Four-Step Problem Solving Process

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Four-Step Problem Solving Process
First Grade
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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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Four-Step Process for Solving Problems
Step 2-Details and Model Drawing
Step 1-Main Idea

• Main Idea of Question (What do you want to find
  out?)

Step 4-How
Step 3-Strategy/Solve

• Describe how the problem was solved.

Solve the Problem
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Four Step Process

• Main Idea
• Read the problem. What do you want to find out?
• Write the main idea from the question.
• 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.

Model Drawing
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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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Addition
Action Put Together
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Ann has 2 toys. Jeff has 3 toys. How many toys
do they have together?
Ann has 2 toys.
Jeff has 3 toys.
Step 2 Details and Model Drawing
Step 1 Main Idea
2

Ann- toys or A.T.
Toys together?
?
3
Jeff- toys or J.T.
Step 4 How
Step 3 Strategy/Solve
2 3
Add 2 and 3
5 sum
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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?
Details
Main Idea
4

A. T. (Abbreviate for Andy-Turkeys) H. P.
(Abbreviate for Henry-Penguins)
animals 2 boys see?
?
5
Strategy/Solve
How
4 5
Put together 4 and 5
9 sum
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Subtraction
Action Take Away
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Amy has 4 toys. She gave away 1 toy. How many
toys are left?
How many toys are left?

Step 2
Step 1
4
X
A.T. (abbreviate for Ann- toys)
Toys left
1
?
Step 4
Step 3
4 - 1
Subtract 1 from 4.
3
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Subtraction
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Steve has 4 toys. Jill has 1 toy. How many more
toys does Steve have than Jill?
Step 1
Step 2

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S.T. (Abbreviate for Steve Toys) J.T.
(Abbreviate for Jill-Toys)
More toys Steve than Jill
?
1
Step 4
Step 3
4 - 1
Subtract 1 from 4.
3 diff.
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Ana has 3 cones.Leo has 4
apples.How many fewer cones are there than
apples?
Details
Main Idea
3
A.C.(abbreviate for Ana-cones) L.A. (abbreviate
for Leo-Apples)
fewer cones than apples?

?
4
How
Strategy/Solve
4 - 3
Subtract 3 from 4
1
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Subtraction
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Alex has 5 balls. Three are baseballs. The rest
are footballs. How many are footballs?
Step 2/ Details
Step 1/ Main Idea
5

A.B. (abbreviate Alex-Balls)
B
B
B
F
F

footballs
3
?
Step 4/ How
Step 3/Strategy (Solve)
5 - 3
Subtract 3 from 5.
2
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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.