1. Implementation 1.Review the mathematical concept. 2.Review the problem solving steps. 3.READ: Children read the part that is asking them to find something out. 4.UNDERSTAND: Children explain what they need to find out. 5.Children identify what information they will need to find it out. 6.Remove the coloured rectangle. 7.Children find the information they need to find it out. 8.CHOOSE A STRATEGY: Children identify strategies that they could use to find it out. 9.USE A STRATEGY: Children use a strategy to find it out. 10.Children record their thinking as they find it out. 11.CHECK: Children reread the part that asked them to find something out. 12.Children check that they have found it out. 13.Children check they have recorded their solution correctly. 14.Children follow the problem solving steps to solve the 2 nd level of the problem, with minimal teacher guidance. 15.Children who solve the 2 nd level, follow the problem solving steps to solve the 3 rd level of the problem independently. 16.Children use the problems as a guide to create their own problem, either alone or in pairs/small groups. 17.Children solve their own problem. Throughout the lesson, children share solution strategies. At the end of the lesson, children explain how they created their own problems.

2. Problem Solving Skip Counting Create your own problem! Now solve it! Multiplication and Division 4 Tim divided his toy cars into 5 groups of 2 to count them. He skip counted the cars. What could the groups and the skip count have looked like? How many cars altogether? Tim divided his toy cars into 8 groups of 2 to count them. He skip counted the cars. What could the groups and the skip count have looked like? How many cars altogether?

3. Problem Solving Skip Counting Create your own problem! Now solve it! Multiplication and Division 4 Jon divided his books into 4 groups of 5 to count them. He skip counted the books. What could the groups and the skip count have looked like? How many books altogether? Jon divided his books into 7 groups of 5 to count them. He skip counted the books. What could the groups and the skip count have looked like? How many books altogether?

4. Problem Solving Skip Counting Create your own problem! Now solve it! Multiplication and Division 4 Mary divided her marbles into 4 groups of 10 to count them. She skip counted the marbles. What could the groups and the skip count have looked like? How many marbles altogether? Mary divided her marbles into 4 groups of 10 to count them. She skip counted the marbles. What could the groups and the skip count have looked like? How many marbles altogether?