Be sure that your child understands that phase 3 of the problem solving process is just as important and the first two phases. In fact, it is the focus of this skill. Many children get an answer and stop there. Going back to the original problem, re-evaluating the question and problem facts and comparing them to the solution will allow students to use mathematical reasoning to determine if his/her answer is reasonable. On phase 3, children should:

**Compare work to the information in the problem.**

**Be sure all calculations are correct.**

**Estimate to see if the answer seems correct.**

**Make sure the question(s) has/have been answered.**

__Sample–Check the Validity of the Results from the Context of the Problem__

Gina gave Nico ½ of her gummy worms. Nico ate ½ of the gummy worms and gave the rest to Kyle. Kyle kept 5 of the gummy worms and gave the last 7 to Emily. How many gummy worms did Gina keep?

**Question:** How many gummy worms did Gina Keep?

**Facts: **

Gina kept half

Nico took other half

Nico gave half of his half to Kyle

Kyle kept 5 and gave 7 to Emily

**Personal Knowledge:**

Kyle’s half was 5 + 7 = 12

**Strategy(s): **Make an organized list and work backward

Gina – ½ of the total = 12

Nico – Kept ½ 12 – gave½ to Kyle = 12 – 12 + 12 =24 (original 1/2)

Kyle – ½ of Nico’s = 12 (Kyle kept 5 and gave 7 to Emily 5 + 7 = 12)

*Answer:* *Gina kept 12*, she and Nico had the same amount.

**Check the Answer:**

Compare work to the information in the problem. *There is a problem here. The work shows that Gina kept 12. She and Nico originally had the same amount. Nico had 12 + the 12 he gave away to Kyle. So, Gina actually had 24.

Be sure all calculations are correct. Correct.

Estimate to see if the answer seems correct.

Make sure the question(s) has/have been answered. Fix an answer, if needed. *Gina kept 24 gummy worms.*