Read the problem rapidly, skimming to determine its nature

Paul bought 28 paint brushes. He paid 25.00 for each of them. How much did he spend for
the paint brushes? How much was spend for the brushes?

QUESTIONS
Decide what is being asked; in other words, ask what is the problem?
What is asked?
How much was spending for the brushes?

READ
Read for details and interrelationship and plan for solving the problem.

2825=700 Solution:
28
25
140
+560
700 is the cost of the paintbrushes.
 The Frayer Model is a strategy that uses a graphic organizer for vocabulary building.
This technique requires students to (1) define the target vocabulary words or concepts, and (2)
apply this information by generating examples and non-examples. This information is placed
on a chart that is divided into four sections to provide a visual representation for students.

Benefits
` This instructional strategy promotes critical thinking and helps students to identify and
understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small
groups, or for individual work. The Frayer Model draws on a student's prior knowledge to
build connections among new concepts and creates a visual reference by which students learn
to compare attributes and examples.

Frayer Model is carried out in five steps:

1. The concept is placed in the middle.
2. Students provide a definition of the concept in their own words.
3. Students provide facts, properties and characteristics of the concept.
4. Students provide examples of the concept.
5. Students provide non-examples of the concept. Please note-concept should always be
taught using examples and non-examples so that misconceptions are exposed and
eliminated.
 A mnemonic is an instructional strategy designed to help students improve their
memory of important information. This technique connects new learning to prior knowledge
through the use of visual and/or acoustic cues. The basic types of mnemonic strategies rely on
the use of key words, rhyming words, or acronyms. Teachers may develop mnemonic strategies
or have students come up with their own.

Benefits
Mnemonics are strategies that can be modified to fit a variety of learning content. This
method enhances memory of complex words or ideas and promotes better retention of
material to be learned. It is especially beneficial to LD students and others who may have
difficulty with information recall.
 Graphic organizers are diagrammatic illustrations designed to assist students in
representing patterns, interpreting data, and analysing information relevant to problem-
solving.
 The paraphrasing strategy helps students recall the main ideas and specific facts of
materials they read. There are three steps for teaching this strategy.

Step 1 (Read the problem)

The primary school has 420 chairs available for the beginning of the school year. They have
580 students starting school. How many chairs with them be short on the first day of school?

Step 2 (Underline or highlight key terms)

The primary school has 420 chairs available for the beginning of the school year. They have
580 students starting school. How many chairs with them be short on the first day of school?

Step 3 (Restate the problem in your own words)

If there are 580 students and only 420 chairs. I need to know how much more 580 are than
420; therefore:

Step 4 (Write a numerical sentence)

580-420= 160 chairs are still needed.

Visualization in mathematics is the practice of creating pictorial representation of

mathematical problems. Students are asked to visualize and then draw the problem allowing
them to obtain a clearer understanding of what the problem is asking.
There are 6 horse, 3 lions, and 5 monkeys at the petting zoo. How many animals are at
the petting zoo?

Step 1 (Read the problem)

There are 6 horse, 3 lions, and 5 monkeys at the petting zoo. How many animals are at the
petting zoo?

Step 2 (Have the students underline important images in the problem)

There are 6 horse, 3 lions, and 3 monkeys at the petting zoo. How many animals are at the
petting zoo?

Step 3 (Ask the students to draw a visual representation of the problem)

Step 4 (Write a numerical sentences)
6+3+3+12; answer: 12 animals are at the petting zoo

Students work in groups for a purpose assigned by the teacher. These activities allow
students who differed in achievement, gender, race, and/ or ethnicity to work together and
learn from each other. Cooperative Learning has demonstrated positive effects on students
learning across numerous research studies.

Examples
Activity: Round table
Students sit in teams of 3.
Each team of four gets 1 piece of paper and 1 pen.
Teachers poses a problem
First student does 1st step/ part of the problem, thinking aloud as they work.
Student 1 passes paper to student 2, who checks the work and praises or re-teaches
student 1.
Student 2 does the next step of the problem, thinking aloud as they work.
Process continues until a solution is reached.
Good for problems with multiple steps or generating lists.
Evaluating expressions
Let x, then, be how much she spent for the blouse. The problem states that "This" -- that is, $42
-- was $14 less than two times x.
Person 1: evaluate 2x-14=42
Person 2: evaluate 2x=42+14
Person 3: evaluate 56
2

=28

Step 1 Read/Reread
Mr Cruz has a garden shaped like a rectangle. The rectangle is 24 m. long and 16 m. wide.
What is the perimeter of his garden?

Step 2 Paraphrase (Restate in your own words.)

If the garden measure is 24 m. long and 16 m. wide, I need to know what the perimeter of his
garden is. Therefore;

Step 3 Visualize (Draw a picture to represent the problem.)

24 m

16 m 16 m

24 m
Step 4 Worked with a group to discuss the problem
After you have check off all four steps answer the following questions
1. What is the problem asking or what questions am I trying to answer?
What is the perimeter of his garden?
2. What information is still missing?
24+16+24+16=n
3. What type of mathematical computation will I need to use to solve the problem?
Addition

Solution:
24
16
24
16
80 m is the perimeter of his garden.

4. Does everyone in my group agree on these answers?

Yes.

When hypothesizing, students are deciding on the best path for solving the problem.
They are deciding on how to set up the problem and which operations are necessary.

STEP 1
Read the problem.
You are used to buy a video game for $40. Lately, these games were subject to 20% price
increase. What is the new price of the video game?

STEP 2
Paraphrase the problem
Find the new price of the video game.
STEP 3
Appropriate method:
Multiplication
Division
Addition

Solution

The price increase is 40 x 20/100 = $8

The new price is 40 + 8 = $48

When estimating for problem-solving students try out the calculations from their
hypothesis by rounding up or down to determine a possible solution to the problem. Some
students calculate in their head while others use paper and pencil.

A group of fishermen went fishing during weekdays. If they caught 1,462 fish on Monday, none
on Tuesday and Thursday, 3,241 on Wednesday and 4,982 on Friday, about how many fish did
they catch in all?
1462 1000 1462
3241 3000 3241
4982 5000 4982
Estimated Sum 9000 Actual Sum 9685

There are about 9,000 fish in all.

Problem
The distance between stations A and B is 148 km. An express train left station A towards
station B with the speed of 80 km/hr. At the same time, a freight train left station B towards
station A with the speed of 36 km/hr. They met at station C at 12 pm, and by that time the
express train stopped at intermediate station for 10 min and the freight train stopped for 5
min. Find:
a) The distance between stations C and B.
b) The time when the freight train left station B.
To solve this problem, the class will be divided by group. Then each member of the group will
be given an assign steps for them to solve.
Then after that, the leader will collect all the answers of their group member and discuss with
them their final answer.

Solution
a) Let x be the distance between stations B and C. Then the distance from station C to station
A is (148x) km. By the time of the meeting at station C, the express train travelled for
148x80+1060 hours and the freight train travelled for x36+560 hours. The trains left at the
same time, so: 148x80+16=x36+112. The common denominator for 6, 12, 36, and 80 is 720. Then
9(148x) +120=20x+60
13329x+120=20x+60
29x=1392
x=48. Therefore the distance between stations B and C is 48 km.
b) By the time of the meeting at station C the freight train rode for 4836+560 hours, i.e. 1 hour
and 25 min.
Therefore it left station B at 12(1+2560)=10+3560 hours, i.e. at 10:35 am.

The guess and check strategy can be helpful for many types of problems. When
students use this strategy, they will make a reasonable guess, based on the information that
they have been given and then check to see if their guess is correct the guesses should get
closer and closer to the answer, until the correct answer is found.
STEP 1
Introduce a problem to students that will require them to make and then
check their guess to solve the problem. For example, the problem:
Jaime was throwing dart at a target. When his dart landed in the centre of the target
(the bulls-eye), he earned 7 points. However, when his dart landed on the outside ring, he
earned 2 points. After 50 throws, his friend reported his score to be 160 points. Jaime wanted to
know how many bulls-eyes he had hit, but his friend did not know. How many bulls-eyes did
Jaime hit?

STEP 2
The students should find the key pieces of information needed to find the
answer. This may require reading the problem more than once, and/ or
students paraphrasing the problem.
For example, If Jaime earned 7 points when his dart landed in the centre, 2 points
when his dart landed on the outside ring and his friend reported his score to be 160 points. I
need to know how many bulls-eyes Jaime hit

STEP 3
Have a student use a table or charts to implement the Guess and Check
Strategy.

Bulls Eye Miss Show my

Goal 160
X7 X2 Work
1 25 25 175+50=225 Not 160 High

2 15 35 105+70=175 Not 160 High

3 10 40 70+80=150 Not 160 low

4 12 38 84+76=160 Yes 150 CORRECT

Step 4 Check
Check the math to be sure it is correct
84+76=160
160-76=84

Making an organized list helps problem solvers organize their thinking about a
problem. Recording work in an organized list makes it easy to review what has been done and
to identify important steps that must yet be completed. It also provides a systematic way of
recording computations made with given data or recording combinations of given items.

Step 1 (Read the problem)

Three darts hit this dart board and each scores a 1, 5, or 10. The total score is the sum of the
scores for the three darts. There could be three 1s, two 1s and 5, one 5 and two 10s, and so on.
Ho w many different possible total scores could a person get with three darts?

Step 2 (Restate the question in your own words)

How many total scores could a person get with three darts?

Step 3 (Determine important information)

Hit the dart board and score that a person gets in hitting the three darts.

Step 4 (Create an organized list)

Make an organized or orderly list. Emphasize that it should be organized If the students just
start throwing out any combination, they either going to list the same one twice or miss some
possibilities altogether, how many different possible total scores could a person get with three
darts?

Step 5 (Implement a solution)

 # of 1s # of 5s
3 0
2 1
2 0
1 2
1 1
1 0
0 3
0 2
0 1
0 0
Of 10s Score
0 3
0 7
1 12
0 11
1 16
2 21
0 15
1 20
2 25
3 30

There are 10 different possible scores.

Some problems can be solved by recognizing a pattern. Making a table can help the
students recognize the pattern.

When students use this strategy they look for a pattern from the information that has
been given. Once the pattern has been identified, the students can predict what will happen
next and then continue the pattern to find the correct solution.
STEP 1 (Read the problem)
Maria arranged the books on the 6 shelves in the library. She put 3 books on the top
shelf, 6 books on the second shelf, and 9 books on the third shelf. If she continues this pattern,
how many books did Maria put on the 6th shelf?

STEP 2 (Make a table and look for a pattern)

SHELF 1 2 3 4 5 6

BOOKS 3 6 9 12 15 18

STEP 3 (Work for the pattern)

There are 2 more books on each shelf. The table is completed to shelf 6.

STEP 4 (Solve the problem)

Maria put 18 books on shelf 6

Eliminating possibilities is a strategy where students use a process of elimination until

they find the correct answer. This is a problem-solving strategy that can be used in basic math
problems or to help solve logic problems.

Eliminating Possibilities is a strategy in which students remove possible answers until the correct
answer remains. Here's an example of a problem that can be solved by Eliminating
Possibilities:

The product of an unknown number multiplied by four is less than 35. The unknown number is
divisible by four. What two numbers could the unknown number be?

The answer can be found by eliminating the numbers that do not meet the rules and choosing
the numbers (four and eight) that remain.

Why Is It Important?
This is a problem-solving strategy that can be used in basic math problems or to help solve
logic problems. Eliminating possibilities helps students organize information and evaluate
which pieces of information they will use, eliminating the information that does not fit. It
encourages students to consider all options and narrow the possibilities to reasonable choices.

How Can You Make It Happen?

Introduce a problem to students that will require them to eliminate possibilities in order to
solve the problem. For example:

In the game of football, a team can score either a touchdown for six points or field goal for
three points. If a team only scores touchdowns or field goals but does not get any extra points
(no points for an extra kick) what scores cannot be achieved if the team scored under 30
points?

1. Understand the Problem

Demonstrate that the first step understands the problem. This involves identifying the
key pieces of information needed to find the answer. This may require students to read
the problem several times or put the problem into their own words.

In this problem, students understand that there is a finite set of possible answers.
Students will have to find all of the possible answers and then narrow down the list
according to the criteria in the problem.

The score can be 1 through 29.

The score must be a multiple of 3 or 6.

2. Choose a Strategy
The strategy of eliminating possibilities can be used in situations where there is a set of
possible answers and a set of criteria the answer must meet.

3. Solve the Problem

First, list the numbers 1 through 29, because the problem states that the score was less
than 30.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Next, eliminate answers that are not possible solutions. Work through each criteria to
find the solution.

Any multiple of six would be a possible score of the game. If the team only scored
touchdowns, they could score 6, 12, 18, and 24 and so on. Therefore, all multiples of six
should be eliminated.
 1 2 3 4 5 * 7 8 9 10 11 * 13 14 15 16 17 * 19 20 21 22 23 * 25 26 27 28 29

Any multiple of three would be a possible score of the game. If a team scored only field
goals, they could score 3, 6, 9, and so on. Therefore, all multiples of three should be
eliminated.

1 2 * 4 5 * 7 8 * 10 11 * 13 14 * 16 17 * 19 20 * 22 23 * 25 26 * 28 29

The answer to the problem is that the following scores could not be the score of the
game:

1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 26, 28, 29

4. Check
Read the problem again to be sure the question was answered.

The scores that would not be possible in this game are listed.

Check the math to be sure it is correct.

Look through the answers you have eliminated and those that are remaining to make
sure you have applied all the criteria in the problem.

Determine if the best strategy was chosen for this problem or if there was another way
to solve the problem.

Eliminating possibilities was a good strategy to use for this problem.

5. Explain
The last step is explaining how you found the answer. Because this strategy involves
logic, it is important for students to talk or write about their thinking. Demonstrate
how to write a paragraph describing the steps you took and how you made decisions
throughout the process.

First, I listed the possible scores. Then I started to eliminate scores that were not possible.
I found the multiples of six and crossed them out. Then I found the multiples of three
and crossed them out. I was left with all of the possible scores.

6. Guided Practice
Have students try solving the following problem using the strategy of eliminating
possibilities.
 Find the numbers between 10 and 30 that are divisible by 4.

Have students work in pairs, in groups, or individually to solve this problem. They
should be able to tell or write about how they found the answer and justify their
reasoning.

This strategy requires students to use the information they have been given in the
question to eliminate possible solutions to finally discover the correct solution.

Step 1 (Student should read the problem and paraphrase if necessary.)

100 werestudents interviewed. 28took PE, 31 took Biology, and 42 took English. 9 took PE and
BIO, 10 took PE and ENG, 6 took BIO and ENG and 4 took all three subjects. How, many
students took none of the three subjects? How many students took PE, but not BIO or ENG?
And how many students took BIO and PE but not ENG?

Step 2(Students should ask themselves What do I know about this

problem?)
Logic tells me that at least some students signed up either BIO, PE or English, while other
signed up only one or two subject and other may not be signed up either BIO, PE or ENG.

Step 3 (A Venn diagram would be a logical way to sort this information.)

Step 4 (Draw the Venn diagram)

`Creating a diagram can help mathematicians to picture the problem and find the
solution. To create a diagram, the problem must be read carefully and the information that
has been given to them in the question drawn into the diagram. They can then work out the
solution from the diagram that has been drawn.

Step 1
Students should read the problem carefully and paraphrase if necessary
Step 1 (Students should read the problem carefully and paraphrase if
necessary.)
There are 3 fish tanks labelled X, Y, and Z. Y weighs 6 times as much as X and twice as much
as Z. If Z is 36 lbs. heavier than X, find the total weight of X, Y and Z.

Step2 (Students should draw a picture that represents the problem.)

Fish tank X (weight)

18 lbs.

18 lbs.

First tank Y (weight)

108 lbs.

18 lbs. 18 lbs. 18 lbs. 18 lbs. 18 lbs. 18 lbs.

First Tank Z (weight)

54 lbs.
18 lbs.
36 lbs.
(362=18 lbs. = X)

Step 3 (Answer the problem.)

18 + 108 + 54 = 180 pounds

Using a formula is a problem-solving strategy that students can use to find answers to
math problems. To solve these problems, students must choose the appropriate formula and
substitute data in the correct places of a formula. Using a formula is a problem-solving
strategy that can be used for problems that involve converting units or measuring geometric
objects.
 1. Students read the problem carefully and paraphrase if necessary
a. A rectangle has an area of 30 square meters. If the perimeter of the rectangle is
22 meters, what are the length and the width of the rectangle?
2. Here are a few formulas that students can use to solve this
problem:
a. A=LxW35=LW
2w+2L=P2W+2L=26
A=Lw35=LW
3. Choose a formula 2W+2L=P2W+2L=26
=

4. Solve the problem

A=LxW35=LxW
30 is the product of 6 and 5, or 10 and 3, or 15 and 2
2W+2L=P2W+2L=26

Working backwards is an excellent strategy to use when the final outcome of the
problem has already been given. Students just need to work out what the events were that
occurred previously.

STEP 1(Students should read the problem carefully and paraphrase if

necessary.)
The servant brought 5 cookies left over from the party, 15 cookies were eaten at the party.
Rebeca took 3 homes with her. How many cookies did the servant bring into the party at the
beginning?

STEP 2(Account for all the cookies that were eaten or taken home.)
15+3=18
STEP 3(Add the 5 cookies that were left over.)
18+5=23
STEP 4(solve the problem.)
There must have been 23 cookies at the start of the party.

After the students have reviewed all the strategies and decided on a plan, they should
write down the plan. This is a good time to have the group share with the class. Some groups
may have decided on different methods for solving the problem, and the insight may be
helpful to students who were still uncertain on the plan.
Problem
Rebeca has 26 pencils. His brother has 4 times as many as she has. How many pencils do they
have in all?
Judy has 32 books. Her sister has 3 times as many as she has. How many books do they have in
all?
Solution
Step 1
Find the number of pencil Rebecas brother has.
26 4 = 104
Rebecas brother has 104 pencil

Step 2
Find the total number of pencil they have.
26 + 104 = 130
They have 130 pencil altogether.

There were 35 orange in each crate. 10 such crates of orange were delivered to a factory. 5
oranges were rotten and had to be thrown away. The remaining oranges were packed into
boxes of 5 oranges each. How many boxes of oranges were there?

Solution
Step 1
Find the total number of orange delivered.
10 35= 350
The total number of oranges delivered was 350.

Step 2
Find the number of the remaining oranges.
350 5= 345

Step 3
Find the number of boxes of oranges
345 5 = 69

There were 69 boxes of oranges.