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Mathematics Problem-Solving Strategies for Student Perseverance

Join Math Facilitator Cheryl Scott in Rebecca Rodriguez’s 3rd Grade Classroom at Old Wire Elementary as students learn to make sense of problems and persevere in solving them. Through cooperative group work and nonlinguistic representations, students engage in real-world scenarios to enhance their mathematical skills. The focus is on reinforcing perseverance and recognizing effort in problem-solving. Strategies include activating prior knowledge, generating and testing hypotheses, identifying similarities and differences, and setting objectives with feedback mechanisms.

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Mathematics Problem-Solving Strategies for Student Perseverance

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  1. Making Sense of Problems and Persevering in Solving Them.Cheryl Scott, Math Facilitator, Old Wire Elementaryad title Rebecca Rodriguez’s 3rd Grade Classroom Old Wire Elementary

  2. G: Goal Students will make sense of problems and persevere in solving them. Students used a scoring guide to rate their comfort inpersevering in solving math story problems on their own. Setting Objectives and Providing Feedback

  3. A: Activate Prior Knowledge Students were given a scenario about a man with a financial problem. He didn’t have enough money to pay his bills. Nonlinguistic Representation

  4. Mathematical Practice 1: Solve problems and persevere in solving them. A: Application Students worked in cooperative groups to create a solution to the financial problem the man encountered. The groups shared their plans with the entire classroom. Cooperative Learning Generating and Testing Hypothesis

  5. N: New Information “When you solve real world problems you use the same type of perseverance you use in solving math problems. You don’t give up.” “In math you use what you know to help you solve what you don’t Summarizing and Note Taking know.” Cues, Questions, and Advanced Organizers

  6. CGI Multiplication Problem Type A: Application Mrs. Rodriguez has __ boxes of candy canes. Each box has __ candy canes. How many candy canes does she have altogether? (10, 10) (15, 10) (20, 10) (21, 10) Homework and Practice Non-Linguistic Representation Generating and Testing Hypothesis

  7. A.5.3.3 Finds the value of an unknown quantity in a number sentence.A.4.3.3 Indentifies a number that is more or less than any whole number using multiples of 10 and/or 100 up to 1000. G: Content Goal \Summarizing and Note Taking Reinforcing Effort and Providing Recognition

  8. N: New Content Information Discussion: Focus on understanding the story and finding the unknown value. Cooperative Learning Identifying Similarities and Differences Cues, Questions, and Advanced Organizers

  9. N: New Content Information Discussion: Focus on the notation that goes with the content standard objective. Cooperative Learning Identifying Similarities and Differences Summarizing and Note Taking

  10. G: Goal Students will make sense of problems and persevere in solving them. Students used a scoring guide to rerate their performance in persevering in solving the math story problem independently. Reinforcing Effort and Providing Recognition Setting Objectives and Providing Feedback

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