Math Problem Solving

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    • 00:05

      [Math Problem Solving]

    • 00:10

      LISA SIGAFOOS: So after they identify what'sthe important information and they circle it, they thendetermine, is there information thatwas given that's not needed.And so that way, they can cross it off,and they don't get confused on what informationthey're using versus what information is not needed,extra or additional information.[Lisa Sigafoos, Math Intervention Specialist,University of Texas Elementary School, Austin, TX]So then once they've determined that within the word problem

    • 00:30

      LISA SIGAFOOS [continued]: itself, they're able then to pull outthat information, set up their equation and determining, OK,do I have two parts and I'm finding the whole?Or do I have a whole, and I'm taking away partsto determine another part?So that will then help them determine the operation.And right now, we're just working

    • 00:51

      LISA SIGAFOOS [continued]: with addition and subtraction.And so once they've set up their equation,they're able to then draw a picture.And so they're taught how they can draw the pictureto help them solve the problem.And that's another way of checkingto make sure that they're answeringthe problem correctly.And then they go on to retrace, whichis just checking their work.So that's doing the opposite operation.

    • 01:13

      LISA SIGAFOOS [continued]: So if they did addition, they'll reset upthe problem as subtraction to check their work.And then we always have them put the units,so they know specifically what itis that the question was asking and what they're answering.So depending on the type of problem,they have to do different types of counting.So in this case, we knew the 5.

    • 01:34

      LISA SIGAFOOS [continued]: The five was given.And what we were trying to do is determinewhat was the other part.And we knew the whole.So in this instance, well, we knew 5.So there was no reason for the studentsto start counting at 1.The 5 was given.So the count on helps them determine 5, my part.Now, I need to determine what's the rest.So 5, 6, 7, 8 to get to the total.

    • 01:56

      LISA SIGAFOOS [continued]: And so the counting on is A, it'sa quicker method than always going back to 1,especially as they get into larger numbers.If they were starting at 25, therewould be no reason to count 1 to 25 if the 25 is already given.They can just go on to the next.And I think the circles really helpthem visualize where they need to count on

    • 02:17

      LISA SIGAFOOS [continued]: and how many more they need to count on.All right.OK.Are you all ready to be detectives todayand do the MSI strategy?

    • 02:25

      SPEAKER 1: Yes, ma'am.

    • 02:26

      LISA SIGAFOOS: Awesome.Well, let's put on those detective hats.And let's get to work learning.And then, what do we do to help us solve the equation?

    • 02:33

      SPEAKER 2: Draw a picture.

    • 02:34

      LISA SIGAFOOS: Yeah, we draw our picture.And lastly, we retrace, which is to?

    • 02:39

      SPEAKER 1: Check.

    • 02:40

      LISA SIGAFOOS: Good, we check our workto make sure we have it correct.OK?So I'm going to leave this here so you can reference it.Let's also review our part, part, whole.OK?So remember.Let's look.So a whole, OK, is the whole unit,the whole number that we have.And then it's made up of two parts.So if we have two parts and we'regoing to put those parts together to find the whole--

    • 03:03

      LISA SIGAFOOS [continued]: think first before you answer--do we add or subtract?Putting parts together.

    • 03:08

      SPEAKER 2: Add.

    • 03:08

      SPEAKER 1: Add.

    • 03:09

      LISA SIGAFOOS: Very good.We add.What if we had the whole and we need to take a part away?Are we going to add or subtract?

    • 03:16

      SPEAKER 2: Subtract.

    • 03:16

      SPEAKER 1: Subtract.

    • 03:17

      LISA SIGAFOOS: Subtract, very good.All right, let's get started.How many tons of sand did the dump truck have to start?So what do we need to do now that we read?We need to what--

    • 03:29

      SPEAKER 2: Underline the question.Underline the question.

    • 03:31

      LISA SIGAFOOS: Let me see.I'll underline the question.

Math Problem Solving

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Abstract

Lisa Sigafoos explains her strategies for helping elementary school children with math.

Math Problem Solving

Lisa Sigafoos explains her strategies for helping elementary school children with math.

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