Problem Solving Strategies Math Doodle Notes & Activities, 4th-7th Grade Math

Rated 4.83 out of 5, based on 158 reviews

4.8 (158 ratings)

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Cognitive Cardio Math

13.8k Followers

Grade Levels

4th - 6th, Homeschool

Subjects

Math, Math Test Prep, Word Problems

Resource Type

Activities, Printables, Interactive Notebooks

Standards

CCSSMP1

CCSSMP2

CCSSMP4

CCSSMP7

Formats Included

Pages

17 student pages plus samples/keys

$6.25

Wish List

$6.25

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Cognitive Cardio Math

13.8k Followers

What educators are saying

I wish I found this at the beginning of the school year! Has been a great tool to support my students with identifying a variety of problem-solving strategies.

— Courtney T.

Rated 5 out of 5

I purchased this product for a very advanced second grade student that I tutor. I didn't want to advance her by teaching her higher level algorithms, I want to teach her to think. This is a very well-designed unit that takes my student through each problem-solving strategy step by step. Excellent!

— Bridget R.

Rated 5 out of 5

Description

Standards

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Reviews

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More fromCognitive Cardio Math

Description

Math notes and activities for problem solving strategies are more engaging with the Doodle Note format! These problem solving notes and practice worksheets will help your students:

Learn and retain eight different problem solving strategies
Use symbols and color coding to help remember the strategies
Get organized for problem solving
Practice solving with the different strategies

Problem solving can be a challenge, but when students keep the notes in their math notebooks or binders as reference pages, they can refer to them all year for reminders and help.

Included in this easy-prep set of Problem Solving Strategies Doodle Notes:

1) A “main” problem solving page that lists the steps for problem solving, as well as the various strategies.

2) An introduction page for each of these 8 problem solving strategies, with a specific problem to solve and the steps to use the strategy, to solve the given problem:

Make an Organized List
Guess and Check
Work Backward
Make a Table
Look for Patterns
Draw a Picture/Diagram
Write an Equation
Use Logical Reasoning

3) A teaching guide/answer key for each strategy page

4) A practice page for each problem solving strategy, with answer key

5) A colored sample of each introduction page

6) An editable page with no title or problem, so you can add your own problems and titles for more practice – you can only ADD to the page; the template itself can’t be altered.

What teachers are saying about this problem solving strategies resource:

⭐️⭐️⭐️⭐️⭐️ “These are great for working through the different strategies. I am using a new one each week. My 6th graders love coloring them in when they are done.”

⭐️⭐️⭐️⭐️⭐️“This resource is perfect for the beginning of the year to set students up for success during the school year!”

⭐️⭐️⭐️⭐️⭐️“I used this resource to introduce each Problem-Solving strategy. This resources provides the background information, example problems, and the opportunity to model solutions and self-checking strategies. I then followed up with additional problems that utilized the same strategies.”

⭐️⭐️⭐️⭐️⭐️“Visually helped my students to understand how to read and solve word problem but more importantly they had fun doing it.”

Related Resources:

Problem Solving Math Wheels: a great partner for these problem solving notes pages are the , which can also be kept as a reference all year.

Math Word Problem Sets, 5th -6th Grades

Math Problem Solving, 6th-7th Grades

Math Talk Wheel

Problem Solving Strategies Bookmark

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Permission to copy for single classroom use only.

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Total Pages

17 student pages plus samples/keys

Answer Key

Included

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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Cognitive Cardio Math

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