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 Statistics and Probability Create your own problem! Now solve it! Statistics and Probability 9 This graph shows the number of animals in a petting zoo Which statement is true? There are more ducks than sheep There are more pigs than ducks There are fewer pigs than goats There are fewer sheep than ducks

3. Problem Solving Statistics and Probability Create your own problem! Now solve it! Statistics and Probability 9 This table shows the number of metres some children threw straw javelins. What is the difference between the longest and shortest throws?

4. Problem Solving Statistics and Probability Create your own problem! Now solve it! Statistics and Probability 9 Some students chose their favourite fruit. They made a graph. Bananas were the most popular Apples were more popular than oranges Grapes were less popular than apples. Which column shows apples on the graph?

5. Problem Solving Statistics and Probability Create your own problem! Now solve it! Statistics and Probability 9 These were the top breeds of dogs. Mary bought a top dog. Which of these statements is true? It is more likely to be a Spaniel than a Poodle. It is certain to be a Pug. It is less likely to be a Terrier than a Hound. It is impossible that it will be a Corgi.