1 02 Problem solving with pictures
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The document describes a math lesson where students will learn to solve word problems by drawing pictures. It includes an example problem where students draw a picture to find the number of flowers, leaves, and ladybug spots. Students are then given counting pieces and work through 3 word problems of varying difficulty, drawing pictures to solve each. They are asked reflective questions about the process. Finally, students explain in a journal how drawing a picture helped solve another sample problem about the ages of boys in a family.
1 02 Problem solving with pictures
- 1. Learner OutcomesGiven a word problem, students will be able to solve problems by drawing a picture. They will be able to explain why they drew their particular picture and how they were able to solve the problem using the picture. Materials / Resourcespaper, pencil, and counters Essential Vocabularysolution, reasonableness, strategy Essential Question(s)How can drawing a picture help you solve problems? Activating Strategy / Hook• Students will be given a sheet of paper to draw a picture on.• The teacher will read the “One the Way to the Park” problem. As the teacher is reading the problem, students will draw a picture based on the story.On the way to the park, Tim saw three flowers. Each flower had two leaves. On each leaf was a ladybug. Each ladybug had three spots.• The students will show their picture to a neighbor and explain what they drew.• The teacher will ask the following questions based on their picture:• How many flowers did Tim see? 3• How many leaves did Tim see? 6• How many ladybugs did Tim see? 6• How many ladybug spots did Tim see? 18The teacher will ask the students why drawing a picture was helpful in solving the problem. Learning Experience• The students will be given counters (the amount will vary per activity) and a sheet of paper.• The students will be given 3 different activities to do using the counters to help form a picture. Their answers will be recorded on the sheet of paper. The first activity will be considered “easy”, the second activity will be considered “medium difficult” and the third activity will be considered “more challenging.”• The teacher will read a problem and ask questions that use appropriate math vocabulary. The students may use their counters to act it out then draw a picture and solve the problem on the paper. The teacher will monitor the students doing the activity and go over the correct answers at the end of the activity. As the teacher goes over the answers, have students see if their answers made sense.For each activity, the teacher should ask the following questions:• Is there enough information?• What information do you know?• What are you looking for?• Have you solved a similar problem?• What picture can you draw?• Does your answer make sense?First Activity (10 counters needed per cooperative pair) (Two-sided counters or two different colored counters may be used for this activity.) • Read the following problem: Mrs. Jones was lining up her class to get their picture taken. Listen to the names she called and find the pattern she used: John, Sarah, Tom, Judy, Bill, Laura. Write the names to show what Mrs. Jones might have said if she helped 10 children from your class line up. Answers may vary. Note the boy-girl pattern.Second Activity (14 counters needed per cooperative pair)• Jeff lives 10 blocks directly east of Ann. Sam lives 4 blocks directly west of Ann. Juan lives 2 blocks directly west of Jeff. How far does Juan live from Sam?Answer: 12 blocksThird Activity ( 17 counters per cooperative pair)• Jennifer got on the elevator at ground level. The elevator went up 15 floors, down 3 floors, up 5 floors, down 4 floors, and down 2 more floors. What floor is Jennifer on?Answer: 11th floor Extending / RefiningRefiningIf students are having difficulty, you will want to give them more practice drawing a picture to solve a problem from problems you have created or from other resources. You may also want them to work in pairs to figure out the answers.ExtendingIf students have grasped the concept and need to be challenged, students can create, in their own words, grade appropriate problems that would require a picture to solve the problem. Then the students can switch problems and solve. Summarizing ActivitiesIn their math journal, the students will:Explain or show how they used the strategy of drawing a picture to help them answer questions that were asked of them.andExplain how drawing a picture will help solve the following problem: There are four boys in the Grant family. Alex is older than Jerry and younger than Stuart. Ross is not the oldest or the youngest. Alex does not have two older brothers. Write the names of the boys from oldest to youngest. Answer: Stuart, Alex, Ross, Jerry Explanations may vary.