Four-Step Problem Solving Process 1

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 2

Step 1-Main Idea Step 4-How Step 2-Details and Model Drawing Step 3- Strategy/Solve Four-Step Process for Solving Problems Main Idea of Question (What do you want to find out?) Solve the Problem Describe how the problem was solved. WhoWhat Draw One Unit: A drawing, or model, of the Unifix cube(s) Read one sentence at a time and adjust the Unifix cubes and the drawing (or model) of the Unifix cubes 3

Four Step Process 1.Main Idea Read the problem. What do you want to find out? Write the main idea from the question. 2.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. 4

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. 5

Action: Put Together Addition 6

Ann has 2 toys. Jeff has 3 toys. How many toys do they have together? Toys together? 3 ] ? sum Add 2 and 3 Step 1 Main Idea Step 4: How Step 2: Details and Model Drawing Step 3: Strategy/Solve Ann has 2 toys. Jeff has 3 toys. 2 Ann- toys or A.T. Jeff- toys or J.T. 7

Andy and Henry went to the zoo. Andy saw 4. Henry saw 5. How many animals did the 2 boys see? animals 2 boys see? A. T. (Abbreviate for Andy-Turkeys) H. P. (Abbreviate for Henry-Penguins) 5 ] ? Main Idea Details Andy and Henry went to the zoo. Andy saw 4. How many animals did the 2 boys see? 4 Henry saw 5. Strategy/Solve sum How Put together 4 and 5 8

Action: Take Away Subtraction 9

Amy has 4 toys. She gave away 1 toy. How many toys are left? Toys left A.T. (abbreviate for Ann- toys) ] ? Subtract 1 from 4. Step 1 Step 4 Step 2 Step 3 How many toys are left? 4 1 X 10

Action: Compare Subtraction 11

More toys Steve than Jill S.T. (Abbreviate for Steve – Toys) J.T. (Abbreviate for Jill-Toys) 1 ] ? diff. Subtract 1 from 4. Step 1 Step 4 Step 2 Step 3 Steve has 4 toys. Jill has 1 toy. How many more toys does Steve have than Jill? 4 12

fewer cones than apples? A.C. (abbreviate for Ana-cones) L.A. (abbreviate for Leo-Apples) 3 ] ? Main Idea Details 4 Ana has 3 cones. Leo has 4 apples. How many fewer cones are there than apples? Strategy/Solve How Subtract 3 from 4 13

Action: Missing Part Subtraction 14

Alex has 5 balls. Three are baseballs. The rest are footballs. How many are footballs? footballs A.B. (abbreviate Alex- Balls) B ] Subtract 3 from 5. Step 1/ Main Idea Step 4/ How Step 2/ Details Step 3/Strategy (Solve) BB 5 FF 3 ? ] 15

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. 16

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. 17