Do your students struggle to show and explain their thinking when solving word problems? This problem solving graphic organizer will give your students a structured way to do just that.
So many students equate being successful in math with being able to solve a problem the fastest. The kids who put their hands up first are the best at math. That’s what they think but it’s not true. We need to let our students know that it’s okay to slow down; that we want them to think deeply about mathematical concepts and struggle through.
So, how do you get them to slow down? You make them use this tool. But honestly, they aren’t going to want to do it.
Step 1: Use a problem solving graphic organizer
This is the graphic organizer is what we use. Try it with your class and watch the magic happen. You can get a free version of the problem solving organizer here. But first, make sure you read this post all about how to introduce problem solving to your students.
Here’s the breakdown:
Box 1: Understand – students restate the problem in their own words and list what they know from the problem and what they need to know.
Box 2: Strategize – students make a plan and list strategies that they think they might use to solve the problem before they actually start solving it.
Box 3: Solve – students carry out their plan here, making adjustments as necessary.
Box 4: Reflect – students explain what they did and why and also reflect on why their solution makes sense.
Step 2: Model how to use it
Here’s my biggest takeaway from the past few years:
Until I know what my students know I need to assume that they don’t know what I assume they should know.
Does that make sense?
I don’t think you should always model math concepts first but in this case I wanted to explicitly teach the problem solving process and I wanted them to do it my way.
The strategies that they use to solve the problem – that’s all them – but my students needed this scaffold until they internalized the process.
1. Explain to your students that mathematicians use an organized process to record their thinking when solving problems and that today they are going to learn how to use a problem solving graphic organizer.
This will help them to organize their thinking in a way that will make it easier for others to understand and will help them to slow down and think deeply about the problem that they are required to solve.
2. Post a problem on the board. Here’s the one I used:
3. Use the graphic organizer and model how you would solve this problem. Your students may want to jump in at this point and help solve it, which is great, but encourage them to just listen and absorb. They will get a chance to practice soon!
4. Have students think-pair-share what they noticed you doing and why they thought you did it.
Step 3: Have students work in groups using the graphic organizer
1. Post another problem on the board. If you are looking for some open-ended problems for groups you can check out my product here.
2. Split students up into groups of four and give them the first box of the problem solving graphic organizer. I would enlarge this onto 11×14 paper so that group members can see and to facilitate sharing later on.
I purposely only give one box at a time, otherwise the students want to race ahead to the solving part. Have students complete Box 1 and then meet with another group to share.
3. Put up a blank version of the problem solving graphic organizer and fill in Box 1 together. Then pass out Box 2 and repeat the process until all four boxes have been completed.
Step 4: Have students use the problem solving graphic organizer independently
Now it is Independent Practice time. Post three problems on the board. An example is included with the problem solving graphic organizer freebie.
Explain that the problems are of varying levels of difficulty and they can choose to complete any one of the three.
This lesson may take more than one class period but it is so worth it to take the time to teach your students how to use a problem solving graphic organizer properly. You are setting them up for success and helping to change their mindset about math. You are doing big things!
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