The new number depends upon the number before it. If she continues this pattern, what are the next four numbers in her pattern?Strategy:1) UNDERSTAND:What do you need to find?You need to find 4 numbers after 15.2) PLAN:How can you solve the problem?You can find a pattern.
Look for a PatternQuestion: Carol has written a number pattern that begins with 1, 3, 6, 10, 15. Look for a patternThis involves identifying a pattern and predicting what will come next.Often students will construct a table, then use it to look for a pattern. This is the time it took to get from Santa Clara to Los Altos.Jack left Santa Clara at 12:55 P.M. This is the time it took to get from Los Altos to Palo Alto.Time is: 2:20 P.M.Subtract: 1 hour 25 minutes. This is the time Jack reached Palo Alto.Subtract 25 minutes. Then subtract the time it took to walk from Santa Clara to Los Altos.3) SOLVE:Start at 2:45. Subtract the time it took to walk from Los Altos to Palo Alto. Solution – Working BackwardsYou can work backwards from the time Jack reached Palo Alto. At what time did he leave Santa Clara?Strategy:1) UNDERSTAND:What do you need to find?You need to find what the time was when Jack left Santa Clara.2) PLAN:How can you solve the problem? The Solution to this problem is on the next slide.
Then it took 25 minutes to walk from Los Altos to Palo Alto. It took 1 hour 25 minutes to walk from Santa Clara to Los Altos. Below is a great example of this strategy sourced from Question: Jack walked from Santa Clara to Palo Alto. Work BackwardsWorking backwards is a handy strategy when you know a final result or number and you need to determine how that was achieved. Pictures and diagrams are also good ways of describing solutions to problems therefore they are an important part of mathematical communication.Source from teachervision By representing units of measurement and other objects visually, students can begin to think about the problem mathematically. It is an intermediate step between language-as-text and the symbolic language of mathematics. On what day will he reach the top of the well and escape? Why Is It Important?Drawing a diagram or other type of visual representation is often a good starting point for solving all kinds of word problems. For example, the following problem could be solved by drawing a picture:A frog is at the bottom of a 10-meter well. ĭraw a diagramWhat Is It?The draw a diagram strategy is a problem-solving technique in which students make a visual representation of the problem.įinding the right tool for the job.There may be a number of tools from the toolbox that fit the problem you are trying to solve.But in the next few slides we recommend some tools for specific maths problems.Whatever best engages your students.The maths toolbox is best utilised when students can see it in the classroom just as easy as a times tables chart and it should also be readily available within their own math books. Why a maths Toolbox?The maths tool box is just a simple visual concept that students can grasp but you might prefer your students to create a “Maths Utility Belt” Like Batman or a “Maths Survival Kit”. What is the maths toolbox?The maths toolbox is a set of strategies that students can put into place to solve mathematical problems.The purpose of the maths toolbox is to demonstrate to students that there is generally more than one way to find a solution and simplify the process of mathematical problem solving.The maths toolbox is best used when you are facing a mathematical problem that you are unsure of what method of attack to use to solve it. Introducing the Maths ToolboxKevin Cummins Introducing the maths toolbox to students
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