TEACHING MATHEMATICS

In
PRIMARY GRADES

“ PROBLEM SOLVING ”

Submitted by: IVONNE S. VILLOREJO

BEED 2 B, Student

Submitted to: Prof. EMILY G. CABARDO

Instructor
 PROBLEM SOLVING
Problem solving in mathematics is the ability to apply mathematical
knowledge and skills to solve real-world problems. It involves a variety of
cognitive skills, such as critical thinking, logical reasoning, and creative
thinking.

Problem-solving strategies refer to the systematic approaches and

techniques used to tackle mathematical problems. They are the tools and
methods that students employ to analyze a problem, devise a plan, execute
the plan, and evaluate the solution. Problem solving strategy involves
student being challenged to collaboratively solve real-world math problems
which they have not yet previously encountered.

In this lesson, you will learn the characteristics of good word problem,
when it is best to give a word problem, and how to process students’
varied solutions.

Here are some common problem-solving strategies:

• Use logical reasoning - Applying logical reasoning and deduction
can help eliminate possibilities and narrow down the solution. This is
crucial for problems involving conditional statements or logical puzzles.

•Act it out - Physically acting out the problem can help visualize the
situation and identify key relationships. This is particularly useful for
word problems involving movement or actions

•Draw a diagram or picture - Visualizing the problem through a

diagram or picture can help clarify relationships and identify key
information. This is particularly useful for geometry problems or word
problems involving spatial relationships.

•Find a pattern - Identifying patterns can lead to insights and

solutions. This strategy is particularly useful for problems involving
sequences, series, or geometric shapes.
•Guess and check - Making an educated guess, testing it, and
refining the guess based on the results can lead to the solution. This
strategy is often used when a more direct approach isn’t immediately
apparent
•Work backward - Starting from the desired outcome and working
backward can help determine the steps needed to reach the solution.
This is useful for problems where the final result is known but the initial
conditions are unknown.
•Make a Table/Chart - Organize information in a table or chart to
identify patterns or relationships.
•Write a number sentence - The number sentence shows the
operations (subtraction) needed to solve the problem.
Number Sentence: 24 – 15 – 5 = ? or 24 – (15 + 5) = ?
•Break it into parts - Decompose the problem into smaller, more
manageable parts. This is helpful for complex problems that seem
overwhelming at first glance.

Three main Elements of Problem Solving:

1. The word PROBLEM

The problem serves as the starting point of the learning
experience. Therefore, it is given at the beginning of the lesson.

Problem:
 Sarah had 15 bananas . She gave 7 bananas to her friend. How
many bananas does Sarah have left?

Traditional approach:
The teacher identifies this as subtraction problem and shows
how to solve it using the standard algorithm ( 15-7 = 8 ).
Students practice similar word problems, focusing on selecting the
current operation.

Modern approach:
Students might use counters to represent the bananas, physically
removing 7 counters to find the remaining number. They might draw
a picture to represent the situation. The teacher encourages them
to explain their reasoning and connect the problem to real- world
scenarios.

2. TIME given for the students to struggle with the problem,

It refers to a pedagogical approach where students are
intentionally given ample time to work through a problem without
immediate assistance or intervention from the teacher.
In other words, it’s the time given to a learner to attempt to
solve a problem, to try different approaches, to make mistakes, and
to learn from them. This time allows learners to develop a deeper
understanding of the problem and to cultivate problem-solving
skills, such as:

1. Critical thinking
2. Analytical reasoning
3. Creativity
4. Persistence
5. Resourcefulness

By allocating time for individuals to struggle with a problem,

educators and trainers can help them develop these essential skills,
which are valuable in both academic and real-world contexts.
It’s a deliberate strategy that contrasts with the more traditional
approach of directly explaining the solution method.
 In Traditional Approach:

• Teacher-Centered: The teacher typically acts as the primary

source of knowledge, directly explaining concepts and
procedures.
• Immediate Answers: Solutions are often provided quickly,
sometimes without sufficient explanation or exploration of
alternative methods.
• Emphasis on Procedures: The focus is often on mastering
specific procedures and algorithms, sometimes at the expense of
deeper conceptual understanding.
• Limited Opportunities for Struggle: Students are often
given problems that are easily solved using the methods just
taught, limiting opportunities to develop problem-solving skills
through struggle.
• Passive Learning: Students often passively receive
information rather than actively constructing their own
understanding.

Struggle-Based Approach:

• Student-Centered: The focus shifts to the student’s active

engagement with the problem.
• Delayed Answers: Students are given time to explore the
problem, make mistakes, and learn from their errors before
receiving assistance.
• Emphasis on Understanding: The goal is to develop a deep
conceptual understanding, rather than just memorizing
procedures.
• Opportunities for Struggle: Students are intentionally given
challenging problems that require effort, perseverance, and
creative thinking.
,•Active Learning: Students actively construct their own
understanding through exploration, experimentation, and
collaboration.

3. The MATHEMATICAL DISCOURSE that happens during the

struggle and during the processing of the students generated
solution.
 It is the most exciting element of the problem solving
strategy.
Mathematical discourse refers to the way people communicate
mathematical ideas, thoughts, and solutions using mathematical
language, symbols, and notation. It involves the exchange of
mathematical information, ideas, and reasoning between individuals
or groups.

Problem:
“If I have 5 apples in my plastic bag and I add 2 more, how many
apples do I have now?”

Teacher’s Role:
The teacher facilitates the discussion by:

1. Encouraging mathematical vocabulary. The teacher

promotes the use of precise mathematical terms and concepts.
2. Using visual aid:: The teacher utilizes hands-on materials like
blocks or counters to help students visualize and explore
mathematical concepts.
3. Fostering mathematical reasoning. The teacher encourages
students to think critically, logically, and creatively.
4. Promoting mathematical communication: The teacher
fosters an environment where students feel comfortable sharing
their thoughts, ideas, and solutions.

In Traditional Approach:

Teacher-Centered Discussion: The teacher leads the

discussion, demonstrating the problem-solving procedure step-by-
step. Students primarily observe and follow the teacher’s method.
Little opportunity for independent thinking or exploration.
Procedure-Oriented Discussion: Focus is on mastering a
specific procedure or algorithm to solve a problem. Understanding
the underlying concepts might be secondary to correctly applying
the steps. Memorization is emphasized.
Error-Focused Discussion: The teacher primarily focuses on
correcting student errors, often without exploring the underlying
reasoning behind the mistakes. This can be discouraging for
students and may not lead to deeper understanding.
In Modern Approach:

Student-Centered Discussion: Students actively participate in

the problem-solving process. The teacher facilitates, guiding and
prompting students to discover solutions independently. Emphasis
on understanding and reasoning.

Inquiry-Based Discussion: Students explore the problem through

questioning and investigation. The teacher acts as a facilitator,
guiding the students’ inquiry rather than dictating the solution.
Focus on developing critical thinking skills and problem-solving
strategies.

Solution-Oriented Discussion: The focus is on finding multiple

solutions to a problem, encouraging creativity and exploration of
different approaches. Students are encouraged to justify their
solutions and compare different methods.

Peer-to-Peer Discussion: Students work collaboratively,

discussing their approaches and helping each other understand the
problem and find solutions. This fosters communication,
collaboration, and a deeper understanding of mathematical
concepts.

Benefits:

1. Develops mathematical vocabulary: Students learn to use

basic mathematical terms like “add” and “count”.
2. Fosters problem-solving skills: Students develop problem-
solving skills using visual aids like counting blocks.
3. Encourages communication: Students learn to communicate
their mathematical ideas and solutions effectively.
4. Builds mathematical reasoning: Students develop
mathematical reasoning skills by justifying their answers.

The modern approach is generally preferred because it fosters a

deeper understanding of mathematical concepts and builds
confidence in young learners. Traditional approaches, while
potentially efficient for teaching basic procedures, can hinder a
child’s ability to think critically and solve problems independently.

LESSON PLAN:

Topic: Solving addition word problems using different strategies.

Grade Level: 1

Target Learning Competency: By the end of the lesson, learners

will be able to solve addition word problems with sums up to 20,
using different strategies such as counting objects, using fingers,
drawing pictures, and number lines.

Prerequisite Knowledge and Skills: Basic addition facts (sums

up to 10), counting objects, understanding of addition symbols (+
and =).

Presentation of the Problem (Narrative Approach):

“Maria has 5 red marbles and 3 blue marbles. How many marbles
does Maria have in all?”

Generation of Solutions:
Students will work in pairs or small groups. Encourage them to think
about the problem and share their thoughts with their classmates.
Assure them that there is no one right solution; any solution is
welcome as long as they can explain why they did such.
•Counting Objects: Students can use counters (beans, buttons,
etc.) to represent the marbles. They count the red marbles (5),
then the blue marbles (3), and combine them to find the total.
•Using Fingers: Students can use their fingers to represent the
marbles. They count 5 fingers for the red marbles and 3 fingers
for the blue marbles, then count all their fingers to find the total.
•Drawing Pictures: Students can draw pictures of the marbles
(5 red circles and 3 blue circles) and count the total number of
circles.
•Number Line: (If appropriate for the students’ level) Students
can use a number line to visually represent the addition. They
start at 5, then hop 3 spaces to the right to reach the sum.
•Writing the number sentence: Students write the number
sentence: 5 + 3 = ? and solve it.

Watch out: Students should understand that this is an

addition problem (combining two groups). Guide
questions should focus on what they already know about
adding small numbers. For example:

“What does the plus sign (+) mean?”

“Can you show me 5 fingers?” “Can you show me 3 fingers?”
“If we put those fingers together, how many fingers do we
have?”

Processing of solutions:
Have students work in pairs or small groups. Have some
pairs/groups write their solutions on the board and explain how
they got their answers. Encourage them to share their thinking
process.

Possible solutions:

(1)Counting All:
Students draw 5 circles, then 3 more circles. They count all
the circles (8).

(2)Counting On:
 Students start with 5 (using fingers or objects). They count on
three more: 6, 7, 8.

(3)Using Fingers:
Students hold up 5 fingers on one hand and 3 fingers on the
other. They count all their fingers (8).

(4)Number Line (if appropriate):

Students start at 5 on a number line and move 3 spaces to
the right, landing on 8.

Discussion: After presenting the different methods, emphasize

that all methods lead to the same correct answer (8). Discuss
the efficiency and ease of each method. Some students might
find counting on easier, while others might prefer using fingers or
drawings. The goal is to show that there are multiple valid
approaches to addition and that students can choose the method
that best suits their understanding.

REFERENCE: A course module for Teaching Math in the Primary

Grades
Lesson 7 : pages 38- 47