Lesson 7:

Problem solving
OBJECTIVE
Plan a lesson that uses problem
solving activities
Introduction
Not all word problems promote problem-solving
skills. In this lesson, you will learn the characteristics
of a good word problem, when it is best to give a
word problem, and how to process students' varied
solutions.
THINK
The problem-solving strategy fosters collaborative,
student-centered learning by presenting real-world
math challenges. Emphasizing critical thinking,
creativity, and communication, it allows students time
to grapple with unfamiliar problems, leading to diverse
and innovative solutions.
THINK
There are three main elements of problem-solving that
you should take note of: (1) the word problem, (2) the
time given for the students to struggle with the
problem, and (3) the mathematical discourse that
happens during the struggle and during the processing
of the student-generated solutions.
THE WORD PROBLEM
In Filipino classrooms, the traditional approach to teaching
involves presenting word problems at the end of a lesson,
expecting students to apply newly acquired skills. This
method may hinder genuine problem-solving, as students
often replicate the demonstrated solution. Alternatively, a
more effective strategy places the problem at the lesson's
start, encouraging students to use both current and prior
knowledge, fostering a true problem-solving experience.
THE WORD PROBLEM
For primary grades, the presentation of problems is crucial.
Avoiding intimidation, it's recommended to narrate
problems in a storytelling fashion, engaging students'
imagination. Encourage questions for clarification, and
visuals like drawings or real objects can enhance
understanding, particularly considering potential reading
and comprehension challenges.
The time given to
struggle with the problem
The goal is for the students to collaborate-share their ideas
with each other- to come up with a solution. Encourage the
students to use their previously-learned knowledge and
skills to solve the problem, and to communicate their ideas
with their classmates through words, equations, and/or
illustrations.
It is natural for the students to find this phase burdensome
especially when it is their first time to engage in such an activity;
critical thinking and communicating ideas are not easy tasks after
all. So, it is the task of the teacher to encourage the students to
think out of the box. Tell the students that there is more than one
way to solve the problem, so they do not need to worry about
their solution being wrong as long as every step they did is
meaningful in solving the problem.
The mathematical discourse
The exciting phase of the problem-solving strategy occurs
as students work collaboratively in small groups. Moving
around, enjoy the mathematical discussions unfolding.
While interventions for corrections and clarifications are
permissible, refrain from providing hints. Embrace the
belief in your students' capabilities, be amazed at their
ability to defend ideas, correct one another, and
independently navigate problem-solving challenges.
Remember that all the student-generated solutions, as long as
correct, can be directed to the concept or skill that is the
objective of the lesson. The challenge is how you would process
those various solutions, make sense of each of them, and use
them to generalize or come up with a solution that makes use of
the knowledge/skill that is the objective of the lesson. In this
phase comes the importance of the teacher's fluency of the
subject matter.
 SUMMARY:

Not all word problems develop problem-solving skills. A good

use of the problem- solving strategy involves a realistic problem,
ample time for students to think about the problem, and a venue
to engage students in mathematical discourse.
Not all word problems develop problem-solving
skills. A good use of the problem- solving strategy
involves a realistic problem, ample time for students
to think about the problem, and a venue to engage
students in mathematical discourse.