# 3rd Grade - Apply Simple Problems To Harder Ones

 Grade Level: 3rd Skill: Problem Solving Topic: Apply Simple Problems to Harder Ones Goal: Apply strategies and results from simpler problems to more complex problems. Skill Description: Mathematical Reasoning: apply strategies, problem solving The ability to take the understanding about how to complete simple problems and apply those strategies to more difficult problems.

## Building Blocks/Prerequisites

### Sample Problems

 (1) Find a Pattern: Roman began drawing a graphic novel. At the end of the first week, he'd drawn 8 pages. By the end of the second week, he'd drawn 13 pages. At the end of the third week, he had a total of 18 pages. If he continues drawing at this same rate, how many pages will his book have at the end of the sixth week? (33/+5) (2) Use a Graph: Ten friends and family were asked their favorite food from these choices: Italian, Chinese, Mexican, Indian or American. Aunt Jo and Uncle Rob chose Indian, Rex and Herb chose Chinese, Avery picked Italian, along with Beau and Rachel. The triplets like grilled cheese, so they were placed in the American group. What type(s) of food are most popular? Use a visual to help figure out the problem. (graphing) (3) Choose an Operation: Jenny is going to a garage sale. She sees an old jacket she likes for \$10, a framed picture for \$5 and a pair of sandals for \$3. She wants to stop and get a bagel on the way home for \$3.25. How much money does Jenny need to have in her pocket if she’s only bringing bills and no change? (choose an operation/ +/ \$21.25, so \$22) (4) Make an Organized List: The smoothie store sells smoothies with either apple (A), coconut (C) or berry (B) juice with added choices of bananas (BA), strawberries (S) or frozen yogurt (Y). They all come with crushed ice added into them. What combinations could you purchase? (organized list) ABA ACBA ACBBA CBA CBBA BBA BABA ACBS ACBY ACS ACY BS BY CY CS AY AS BCY ASY BSY CSY (5) Draw a Diagram: Henry and his friends went on a weeklong hiking trip. The total distance for the trip was 70 miles. On the first day, they walked 1/10 of the total distance. On the two following days they walked 1/3 of the remaining distance. At the end of the third day, they divided the distance they still needed to travel equally amongst the last four days. (draw a diagram/picture) How far did they walk on the first day? (7 miles) How many miles were left? (63 miles) How far did they walk on the second and third day? (21 miles together) How many were left for the last four days? (42 miles) How many did they walk on each of the last four days? (10.5 on each of the last 4 days)

### Learning Tips

 (1) The child chooses from a list of strategies: Learn to omit extra information. Use a graphic organizer to help clarify the problem. First try mental math, then pencil and paper or a calculator if many steps are required. Go back to the problem and make sure you have answered the required questions. Draw a table or make a list to keep track, if needed. Know whether you need an exact answer or if an approximation will do. Some problems will be easier to solve by working backwards. Some problems are easier to solve if you guess at the answer and then check your work to see if you are correct. Look for a pattern to help you figure out a problem. Draw a picture to help understand a problem. Writing a number sentence is another strategy to help solve problems. Choose an operation. Is it addition, subtraction, multiplication or division? Ask yourself if the answer makes sense and use your logical reasoning to determine if your answer is reasonable (2) Encourage children to come up with their own word problem topics. If children come up with their own interests, they are more likely to pay attention to the problem because they have created ownership. Encourage your child to write his/her own problems for you and your family to solve. It’s not even necessary for the child to know the answer to his/her own problem. Everyone can work together to find the answer. (3) Read the problem to determine what the question is asking. Reread the problem and underline the information that is given. Use a diagram or other strategy to show what is known and unknown in the problem. Write the equation using what is known and unknown. Solve the equation. Continue until the problem is solved. Check to make sure the final answer makes sense and is reasonable. (4) Word problems don’t teach children to solve exact replications of problems, but rather the goal is to teach children to solve problems in general. (5) Be open to the idea that the best way to learn to solve word problems is by NOT solving them, but rather coming up with how one would solve the problem. The child then isn’t distracted by the calculating.

### Online Resources

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