Draw A Picture Strategy For Math Problem Solving

Draw A Picture Strategy For Math Problem Solving-84
You can tell the children that the trunk of the tree is the problem. Little branches grow from larger branches, and to calculate the final answer you only count the final number of little branches.You can always point out that a good way to check an answer is to re-read it and see if it actually makes sense. The guess and check problem solving techniques helps students to think logically, make predictions and use mathematical equations. Drawing a picture is the step between the visual and symbolic language of math.

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The time spent on those strategies is a large part of the total time spent on math in elementary schools. Here are two examples.series are intended to help children model the Math Standards problem types for each grade level with paper and pencil.

You just told me that.” Those children didn’t understand the question. Here is a problem that many children would understand quite well. Think about the time in Grades K–5 that is spent on strategies for adding, subtracting, multiplying, and dividing with whole numbers.

These are other heuristics, or methods for solving a problem.

Students must be taught how to use a variety of methods to solve the same problem.

With just a bit of encouragement, most students will draw pictures.

by: Rob Madell The ability to model word problems is the basis of all whole number arithmetic. Help children to understand word problems, and then help them to understand and use strategies – the shortcuts that allow them to avoid counting.From there, students begin to apply that understanding to basic word problems and often begin using a Model Drawing approach.A Model Drawing is simply a pictorial representation that helps students internalize and visualize math.To differentiate, begin to encourage students to label their drawings.Remember that drawings do not need to be perfect; they just need to clearly show their thinking. Those children really didn’t understand what I was asking. But children who draw 4 cherries and 3 baskets don’t understand the question. Most children come to school understanding some types of story problems and not understanding other types. That is because understanding word problems is the basis of all of elementary whole-number arithmetic. For this problem, I have seen children draw 3 baskets, draw 4 cherries in each basket, and then miscount the cherries – maybe they count 11, or maybe 13. Miscounting is one thing – everyone makes minor mistakes. I would know that a child understood this problem if he or she: Probably the most important job for elementary school teachers (of math) is to help every child come to understand every type of story problem.They also need a chance to talk about their math discoveries and share insights with each other. Our role is to continually be "helping students construct a deep understanding of mathematical ideas and processes by engaging them in doing mathematics: creating, conjecturing, exploring, testing, and verifying" (Lester et al., 1994, p.154).At the core of solving math problems is the necessity to have a deep foundation in number sense.The Math Standards define many different types of word problems that children are expected to be able to model. Helping each child develop an understanding of these key problem types is another block in a solid foundation of whole number arithmetic.Beginning with physical models, students develop an understanding of the modeling process, and at some point they must make the transition from the concrete, physical models to a drawn representation of the problem. Rob Madell was Vice President for Interactive Research at Children’s Television Workshop (Sesame Street) for 15 years.


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