Big Ideas and

Problem Solving
in Junior Math
Instruction
Tonia Lyons

Big Ideas
What are they?
Large groupings of mathematical concepts that are
interrelated

What is its function?

Provides teachers with a comprehensive view of the
concepts represented in a strand of mathematics
Helps evaluate prior knowledge that students have
Helps reveal student thinking in relation to concepts
Provides opportunities for student observation
Provides opportunities for feedback
Determines the next steps in programming
Facilitates communication with parents

Examples of Big Ideas

Grades 4 6 Number Sense and Numeration
Quantity
Operational sense
Relationships

Proportional reasoning

Problem-Solving Approach
What is it?
An instructional strategy whereby teachers present an
engaging problem (one with several entry points) and
students attempt to solve the problem in their own way

What is its function?

Enables students to use intuitive strategies that make
sense to them
Enables students to make use of manipulatives which
provides greater access to abstract mathematical ideas
Promotes collaboration with peers to offer different
perspectives on approaches to problem solving

Problem-Solving Approach
How is it organized?
1. Getting started:
teacher introduces the context and prepares students for
the problem-solving activity
I have a problem. I have a jar which I know
held 317 marbles when it was full. As you
can see, it is empty, and I want to fill it full
of marbles again. At my corner store I can
buy small bags of marbles, with 23 marbles
in a bag. She holds up the jar and the
small bag of marbles. I want to go to the
store and buy enough bags but no extras.
How many bags should I buy?

Problem-Solving Approach
How is it organized?
2. Working on it:
students work in pairs or small groups to solve the
problem; the teacher asks questions to deepen and clarify
understanding
Why do you think? How do you know?
What does this number mean? Can you
explain your partners reasoning? Do you
agree or disagree with their reasoning and
why? Why doesnt this solution work?
Could you solve it in another way?

Problem-Solving Approach
How is it organized?
3. Reflecting and connecting:
students share, explain, and examine their range of
solutions with the whole class; the teacher guides a
discussion into the patterns and logic of the solutions

Problem Solving

to

Big Ideas

The problem solving approach is important to the

development of and understanding of Big Ideas
because
It facilitates an in-depth, high quality exploration of
mathematical concepts
Promotes the discovery of the interconnectedness of
mathematical concepts
Promotes the discovery of more efficient and powerful
ways of approaching mathematical ideas
Provides several entry points for learners at all levels,
granting greater access to the big ideas

Classroom Structures
What kinds of classroom structures support
problem solving?
Greater emphasis on logic and reasonableness and
less emphasis on rote memorization of steps
Presenting math activities in contexts (real or
imaginary) that stoke interest and cater to ability level
Use of manipulatives to provide greater access to
abstract ideas
Differentiation of content, process, product, and
environment to provide all students with the
opportunity to learn
Encouraging risk taking to curb fear of failure or
embarrassment

Communication
Communication is important in problem solving
because
Students are encouraged to organize their thoughts
before they explain (orally or written)
It extends the learning as it requires students to be
mindful of their reasoning
It clarifies ideas for students
It allows students to receive valuable feedback
It allows students to hear the perspectives of others

Resources
A Guide to Effective Instruction in Mathematics (K-6)
http://eworkshop.on.ca/edu/resources/guides/Guide_Math_K_6_Volum
e_2.pdf

Eworkshop Numeracy Modules, Grades 4-6

http://www.eworkshop.on.ca/edu/core.cfm?p=videoBrowser.cfm&L=1&
modID=18&c=1&navID=videoBrowser

Problem Solving Resources for Teachers

https://www.teachervision.com/problem-solving/teachingmethods/71530.html

Number Sense and Numeration, Grades 4 to 6, Volume 1 The Big

Ideas
http://eworkshop.on.ca/edu/resources/guides/NSN_vol_1_Big_Ideas.pd
f

Strategies
Find a Pattern
Students look for patterns in the problem

Make a Table
Students reorganize word problems into a table format to
more visibly represent relationships and patterns

Draw a Picture
Students create a visual representation of the problem

Guess and Check

Students guess a reasonable answer first using logical
thinking and then check if their guess matches the answer

Role Playing
Students role play elements in the problem to more visibly
represent relationships and patterns