As you know, one of the things I have always advocated is giving children math problems that are interesting and challenging. I know, I know, this flies directly in the face of “well, if we give them hard things to do, then they’ll get discouraged and think math is hard.” Well, the truth is this: math is hard! And let me say another thing: anybody, young or old, experienced or not, is either lying or has never done “real math” if they think it is “easy.”
In this activity, I’m pushing you to challenge your students in a few ways: the first is to give them 4 step problems. WHAT! How can an 8 year old solve a 4 step problem- shouldn’t they first focus on a steady diet of 1 step problems until they get to high school, and then maybe we can add another step somewhere along the way? NOPE, because waiting until high school is waaaaay tooooo laaaate!
Let me walk you off the ledge: the way to give a student a 4 step problem is to give them one step at a time. That’s why you cut out these little clue stips and assemble them into booklets, staple them together, and have students work on them one step at a time. That is called “scaffolding,” by the way.
This is an excellent activity because instead of throwing all 4 clues at once, the students can only reveal one clue at a time, and “solve” it before moving on to the next clue. By limiting the amount of information, we can allow students to work on highly complex problems in a structured and supportive way: first solve the first clue, then go on to the next clue, then the next.... it means that your students will be less likely to jump at any answer that pops into their carefully coiffed noggins and shows them that math can be done in an orderly way.
You can use this problems in a lot of ways: you can make the little booklets, put them in a jar and have students pick them out randomly, and then complete the answer sheet I’ve enclosed, or just work them out in their notebooks. It is important that they practice doing one clue at a time; it’s okay if they want to look at the entire problem first, but they should understand that one clue follows another, or else the problem won’t be solved properly. The problems also use words like “addends” and “difference,” which means, “great teachable moment!” if a student doesn’t recognize the terms.
I’ve also included a “Do It Yourself” sheet, where you and your students can make up your own 4 step clue puzzle booklets!