Lesson 7 – Problem Solving

Name: Xyrene Kate O. Balisacan

ASSESS
Answer the following questions to solidify your understanding of the problem-
solving strategy.
1. How are the three possible solutions shown in Experience different from each
other? What goes in the minds of the students who would possibly give those
solutions?

After analyzing the three solutions of students in a word problem given, the
difference between those three solutions that I noticed are: the first solution
uses an illustration to illustrate the possible solution in the given problem. On the
other hand, the second solution shows that the student converted the fraction
(2/5) into decimal number (0.4) then he divided the 6 into 0.4 to get the correct
answer, in short the second solution uses percentage to get the answer. the
third solution uses the division of fraction where the student directly divided 6 by
2/5 to get the answer 15.
For me the thing that goes in the mind of the student during the time that
he solve the problem is, in the first solution, possibly the student think that by
the use of illustration he can get the correct answer. In the second solution I
think the student felt that in solving the quotient of numbers being divided by
fraction. Converting the fraction into decimal numbers is the solution. In the third
solution, the student possibly thinks that to solve problem involving division, the
best solution would be directly divide the numbers, fraction or decimals to get
the answer.
Overall, those three solutions are different but at the end they come up
with the same solution. One of the possible factor why those students have
different solution or way in solving the problem is the comfort. Possibly the
student uses those solutions because the felt that it is the easiest way to get the
answer. Furthermore, the level of intelligence also matter, maybe the student
who solve the first solution not yet encountered how to solve problem involving
fractions.

2. As a teacher, how would you ensure that the word problems you will give
genuinely promotes problem solving?
As a teacher, I can ensure that the word problem I give is genuinely
promote problem solving if the student can relate on the problem. it can oly be
effective when the student understand what is being ask in the problem and able
 to create solutions or ways to determine the correct answer in the given
problems.

CHALLENGE
As you have noticed in the simple lesson plan, the problem is basically a usual
division problem that you may see in common mathematics assessment. It is not even
a nonroutine word problem. However, the students’ thinking and creativity are
challenged because (always remember) it is the first time that they will encounter such
a problem. So, the task of the teacher is to present the problem in an engaging way.
Do the following to practice this important task.
1. Browse the DepEd mathematics curriculum guide. Choose a topic from Grades 4
to 6. Write the topic and grade level below.
Multiple digit Addition and subtraction.

Browse the DepEd mathematics teaching manual for the grade level you choose.
Find a word problem from your chosen topic. Write the problem below like how it
is written in the teaching manual.
There were 10 baseballs in a basket and Daniel found 12 more
baseballs on the floor. Then, a student barrowed the 12 baseballs. How
many baseballs were left in the storeroom?

How would you present your chosen problem in an engaging way? Put it in a
situation where the students can relate to. You may use your own experience,
too (many times children are interested in what’s happening to their teachers’
lives)! Imagine you are talking to your students. Write your script below. If you
plan to use materials. Write a not about it.
Who among you here are fun of watching baseball? Do you have
icon baseball players? Do you experience playing baseball? How it
feels? Does it easy to play or very much challenging?
During my high School days, I was one of the baseball varsities
of our school. We are competing in the different tournaments held in
our municipality and even outside of our locality. One day we are
having a practice in our school field. My coach told me to count the
total balls left. There were 10 baseballs being placed inside the box and
another 12 baseball strayed on the ground. I was supposed to report
the total number of baseballs when my teammate gets the 12 baseballs
because they are going to practice a drill. How many baseballs do you
think I reported to our coach?

2. The possible solutions in the sample lesson plan are written by real Grade5
students. So be convinced that Filipino students are actually capable of thinking!
 As would be teachers, your task is to anticipate such possible solutions. How?
Consul t with experienced teachers! Show your problem to some teachers and
ask them how they think the students would answer if they are given the
problem for the first time. You may also ask the children themselves. Talk to
your nephew/niece, godchild, neighbor, etc. share with them your problem and
have them explain to you how they think they can solve it. Write in the boxes
three of the possible solutions that you have gathered.
3.
Possible Solution 1

The student uses illustration

the the number of baseballs
remaining.

Possible Solution 2

The student solve the problem

from right to left.

Possible Solution 3

The student solve the problem

usning MDAS

HARNESS
Write a lesson plan that makes use of the problem-solving strategy. Use the
topic, problem, and possible solutions that you have answered in Challenge. This
activity will be part of the learning portfolio that you will compile at the end of
this module.

Topic: Division of Numbers

Grade Level: IV____
Target learning competency: by the end of the lesson, the learners will be able
to:
a. Understand the Division Process.
b. solve the problem involving division of numbers.
c. Perform division in a real life situation

Prerequisite knowledge of the problem:

a. Add whole numbers
b. Subtract whole numbers_
c. Multiply whole numbers

Presentation of the problem:

Last Sunday, John attended a mass. there were 840 persons who
are in attendance during the mass. The chairs are arranged by 20 in a
row. How many Rows could the person attend the mass occupy?

Generation of solutions:
Solution # 1.
The student will use illustrations to determine the number of
rows occupied during the mass.

Solution #2
The student will use the division process to get the answer.

Processing of solutions:

Solution #1
the student will draw a 840 lines and grouped those lines by 20
through putting horizontal line. each group of lines represent the
number of rows occupied during the mass.

Solution # 2
 The student will use the division of number process where he directly
divide 840 by 20 to get the answer. the quotient will represent the number of
rows occupied during the mass.