Problem Solving Lesson Plan Readiness

Problem Solving Lesson Plan
Name: Dylan McHenry

READINESS
I. Goals/Objectives/Standards
A. Goal- Unit (broad terms) The student will develop problem solving skills that help
them both in the classroom and in the outside world.
B. Objectives- The student will be able to use and apply their thinking skills in everyday
situations by being able to identify a problem and solve it with their thinking skills using a
sequence of steps.
C. Standards- IAS 1.2.3 Describe ways that individual actions can contribute to the
common good of the classroom or community.
NCSS Standard- 5. Individuals, Groups and Institutions. Students will see
how they can contribute to the well-being of themselves, their classmates and the school
institution as a whole.
Example: Students help to keep the classroom and school clean by properly disposing of trash.
Management:
Time- This lesson is designed for a 25-30 minute block of time.
Materials- PowerPoint (attached to back of lesson plan)
Worksheets
Computer
Projector
Interactive smart board
Whiteboard and markers
Anchor Chart
Space- At the beginning of the lesson, the students will come up front and sit on the
edge of the carpet. After the teacher has finished giving direct instruction and guided
practice, the students will return to their seat to work on their independent practice
worksheet.
Behavior- The teacher will monitor the behavior of students by setting the expectation
that they must be silent and engaged while they are on the carpet. Then the teacher will
allow them to participate in a polite and respectful manner. Finally, when the teacher
directs the students back to their seat, he will make sure that they do so in a quiet
manner and he will also circulate the room to ensure that the students are working on
their assignment. The teacher will remind students of the classroom behavior
expectations that are posted on the wall in the classroom. This will help students focus
on their behavior in terms of what is appropriate for the classroom.
II. Anticipatory Set

The teacher will write the math problem 5 + 7 = _ on the board. The teacher will
say, Class who can tell what I have just written on the board? After the class
arrives at the answer of a math problem the teacher will say, Now, how would
we solve this problem? What would you do first? (The teacher will allow for time
for answers after each question.) Are there steps that we need to follow? Does our
answer (solution) work for this problem? Great job class, now there are also
problems that we can solve outside of math. That is what we will focus on today.
(3-4 minutes)
III. Purpose: By the end of the lesson, you will be able to define a problem and use my thinking
skills to solve problems in situations outside of math.
INSTRUCTION (Direct)
IV. Lesson Presentation
(Input/Output) (8 minutes)
The teacher will have created a PowerPoint which contains the definition of a
problem and the purpose of the lesson which were both previously stated.
On an anchor chart, the teacher will list the six steps which are necessary for
solving a problem which are:
o Step 1: Name the problem.
o Step 2: Find out more about the problem.
o Step 3: List ways to solve the problem.
o Step 4: Is one way more useful than another? Talk about the best
way to solve the problem.
o Step 5: Solve the problem.
o Step 6: How well is the problem solved?
This anchor chart will be placed on the whiteboard in the front of the classroom.
Then, the teacher will move to the next slide with the example of a problem.
The problem is a playground that has been littered upon. The teacher will
allow students to look at the pictures and then state the problem. The teacher
will say the text below while referring to the anchor chart on the board and the
pictures in the PowerPoint.
o Step 1: Name the problem: The problem is that there is trash not
properly placed in a trash can where it belongs.
o Step 2: Find out more about the problem: I can find out more by
seeing where the trash is or by seeing if there is more trash on the
playground during a certain time of day, like after recess.
o Step 3: List ways to solve the problem: Tell a teacher or another

adult, pick up the trash ourselves, ask friends for help picking up
the trash.
o Step 4: The best way to solve the problem: Asking my friends for
help worked the best because we were able to pick up the trash
right away.
o Step 5: Solve the problem: My friends and I picked up the trash
on the playground.
o Step 6: How well is the problem solved: Great, we have a clean
playground.
Throughout this modeling, it will be important for the teacher to ask various
questions to check for understanding such as:
o What is the problem?
o What step are we on?
o What solution did we reach?
o Did we solve the problem? How?
Asking these questions along with displaying texts and pictures about the
problem will allow the students to remain engaged throughout this direct
instruction portion of the lesson.
Technology and Diversity Issues- Technology is a vital part of this lesson as it

is necessary for the students to be able to visualize the problems that we will
be solving together. In addition, the teacher must be aware that he has a diverse
group of learners and will need to be active and engaging throughout his
modeling in order to make sure that students are learning throughout the
lesson.
Modeling and Monitoring- All throughout this portion of the lesson, the
teacher has been modeling how he expects students to solve problems using
the six steps identified at the beginning of the lesson. Throughout this portion
of the lesson the teacher will also be scanning the carpet to make sure that
students are engaged. The teacher will also monitor engagement by asking the
questions that were previously listed.
V. Guided Practice
(6 minutes)
The teacher will then present another problem to be solved via PowerPoint. This time the
problem will once again take place on the playground but in a different manner. The
scenario is that all of the swings are taken but another student would really like to swing
as well. After stating and displaying the scenario, the teacher will ask, What is the first
step we must take to solve this problem? If students raise their hand, then a teacher will
call on them, if not the teacher will restate the step and identify the problem. The teacher
will again refer to the anchor chart for this portion. The teacher will state the answers to
each step as a means of guiding the students through this process.
o Step 1- Name the problem- Student cannot swing.
o Step 2- Find out more about the problem- There are no swings to use.
o Step 3- List Ways to Solve the Problem (the teacher will list these on the
whiteboard as students say them) find another activity; ask to have a turn
on the swings.
o Step 4- Talk about the best way to solve the problem- Teacher will ask
students which solution they think is best. The teacher will circle this
solution (sharing) and then they will move on to the next step.
o Step 5- Solve the problem- The student will be able to have a turn on the
swing. Sharing is the solution.
o Step 6- How well is the problem solved? The problem was solved well
because sharing is involved.
Throughout this portion of the lesson, the teacher will be checking for student
understanding. If it is clear that the students understand the problem solving process, then
closure will take place and the class will move on to independent practice.
VI. Closure (2 minutes)

At this point, the teacher will know whether or not he has done a good job through his
teaching by checking for understanding throughout the lesson. The teacher will go back
to the beginning problem that he modeled for the students. He will review the problem
and then ask students to find a partner. After the students find a partner, the teacher will
ask, How would you have solved the problem? What could have been done differently?
The students will share with a partner and then the teacher will call on various students to
check for understanding.
VII. Independent Practice/Extending the Learning (10 minutes
Here, the teacher will show the students the worksheet that they will complete on their
own (this worksheet is attached to the lesson plan). The worksheet will consist of one
problem for the students to use to go through the problem solving process. The students
will be asked to write their answer to each of the six steps for the following problem: A
student in class has run out of crayons right before it is time to color. The teacher will
leave the names of the steps on the smart board while the students work. The main focus
is that students understand the process. One final instruction will be that students who
finish early should write down a problem that they see in school on the back of their
worksheet. Once they complete that, they should read to self. After the teacher explains
these instructions, the students will go back to their seats and begin working.
Throughout this independent practice, the teacher will check for student understanding by
circulating the classroom and monitoring for student understanding. When the time is up
or all the students are done, the teacher will collect the papers and the students will move
on to their next subject or lesson.
VIII. Assessment
Formative: Formative assessment will take place throughout the entirety of the lesson as
the teacher is asking questions and checking for understanding. The teacher will gauge
understanding based on the responses that students are giving to various questions
throughout the lesson.
Summative: The summative assessment is the independent practice worksheet that
students will complete once instruction is finished. The teacher will then have evidence
of understanding from each student. Through this worksheet, it will be clear whether or
not students understand the problem solving process?
IX. Adaptations
Special Needs Students- In this case, it is important for the teacher to know each
individual student. If a student has ADD, then the teacher will need to monitor the student
regularly to prevent them from being distracted or causing a distraction.
Remediation- For students who are struggling, the teacher will have them sit at the front
of the classroom so he can guide them through the worksheet. If necessary the teacher
will model the first two steps of the worksheet to get them started. This should review
and enhance understanding of the problem solving process.
Enrichment- For enrichment, students will complete the question on the back of their
worksheet. This will allow them to think of a problem in their life and then think about a
practical way that they can solve it.
ESL- The teacher will understand that these students may need extra explanation and
more time to complete these sorts of assignments. Perhaps they would be good candidates
for the remediation group that will take place at the front of the classroom.
X. Technology Inclusion
Technology will be used throughout the lesson presentation since the projector and smart
board are needed to adequately present the information necessary for students to
understand the problem solving process.
Evaluation
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the format in which I presented the lesson enhance or inhibit understanding?
8. Should I have used more or less technology?
9. Could students relate to the problems I presented? If not, what sort of problems should I
present the next time I teach the lesson?
Name:
Problem Solving
Directions: Read about the problem on this sheet. Then, cut out the right
answer and place it next to the step it belongs with.
Problem: Today, Erin

now it is time to color. How could we help her?
Now, name the six steps and solve the problem!
lost her crayons, but
1. Name the problem.
2. Find out more about the problem.
3.
List ways to solve the problem.
4.
Is one way more useful than another?
5. Solve the problem.
6. How well is the problem solved?
7.
Think of a problem that you have seen. How would you solve it? (Use
the six steps)
Steps to Solving Erins Problem
The problem
is solved,
Erin can
color.
You could
share with
Erin, or ask
the teacher
for crayons.
I would give
Erin the
crayons.
When did
she lose
them? Can
we find
them?
Erin can
color with
the class if I
share.
Erin lost her
crayons.
Name:
Problem Solving (Key)
Instructions: Read about the problem on this sheet and then use the
problem solving process to solve the problem.
Problem: Today, Erin lost her crayons, but now it is time to color. How could
we help her?
Now, name the six steps and solve the problem!
1. What is the problem?
- Erin lost her crayons
2. How can we find out more about the problem? - When did she lose
them? Could we find them?
3. What are ways to solve the problem?- Ask the teacher for crayons,
share with Erin, find her lost crayons
4.
Is one way more useful than another? Sharing, Erin can color with
everyone else.
5. How would you solve the problem? I would give my crayons to Erin.
6. Is the problem solved? Erin gets to color. Problem solved!
7.
Think of a problem that you have seen. How would you solve it? (Use
the six steps)

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Problem Solving Lesson Plan

Name: Dylan McHenry

II. Anticipatory Set

o Step 3: List ways to solve the problem: Tell a teacher or another

Technology and Diversity Issues- Technology is a vital part of this lesson as it

VI. Closure (2 minutes)

Problem: Today, Erin

lost her crayons, but

1. Name the problem.

2. Find out more about the problem.

List ways to solve the problem.

Is one way more useful than another?

5. Solve the problem.

6. How well is the problem solved?

Steps to Solving Erins Problem

- Erin lost her crayons

6. Is the problem solved? Erin gets to color. Problem solved!

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