1. Problem SOLVED!

3. Essential Question How are problems solved?

4. Students will develop flexibility in solving problems by: Learning to understand the mathematical word problem. (What is being asked? (What do I need to find?). Dissect the problem systematically: (Is there a pattern? What mathematical method must I use to solve the problem?) They will become critical thinkers by methodically categorizing the question using charts, diagrams, mathematical equations or logic to solve for the unknown.

5. Get REAL, get in LINE Group Activities Human Quadradic Plane Encyclopedia Brown, detective: case of the missing polynomial fog (“f” composed “g”….how’s the weather?)

6. Chapter 111.Subchapter B (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (A) Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (B) Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. (8.15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected to: (A) Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical or algebraic mathematical models; and (B) Evaluate the effectiveness of different representations to communicate ideas. (8.16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: (A) Make conjectures from patterns or sets of examples and non examples; and (B) Validate his/her conclusions using mathematical properties and relationships.

7. Resources www.mathstores.com/strategies.htmlwww.mathstores.com/strategies. www.scsnc.org/curiculum/pguides/math/m 8.pdfwww.scsnc.org/curiculum/pguides/math/m 8.pdf www.fno.org/Sept96/questions.html www.flixprod.com/mathw1.gif www.tea.state.tx.us/teks www.teachermagazine.org/media/2007/11 /27/rubiks%20cube.jpgwww.teachermagazine.org/media/2007/11 /27/rubiks%20cube.jpg