Using a problem solving frame
When faced with a problem to solve, children can often benefit
from having planned their approach to a solution.
The following problem-solving frames can be useful when
introducing some problems, especially word problems.
The frame is not designed to be used for every mathematical
problem a child encounters but can be useful in helping to make
the steps towards solving a problem more explicit.
It could be used in a number of ways…
 Enlarge the frame or use as an OHT to discuss
approaches to solving a problem with the whole class.
 Enlarge the frame for use with pairs or groups for
agreeing an approach to solving a group problem.
 Introduce the frame with the whole class when looking
at a particular type of problem. Children can then use
the frame as a starting point for solving a similar
problem independently.
 Use the frame when beginning to look at a new type of
problem such as multi-step.
 Use the frame with a particular type of problem that the
children have been experiencing difficulty in solving.
 Use the frame if children are reluctant to reflect on their
working out or do not use the strategy of estimation to
check the reasonableness of their answers.
 The frames are not designed to be used for all types of
problems.
 The frames are not designed for use every time a child
encounters a problem.
 The frames are designed to help reinforce key problem
solving strategies, which we hope will eventually become
embedded in a child’s approach to problem solving.
Leicestershire Numeracy Team 2003
The frames.
(The frames are numbered in the top left hand corner)
Frame number one
This frame is designed for use with simple addition and
subtraction problems. It does not contain the option of
selecting whether it is a single or multi step problem and does
not include reference to the checking strategies.
It does contain space for estimation which can either be filled
in by the children, or numbers can be put in the boxes by the
teacher prior to copying and the children can select one of the
teacher choices.
Frame number 2
This frame is similar to frame number 2 in that it involves all
four operations. It does not however, contain reference to
checking strategies or multi step problems.
Frame number 3
See teacher notes on completing a frame.
It is at the teacher’s discretion as to which frame would be
most suitable for their class.
Teacher Notes on using the pro-forma
TyT the problem into this box prior to copying for the children.
Insert
Leicestershire Numeracy Team 2003
This problem is asking me to find out…
Get the children to write what the problem is actually asking them to do in this box. Focus on
turning the problem into child friendly language. This box can then be referred back to when
the children are reflecting on whether or not they have actually solved the problem.
+
Key words
I estimate the
answer to be
-
This problem has
One step
Two steps
×
More than 2
steps
÷
My working out
Tick the operations
that will be needed
to solve the problem.
Ask the children to
write in any key words
from the question, or
write in the key words
prior to copying.
Ask the children to write a
sensible estimate in this box.
This can then be referred back
to when children are checking
the reasonableness of their
answers.
Establish
whether the
problem
requires
one, two or
more than
two
operations
to be carried
out.
In this box the children show their working out. It is blank so that children can use pictures, tallies,
number lines, tables, charts and diagrams to help structure their thinking.
My final answer is
The children write their final answer in this box. It should be at this point that they check that their
answer is in the correct units and that they have actually answered the question. They should be
encouraged at this point to refer back to their estimates and what they have written in their “What is
this problem asking me to do” box.
Have I checked I have
Carried out all the steps
Used the correct operation(s)
Checked my answer is reasonable using my estimate
Found all the possible answers?
Answered the question
These tick boxes should be used as a reminder to children to check their work. As children become
more experienced problem solvers it is anticipated that these checking strategies will become
embedded in their practice.
Leicestershire Numeracy Team 2003