Professional Documents
Culture Documents
K00422 - 20190219172126 - Teaching Mathematics Through ProblemSolving
K00422 - 20190219172126 - Teaching Mathematics Through ProblemSolving
Mathematics through
Problem Solving
Facilitator’s Handbook
A Guide to Effective Instruction in
Mathematics, Kindergarten to Grade 6
(with reference to Volume Two)
10
Why Study Problem Solving?
11
Why Study Problem Solving?
12
Why Study Problem Solving? 13
Volume 1: Volume 5:
Foundations of Teaching Basic
Mathematics Instruction Facts and Multidigit
Computations
Volume 2:
Volume 3: Volume 4:
Problem Solving and
Classroom Assessment and
Communication
Resources and Home Connections
Management
In What Ways Does A Guide to
Effective Instruction in Mathematics 15
Session A
Activating Prior
Knowledge
Learning Goals of the Module 17
18
Curriculum Connections
19
Warm Up – Race to Take Up Space 20
Session B
Modelling and
Representing
Area
Learning Goals of the Module 26
27
Specific Expectations Gr 3
Specific Expectations Gr 4
Specific Expectations Gr 5
Curriculum Connections
28
Specific Expectations
Warm Up – The Size of Things 29
Session C
Organizing and
Coordinating
Student Solutions
to Problems Using
Criteria
Learning Goals of the Module 37
38
Curriculum Connections
39
Warm Up – Composite Shape Problem 40
Think-Aloud
Working on It – L-shaped Problem 41
6
Understanding Range of Gr 5 Responses 43
4 cm 4 cm 4 cm 4 cm 4 cm
8 cm 8 cm 8 cm 8 cm 8 cm
4 cm 4 cm 4 cm 4 cm 4 cm
6 cm 6 cm 6 cm 6 cm 6 cm
4 cm 4 cm 4 cm 6 cm
4 cm
4 cm
8 cm
8 cm 8 cm 8 cm
8 cm
4 cm
4 cm 4 cm 4 cm
4 cm
6 cm 6 cm 6 cm 6 cm
Will these strategies work for any size L-shaped figure? Bansho
Understanding Range of Gr 6 Responses 44
4 cm 4 cm 4 cm 4 cm 4 cm
8 cm 8 cm 8 cm 8 cm 8 cm
4 cm 4 cm 4 cm 4 cm 4 cm
6 cm 6 cm 6 cm 6 cm 6 cm
4 cm 4 cm
6 cm
8 cm
8 cm
4 cm
6 cm
4 cm area of a triangle?
6 cm
Bansho
Look Back – Reflect and Connect 45
4. What are some ways that the teacher can support student
problem solving? (See pp. 30-34.)
47
Next Steps in Our Classroom 48
Session D
Selecting and
Writing Effective Mathematics
Problems
for Learning
Learning Goals of the Module 50
Grade 3 –
• Estimate, measure (i.e., using centimeter grid paper, arrays), and
record area (e.g., if a row of 10 connecting cubes is approximately
the width of a book, skip counting down the cover of the book with
the row of cubes [i.e., counting 10, 20, 30, ...] is one way to
determine the area of the book cover).
Grade 4 –
• Determine, through investigation, the relationship between the side
lengths of a rectangle and its perimeter and area (Sample problem:
Create a variety of rectangles on a geoboard. Record the length,
width, area, and perimeter of each rectangle on a chart. Identify
relationships.)
• Pose and solve meaningful problems that require the ability to
distinguish perimeter and area.
Curriculum Connections – Session B 56
Grade 3 –
• Estimate, measure, and record area using standard units.
• Describe through investigation using grid paper, the relationship between
the size of a unit of area and the number of units needed to cover a
surface.
Grade 4 –
• Estimate, measure, and record area, using a variety of strategies.
• Determine the relationships among units and measurable attributes,
including the area of rectangles.
• Pose and solve meaningful problems that require the ability to distunuish
perimeter and area
Grade 5 –
• Estimate, measure, and record area using a variety of strategies.
• Estimate and measure the perimeter and area of regular and irregular
polygons.
• Create through investigation using a variety of tools and strategies, two-
dimensional shapes with the same area.
Grade 6 –
• Construct a rectangle, a square, a triangle, and a parallelogram using a
variety of tools given the area.
Curriculum Connections - Session C 57
Grade 5 –
• Estimate and measure the area of irregular polygons using a variety
of tools.
• Determine through investigation using a variety of tools and
strategies, the relationships between the length and width of a
rectangle and its area and generalize to develop a formula.
Grade 6 –
• Construct a rectangle, a square, a triangle using a variety of tools.
• Determine through investigation using a variety of tools and
strategies, the relationship between the area of rectangle and the
area of triangle by decomposing and composing.
• Solve problems involving the estimation and calculation of the area
of triangles.
Three-Part Lesson Design 58
1. Solve 2 consolidation
problems: one that you
wrote and one that a
colleague wrote.
2. What mathematics do you
recognize in your solutions
and in the solutions of your
colleague?
3. What mathematical
processes are evident in
your solving of the two
consolidation problems?
Look Back continued 60
4. What are some ways that the teacher should support student
problem solving for these consolidation problems? (See pp. 30–34.)
Next Steps in Our Classroom 61
View
• Coaching Videos on Demand
(www.curriculum.org)
• Deborah Loewenberg Ball webcast
(www.curriculum.org)
• E-workshop (www.eworkshop.on.ca)