Performance Task(s) Rubric(s)





Davina Smalley
Applications of Instructional Technology Spring 2013
Other Evidence
(e.g. tests, quizzes, work samples, observations)


Lesson introduction activity observations and discussions
Problem solving worksheets
Documentation of equation(s) and calculations used to design threedimensional container
Student group observations
Reflection paper

Student SelfAssessment and Reflection

Make it Fit! assignment and rubric Students will be able to selfassess and reflect on their prior
knowledge when using the problem solving process during and after the completion of their Make
it Fit! container design activity. The level of achievement provided by the assignment rubric will
also provide a reference for selfassessment and reflection.

Group Work Each students participation in their group provides an opportunity for them to
selfassess and reflect on their progress and contribution to the assignment.

Worksheets The worksheet allows the students to gauge their performance and understanding
of a problem and gives them time to practice and correct mistakes and misconceptions about a
particular problem.

Discussions Open discussions give the students an opportunity to ask questions and share their
understandings and ideas about a problem.










Davina Smalley
Applications of Instructional Technology Spring 2013

Stage 3: Plan Learning Experiences
Day 1

1. Introduction activity 1 and discussion: The students will be seated and told to attempt to
obtain an object that is beyond their reach, without standing up or leaving their desks. Two
long sticks will be given, neither long enough to reach the desired object. Once the students
figure out to clamp the sticks together, they will be able to reach the object. (W, Pretest)

2. Introduction activity 2 and discussion: A picture of a parallelogram will be displayed from
the projector. The students will be asked to find the area of the parallelogram by changing
the parallelogram into a rectangle. (W, Pretest)

3. Video podcast Fourstep problem solving process (H, E)( All Essential Questions
addressed)

4. Video podcast discussion and reflection (E, R, E2, T, O)( All Essential Questions
addressed)


Day 2

1. Review video podcast concepts

2. ThinkPairShare activity Fourstep problem solving worksheets and discussion. Students
will work independently initially but will then be placed into groups of two to discuss the
solutions to the worksheet problems. The groups will then share their results with the rest
of the class (W, H, E, R, E2, T, O) ( All Essential Questions addressed)

3. Students will be given directions for the next day class group assignment: Make it Fit! (W,
H, E)( All Essential Questions addressed)


Day 3

1. Make it Fit! assessment listed in Step 2 (W, H, E, R, E2, T, O) ( All Essential Questions
addressed)

2. Journal reflection on the fourstep problem solving process. Student will use Word
Processing application in computer lab. (R, E2) ( All Essential Questions addressed)



Davina Smalley
Applications of Instructional Technology Spring 2013
Notes to the Instructor
1. All activities have been coded with WHERETO.
2. Introduction activities will serve as pretests to check for prerequisite knowledge, skills,
attitudes, and understandings.
3. Additional Resources: http://mathwire.com/problemsolving/pslinks.html

References

Hughes, F.P. (1999). Children, Play, and Development. Upper Saddle River, NJ: Pearson Allyn Bacon
Prentice Hall.

J ackson, B. (2011).Singapore Math Demystified! The Daily Riff. Retrieved from
http://www.thedailyriff.com/articles/singapore-math-demystified-why-we-should-198.php

Mayer, R. E., & Wittrock, R. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne
(Eds.), Handbook of educational psychology (2nd ed., pp. 287304). Mahwah, NJ: Erlbaum.

Plya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.


Name_________________________________________Date___________________
Four-Step Problem Solving
Using Visual Representations








Step 1: UNDERSTAND -
What do I need to find out? What do I already know?
Step 2: PLAN -
What strategy can I use to solve the problem?
Step 3: TRY -
Try the strategy you picked. Show your work.
Step 4: LOOK BACK -
Does the answer make sense? Does it answer what the problem is asking?
Adaptedfrom: AlgebratoGo:AMathematicsHandbook,Copyright2000byGreatSourceEducation
Source: Singapore Math Bar Model Strategy, Bill Jackson, Scarsdale Public Schools, bjackson@scarsdaleschools.org

Four-Step Problem Solving

Using Visual Representations
Think-Pair-Share worksheet problems



STUDENTS WILL USE THE FOUR-STEP WORKSHEET TO SHOW
WORK

1. Mrs. Chen made some tarts. She sold 3/5 of them in the
morning and of the remainder on the afternoon. If she sold
200 more tarts in the morning than in the afternoon, how many
tarts did she make?


2. There are 27 red flowers. There are 3 times as many red
flowers as white flowers. How many white flowers are there?



Four-Step Problem Solving
Using Visual Representations
Make It Fit!

The glass jar at the front of the classroom
contains 200 in
3
(what does cubic inches
represent?) of cereal.
You and your partner need to design and
build a 3-dimensional container to hold the
total volume of cereal. You can design a
square or rectangular box or a cylinder. The container can be of
any size, but must not be more than 2 cubic inches larger than the
total volume of the cereal. Be creative.

You will use: cardboard, glue, scissors, measuring tape, and your
Four-Step worksheet to show your work.

The following formulas will help you as you design:




Happy building!!!
Rectangle
V = LWH
Cylinder
V = ar
2
h
A = nr
2

Circle Circle
C = 2ar
Square
V = S
3

Four-Step Problem Solving
Reflection








Type a paragraph about your experience using the Four-Step
Problem Solving Process.

Did you find it helpful? Did you understand the problem better
when you drew it on paper? What did you learn that you didnt
know before? What are you still confused about?