Problem Solving
Problem Solving Strategies
OFICIENCY STRANDS – YEAR 6
Sound
properties of different sets
sing fractions and decimals
obabilities. I practise
fractions and decimals in
and am beginning to describe
between them. I make
stimates for calculations.
nt integers on a number line,
ple percentages and use
nvert between fractions and
actise completing operations
decimals and percentages.
measure using metric units
timetables and am working
er accuracy.
e and solve authentic
ng fractions, decimals,
and measurements. I can
ndary data displays and am
tly find the size of unknown
some mental strategies for
lculations and can explain
ntinuing number sequences.
g to show a deeper
g of the transformation of one
other. Through questioning I
plain the reason actual results
periments may differ from
ults.
Patterns
here a pattern in the information?
Underline the main information.
Is there a pattern?
nd Error
There are five problem solving posters that can be enlarged and photocopied up to A3 size for classroom
use. These posters can be referred to as needed whenever you revisit each problem solving strategy.
Students, when working with problems, can refer to them as a reminder of how to structure their responses.
Basic
I am learning to confidently describe
properties of different sets of numbers,
using fractions and decimals to describe
probabilities. I am working towards being
able to represent fractions and decimals
in various ways and am beginning to
describe connections between them. I am
learning to make reasonable estimates for
calculations.
I am learning to represent integers on a
number line, calculate simple percentages
and use brackets. I am working towards
becoming more accurate in converting
between fractions and decimals and am
learning to complete operations with
fractions, decimals and percentages. I
am learning to accurately measure using
metric units and interpret timetables.
I am learning to formulate and solve
authentic problems using fractions,
decimals, percentages and measurements.
I am working towards being able to
interpret secondary data displays and find
the size of unknown angles.
I am learning to describe mental strategies
for performing calculations and can explain
results for continuing number sequences.
I am working towards an understanding
of the transformation of one shape into
another. Through questioning I can explain
the reason actual results of chance
experiments may differ from expected
results.
The Students’ Open-ended Problem Solving Rubric assists teachers to assess students’ achievement in various
areas of the problem-solving process and to report them effectively.
The Students’ Working Toward the Proficiency Strands Rubric assists teachers to assess students’ achievement in
the Working Mathematically outcomes of the Mathematics syllabus.
Australian Curriculum Targeting Maths Teacher Guide Year 6 • 978-1-7421-57085
Problem Solving Strategies
Draw a Diagram
Problem Solving Strategies
Look for Patterns
Read, Plan, Work, Check
USE A TABLE
Read
Read the problem.
Every friend in the Garage Gang agrees to
Read
Read the problem.
Jack’s pet tinks breed at a fast rate.
WHAT is asked? Read the problem all the way through. Underline key
discuss the party plans with every other friend.
There are 5 friends.
How many discussions will there be?
After one month there are 5 tinks, after two months 15, after
three months 25, after four months 35.
How many tinks will Jack own after 8 months?
words.
Plan
Choose what kind of diagram to draw.
Plan
Is there a pattern in the information?
Underline the main information.
Express what is asked by stating the name of the thing that will be in
Underline the main information.
the answer, eg elephants.
There are 5 friends. Is there a pattern?
Draw Work
Write the pattern out.
PLAN how this is to be done. Write a number sentence (equation) to
Draw the first part.
1 month = 5 tinks; 2 months = 15 tinks;
Draw the friends using symbols in a circle.
3 months = 25 tinks; 4 months = 35 tinks
Continue adding tinks every month
Answer
fit the plan.
until 8 months.
Do the working with more drawing. The tinks are growing by 10.
Count the lines you draw for the discussions. There will be 75 tinks in 8 months.
Answer: There will be 10 discussions.
WORK out the answer and write it fully. 12 elephants are in the train.
Check
Check Check your answer.
Reread the problem.
Read the problem again.
CHECK the answer. Does it make sense?
Check your working.
Describe what you did.
Is your answer reasonable?
Did you answer the question?
Is the answer reasonable?
Problem Solving Strategies Problem Solving Strategies
Draw a diagram
USE A TABLE Trial and Error Draw
WORKaBACKWARDS
picture of what is known at the beginning. This is the first step
Read
to using logic. Students should develop the ability to simplify drawings
Read
Read the problem.
Read the problem.
Gemma needs snack packs of two items.
Grandpa bought his grandchildren ice-creams and drinks. Drinks
How many different snack packs can she make
into diagrams. Arrows, lines to cut and separate, boxes, tally marks and
cost $3.50, ice-creams cost $4.50.
with cheese, apple, nuts and raisins?
He spent $25. How many of each did he buy?
Plan
Underline the main information.
two items
Plan
Underline the main information.
cross-outs can all denote items and actions. Numbers may accompany
Underline the main information.
Drinks cost $3.50, ice-creams cost $4.50.
diagrams towards the end of the task.
cheese, apple, nuts, raisins 24 members, 2 left, 7 joined, 15 joined
How many of each?
How many at the start?
Work Start at the end with known information.
Work
Organise the information in a table.
Look for patterns
Make a guess – check it
Cheese apple nuts raisins
Apple nuts raisins 3 × $3.50 and 3 × $4.50 = $28 too big
*
Nuts raisins Make another smaller guess – check it.
* *
Raisins * * * 2 × $3.50 and 2 × $4.50 = $16 too small
* others already listed Make a guess in the middle – check it.
Count the combinations. There are 6. 2 × $3.50 and 4 × $4.50 = $25 – just right!
Check
Answer = 2 drinks and 4 ice-creams
Drawing a diagram or making a list will sometimes reveal a pattern.
Check
If students notice a pattern forming, it will help them determine what
Reread the problem.
Check your working. Reread the problem.
Is your answer reasonable? Have you answered the question?
Is it reasonable?
action to take to complete the solution.
Problem Solving Strategies
WORK BACKWARDS Use a table
Read
Read the problem.
Our club only has a few members. On Saturday 15 people joined,
Using a table will help students organise information in a structured and visual manner. Each
on Sunday 7 people joined but 2 left. By Monday there were 24
members. How many members were in the club at the start? column of a table represents a different aspect or variable. This makes it easy for student to
Plan identify and interpret the given data. The visual representations help students understand
Underline the main information.
24 members, 2 left, 7 joined, 15 joined
How many at the start?
Start at the end with known information.
the relationships between variables. Students will need to analyse the given data, make
Work
connections between the information and use reasoning to reach the solution.
Do the working.
Guess and check (Trial and error)
Add and subtract.
Answer: 24 + 2 – 7 – 15 = 4
There were 4 people in the club
at the start.
Check
Read the problem
substituting information.
4 + 15 + 7 – 2 = 24
This strategy develops persistence and logical reasoning. The student makes a reasonable guess
Yes! The answer 4 is correct.
and then tries it to check. If the guess is wrong, then they guess and try again. In the second and
subsequent trials, students must decide whether their original guess (trial) was close, too low,
too high etc. and adjust their next guess (trial) accordingly. They record their guesses to show
the path of their thinking. They are often reticent to do this. Persistence is the key.
Work backwards
Working backwards is a problem-solving strategy where students begin with an endpoint. It
encourages students to break down the problem into small steps. This step-by-step approach
simplifies the problem solving process, using logical reasoning to determine connections
between the steps. This strategy also allows students to check for errors more systematically
and promotes strategic thinking as students plan their strategy based on the problem they are
solving.
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