## 7.20.2012

### #TMC12 Problem Solving

During our first morning session, we worked on Exeter Academy problems. I chose Math I which is mostly Algebra I. We basically just sat there and worked problems and stopped to discuss/brainstorm after each page.

Here are some notes I took on the idea of problem solving in general:

Students have trouble organizing and labeling information.

Students aren't familiar enough with measurements to easily make conversions.

'Spaghetti' method: don't mix the the noodles and the sauce in the pot. Keep them separate until you know how much you need. Analogy: don't mix all the information together. Keep things separate until you know what you need.

Write answers in [complete] sentence form to alert students to things that don't make sense.

Relate non-integer [messy/ugly] answers to the check out. How often does the register come up with exactly \$20.00?

What numbers can we substitute into the concepts we already teach to make them richer?

Start the year with students making and writing down observations [from videos, demonstrations, measurements, charts, photos, rhythms, etc]. Compare answers. Think out loud. Uncover assumptions students make when translating from reading and translating to writing.

I know that's not much but it's what stuck out to me and what I've been ruminating (ooh I'm such a scholar) on.

Exeter Math 1 Problems I want to try in class: Page 1: 7, 8, 10,11 Page 2: 5, 6, 7, 10, 11 Page 20: 4, 8 Page 22: 1, 2,  Page 80: 2