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Explain the benefits of teaching problem solving math. Then choose three examples from the problem solving activities. How would you use them in your classroom?http://books.google.com/books?id=4oetteOJZYEC&printsec=frontcover#v=onepage&q&f=falseExplain the benefits of teaching problem solving math. Then choose three examples from the problem solving activities. How would you use them in your classroom? http://books.google.com/books?id=4oetteOJZYEC&printsec=frontcover#v=onepage&q&f=falseIn order to help students construct meaning on context (mathematics) ideas and processes requires that the teacher facilitates the lesson to engage them in demonstrating (doing) the math (Taplin, 2013). Students are able to discover knowledge by engaging in the activity of demonstrating what they can do and what they cannot do. The approach is inquiry-based instruction technique that teacher can use to instruct, assess and guide learning simultaneously.In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy. The idea behind the strategy is to link the students vision with the concept and yield awareness. In collaborative discovery learning, participants, immersed in a community of practice, solve problems together.1. Which fraction is higher? 1/6 or 2/3
To problem-solve the student use a pie chart. The first chart has six section (denominator) and shade in 1 of the section (numerator). The second chart has 3 section (denominator) and shade in 2 of the sections (numerator). The student will immediately notice which circle or chart is almost full or empty based on the shading and understanding; and choose the correct answer.2. Ms. Lovelaces second-graders are investigating addition by using base ten blocks. Ms. Love begins by pairing up the students. She asks one student in each pair to represent the number 25, using as few blocks as possible, while the other represents the number 28, again using as few blocks as possible. Then she asks the students to combine the blocks and tell her how many there are in all. She asks several pairs to explain how they found the answer and then introduces a method for recording what the students have done with the blocks3. Here is an example lesson where students solve problems by demonstrating solutions. Students who once crumpled their brows in frustration at the concept of fractions will suddenly salivate at the mere mention of this important math concept. Theyll even get to the props – milk chocolate bars! Not everyone loves math, but surely everyone loves Hersheys Chocolate Bars, which are conveniently divided into 12 equal squares, making them the perfect manipulative for demonstrating how fractions work.
This witty and kid-friendly activity walks students through a straightforward lesson that serves as a fantastic introduction to the world of fractions. Start off explaining the fraction one-twelfth in relation to one rectangle of chocolate and continues all the way up through one whole Hershey bar. To do this lesson, first get a Hershey Bar for each child or each small group of up to four students. Tell them not to break apart or eat the bar until you instruct them to do so. Set the rules upfront by telling the children that if they follow your directions and pay attention, then they will be able to enjoy a chocolate bar (or a fraction of one if they are sharing in groups) when the lesson is over. There is a book, and it goes on to include addition and subtraction facts. The students will hardly realize they are learning! But, sure enough, you will see the light bulbs go on as their eyes sparkle with understanding that they didnt have prior. They will have the ability to show you what makes a whole, likewise, demonstrate 3/4, ½, 4/3 and more.Reference
Taplin, M. (2013, August 1). Mathematics Through Problem Solving. Retrieved August 4, 2013, from Math Goodies Your Destination for Math Education!: http://www.mathgoodies.com/articles/problem_solving.htmlLEARNING ENVIRONMENT STANDARD 17 KEYS TO SUCCESS IN THE CLASSROOM. (n.d.). Retrieved August 4, 2013, from New Jersey Mathematics Curriculum Framework Standard 17 – Keys to Success: http://www.state.nj.us/education/frameworks/math/math15.pdf

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