Problem+Solving


 * Using Virtual Manipulatives to Solve Open-Ended Problems:**

[|Connecting Cubes] || Show me 2 ways to make 59 || Tens & Ones || (N9.1) || Read the Story 10 Little Monkey's (pause anywhere in the story) ask students: If some jumped off, how many are left on the bed? A. Draw your answer B. Write a number sentence C. Share your answer || 10 Little Monkeys
 * ===**Grade**=== || ===Number=== || ===Sample: Problem=== || ===Manipulative=== ||
 * K || (NK.3) || Ask students to build two towers, 1 purple, 1 Yellow. Count and record the number of cubes in each tower. || Click on Manipulatives &
 * 1-2 || (N1.1) (N2.1) || Show me 2 ways to make 20
 * 1 || (N1.1) || Pick a number. Write it down. Show that number using pictures. Write down the number that comes after it. || [|Draw.to] ||
 * 1 || Addition

[|Draw.to] || (N9.1) || You have 10 Teddy Bears, some are blue and some are yellow. How many combinations can you make to show 10? Explain or draw the different combinations. Use pictures, numbers or words. || Select Bedroom background, & Teddy Bear Manipulative [|Teddy Bears] ||
 * 1 || Addition
 * 1 || (N9.1) || Changing Rods Stories to Number Sentences [[file:CuiRods.pdf]]

Mystery Train Clue Cards:[| Original Lesson] || [|Gordloina]

[|Cuisenaire Rods] || Mark has 4 coins, how much money does he have? Are there other answers? I have some pennies, nickesl and dimes in my pocket, I put 3 coins in my hand || [|Money Matters] || Create your own Flag and explain in fractions how it is painted || Fraction Flag ||
 * 2 || (N2.1) || What's My Name: I'm Greater than 10, I'm an even number, I'm less than 25 ... show using this 100's square || [|100's Square] ||
 * 3 || (N3.1) || I am 3 digit number, my digits are 3,8,1, how may different numbers can I make? || Base Ten Blocks ||
 * 3 || (N3.1) || I have 6 coins worth $.82. What coins do I have? Is there more than 1 answer?
 * 3 || (N3.1) || How many ways can you use the calculator at add 4 fives? || [|Big Calculator] ||
 * 2-3 || (N3.1 & SP3.1) || There are 20 students in the classroom, most of the students took a bus, the least amount of students drove in a car ... show your work (using tallies) || Tally ||
 * ||  || Mrs. J. spins the spinner - the arrow is more likely/least likely to land on?? (change the spinner) || Virtual Spinner ||
 * 3 || (N3.4) || Let students explore halves & quarters || Fraction Flag ||
 * 4 || (N4.6) || Show me a flag that is painted 8/16 red, 5/16 Blue and 3/16 yellow
 * 4 || (N4.6) || Show me a flag that is painted 8/16 red, 5/16 Blue and 3/16 yellow
 * 5 || (N5.4) || Calculate how old you are in months/weeks/days. (Guess & Check Strategy) Estimating || Calculating Tool ||
 * 6 || (N6.2) || Arrange the four number cards (1, 2, 3 and 21) on the grid above to make a diagonal, vertical or horizontal line. You can put a number card on a square with
 * the same number
 * a multiple of that number
 * a factor of that number.

In how many different ways can you do it? || [|Factor Lines] || Use Kidspiration:[| Example] || Pattern Blocks Pictorial Symbols & Patterns || 88,83,78. What rule matches the number pattern .ie (add 5) || Calculator || (SS2.3) || With a partner look at and Describe the following shapes - cubes, spheres, cones, cylinder, pyramids || 3-D Shapes || (SS3.5) || Sort the Blocks: Decide on a 'rule', such as four-sided shapes or large shapes || [|Sorting Logic Blocks] || A square with an area of 4 square units An isosceles triangle with an area of 4 square units A square with an area of 2 square units (this is not a trick question!) || [|Exploring Area with a Geoboard]
 * ===**Grade**=== || ===Patterns & Relations=== || ===**Problem**=== || ===**Manipulative**=== ||
 * 1 || (P1.2) || If I had a (aabcaabc) pattern, how would this look with pattern blocks?
 * 2 || (P2.3) || Ask students questions ... if you have 8 on this side and 4 on the other side how many more would you need to (=) 8 || [|Getting the Balance] ||
 * 3-4 ||  || Jane has the number 93 on her calculator, she presses some buttons to get
 * 4 || (P4.1) || Count by 8's and let students visualize and verbalize the pattern - Discuss || [|Hundred's Chart] ||
 * 4 || (P4.1) || Start at 5, count on 6 more, what is the number? Count on 2 more, what is the number? Count on 10 more, what is the number? Count on 4 more, what is the number? Repeat this starting at 15 and 25 .. what do you notice? || [|Hundred's Square] ||
 * 7 || (P7.1) || It's a hot summer day, and Eric the Sheep is at the end of a line of sheep waiting to be shorn. There are 50 sheep in front of him. Being an impatient sort of sheep, though, every time the shearer takes a sheep from the front of the line to be shorn, Eric sneaks up two places in line. || [|Eric the Sheep] ||
 * ||  ||   || [|Algebra Tiles] ||
 * 8 || (P8.1) || "Today we are going to experiment with the Tables and Chairs applet and see if we can identify any patterns. We will try to describe any patterns we find both verbally and mathematically. "* answer the question "How do you describe a pattern mathematically?"
 * answer the question "What is an equation?"
 * discuss finding patterns in numbers. || [|Table & Chairs] ||
 * ===Grade=== || ===Space & Shape=== || ===Problem=== || ===Manipulative=== ||
 * 1 || (SS1.3) || Can you complete the square? || [|Square] ||
 * 3 || 3D Objects
 * 3 || 2D Objects
 * 4 || (SS4.4) || Find 2 polygons other than a square and rectangle whose reflections are identical to the original. Show using the geoboard. || Virtual Geoboard ||
 * 5 || (SS5.3) || Use the white rod to introduce the concept of volume. Identify the volume of the white rod as 1 cubic unit. Have the students build figures of their own choosing or following a specific pattern you provide. Have them find the volume of each figure by determining the number of cubic units it holds. || [|Cuisenaire Rods] ||
 * 6 || (SS6.2) || Identify the face of one of the white cubes as 1 square unit. Have students build figures using a variety of rods. Have students determine the surface area of the figure as well as its volume. || [|Cuisenaire Rods] ||
 * 7 || (SS7.2) || Make the following figures:
 * 6 || (SS6.2) || Identify the face of one of the white cubes as 1 square unit. Have students build figures using a variety of rods. Have students determine the surface area of the figure as well as its volume. || [|Cuisenaire Rods] ||
 * 7 || (SS7.2) || Make the following figures:

Virtual Geoboard ||  || Each time you tessellate the pattern, review which polygon you started with, what types of symmetry are present in the finished tessellation, and experiment with a variety of colors to see the different effects || [|Tessellate]
 * 8 || (SS8.4) || Design a tessellating pattern

[|Tessellation] ||
 * ===Grade=== || ===Stats & Probability=== || ===Problem=== || ===Manipulative=== ||
 * 7 || (SP7.3) || The sections are equal and the spinners are fair. If each spinner is spun once, what is the probability that the sum of the numbers on the spinners is 6? || [|Dice & Spinner] ||
 * 8 || (SP8.2) || 2 dice are rolled. What are the chances that one will show a number less than 4 or a number greater or equal to 5? Independent Events with 2 dice [|Example] || [|Dice & Spinner] ||
 * Resources:**
 * Open Ended Problems
 * [|Learner.org]
 * [|Problem Site]
 * [|Word Problem Solving Strategies]
 * [|Math Stars Newsletter]
 * [|Problem Solving Deck]
 * [|Math Stars Newsletter]
 * [|Problem Solving Deck]