9:10 problem solving

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School

Florida Atlantic University *

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4350

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Aerospace Engineering

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Dec 6, 2023

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docx

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Name: Isabela Rodriguez MAE4350 Date: 10/31/23 MAE 4350 Problem Solving Assignment Problem # _9 _ LiveText Rubric Statement: The teacher candidate demonstrates exemplary proficiency using higher order thinking skills by correctly solving a problem-solving problem, correlating it with the FL State Standards, and constructing 5 higher order thinking questions that would further student understanding of the appropriate content . Cpalms Standard: MAFS.K.CC.1.2 Count forward beginning from a number within the known sequence (instead of having to begin at 1 ( Problem-solving Strategy : 1 . Read and understand the problem . 2 . Identify the given information . 3 . Write down the beginning number to keep track . 4 . Count the total amount and write it as you count to see the sequence of numbers . 5 . Check work by going back to the original problem and identifying the numbers . Problem #_9 _ Sara starts with 7 marbles, and her friend gives her 4 more. If she counts forward from 7, what number will she reach? Step-by-step Solution : 1 . Read the problem carefully . 6 . Start by writing down the number that was given . 7 . Given- Seven Marbles(Sara) and four more that her friend gave her . 8 . Need to find- The total amount of marbles Sara has . 9 . How can I find- Start by listing the numbers from 1-12 on a number line. Point your finger at number 7 and count four numbers next to it since Sara is getting 4 more than what she already

has. Now see what number your finger lands on after counting four numbers . 6 . Solve- Based on the number line, Sarah should have 11 marbles now . 7 . Check your work- Go back to the original problem and check to make sure the numbers you counted match the numbers number of marbles given in the word problem . Higher-order Thinking Questions (5 :( 1. Can you show the steps of how Sara counts forward from 7 to find the answer? 2. If Sara's friend gives her 6 marbles instead of 4, what number will Sara count to? 3. How would the problem change if Sara had 10 marbles to begin with? 4. Can you think of a different situation where counting forward from a known number would be helpful? 5. What if Sara started with 8 marbles and counted backward instead? How would that change the problem?

MAE 4350 Problem Solving Assignment Problem # _10 _ LiveText Rubric Statement: The teacher candidate demonstrates exemplary proficiency using higher order thinking skills by correctly solving a problem-solving problem, correlating it with the FL State Standards, and constructing 5 higher order thinking questions that would further student understanding of the appropriate content . Cpalms Standard: MAFS.K.CC.1.2 Count forward beginning from a number within the known sequence (instead of having to begin at 1 ( Problem-solving Strategy : 1 . Read and understand the problem . 10 . Identify the given information . 11 . Write down the beginning number to keep track . 12 . Count the total amount and write it as you count to see the sequence of numbers . 13 . Check work by going back to the original problem and identifying the numbers . Problem #_10 _ Emily has 9 stickers, and she wants to arrange them in rows of 3 stickers each. Can you help Emily count forward from 3 to find out how many rows she can make with the stickers? How many stickers will be left over ? Step-by-step Solution : 1 . Read the problem carefully . 14 . Start by writing down the number of stickers that were given . 15 . Given- 9 stickers(Emily .( 16 . Need to find- How many rows of 3 Emily can make without the 9 stickers she has ?

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17 . How can I find- To visually find the answer the students will draw circles on the paper in front of them to represent the circles. They will start by drawing three circles and then under those circles draw three more. They will repeat this one more time to make the total amount and see if there are any “stickers” left over. The students can also count by three to see if the stickers can be evenly distributed . 18 . Solve- Based on the circles drawn the students should see there are 0 stickers left over and Emily can make three rows of stickers . 7 . Check your work- Go back to the original problem and check to make sure the numbers you counted match the numbers number of marbles given in the word problem . Higher-order Thinking Questions (5 :( 1. If Emily had 12 stickers instead of 9, how would the number of rows and stickers left over change? 2. Can you think of another situation where you might want to arrange items into equal rows, just like Emily did with her stickers? 3. What if Emily wanted to create rows of 4 stickers each instead of 3? How many rows could she make, and how many stickers would be left over? 4. Imagine Emily shared her stickers with two friends, and they each received an equal number of stickers. How many stickers would each friend get? 5. If Emily wanted to use all her stickers without any leftover, how many stickers would she put in each row, and how many rows would she create?

9:10 problem solving

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