Students play a relay race game that gives them points for finding and retrieving hidden items. They record data on a graph.

Students participate in mapping an actual waterway. They include reach lengths, transects, compass reading, and scale determinations. They include windfalls, plant cover, types of streambed composition, and landmarks such as trees and...

Fourth graders are introduced to the problem by weighing objects on the balance scales. Use weights in both pans. (If you don't have access to scales use 2 containers and a child acting as the balance.) They then listen to the problem...

Fourth graders work in a group of 4 to make rectangle with a 12m length of string. They discuss its perimeter and how they would calculate its area. Then another group of 4 make another rectangle and estimate if the area would be greater...

Students interpret information and results in context while using words and symbols to generalize patterns. They use symmetry and angle properties of polygons to solve practical problems and identifying invariant properties under...

Pupils create sets of similar triangles which, when fixed together with a piece of Scotch tape, form a spiral-like, segmented shape, slightly similar to the cross section of the shell of a nautilus.

Students work on their estimation skills while enhancing their balancing skills. They walk on a rope on the classroom floor while measuring their balance skills.

Learners collect data in the field and analyze it in class using tables and graphs to determine how many observations of a phenomenon are necessary to draw valid conclusions.

Third graders discuss discounts and walk around classroom labeled with lots of discounted merchandise. They complete a worksheet converting original prices to new bargain prices.

Middle schoolers collect sunflower heads from their community garden. They estimate its seed count using different strategies. They graph their estimations on a graph and use calculators to find the actual total.

Second graders work on the problem with a partner. They examine what they are supposed to be doing. They share the students's solutions making sure than they are looking for patterns along the diagonals.

Students figure the amount of programs can fit into a certain time frame. The use of problem solving allows for the student to examine how things can occupy time. They measure the time frame for one program then use that amount to...

Students are introduced to the problem and brainstorm ideas for approaching the problem and keeping track of what has been done. They work in pairs and share their answers, explaining their reasoning.

Students discuss problem and take turns in pairs, one tossing the coins while the other guesses whether the coins land with the same side up or different sides up. They record the results of each guess as same or different.

Third graders focus on developing a systematic approach to problem solving while working on a problem that requires them to determine possible outcomes. They use a pegboard as a manipulative in this problem.

Students are introduced to the problem. They brainstorm ideas for approaching the problem and keeping track of what has been done. Students work on the problem in pairs to discover what strategies might help to find the answer.

Students are able to assess a problem and use systematic methods to solve the problem. They also find out all the possible outcomes for a sequence of events using tree diagrams.

Young scholars need to be able to calculate the volume and surface area of a cuboid as well as present a systematic list of results in order to justify the minimum case. The use of three factors of 100 is also important.

Students explore the making of circles and concepts related to them in geometry. The project is inquiry based will focus upon students making their own nametags. The construction is ideal for hands on students.

Students generate patterns from a structured situation, find a rule for the general term, and express it in words and symbols. They also devise and use problem solving strategies in a systematic way.

Students practice this problem that needs a certain amount of experimentation (trial and error) to get any answer at all. In the process they practice their basic number facts. However, to get the complete set of answers Students need to...

Eighth graders solve problems involving percentage increases and decreases. Using given percentages, 8th graders transform a square into a rectangle. They apply the area formulas for squares and rectangles.Students observe the percent...

Students problem solve logic problems. They complete a worksheet using dice as a manipulative. They decide on a problem solving strategy, solve the problem, and write up the solution.

High schoolers devise a strategy to solve problems that is done in a systematic and mathematical fashion. The finding of the unknown value is the focus of the lesson. To solve linear equations proficiently is the skill of the lesson.