Differentiated Problem Solving Recording Sheets - Editable, Digital & Printable

Grade Levels
2nd - 5th
Standards
Resource Type
Formats Included
  • Zip
Pages
34 pages
$4.00
$4.00
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Description

These recording sheets are designed to be used with any word problem. All three formats foster detailed math modeling and descriptive answers. Each recording sheet includes space to record the question, create a model, and record the solution.

The in-depth responses your students can share on these recording sheets helps them exercise the standards for mathematical practice, and helps you collect detailed formative and summative assessment data for your math units.

Each format described below is offered as a ready-to-print PDF, an editable PowerPoint document (allows you to edit the text, not not the line width or images), and an uneditable Google slide (perfect for recording responses digitally).

Please open the preview to get a detailed look at each format.

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THREE FORMATS:

Step By Step With Math Stick Kids & Step By Step With Bold Numbers

These two formats include detailed steps to guide students through the problem solving process. Both formats are perfect for students who need more scaffolding.

These steps can be edited within the PowerPoint document to fit your needs, but are uneditable on the digital Google slide version and the ready-to-print PDF.

Three steps for recording the question:

• Copy the problem carefully.

• Write a number next to each part of the problem.

• Highlight the question.

Three steps for creating a model:

• Solve each part of the problem using a model.

• Label your model with math vocabulary.

• Create another model showing the same solution in a different way.

Four steps for recording the solution:

• Answer each part of the problem accurately using complete sentences.

• Double check that each part of the problem is answered.

• Double check for capital letters and punctuation.

• Whisper read your entire answer out loud to check that it makes sense.

Structured Spaces

This format includes headings and open space for students to record the question, create a model, and record the solution. The steps for problem solving are not included on the page, making this format ideal for more advanced students who need less scaffolding as they problem solve.

A separate sheet with all 10 problem solving steps listed above is also included.

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Total Pages
34 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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