Four-Step Problem Solving Process

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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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Step 1-Main Idea

Step 4-How

Step 2-Details and Model Drawing

Step 3-Strategy/Solve

Four-Step Process for Solving Problems

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

Solve the Problem •Describe how the problem was solved.

Who What Draw One Unit: A drawing, or model, of

the Unifix cube(s)

Read one sentence at a time and adjust the Unifix cubes and the drawing (or model)

of the Unifix cubes

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Four Step Process1. Main Idea

• Read the problem. What do you want to find out?

• Write the main idea from the question.

2. 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. 4

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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Action: Put Together

Addition

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Ann has 2 toys. Jeff has 3 toys. How many toys do they have together?

Toys together?

3 ]

?

2

+ 3

5 sum

Add 2 and 3

Step 1 Main Idea

Step 4: How

Step 2: Details and Model Drawing

Step 3: Strategy/Solve

Ann has 2 toys. Jeff has 3 toys.

2Ann- toys or A.T.

Jeff- toys or J.T.

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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?

animals 2 boys see?

A. T. (Abbreviate for Andy-Turkeys)

H. P. (Abbreviate for Henry-Penguins)

5 ]

?

Main Idea Details

Andy and Henry went to the zoo. Andy saw 4 . How many animals did the 2 boys see?

4

Henry saw 5 .

Strategy/Solve

4

+ 5

9 sum

How

Put together 4 and 5

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Action: Take Away

Subtraction

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Amy has 4 toys. She gave away 1 toy. How many toys are left?

Toys left A.T. (abbreviate for Ann- toys)

] ?

4

- 1

3

Subtract 1 from 4.

Step 1

Step 4

Step 2

Step 3

How many toys are left?

4

1

X

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Action: Compare

Subtraction

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More toys Steve than Jill

S.T. (Abbreviate for Steve – Toys)

J.T. (Abbreviate for Jill-Toys)

1

] ?

4

- 1

3 diff.

Subtract 1 from 4.

Step 1

Step 4

Step 2

Step 3

Steve has 4 toys. Jill has 1 toy. How many more toys does Steve have than Jill?

4

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fewer cones than apples?

A.C.(abbreviate for Ana-cones)

L.A. (abbreviate for Leo-Apples)

3

] ?

Main IdeaDetails

4

Ana has 3 cones.Leo has 4 apples.How many fewer cones are there than apples?

Strategy/Solve

4

- 3

1

How

Subtract 3 from 4

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Action: Missing Part

Subtraction

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Alex has 5 balls. Three are baseballs. The rest are footballs. How many are footballs?

footballs A.B. (abbreviate Alex-Balls)

B ]

5

- 3

2

Subtract 3 from 5.

Step 1/ Main Idea

Step 4/ How

Step 2/ Details

Step 3/Strategy (Solve)

B B

5

F F

3

?

]

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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.

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