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Four-Step Problem Solving Process
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Four-Step Process for Problem Solving
• Teaches the importance of language within math problems
• Provides foundation for algebraic understanding
• Provides for differentiated instruction
• Developed in Singapore
• Visual representation of details and actions which assists children with problem solving
• Helps children logically think using visual models to determine their computations
• Fosters quantitative reasoning (number sense) when teachers question
• Empowers students to think systematically and master more difficult problems
• Makes 2 step problems easy to work
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Step 1-Main Idea
Step 4-How
Step 2-Details and Model Drawing
Step 3-Strategy/Solve
Four-Step Process for Solving Problems
•Main Idea of Question (What do you want to find out?)
Solve the Problem •Describe how the problem was solved.
Who What Draw One Unit: A drawing, or model, of
the Unifix cube(s)
Read one sentence at a time and adjust the Unifix cubes and the drawing (or model)
of the Unifix cubes
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Four Step Process1. Main Idea
• Read the problem. What do you want to find out?
• Write the main idea from the question.
2. Details or • Write who the problem is about• Write what the problem is about• Use one Unifix cube to represent each “what” or
variable. • Then, draw the Unifix cube to represent one
unit.– Reread the problem one sentence at a time.
• Adjust the Unifix cubes and the drawing (model) of the Unifix cubes to match the story problem and label.
• Put a question mark on the drawing, or model, to show what you are trying to find out. 4
Four-Step Process Continued
3. Strategy/Solve the Problem• Write the number sentence and solve the
problem.4. How
• Describe how the problem was solved.
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Action: Put Together
Addition
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Ann has 2 toys. Jeff has 3 toys. How many toys do they have together?
Toys together?
3 ]
?
2
+ 3
5 sum
Add 2 and 3
Step 1 Main Idea
Step 4: How
Step 2: Details and Model Drawing
Step 3: Strategy/Solve
Ann has 2 toys. Jeff has 3 toys.
2Ann- toys or A.T.
Jeff- toys or J.T.
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Andy and Henry went to the zoo. Andy saw 4 . Henry saw 5 . How many animals did the 2 boys see?
animals 2 boys see?
A. T. (Abbreviate for Andy-Turkeys)
H. P. (Abbreviate for Henry-Penguins)
5 ]
?
Main Idea Details
Andy and Henry went to the zoo. Andy saw 4 . How many animals did the 2 boys see?
4
Henry saw 5 .
Strategy/Solve
4
+ 5
9 sum
How
Put together 4 and 5
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Action: Take Away
Subtraction
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Amy has 4 toys. She gave away 1 toy. How many toys are left?
Toys left A.T. (abbreviate for Ann- toys)
] ?
4
- 1
3
Subtract 1 from 4.
Step 1
Step 4
Step 2
Step 3
How many toys are left?
4
1
X
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Action: Compare
Subtraction
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More toys Steve than Jill
S.T. (Abbreviate for Steve – Toys)
J.T. (Abbreviate for Jill-Toys)
1
] ?
4
- 1
3 diff.
Subtract 1 from 4.
Step 1
Step 4
Step 2
Step 3
Steve has 4 toys. Jill has 1 toy. How many more toys does Steve have than Jill?
4
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fewer cones than apples?
A.C.(abbreviate for Ana-cones)
L.A. (abbreviate for Leo-Apples)
3
] ?
Main IdeaDetails
4
Ana has 3 cones.Leo has 4 apples.How many fewer cones are there than apples?
Strategy/Solve
4
- 3
1
How
Subtract 3 from 4
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Action: Missing Part
Subtraction
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Alex has 5 balls. Three are baseballs. The rest are footballs. How many are footballs?
footballs A.B. (abbreviate Alex-Balls)
B ]
5
- 3
2
Subtract 3 from 5.
Step 1/ Main Idea
Step 4/ How
Step 2/ Details
Step 3/Strategy (Solve)
B B
5
F F
3
?
]
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Tips• Be sure all the drawings of the Unifix cubes (units)
for each variable are touching each other so comparisons are clearer.
• In the drawing, list the variables in the order they appear in the problem.
• Include labels and brackets to help clarify drawings.
• Too often, students rush through a problem and answer the wrong question. Placing the question mark beside what you are trying to find helps to prevent that.
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Extra Information in Word Problems
• Sometimes there will be extra information in a word problem. Try to keep students focused on what the question is asking them to find.
• If a child understands that the details are usually what is needed to answer the main idea of the question, he will be less likely to include information that is not needed.
• However, if the child includes the extra information in the drawing, placing the ? in the model will help them understand what information is needed to answer the question.
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