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Mathematics Grade 3
Strand: OPERATIONS AND ALGEBRAIC THINKING (3.OA) Standard 3.OA.8
Students use the story problem process to solve math riddle problems.
Students need to have a basic understanding of addition, subtraction, and multiplication operations. They must be aware of the math vocabulary that relates to each of these operations. Students should to be familiar with the story problem process. First, they must understand what the problem is asking. Second, they must locate all the facts within the word problem. As students look for the facts they need to pay particular attention to the vocabulary that is being used. Finally, students must decide upon a plan of attack. This is the time when a student chooses what facts are vital, what operation is needed, and if their solution makes sense.
2. Become effective problem solvers by selecting appropriate methods,
employing a variety of strategies, and exploring alternative approaches to
3. Reason logically, using inductive and deductive strategies and justify conclusions.
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.
Invitation to Learn
Students are placed into groups of four or five. Each group is given five numbered cards. The numbers on the cards will range from 0 to 99. Write any number between 0 and 99 on the overhead. Instruct students that this number will be the answer and each group must use their number cards to get this answer. They can add, subtract, multiply, or divide these numbers any way they want. When a group has reached the answer they must ring the bell that will be located by the overhead.
Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem Solving as a Basis for Reform in Curriculum and Instruction: the Case of Mathematics. 25(4), 12-21.
The authors examine the benefits of applying John Deweys notion of reflective inquiry into mathematics. This theory encourages students to identify problems, study out the problem, and then come to a conclusion. By following these steps students can potentially gain a greater understanding. To apply this theory in the classroom, tasks need to be picked that allow students to use prior knowledge and wrestle with key concepts.
DeYoung, M.J., (2001). Challenge Problems: Love Them or Hate Them, but Learn from Them. Mathematics Teaching in the Middle School, 6(8), 484-488.
Challenging math problems give students valuable experience. Students learn how to communicate mathematical ideas to their peers as they discuss problems. Questioning skills are enhanced as they start asking why a solution might be correct. Students start to recognize how math concepts are connected with each other.