To understand and use the fundamental problem-solving element, Request-Response-Result , applied to single-variable problems.
PROCEDURE:
(1) Make as many copies of image below as there are
groups in your class.
(2) Cut the individual problem solution steps around
their borders.
(3) Place each set of solution steps in a glass on the
students' tables.
(4) Have students draw slips from the glass and order
the successive steps of the problem solutions using
Request and Response as a guide to decisions.
The student will learn the basic problem solving process. Specifically, the activity shows how each step follows from the previous step and leads to the next step. In addition, the inclusion of verbal statements in the solution presentation will become natural. Recognition of indentation of responses relative to the requesting equation is also seen.ADDITIONAL ACTIVITIES:
The above activity emphasizes the vertical flow of a problem solution. By preparing a second set of solution steps with the left and right border cut off of the strips of paper, the clue to left-right positioning of the steps is removed.SUGGESTIONS:This provides an activity that emphasizes both the vertical structure of a solution and the left-right structure. Using this, the students' comfort with appropriate indentation can be addressed.
This manipulative and the previous one differ only in using of division instead of multiplication or addition. One way of preparing the manipulatives is pass out the print of the each of the previous manipulatives to a third of your groups and this manipulative to the remaining groups. Supply card stock, rubber cement and scissors to make the solution strips. Once completed, the groups can interchange their sets and compose the problem solution. The sets so produced form sets for future use. Lamination can further improve the permanence of the sets. Laminated sets can be obtained from the author at cost. Request by e-mail .
solution.
Copyright
1998, Howard C. McAllister.