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# Learning math via problem

solving
Group members:
1. Lee Huey Yee
2. Lee Yan Xin
3. Yeong Shiao Mei
Problem Solving
• Problem-solving is a process—an ongoing activity in which
we take what we know to discover what we don't know.
• Problem-solving is the ability to identify and solve problems
by applying appropriate skills systematically.
• Problem-solving involves three basic functions:
1.Seeking information
2.Generating new knowledge
3.Making decisions
• Doing math helps us to develop the analytical and
critical thinking skills required to be a good problem
solver.
• our stages of the problem-solving process:
• Understanding and interpreting problems;
• Planning the strategy;
• Carrying out the strategy; and
• Checking the solutions.
Understand the problem
• Can you describe the
words?
• What information is
given?
• What do you need to
find?
• Is there information that
is missing or not needed?
Plan what to do
solve the problem?
• Here are some things you can
do:
- Draw a picture
- Make a list
- Choose an operation
- Guess and check
- Look for a pattern
- Make suppositions
- Act it out
- Work backwards
- Solve part of the problem
• Solve the problem
Step 2.
• If you cannot solve
the problem, make
another plan.
clearly.
statement.
Check
question?
sense?
correct, go back to Step 1.
What is a problem solving approach to
Mathematics
Problem Solving

Organizing and
Coordinating
Student Solutions to
Problems Using
Criteria
Warm Up – Composite Shape Problem 12

## What could a composite shape look like that …

• has an area of 4 square units?
• is composed of 3 rectangles (Grade 5)?
• is composed of at least one rectangle, one
triangle, and one parallelogram (Grade 6)?

## 1. Draw and describe at least one composite

shape that meets these criteria.
2. Explain the strategies you used to create
each composite shape.
3. Justify how your composite shape meets the
criteria listed in the problem.

Think-Aloud
Working on It – L-shaped Problem 13

## 1. What is the area of this shape? 4 cm

a) Show at least 2 different
solutions.
b) Explain the strategies used.
2. For Grade 5: 8 cm
a) Use only rectangles.
b) What is the relationship
between the side lengths and 4 cm
the area of the rectangle?
3. For Grade 6: 6 cm
a) Use only triangles.
b) What is the relationship between the area of a
rectangle and the area of a triangle?
Learning Mathematics via Problem
14
Solving

Activity 15

## • She makes herself a ruler from an A4 sheet of paper torn into

strips lengthways which she then tapes together end to end.

## • How many strips does Ariana need?

Extension to the problem 16

• Using your 'paper ruler', find and write down at least 5 shapes
in the room that measure (close to) 1 metre around their
outside edge.

• What is the longest single strip, without joins, that you can tear
from an A4 sheet of paper?
Solution 17

## • An A4 sheet is approximately 29.7cm long. 100 divided by

29.7 is 3 and some left over. To make at least 1m requires four
A4 lengths.
Teaching sequence 18

## • Interest the students in the problem by asking them to stand 1

metre from a given line. Check estimates.
• Reinforce their estimates of 1 metre by asking questions that
encourage the students to develop a "sense" of a metre.
• Pose the problem.
• As the students work on the problem check their use of rulers
to measure the length of the A4 paper and the metre strip.
• How many centimetres are there in a metre? How do you
know? (100 on the ruler)
• Share solutions