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 Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Lola starts to pin the class paintings on the display board like this. How many paintings of the same size will fit on the board altogether? Lola starts to pin the class paintings on the display board like this. How many paintings of the same size will fit on the board altogether?

3. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Liz made a patchwork quilt with 12 squares. What could the quilt look like? Liz made a patchwork quilt with 15 squares. What could the quilt look like? Liz made a patchwork quilt with 24 squares. What could the quilt look like?

4. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Mary has put a sticker on this grid. She wants to cover the whole grid with stickers of this size without any overlaps or gaps. How many more stickers does she need? Mary has put a sticker on this grid. She wants to cover the whole grid with stickers of this size without any overlaps or gaps. How many more stickers does she need?

5. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 The children started to cover the floor with mats. How many more mats will they need? The children started to cover the floor with mats. How many more mats will they need? The children started to cover the floor with mats. How many more mats will they need?

6. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Which shape covers the largest area? Which shape covers the smallest area? Which shapes cover the same area?

7. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Sam is cutting tags from a sheet of cardboard. Each tag looks like this. Sam throws away any pieces that are not whole tags. What is the greatest number of tags that Sam can cut from this sheet? Sam is cutting tags from a sheet of cardboard. Each tag looks like this. Sam throws away any pieces that are not whole tags. What is the greatest number of tags that Sam can cut from this sheet?

8. Problem Solving Area in Square Centimetres and Square Metres Create your own problem! Now solve it! Measurement and Geometry 23 Lola drew a shape with an area that is 12 squares. What could the shape look like? Lola drew a shape with an area that is 15 squares. What could the shape look like? Lola drew a shape with an area that is 24 squares. What could the shape look like?