## Presentation on theme: "Little Thomas’s Big Problem A Choose Your Own Adventure Story About Problem Solving By."— Presentation transcript:

Table of Contents 1. Chapter One… Little Thomas learns to Identify the Problem 2. Chapter Two Little Thomas begins to List the Possibilities 3. Chapter Three Little Thomas Puts it to Work 4. Chapter Four Little Thomas learns to Apply and Retry

Little Thomas takes a deep breath…. and decides to tackle his problem. He raises his hand and asks for help. His very kind and stunningly beautiful teacher tells him about STEP 1 of the Problem Solving Process. Identify the Problem

Identify the Problem…. Identifying the Problem Means Figuring out what the problem is asking Finding the question Looking for what is going wrong Discovering what they want you to do Highlighting key words that will help you Finding out what unknown words mean Taking notes and organizing the information given Click Here for Math Problem Solving Click Here for Science Problem Solving

Little Thomas is very proud of himself…. because he has accomplished the hardest part of solving a problem. He figured out what the problem was asking him to do. Now he needs to figure out how to solve it. Once again he turns to his brilliant and caring teacher for support. She tells him about STEP 2 of the Problem Solving Process. List the Possibilities

List the Possibilities… Listing the Possibilities Means Thinking about strategies you can use Making a list of the different ways you can solve the problem Thinking about all the different things you could try Coming up with more then one choice for how to work the problem out Making hypothesis (guesses) about what things will work and why Click Here for Math Problem Solving Click Here for Science Problem Solving

Little Thomas wiped the sweat off his forehead, picked up his pencil and… didn’t do a thing. He just could not think about what to do next. He was afraid to raise his hand again. It was the first day of school and he had already asked for his teacher’s help twice. What would she think of him? So he just sat and pretended to work. Luckily she was the most observant and perceptive teacher in the world. (Feel free to ask your wonderful teacher what perceptive means.) She noticed his look of frustration and went over to help. “Did I forget to tell you about STEP 3 of the Problem Solving Process?” She inquired. “Oh how silly of me. It’s called…” Put It To Work

Put It To Work… Put It To Work Means Picking the best strategy and trying to solve the problem using it Deciding on your hypothesis (guess) and working toward proving it Testing your strategy by finishing the problem Working out the problem until you come up with an answer Click Here for Math Problem Solving Click Here for Science Problem Solving

Little Thomas was still a little confused about what to do but he trusted his gorgeous teacher when she told him to pick a strategy that he understood and that “felt” right to him. Still, he could not bring himself to start working again until his teacher put her hand on his shoulder and reminded him that it would be okay if this strategy didn’t work because learning happens when we make mistakes. Little Thomas looked at his list. It seemed that this problem wanted him to compare two different things. He decided to draw a picture of each thing and see how they were different after working through the problem. It took him a long time but…. It worked! He found an answer. He felt very relieved and couldn’t help but picture himself, years from now, graduating from college with a “certified genius” degree. Maybe he would even win the Nobel Prize for his extraordinary work. Click here if you think Little Thomas should… Click here Run away, screaming and dancing up and down the hallways about what a genius he must be to have solved such a difficult problem on his first day of school. Click here if you think Little Thomas should… Stay in his seat, definitely not dance, and keep going by following STEP 4 of the Problem Solving Process.

Little Thomas decided not to run through the hallway dancing… but did a little wiggle in his seat to show his excitement. His very perceptive and unusually intelligent teacher saw him and asked if he needed to use the restroom. Red- faced, he answered, “No, but I finished the problem. What should I do now?” While looking down at his paper, his teacher replied, “Did you finish STEP 4?” “There’s a STEP 4?” Little Thomas asked. “Oh yes! It’s actually two steps in one. I call it…” Apply And Retry

Little Thomas did have the right answer… Going back through the problem just to find that out felt really great. He understood why his fantastic teacher had told him to do it. It was like patting yourself on the back. Thomas felt like his heart was racing. He couldn’t stop smiling. This was going to be the best year ever! Without warning he… What do you think he did?

He reviewed the problem solving steps before asking for a new problem to solve…of course. The Problem Solving Steps Click Here for Math Problem Solving Click Here for Science Problem Solving

THE END (Right mouse click and end slideshow here) Little Thomas and his work.

OOPS! Running away from a problem never works… Thomas’s tantrum landed him directly into the principal’s office. His parents were called and he was grounded for sixteen years. He wasn’t allowed to watch television, play video games or have friends over. All he had was a word problem book to keep him company! By the time he was off grounding, he had a full beard and could only mutter one phrase, “Me like word problems.” He was taken directly to a mental institution. Click here Click here to help Thomas make the better choice.

OOPS! Never give up! Never Surrender!... Thomas ran directly into the school guidance counselor who reported to Thomas’s parents and the principal about how stressed he is. They decide to put Thomas back into 2 nd grade where he stays forever. He is now the tallest boy in the grade, has a 6ft beard and drives himself to school. But, his mommy still packs his lunch and he has been stuck with peanut butter and jelly sandwiches for the last sixteen years. Nobody will trade lunches with poor Thomas or play basketball with him during recess because he is almost as tall as the hoop. Click here Click here to help Thomas make the better choice.

OOPS! Be careful what you say…or don’t say! Thomas accidentally ran into the slightly deaf lunch lady. All she heard was him yelling and babbling about choices. Fed up with children who didn’t appreciate her work, she marched into the principal’s office and quit. Without a lunch lady, the cafeteria could not function. The children were forced to eat sloppy joes every day for the next sixteen years because it was the only meal the principal knew how to cook. All the teachers and students hated sloppy joes and blamed Thomas for having to eat them all the time. Poor Thomas! Click here Click here to help Thomas make the better choice.

OOPS! Never underestimate the importance of dance lessons! Thomas was dancing all the way down the hall or at least he thought he was. Everyone else saw Thomas jerking himself back and forth and using strange and spastic motions. They thought something was wrong and ran to get the school nurse. It was the nurse’s first day of work and when she saw Thomas she wasn’t sure what to do. She immediately called an ambulance and stuck Thomas with needles full of tranquilizers to calm him down. The ambulance crew came to pick him up and stuck him with even more needles to find out what was wrong. By the end of the day he had sixteen needle holes in him and was forced to stay in the hospital. Worse yet, the hospital was serving sloppy joes for dinner. Luckily his caring teacher showed up and gave him lots of homework to keep his mind off of all he had been through. Click here Click here to help Thomas make the better choice.

Oh! So you don’t think Little Thomas can do it… Well as it turns out, he did get the answer wrong. He didn’t want to give up but he was losing hope. He just didn’t know what to do next. Can you figure out what Little Thomas should do next? Click here Click here to find out what Little Thomas should do.

Most times, math problems have a question at the end. That will help you identify the problem and find out what you are supposed to do. For example: By the time Thomas finishes twoword problems, Jennifer has finished five. If Thomas has finished ten word problems, howmany has Jennifer finished? Do you see the question? How does it help you identify (figure out or find) the problem? What are they asking you to find out? They want you to compare Jennifer and Thomas to find out how many problems Jennifer has completed. Click here to see a different type of problem

Sometimes there won’t be question at the end but the problem will command you do something. For example: Ronnie, Gray and Thomas are standing in a line. Find all the different ways you could arrange them. What are they asking you to find out? They want you to find all the different orders they could be in. Make sure you take time to understand all the vocabulary words in the problem before you begin!!!!!!!! Click here Click here to return to Little Thomas’s Adventure

Strategies are “ways” to solve the problem. You will need practice to decide which one is best. There are many ways different strategies. You can Click here to see examples of each… Click here Click here to return to Little Thomas’s Adventure Work BackwardsMake a Table Act it OutWrite a Number Sentence Solve a Simpler Problem Guess & Check Make a ListDraw a Picture Find a PatternUse Logical Reasoning

Now you put one or more of your strategies to work by using them to solve the problem. Some strategies work better for certain problems. What might be the best strategy to use for this problem? By the time Thomas finishes two word problems, Jennifer has finished five. If Thomas has finished ten word problems, how many has Jennifer finished? Drawing a picture would work but making a table is best!!! Click here Click here to return to Little Thomas’s Adventure What might be the best strategy to use for this problem? Ronnie, Gray and Thomas are standing in a line. Find all the different ways you could arrange them.

Click here Click here to return to Little Thomas’s Adventure 1. Identify The Problem. 2. List The Possibilities 3. Put It To Work 4. Apply And Retry Do you remember what each means? Look at the word problem below. Explain how to use each step to help solve it? Thomas is 16 years old. Jennifer is 60 years older than Thomas. Thomas is six years younger than Gray. What is the difference in age between Jennifer and Gray?

Science Problem Solving has its own name. It is called The Scientific Method. It still starts with #1 Identifying a Problem but the problem is not given to you. You are supposed to decide which problem you wish to study by observing the world and asking questions about how and why things occur. It helps to be curious. Click here to see an example

Here’s an example of Identifying the Problem using the scientific method. Little Thomas was making paper airplanes during class because he did not want to continue his problem solving work. He noticed that some airplanes went a lot further than others. He was curious and wondered why certain planes didn’t go as far as others. Can you identify the problem? Click here Click here to return to Little Thomas’s Adventure Thomas doesn’t understand why some paper airplanes fly further than others. He will need to figure out why.

Science Problem Solving has its own name. It is called The Scientific Method. You will still need to #2 List the Possibilities but instead of listing ways to solve the problem, you will list hypothesis (guesses or predictions) about why the problem occurs. Click here to see an example

Science Problem Solving has its own name. It is called The Scientific Method. It still has a #3 Put it to Work step. For this step you pick the hypothesis that seems the most logical from your list. Then you begin an experiment that tests your hypothesis (prediction). You will need to take notes and collect data (information) during this step. Later, the data you collect will help you figure out whether you were right or not and if your experiment worked. Click here to see an example

Here’s an example of Putting it to Work using the scientific method. Little Thomas looked at his list. He knew is could be anyone of those things that caused airplane to go further sometimes but he really felt it had something to do with the type of paper it was made from. He decided to do an experiment to see if different types of paper changed how far the airplane went. What kind of experiment can he do? Click here Click here to return to Little Thomas’s Adventure He could compare airplanes made from different types of paper and measure the distance.

Science Problem Solving has its own name. It is called The Scientific Method. It still has a #4 Apply and Retry step. During this step, you look at the data (information) you collected from your experiment and see if it supports your hypothesis, proves you wrong or doesn’t help you either way. Remember you will and should make mistakes while solving problems. That is how you learn. It’s what you do once you figure out that you have made the mistake that determines how successful you are! So check your data closely and if it doesn’t seem right after you have applied it. You should retry it. Click here to see an example

After completing the experiment twice these were the results… Good scientists do the same experiment more then once to see if their conclusions (results) are accurate (true). The results should be the same or about the same each time you complete the experiment. Look at Thomas’s data. Is the data close enough to reach a conclusion? What do you think of Thomas’s hypothesis? Does the type of paper affect the distance? Did it apply or should he retry? Click here Click here to return to Little Thomas’s Adventure