142 ◆ Math Literature Problem-Solving Circles
For each rotation, the students are instructed to use a different color. The
students spend the first seven minutes working on the problem on their
own with the blue pen. They do this work in Square 1. Then they find a
partner to continue unpacking the problem. They work with their partner
on the problem in Square 2 using a green pen. After seven minutes, they
move to a group of three or four students. In this group, they share their
thinking with each other and they take notes in Square 3 about any new
insights they have in orange. After seven minutes they come back to the
whole group. The whole group discusses what they did and how they
did it. Students use Square 4 to note any new ways to think about the
problem in purple.
This progressive problem solving can be very productive and get
students to think about problems in multiple ways. I first learned of it
from my friend Kimberly Mayfield (personal communication, 2003).^
She had done this in a college course as part of a progressive quiz.
This is actually a great way to get students to practice problem solving.
It allows them to not only explain their thinking but also listen to and
process the thinking of others in relation to their thinking. The record-
ing sheet allows the student to keep track of the growing conversation
and information. It also provides an insight for the teacher into what
was happening during the discussions. The Teaching Channel has a great
video and template for doing something similar to this. They call it
Choose 3 Ways. In this model, the student does it on their own, and
they try to do it three ways and then they get with a group. (The video
can be seen here: https://www.teachingchannel.org/videos/problem-
solving-math.) The worksheet is called Choose 3 Ways. You can Google
the worksheet.
Figure 9.1 Four Square
- Individual: Solve the problem
by yourself. What strategies and
models will you use?
2. Partner: Work with a partner to
show a different way. - Group: Talk with the group about
how you have thought about the
problem so far. What new ideas do
you have after this discussion?
4. Whole Class: What did you hear
during the whole class discussion
that you could add to your
thinking?