Math Centers To Teach Mathematical Problem Solving Strategies

Description

Become the MATH LEAD at your school and implement the MATH PROBLEM SOLVING FAIR. This activity is designed to introduce students to 12 different math problem solving strategies that they can use throughout the year in their individual classrooms. It includes 12 station posters that can be posted around a gym, down a hall, or spread out in a classroom. Each station has a task that requires the students to make use of a specific problem solving strategy (i.e. Guess and check). As students rotate through the stations, they work together and record their answers on individual tracking sheets. Students from several different classes can be grouped together or you can simply choose to use it in your own classroom.

TESTIMONIAL

The first time I ran this at my school, it was an instant success. We combined 3 classes from 3 separate grades and placed them into 12 groups. The students enjoyed working with someone other than their classmates, and the teachers enjoyed watching the students fully engaged and collaborating. It was particularly pleasing to see older students helping younger students with the problems. For some time afterward, many students requested that we do the fair again. It has become a great annual tradition that students look forward to participating in. The experience left them with the ability to identify specific strategies that are used in the classroom during problem solving scenarios.

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WHAT'S INCLUDED:

Tips Sheet: A guide that outlines the following:

Set up of the stations
Advice on how to group students
Materials to print and distribute
Instructions to provide students
Instructions on how to rotate groups
Teacher look fors

Station Posters:

3 sets (each color coded) of 12 station posters to use over 3 years
each poster includes a simple problem with a brief explanation of the specific strategy that is to be used to solve it

Individual Answer sheets:

Students record their answers at each station to ensure accountability
Sheets can be used to assess areas of need or identify misconceptions

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OTHER MATH PROJECTS BY BLUE SKY SCHOLASTICS:

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Math Centers To Teach Mathematical Problem Solving Strategies

Name: Math Centers To Teach Mathematical Problem Solving Strategies
Brand: Blue Sky Scholastics
SKU: 6803841
Price: 2.00 USD
Availability: InStock

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Highlights

Digital downloads

PDF

Grades

4th - 7th

Subjects

Math

Standards

CCSSMP1

CCSSMP2

CCSSMP4

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Description

TESTIMONIAL

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WHAT'S INCLUDED:

Tips Sheet: A guide that outlines the following:

Set up of the stations
Advice on how to group students
Materials to print and distribute
Instructions to provide students
Instructions on how to rotate groups
Teacher look fors

Station Posters:

3 sets (each color coded) of 12 station posters to use over 3 years
each poster includes a simple problem with a brief explanation of the specific strategy that is to be used to solve it

Individual Answer sheets:

Students record their answers at each station to ensure accountability
Sheets can be used to assess areas of need or identify misconceptions

***************************************************************************

OTHER MATH PROJECTS BY BLUE SKY SCHOLASTICS:

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSSMP1

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.

CCSSMP2

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.

CCSSMP4

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.