◆ 31There are many opportunities to engage in problem solving across the
math curriculum (see Figure 3.1). There are the general content standards
and then the specific word problem standards. In this chapter, we will
look at the specific problem-solving standards across the curriculum
including money, time, capacity, mass, fractions and decimals. This chapter
is not meant to be exhaustive but rather to give examples of what unpack-
ing problems across the curriculum might look like. Each topic has its
own set of wiggly issues, so it is important to think about how we are
framing the issues for the students. Here are possible ways to frame prob-
lems so that students are better able to approach them.
Operations and Algebraic Thinking
Multiplication and Division Problems with Picture Prompts
Using picture prompts helps students to visualize the problem and therefore
scaffolds their thinking. Look at Figure 3.2 for an example. Students can
actually use the pictures to work out the problem. This should be done
sometimes, but it also helps to scaffold student modeling because students
should be able to actually sketch out their own models eventually.
Measurement Problems
Money Problems
Money problems are difficult for students. But money is a part of students’
everyday lives. Make sure that you use play money to teach these stories.
Students need to actually hold and count and reason about money by
using play money. They need to do two- and three-step problems involv-
ing all of the operations by actually acting them out. First, we need to
teach students to identify what type of problem they are working with
(see Figures 3.3, 3.4, 3.5, 3.6, 3.7 and 3.8). Next we need to teach them
how to model the problem in different ways.