Day 5 - Primary Maths Word Problems For Parents Part 1

Introduction to Primary Maths Word Problems Part 1 - Polya Problem Solving Model and Understanding Word Problems

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Day 5 - Primary Maths Word Problems For Parents Part 1

By Dr Zam
Created 2 years ago

Duration 0:31:01
lesson view count 18
Introduction to Primary Maths Word Problems Part 1 - Polya Problem Solving Model and Understanding Word Problems
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Slide Content
  1. Slide 1

    • Primary Maths Word Problems Made Easy
    • FOR PARENTS
    • INTRODUCTION PART 1
    • DAY 5
    • Dr Zam’s Learning Studio
  2. At a Glance for Day 5:

    Slide 2 - At a Glance for Day 5:

    • Recap Polya Problem Solving Approach
    • 1st Step/Principle: Understand the Problem
    • The Questions…
    • Annotate!
    • Visualize/Manifest! (Make Real)
    • Concrete  Pictorial  Abstract
    • Practice
    • Dr Zam’s Learning Studio
  3. Polya Model of Problem Solving…

    Slide 3 - Polya Model of Problem Solving…

    • Dr Zam’s Learning Studio
    • UNDERSTAND
    • PLAN
    • DO
    • CHECK/REFLECT
  4. Dr Zam’s Learning Studio

    Slide 4 - Dr Zam’s Learning Studio

    • Polya’s First Principle: 1. UNDERSTAND the problem
    • • Do you understand all the words used in stating the problem?
    • • What are you asked to find or show?
    • • Can you restate the problem in your own words?
    • • Can you think of a picture or diagram that might help you understand the problem?
    • • Is there enough information to enable you to find a solution?
  5. Dr Zam’s Learning Studio

    Slide 5 - Dr Zam’s Learning Studio

    • Annotate!
    • add notes to (a text or diagram) giving explanation or comment
    • active understanding
    • analyzing the word problem – making sense of its meaning through writing, drawing or making notes
  6. Problem-Based Learning

    Slide 6 - Problem-Based Learning

    • Try the word problem again at different stages of the course
    • Dr Zam’s Learning Studio
  7. "Mom opened a packet of chocolates for her 2 girls, Abi and Nat. Both girls grabbed the chocolates. When Abi noticed that she had more chocolates, she gave 15 chocolates to Nat so that both of them would have an equal number of chocolates. Later, Nat decided to return 12 chocolates to Abi as she felt that Abi deserved the chocolates for her quick reaction. As a result, Nat had only 2/3 of Abi's chocolates. How many chocolates had Nat at first?"

    Slide 7 - "Mom opened a packet of chocolates for her 2 girls, Abi and Nat. Both girls grabbed the chocolates. When Abi noticed that she had more chocolates, she gave 15 chocolates to Nat so that both of them would have an equal number of chocolates. Later, Nat decided to return 12 chocolates to Abi as she felt that Abi deserved the chocolates for her quick reaction. As a result, Nat had only 2/3 of Abi's chocolates. How many chocolates had Nat at first?"

    • Dr Zam’s Learning Studio
  8. Dr Zam’s Learning Studio

    Slide 8 - Dr Zam’s Learning Studio

    • Visualize/Manifest (Make Real)
    • Further understanding or full understanding of the word problem through pictures, diagrams – or manifesting  MAKE IT REAL, IMAGINE IT, or ACT IT OUT
    • Many ways
    • Unit Modelling, Branch Method, Making a List, etc… (Heuristics)
    • Unit Modelling most helpful – will be focused in the next lesson!
    • CONVERT INFORMATION IN THE WORD PROBLEM INTO VISUAL FORM/PHYSICAL FORM/MENTAL FORM
  9. Problem-Based Learning

    Slide 9 - Problem-Based Learning

    • Try the word problem again at different stages of the course
    • Dr Zam’s Learning Studio
  10. "Mom opened a packet of chocolates for her 2 girls, Abi and Nat. Both girls grabbed the chocolates. When Abi noticed that she had more chocolates, she gave 15 chocolates to Nat so that both of them would have an equal number of chocolates. Later, Nat decided to return 12 chocolates to Abi as she felt that Abi deserved the chocolates for her quick reaction. As a result, Nat had only 2/3 of Abi's chocolates. How many chocolates had Nat at first?"

    Slide 10 - "Mom opened a packet of chocolates for her 2 girls, Abi and Nat. Both girls grabbed the chocolates. When Abi noticed that she had more chocolates, she gave 15 chocolates to Nat so that both of them would have an equal number of chocolates. Later, Nat decided to return 12 chocolates to Abi as she felt that Abi deserved the chocolates for her quick reaction. As a result, Nat had only 2/3 of Abi's chocolates. How many chocolates had Nat at first?"

    • Dr Zam’s Learning Studio
    • A packet of chocolates (total remains the same all the time)
    • Abi and Nat (2 Girls)
    • Abi had more choc than Nat (AT FIRST)
    • Abi gave 15 choc to Nat (THEN)
    •  becomes equal
    • Then, Nat gave 12 choc to Abi (FINALLY)
    •  becomes Nat’s is 2/3 of Abi’s (Concept of Fraction)
    • Problem: How many Nat had AT FIRST?
  11. Dr Zam’s Learning Studio

    Slide 11 - Dr Zam’s Learning Studio

    • A packet of chocolates (total remains the same all the time)
    • Abi and Nat (2 Girls)
    • Abi had more choc than Nat (AT FIRST)
    • Abi gave 15 choc to Nat (THEN)
    •  becomes equal
    • Then, Nat gave 12 choc to Abi (FINALLY)
    •  becomes Nat’s is 2/3 of Abi’s (Concept of Fraction)
    • Problem: How many Nat had AT FIRST?
    • Make It Visual!
    • JUST DRAW!
  12. Dr Zam’s Learning Studio

    Slide 12 - Dr Zam’s Learning Studio

    • A packet of chocolates (total remains the same all the time)
    • Abi and Nat (2 Girls)
    • Abi had more choc than Nat (AT FIRST)
    • Abi gave 15 choc to Nat (THEN)
    •  becomes equal
    • Then, Nat gave 12 choc to Abi (FINALLY)
    •  becomes Nat’s is 2/3 of Abi’s (Concept of Fraction)
    • Problem: How many Nat had AT FIRST?
    • Make It Visual!
    • Unit Modelling
  13. Dr Zam’s Learning Studio

    Slide 13 - Dr Zam’s Learning Studio

    • ConcretePictorialAbstract
    • CONCRETE  Can you use physical objects to understand the problem? Or try to act it out?
    • Get a packet of chocolates/or pieces of paper to represent the chocolates
    • Act out the word problem
    • PICTORIAL  If not possible, can you draw? (Under Exam Conditions)
    • Pictorial/Visual Form – helps to understand the problem
    • ABSTRACT  Not possible to draw any picture/diagram
    • Very unlikely, always possible to visualize (ALMOST ALL THE TIME)
    • Only possible to have mental representations – a feel of what it means
  14. Dr Zam’s Learning Studio

    Slide 14 - Dr Zam’s Learning Studio

    • Practice Time
    • Download the Practice Hand out for this lesson and Print!
    • Use the Understanding a Problem Questions Checklist (Download it too!)
    • Do it with your child if you want…
    • Annotate it! Visualize it! Make it Real!
    • Don’t worry about getting the right final answers! APPLY THE UNDERSTANDING TECHNIQUES!
    • The questions are of different degrees of difficulties, from Primary 1 to PSLE type of questions