Problem Solving
                                   
Rogers, Patricia                   Edward Hartigan
                                   548-1811
                                                              

Objectives: 
             
Demonstrate some common ways problems can be solved  
List some basic steps in problem solving 
Suggest some useful strategies for solving word problems           
 
Apparatus Needed:

Practice exercise sheet (Using Parts and Wholes with Word Problems)
or a teacher-made ditto of word problems with multiple-choice answers.
The choices should be listed as Add, Subtract, Multiply, and Divide.

Pencil                                                      

Recommended Strategy:

                   W          P
            ---------------------------
 not        |            |            |
equal       |      +     |     -      |
            |            |            |
            ---------------------------
            |            |     .      |
equal       |      X     |   -----    |
            |            |     .      |
            ---------------------------

For each word problem, draw a decision square on the practice sheet of 
paper. A decision square is a square divided into four sections with 
one of the four operational signs in each section. See diagram above.

SAMPLE  EXERCISE

Jill's hive contained 5 lbs. of honey. She removed 3 lbs. to sell. How 
many pounds of honey did she have left?
          
     First, find the question the problem is asking. Then decide 
whether it is asking for a whole (W) or for a part of something (P). 
"How many pounds of honey did she have left?" is the question. It is 
asking for the part that is left after 3lbs. have been removed. 
     Next, using the information in the problem, determine whether the 
groups are "unequal" or "equal" in value to each other. Since, five 
pounds and three pounds are unequal amounts, the groups are unequal. 
Circle "P" and "Unequal" on the decision box. Put your index finger on 
the "P". Place your thumb on the word unequal. Move your finger down 
the square and your thumb across until they meet. In the case of this 
problem, subtraction is the operation that should be used to solve this 
problem. 
     Words such as "in all," "final," "total," and "together" indicate 
that whole values are being used. Words like "have left," and "have 
then" indicate that  part values are being used. The word "each" 
suggest equal groups. When the numbers or quantities are different, 
unequal groups are present. Circle the word "subtract" on the answer 
sheet. 
     Part 2 of this strategy is to use the numbers and the correct 
operation from the decision box to solve the problem numerically. In 
this case 5-3=2. This activity is recommended for use in grades 6-9, 
however, it can be simplified for lower grades or to meet the needs of 
the individual.