Big Ideas and Problem

Solving in Junior Math

by Kate Saretsky

What are big ideas in math?

The big ideas according to the Grades 1-8 Ontario
curriculum are defined as:
the interrelated concepts that form a framework for
learning mathematics in a coherent way.
In other words, a big idea ties together several
mathematical understandings to form a whole, students
understand the interrelated nature of math rather than just
tricks, rules or memorisation.

Examples of big ideas:

Attributes/units
Representation
Quantity
Operational sense
Relationships
Proportional reasoning

http://www.slideshare.net/guesta70bbc/big-ideas-numeracy-workshop?next_slideshow=1

Why are big ideas important?

The big ideas are the building blocks of mathematics that
allow students to take math off the page and into their
lives. Having a strong understanding of the big ideas will
allow them to be successful build onto their skills year
after year in the classroom through grade twelve and then
into their adult years.

How to teach big ideas within

the curriculum strands:
Using problem solving is essential to supporting and
developing big ideas because it naturally encompasses:
-reasoning and proving
-reflecting
-selecting tools and computational strategies
-connecting
-representing
-communicating
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

The Problem Solving Approach

Problem solving is central to learning mathematics. By
learning to solve problems and by learning through problem
solving, students are given numerous opportunities to
connect mathematical ideas and to develop conceptual
understanding.

http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

The Problem Solving Model

1. Understanding the problem:

think
talk
restate

2. Making a plan:

3. Carrying out the plan:

students have chosen and are

using a strategy like drawing or
manipulatives
teacher is circulating, using
prompting questions, not solving
encourages perseverance

plans are tentative, can change

students can look to plan anchor
chart for ideas
consider different strategies before
choosing one

4. Looking back/reflecting:

large group share

reflect on different strategies used
evaluate critically which strategy
works best

Adapted from:http://eworkshop.on.
ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf

Problem Solving + Classroom Environment

Using a well thought out problem solving challenge
creates a positive learning environment by:
-including diversity through examples chosen
-promotes equality of gender
-embraces different learning styles
-offers endless differentiation options
-makes learning fun by including cross-curricular
connections
-students help guide exploration of concepts through their
interests

Classroom Structures to Support Problem

Solving

Problem or mystery of the week or day

Think, pair, share, Choice or partner or individual
work time
Flexible seating arrangements
Field trips within the school to look at different
examples of real world math problems to solve
Scaffolded instructions
Tiered problems
Activity centers
Suggestion box for students to write ideas for what
they would like to explore, or exit slips for ideas of
what to explore next
Math games and puzzles

Real Life Connections

Ask the school's snack
program for
opportunities to solve
their ordering
quantities.

Have outside presenters

come in that show
students how they use
problem solving in their
careers.

Ideas from the

school and
community for real
world problem
solving

Ask the maintenance staff for

any measurement related
problems that the class can
solve hypothetically or
actually.

At staff meetings, make notes on

upcoming events and record
possible ideas for planning aspects
that involve problem solving, like
decorating or ordering clothing.

Problem Solving to Foster a

Community of Learners
Using real life examples from within the school gives the
students the added bonus of fostering community by
feeling good about helping the school. Students can
present their findings to the parties who needed the
answers and feel personal satisfaction that cannot be
found from a completing a worksheet.

Communication in Problem Solving

*Communication is central to the problem solving
approach, both for students and teacher.
*Reinforces and teaches metacognition, How do you
know?
* Students can communicate their findings orally or in a
written way, but they must be encouraged to articulate
their findings in order for full understanding of the
concept to have been achieved.

Strategies for Effective Teacher

Communication:
asking open-ended questions: Is there another way?
How can you show that? How do you know?
modelling explanation of thought process
modelling appropriate partner conversation
including at home extensions for communication
opportunities
providing feedback at all stages of problem solving in a
variety of ways

List of Resources:
1.

http://www.slideshare.net/guesta70bbc/big-ideas-numeracy-workshop?
next_slideshow=1
2. http://www.slideshare.net/phionahenry/big-ideas-and-problem-solvingmath-instruction
(I really enjoyed both these slideshares for delivering succinct information on
such a broad topic)
3. http://m.nsa.
gov/academia/early_opportunities/math_edu_partnership/collected_lear
ning/elementary/index.shtml
(This NSA website has really interesting hands on ideas that you could use asis for problem solving, or use it as a starting base for your own ideas. They
have good story book ideas in their units).
4. http://ontariomathresources.ca
(There are links to past EQAO math tests here)

References:
1.http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf
2.http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volume_2.pdf
3. http://www.eworkshop.on.ca/edu/core.cfm?p=videoBrowser.cfm&L=1&modID=18&c=1&navID=videoBrowser
4.https://d2l.educ.queensu.ca/content/CTE155INT/CONT564/downloads/Guide_Math_K_6_Volume_1.pdf
5.http://www.scholastic.com/teachers/article/marilyn-burns-10-big-math-ideas
6.https://d2l.educ.queensu.ca/content/CTE155INT/CONT564/downloads/Guide_Math_K_6_Volume_1.pdf
7.