T-shirt? All Girls: use simple drawings (t-shirt, socks and $30) **Solve** Two-**Step** Equations ax + b = c Student Outcome: I will learn how to **solve** and model **problems** with 2-**step** equations. Maurie saw this sign advertising T-shirts and socks. He pays $30 for/ of one T-shirt? All Boys: use the balance scale with algebra tiles **Solve** Two-**Step** Equations ax + b = c Student Outcome: I will learn how to **solve** and model **problems** with 2-**step** equations. Maurie saw this sign advertising T-shirts and socks. He pays $30/

an assumption because you know it isn’t true. They may be necessary to **solve** the **problem**, or they may just make the **problem** easier to **solve**. Scientific **Problem**-**Solving** Method 1.**Problem** Statement a.Diagram b.Assumptions 2.Solution **Steps** (manual solution) a.Theory / limitations b.Itemize specific **steps** (in order) as you **solve** the **problem** c.Identify results & verify accuracy 3.Computerize the solution a.Express the algorithm as/

Effect DiagramRun chart or control chart Analyse data Analyse process Determine potential root causes Hypothesis Testing Verify root causes Key **Steps**:- Review remaining project opportunities Review other applications Review learnings © Max Zornada (2005)Slide 8 South Eastern Food Packagers Team Based **Problem** **Solving** Case Study © Max Zornada (2005)Slide 9 DMAIC Process Storyboard TEAM FORMATION DEFINE MEASURE ANALYSE IMPROVE - I : Generate Potential Solutions/

student RTI ‘pre-meeting’ can be quite brief, lasting perhaps 15-20 minutes. Here is a simple agenda for the meeting: Share information about the student **problem**(s). Describe the purpose and **steps** of the RTI **Problem**-**Solving** Team meeting. Stress the student’s importance in the intervention plan. Have the student describe his or her learning needs. Invite the student to attend the/

). 23 Frequently asked questions (slide 3 of 3) u Why does Andes focus on **problem** **solving**? **Problem** **solving** doesn’t improve conceptual understanding [sic]. Instruction really should focus on __________ instead of **problem**-**solving**. –Andes requires more conceptual **steps** than paper. –Reflective debriefing is being added –Perhaps instructors should let Andes to handle **problem**-**solving** so they can focus on __________. 24 Outline u Goals of the Andes project/

Objectives State the four **steps** in the basic **problem** **solving** procedure. **Solve** **problems** by using a diagram. **Solve** **problems** by using trial and error. **Solve** **problems** involving money. **Solve** **problems** by using calculation. **Step** 1 Understand the **problem**. Read the **problem** slowly, jotting down the key ideas **Step** 2 Devise a plan to **solve** the **problem**. Draw a diagram, find a formula, look for patterns **Step** 3 Carry out the plan to **solve** the **problem**. **Solve** the **problem**, follow the numbers, create/

means to **solve** **problems**. Learn the best way to **solve** math **problems**. Use our new **problem** **solving** plan to **solve** math **problems**. What do you already know about **problem** **solving**? What do you want to learn about **problem** **solving**? The Four **Step** Plan to **Solving** Math **Problems** To help us **solve** math **problems** that we encounter in class, we are going to use a **problem** **solving** plan. This plan gives you a **step**-by-**step** guide to **solving** any math **problem**. If you/

we rotate at node (8) The result is a balanced tree with 8 as the new root 0 4 8 12 0 0 0 **Step** 5: Nyhoff, ADTs, Data Structures and **Problem** **Solving** with C++, Second Edition, © 2005 Pearson Education, Inc. All rights reserved. 0-13-140909-3 27 Next we insert node (1/will handle by a R-L rotation next. 4 8 12 1 1 0 1 0 4 8 2 2 0 1 2 0 **Step** 6: Nyhoff, ADTs, Data Structures and **Problem** **Solving** with C++, Second Edition, © 2005 Pearson Education, Inc. All rights reserved. 0-13-140909-3 28 The imbalance is at/

constants of the tableau for negative entries. a.If there are no negative entries, complete the solution using the simplex method for **problems** in standard form. b.If there are negative entries, proceed to **step** 5. Simplex Method for **Solving** Nonstandard **Problems** 5.Pivot the tableau. a. Pick any negative entry in a row in which a negative entry in the column of constants/

identify concerns Keep asking to surface the real issues Team to get agreement on area of mutual concern 4 Six **Steps** **Problem** **Solving** Process **Step** 1. Identify Concerns (How urgent or important is this?) Identifying the gap Something is wrong and needs to/ preserve by any solution you make? 3.What do you want to avoid by any solution you make? Six **Steps** **Problem** **Solving** Process 12 **Step** Three – Evaluate Alternatives Tool 1. Establish priorities List absolute requirements (points value) PtsReqmt MNO 10<6 wks<$300/

student RTI ‘pre-meeting’ can be quite brief, lasting perhaps 15-20 minutes. Here is a simple agenda for the meeting: Share information about the student **problem**(s). Describe the purpose and **steps** of the RTI **Problem**-**Solving** Team meeting. Stress the student’s importance in the intervention plan. Have the student describe his or her learning needs. Invite the student to attend the/

each score represents 4-20 Copyright 2009 McGraw-Hill Australia Pty Ltd PPTs t/a Managerial **Problem** **Solving** by Wood Slides prepared by Robert Wood, Julie Cogin and Jens Beckmann Decision Matrix Simple **Steps** **Step** 1: Set up List all viable options for **solving** the **problem**; draw up a table **Step** 2: Identify decision/selection criteria Write criteria so that a high score = favourable result, low score/

integrity’) Response to Intervention www.interventioncentral.org 32 The **Problem**-**Solving** Model & Multi-Disciplinary Teams A school consultative process (‘the **problem**-**solving** model’) with roots in applied behavior analysis was developed (e.g., Bergan, 1995) that includes 4 **steps**: –**Problem** Identification –**Problem** Analysis –Plan Implementation –**Problem** Evaluation Originally designed for individual consultation with teachers, the **problem**-**solving** model was later adapted in various forms to multi-disciplinary/

student RTI ‘pre-meeting’ can be quite brief, lasting perhaps 15-20 minutes. Here is a simple agenda for the meeting: Share information about the student **problem**(s). Describe the purpose and **steps** of the RTI **Problem**-**Solving** Team meeting. Stress the student’s importance in the intervention plan. Have the student describe his or her learning needs. Invite the student to attend the/

is + + Applications of Linear Systems 1.**Solve** **problems** about unknown numbers. 2.**Solve** **problems** about quantities and their costs. 3.**Solve** **problems** about mixtures. 4.**Solve** **problems** about distance, rate (or speed), and time. Applications of Linear Systems Recall from Section 2.4 the six **step** method for **solving** applied **problems**. These slightly modified **steps** allow for two variables and two equations. **Step** 1: Read the **problem** carefully until you understand what is given/

acknowledgement and reminding of the process that can help the **problems** to be **solved**. Stages in the **problem**-**solving** process 2 Major Phases for the design of any computer program **Problem**-**Solving** Phase Implementation Phase **Step** 1: Define the **problem** **Step** 2: **Problem** Analysis **Step** 3: Identify and evaluate possible solutions **Step** 4: Select and justify the optimal solution **Step** 5: Implementation and Review **Step** 1: Translate the algorithm into a specific programming language/

coefficients. Homework: Complete the Equations Worksheet. Learning Objectives: SWBAT **solve** multi-**step** mathematical **problems** with rational number. Standards: CCLS: 7.EE.3 **Solve** multi-**step** real-life and mathematical **problems** posed with positive and negative rational numbers in any form /down our **problem** **solving** **steps**? Do you think we may need to add an additional **step** for **solving** inequalities? Today we are going to review our **problem** **solving** skills and key words. This will help us to **solve** word **problems** in the/

Organizational Collaboration Legitimate Expectations of **Problem** **Solving** zEliminate the **problem**. zMove the **problem**. zManage the **problem** better. Repair the **problem**. Reduce the harm. Reduce the **problem**. Module II The Mechanics of **Problem** **Solving** Two Objectives zLearn **steps** and sub-**steps** necessary for successful **problem** **solving**. zLearn what questions to ask to facilitate successful **problem**-**solving** in those you supervise. Conceptualization: The **Problem**-**Solving** Process Scanning Response Assessment Analysis/

you have to do first. ONE MORE... Writing Equations for 2-**Step** **Problems** **Step** 1: Read the entire **problem**. **Step** 2: MODEL one sentence (or part) at a time. **Step** 3: Find the answer. **Step** 4: Write an expression for how you **solved** each part. **Step** 5: Use a letter for the unknown in the **problem**. Writing Equations for 2-**Step** **Problems** Ms. Percy bought 4 boxes of paperclips. She gave 11/

using unifix cubes and number cubes. 6. Attend to precision. I can use addition and subtraction within 100 to **solve** one- and two-**step** word **problems**. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and/. You will develop your mathematical communication skills as they share their strategies. I can use addition and subtraction to **solve** one- and two-**step** word **problems**. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add /

Lecture 02: **Problem** **Solving** & Algorithms What is **Problem** **Solving**? How to **solve** a **problem**? **Problem** **Solving** Strategies **Solving** **problem** with computer -Software Development Method of **Problem** **Solving** **Steps** in the Software Development Method Design & representation of algorithms Programming errors & debugging Program verification & testing Program documentation Definition: ◦ **Problem** **solving** is the process of transforming the description of a **problem** into the solution of that **problem** by using /

T-shirt? All Girls: use simple drawings (t-shirt, socks and $30) **Solve** Two-**Step** Equations ax + b = c Student Outcome: I will learn how to **solve** and model **problems** with 2-**step** equations. Maurie saw this sign advertising T-shirts and socks. He pays $30 for/ of one T-shirt? All Boys: use the balance scale with algebra tiles **Solve** Two-**Step** Equations ax + b = c Student Outcome: I will learn how to **solve** and model **problems** with 2-**step** equations. Maurie saw this sign advertising T-shirts and socks. He pays $30/

unknown. Split the **problem** into smaller, simple sub-**problems**. If you cannot **solve** the proposed **problem** try to **solve** first some related **problem**. Or **solve** more general **problem**. Or special case of the **problem**. Or **solve** the part of the **problem**. Slide 7 of 40 **Problem** **Solving** Third: Carry out your plan. CARRYING OUT THE PLAN Carrying out your plan of the solution,check each **step**. Can you see clearly that **step** is correct? Can/

planning Align district new teacher mentoring support with school needs BSI Summer Academy 201332 What would your team add to these strategies? What is the 8-**step** **problem**-**solving** process? 33 What is the 8-**step** **problem**-**solving** process? 34 **Step** 5 : Intervention Development & Follow Up Identify plan of action, specifying who, will do what, and by when to eliminate barrier. WHO? Name or title WHAT? Detailed/

force but not its size. a) frictionless b) μ K = 0.200 table B aAaA aBaB A Two-Body Pulley **Problems** Now we have two scalar equations: T = 3 a equation #1 T = 15 -1.5 a equation #2 **Step** 11: **Solve** by sub #1 into #2 M A = 3.0 kg M B = 1.5 kg Pulley: a machine that/ force but not its size. a) frictionless b) μ K = 0.200 table B aAaA aBaB A Two-Body Pulley **Problems** Now we have two scalar equations: T = 3 a equation #1 T = 15 -1.5 a equation #2 **Step** 11: **Solve** by sub #1 into #2 3 a = 15 -1.5 a 4.5 a = 15 M A = 3./

her time better, but just doesn’t see how she can squeeze another minute out of her schedule. **Step** 1: **Problem**-**Solving**- Tamara Has a Time **Problem** 1.Determine what your group knows about time management and creating a time management plan for Tamara. 2./manage her time better, but just doesn’t see how she can squeeze another minute out of her schedule. **Step** 4: **Problem**-**Solving**- Tamara Has a Time **Problem** The group’s Presenter will, with the help of the group, will present their time management plan. Scaffolding /

)Complicate the situation c)Determine possible issues and falsehoods d)Accept assumptions about the **problem** 6.Why is defining a **problem** the first **step** of **problem** **solving**? a)Because the **problem** is always clear and definable b)Because the **problem** should be attacked before it is defined c)Because the **problem** may not be clear d)None of the above Module Four: Review Questions 7.When defining a/

whole numbers. Share! Tell your shoulder partner what we will learn about today! Method Let’s review the **steps** of the CUBES Method for **solving** word **problems**! ircle the Question What are you being asked to **solve**? Share! Explain what the C in the CUBES Method stands for to your face partner! If an important number is written in word form, write it in/

; guessing and checking; writing an equation; working backwards; **solving** a simpler **problem** **Step** 3: **Solve** **Solve** the **problem**. **Step** 4: Look Back Check your answer Does your answer make sense? A **problem**-**solving** strategy is a plan for **solving** a **problem**. Different strategies work better for different types of **problems**. Sometimes you can use more than one strategy to **solve** a **problem**. As you practice **solving** **problems**, you will discover which strategies you prefer and which/

10 – 10 8 = 4a Since a is multiplied by 4, divide both sides by 4 to undo the multiplication. 8 = 4a 4 2 = a Example 1B: **Solving** Two-**Step** Equations **Solve** 5t – 2 = –32. 5t – 2 = –32 First t is multiplied by 5. Then 2 is subtracted. Work backward: Add 2 to both sides. + / the total paid is about $736, which is close to the amount given in the **problem**, $735.95. Example 5A: **Solving** Equations to Find an Indicated Value If 4a + 0.2 = 5, find the value of a – 1. **Step** 1 Find the value of a. 4a + 0.2 = 5 Since 0.2 is/

+ s = 31 31 – 14 = s Total = 311st week =14 2nd week = ? **Problem** **Solving** is easy if you follow these **steps** **Solve** The **Problem** **Step** 3 - **Solve** the **problem** 3 1 – 1 4 Total = 311st week =14 2nd week = ? 2 1 71 **Problem** **Solving** is easy if you follow these **steps** Look Back & Check **Step** 4 - Look Back & Check Reread the **problem** Luis earned 14 Accelerated Reading points the first week of November. At/

an equationMake a list Find a patternWork backwards Use reasoningDraw a diagram Make a tableAct it out **Step** 2 - Decide how youre going to **solve** the **problem** Make your diagram N E S W start 1 mile finish **Problem** **Solving** is easy if you follow these **steps** **Solve** The **Problem** **Step** 3 - **Solve** the **problem** N E S W start 1 mile finish Measure the distance between the start and the/

of Data at Tier I STAR reading Pre-EOG Running Record Curriculum based measurements (DIBELS, Aimsweb, for example) Specific skill growth or performance PSM Procedures Activities at Tier II **Steps** of cyclical **problem**-**solving** model repeat, but more school personnel are involved as needed Parent Teacher Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc. PSM Procedures Examples at Tier II Parent/

. **Solving** **Problems** Effectively The first **step** in any good **problem**-**solving** process is to define and structure the **problem**. A common mistake in **problem** **solving** is starting with the solution rather then with the **problem**. **Solving** the Wrong **Problem** Precisely There are several ways in which people **solve** the wrong **problem** precisely, which includes: Picking the wrong stakeholders Framing the **problem** to narrowly Failure to think systematically Failure to find facts 9 **Step** **Problem** **Solving** Systematic Approach **Step**/

15 y = 225 z = 121 w = 19.5 **Problem** of the Day Ana has twice as much money as Ben, and Ben has three times as much as Clio. Together they have $160. How much does each person have? Ana, $96; Ben, $48; Clio, $16 Learn to **solve** multi-**step** equations. To **solve** a multi-**step** equation, you may have to simplify the equation first/

Equations Involving Absolute Values? Course 3 Warm Up **Problem** of the Day Lesson Presentation **Problem** of the Day x is an odd integer. If you triple x and then subtract 7, you get a prime number. What is the smallest possible x? (Hint: What is the smallest prime number?) x = 3 Learn to **solve** two-**step** equations. Sometimes more than one inverse operation is/

J J EOPARDY Lets Get Ready To Play Some... **Solve** One **Step** Equations **Solve** Two **Step** Equations **Solve** Other Equations Word **Problems** to Equations 100 200 300 400 500 Final Jeopardy Jeopardy Board **Solve** One **Step** Equations - 100 **Solve**: x + 4 = 8 BoardAnswer Board **Solve** One **Step** Equations - 100 **Solve**: x + 4 = 8 Algebra Tiles x + 4 = 8 Get rid of 4 yellows Both sides x = 4 Algebra x + 4 = 8 – 4 x/

lanes (bridging) DNA Grid 2. Formulate an algorithm3. Implement a DNA lab protocol 1. Define the **problem** **Solving** Edge-Matching Puzzles Using DNA Computing **Step** 1: Associate half-tiles to random ssDNA sequences (synthesis) 5-ATGGGTGAAGAAGATG GTAGAAGAGAAATAAG -3 GAATAAAGCTAGCGGC-3 2/Bridging strands 2. Formulate an algorithm3. Implement a DNA lab protocol 1. Define the **problem** **Solving** Edge-Matching Puzzles Using DNA Computing **Step** 5: Bridge lanes. Bridging is a sensitive and labor-intensive process: 3-D shape /

125 U.S. stamps. She has 3 times as many foreign stamps as U.S. stamps. How many stamps does she have altogether? Resources **Step** by **Step** Model Drawing by Char Forsten 8 **Step** Model Drawing – Singapores Best **Problem** **Solving** Math Strategies by Bob Hogan and Char Forsten Writing Strategies for Mathematics by Tricia Brummer and Sarah Kartchner Clark. Marilyn Burns http://illuminations.nctm.org/

disciplines. Evaluating the learning is easy. It has some worldly burdens. 2-Which one is not the **step** of **problem** **solving** method? Delimitation of the **problem** Planning the application Preparing the working guide Deduction 3-Discuss the importance of **problem**-**solving** method. 4-Explain the limitations of the **problem** **solving** method and solutions for them. Cooperative Learning Technique: OBJECTIVES At the end of the lesson students will be/

advantages and disadvantages of individual and group **problem**-**solving**.Describe advantages and disadvantages of individual and group **problem**-**solving**. Demonstrate Nominal Group Technique (NGT).Demonstrate Nominal Group Technique (NGT). Slide PS-3 OBJECTIVES (contd) Describe four methods by which **problems** are **solved**.Describe four methods by which **problems** are **solved**. Outline the critical **steps** in a **problem**- **solving** model.Outline the critical **steps** in a **problem**- **solving** model. Apply force field analysis as an/

? Yes. 4 – 1 + 15 = – 4 + 15 = 11. So – 1 is the correct solution because it works when you put it back into the original **problem**. Ch 3 Sec 3: Slide #10 **Solving** an Application **Problem** **Step** 1 Read the **problem** once to see what it is about. Read it carefully a second time. As you read, make a sketch or write word phrases that identify/

an Improper Fraction EXAMPLE 2 Writing a Mixed Number as an Improper Fraction 2 9 8 Write as an improper fraction. 2 9 8 **Step** 1 8 • 9 = 72 **Step** 2 = Then 72 + 2 = 74 2 9 8 74 9 ( 8 • 9 ) + 2 Same denominator Writing / 16 cups of flour available, how many batches of cookies can Mary make? 16 ÷ 2 = 8 batches Estimate **Solving** Application **Problems** with Mixed Numbers EXAMPLE 8 **Solving** Application **Problems**: Mixed Numbers (b) Mary’s recipe for chocolate chip cookies calls for cups of flour per batch. If she has /

a la Optimización de procesos químicos. Curso 2005/2006 PROB. **SOLV**. FOR OPTIMIZATION USING THE SIX-**STEP** **PROBLEM** **SOLVING** METHOD Its circular, not linear We look back after each **step**. 1 2 3 4 5 6 1 2 34 5 6 If **step** is complex, can apply all six **steps** inside one major **step** Introducción a la Optimización de procesos químicos. Curso 2005/

. They tell us why **solving** the **problem** is important INTEREST-BASED **PROBLEM** **SOLVING** **Step** 1 - **Problems** or Issues With any **problem**, there are other **problems** or issues associated with it. Make sure you identify **problems**, not symptoms. INTEREST-BASED **PROBLEM** **SOLVING** **Step** 2 – Identify Interests Brainstorm/ If it does not, strike or cross out the option. Do this with all options. INTEREST-BASED **PROBLEM** **SOLVING** **Step** 7, Come to Consensus on a Solution There will probably be more than one solution that meets the /

has the same number as George. 30 Graphical Approach to **solve** multi-**step** **problems** Cindy George 2): George gives Cindy 30 pencils. ?30? Graphical Approach to **solve** multi-**step** **problems** Cindy George 2): George gives Cindy 30 pencils. ?30 ? Graphical Approach to **solve** multi-**step** **problems** Cindy George ? 30 ? 2): George gives Cindy 30 pencils. Graphical Approach to **solve** multi-**step** **problems** Cindy George ? 30 ? ???? 3): Now Cindy has 4 more pencils/

Sells 400 sheep and ¾ of his goats. 400? 300 3) Now he has equal number of goats and sheep. ???? Graphical Approach to **solve** multi-**step** **problems** 1) Total number of goats and sheep: 700 700 GoatsSheep 2) Sells 400 sheep and ¾ of his goats. 40060 300 60 3) Now /he has equal number of goats and sheep. Graphical Approach to **solve** multi-**step** **problems** 700 GoatsSheep 2) Sells 400 sheep and ¾ of his goats. 40060 300 60 4) Number of sheep: 460 3) Now he has /

the search query www.google.com/advanced_search www.google.com/advanced_search 80 **Problems** **solving** needs methodology: Understanding and analyzing **problems** Using a sheet of paper and a pen for sketching Thinking up, inventing and trying ideas Decomposing **problems** into subproblems Selecting appropriate data structures Thinking about the efficiency and performance Implementing **step**-by-**step** Testing the nominal case, border cases and efficiency 81 Questions? http://academy/

you arrive at the correct area of the event sequence. Verto Laurus Consulting Supporting Tools, 6 **Steps** to **Problem** **Solving** Once we have found the point of cause it must be interrogated to establish the direct cause/ ISSUES ANY DEVIATION FROM NORMAL Verto Laurus Consulting Supporting Tools, 6 **Steps** to **Problem** **Solving** Verto Laurus Consulting Supporting Tools, 6 **Steps** to **Problem** **Solving** Verto Laurus Consulting Explanation of Worksheet **Steps** 1. Set the Objectives (SMART) SMART stands for: Specific, Measurable/

polynomially equivalent Cook Reductions Y is Polynomial Time Reducible to X **Solve** **problem** Y with a polynomial number of computation **steps** and a polynomial number of calls to a black box that **solves** X Notation: Y y means x reduces to y (if you can **solve** y, then you can **solve** x) Then to join the NP complete club, you need a reduction from SAT (or/

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