White, Red, Blue, Purple and Orange, Playful, Modern, Mathematics Class Education Presentation

[Audio] Math strategies for problem-solving help students use a range of approaches to solve many different types of problems. It involves identifying the problem and carrying out a plan of action to find the answer to mathematical problems.

[Audio] Problem-solving strategies in math are methods students can use to figure out solutions to math problems. Some problem-solving strategies such as draw model method using visual representation help students visualize the problem, making it easier to understand the relationships between different quantities. Using different approaches, such as drawing a picture, guessing and checking, making a list, making a table, acting it out, working backwards, writing number sentences, and using objects is very effective to improve critical thinking and problem-solving skills. Applying the inverse method in solving mathematics problems is very effective as well in validating the answer. Problem-solving strategies in math are methods students can use to figure out solutions to math problems. Some problem-solving strategies such as draw model method using visual representation help students visualize the problem, making it easier to understand the relationships between different quantities. Using different approaches, such as drawing a picture, guessing and checking, making a list, making a table, acting it out, working backwards, writing number sentences, and using objects is very effective to improve critical thinking and problem-solving skills. Applying the inverse method in solving mathematics problems is very effective as well in validating the answer. Problem-solving strategies in math are methods students can use to figure out solutions to math problems. Some problem-solving strategies such as draw model method using visual representation help students visualize the problem, making it easier to understand the relationships between different quantities. Using different approaches, such as drawing a picture, guessing and checking, making a list, making a table, acting it out, working backwards, writing number sentences, and using objects is very effective to improve critical thinking and problem-solving skills. Applying the inverse method in solving mathematics problems is very effective as well in validating the answer. Problem-solving strategies in math are methods students can use to figure out solutions to math problems. Some problem-solving strategies such as draw model method using visual representation help students visualize the problem, making it easier to understand the relationships between different quantities. Using different approaches, such as drawing a picture, guessing and checking, making a list, making a table, acting it out, working backwards, writing number sentences, and using objects is very effective to improve critical thinking and problem-solving skills. Applying the inverse method in solving mathematics problems is very effective as well in validating the answer..

[Audio] Here are 5 strategies to help students understand the content of the problem and identify key information. The following are: Read the problem aloud, highlight keywords, summarize the information, determine the unknown, and make a plan..

[Audio] Read a word problem aloud to help understand it. Hearing the words engages auditory processing. This can make it easier to process and comprehend the context of the situation. Here is the example video..

[Audio] Highlight keywords-when keywords are highlighted in a word problem, it helps the student focus on the essential information needed to solve it. For example, if the word problem asks how many are left, the problem likely requires subtraction. Here are the example word problems: 1st Example: there are 5 red rubber bands and 4 green rubber bands. How many rubber bands are there in all? Keywords (are there in all), therefore the problem likely requires addition. 2nd Example: Angie swam 86 meters on Tuesday and 54 meters on Friday. How many more meters did Angie swim on Tuesday than Friday? Keyword (than), therefore the problem likely requires subtraction. 3rd Example: The number of pencils in a box is twice 10. How many pencils are there in a box? Keyword (twice), therefore the problem likely requires multiplication. 4th Example: Amy ordered 21 pizzas. The bill for the pizzas came to 2,250. What was the cost of each pizza? Keyword (each), therefore the problem likely requires division..

[Audio] Read the problem aloud, highlight the key information and then summarize the information. Students can do this in their heads or write down a quick summary. Summaries should include only the important information and be in simple terms that help contextualize the problem. An example math strategy used is using CUBES, C-circle numbers given/numbers, U-underline the question, B- box the keywords, E-evaluate and eliminate, S-solve and check. Here is the example word problem applying the CUBES strategy technique. Planet workout sold 198 premium memberships during their grand opening special. The cost of the membership is ₱ 1,980, which is an ₱ 440 increase from last year's price. How much money did Planet Workout take in during the ground opening special?.

[Audio] Determine the unknown-a common problem that students have when solving a word problem is misunderstanding what they are solving. Determine what the unknown information is before finding the answer. Often, a word problem contains a question where you can find the unknown information you need to solve. For example, in the question 'How many apples are left?' students need to find the number of apples left over. Here is an example word problem: two players led their league in stolen bases. The two players had a total of 110 stolen bases. One player had 12 more stolen bases than the other. How many stolen bases did they each have? To solve this, 1st identify the vocabulary in which the keywords '12 more stolen bases than the other' The number sentence for this is 12 + n or n + 12. Therefore, 110 needed to be subtracted by 12. The result was 98. The result, after subtracting, needs to be divided by 2 and the result must be 49. The first player got 61 stolen bases, and the other player gets 49 stolen bases. All in all, they had 110 stolen bases (61+49=110)..

[Audio] Make a plan-once students understand the context of the word problem, have identified the important information and determined the unknown, they can make a plan to solve it. The plan will depend on the type of problem. Some problems involve more than one step to solve them as some require more than one answer. Here are the example strategies that a student used. Identify a pattern, make a model, and write a number sentence..

[Audio] Here are the 5 strategies for solving the problem. Draw a model or diagram, act it out, work backwards, write a number sentence, and use a formula..

[Audio] Draw a model or diagram-students may find it useful to draw a model, picture, diagram, or other visual aid to help with the problem-solving process. By using a model or diagram, it is easier for the students to understand the concept of a problem. Example word problem, a teacher has 8 cups. She places 7 colored pencils into each cup. How many colored pencils does she have in all? Because of the diagram '7 colored pencils put in each cup', it is easy to identify the answer. This strategy is more applicable at a primary level..

[Audio] Act it out-this particular strategy is applicable at any grade level but is especially helpful in math investigation in elementary school. It involves a physical demonstration of students acting out the problem using movements, concrete resources and math manipulatives. The examples show how 1st grade students could "act out" an addition and subtraction problem: Problem number 1-Gia has 6 apples. Jordan has 3 apples. How many apples do they have altogether? How to act out the problem (two students use counters to represent the apples. One student has 6 counters and the other student takes 3. Then, they can combine their "apples" and count the total. Problem number 2-Michael has 7 pencils. He gives 2 pencils to Sarah. How many pencils does Michael have now? How to act out the problem (one student ("Michael") holds 7 pencils, the other ("Sarah") holds 2 pencils. The student playing Michael gives 2 pencils to the student playing Sarah. Then the students count how many pencils Michael is left holding..

[Audio] Work backwards-working backwards is a popular problem-solving strategy. It involves starting with a possible solution and deciding what steps to take to arrive at that solution. Example word problem (Sam's grandmother is 71 years old. She is 20 years older than three times Sam's age. How old is Sam? To solve this problem by working backwards, start with the final condition, which is Sam's grandmother's age (71) and work backwards to find Sam's age. Subtract 20 from the grandmother's age, which is 71. Then, divide the result by 3 to get Sam's age. 71 minus 20 equals 51, 51 divided by 3 equals 17. Therefore, Sam's age is 17 years old..

[Audio] Write a number sentence-when faced with a word problem, encourage students to write a number sentence based on the information. This helps translate the information in the word problem into a math equation or expression, which is more easily solved. Example word problem (Jack wants to buy a bicycle worth ₱2,150. He has only ₱1,750 as savings. If he saves ₱100 a month, how many months will it take him to raise the amount? The number sentence for this, (₱2,150 – ₱1,750) is ÷ ₱100= ₱400 ÷ ₱100 = 4 Therefore, Jack needs to save 4 months to complete the amount..

[Audio] Use a formula-specific formulas help solve many math problems. For example, if a problem asks students to find the area of a rug, they would use the rectangle area formula (area=length x width) to solve. Example word problem (Each table in a classroom is 100 cm long and 50 cm wide. What is the area of each table? There area 16 tables in a classroom. What is the total area of the tables in the classroom in square meters?) Rectangle Area Formula Area=Length x width A= L x W A=100 cm x 50 cm A=5000 cm² Total Area=16 tables x 5000 cm² TA= 80,000 cm² Therefore, classroom tables have a total area of 80,000 squared centimeters..