When my district began using engage NY (Eureka Math) our 1st grade team was thrown for a loop. There were so many changes! The biggest one was teaching multiple problem solving strategies at each stage We had never taught that way. I’ll admit, it was pretty rough going for a while. We were overwhelmed.
Why Multiple Strategies
There were a lot of meetings on why the change. Statistics of how American students performed in Math were not good. America did not stack up against other nations who employed the multiple problem solving strategies approach.
We were shown detailed research showing that gifted math students think about and employ math strategies differently. They see strategies as changeable tools. This was the reason for the shift. We had been teaching Math in 2D. Multiple strategies was a 3D approach to teaching Mathematics.
Problem Solving Strategies are Mind Tools
Just like your Reading and Social Studies/Science concepts, Math problem solving strategies need a place on your elementary focus wall. Problem solving is the what. The Math strategy is the how. It is easier to begin with the premise “Different is Good!”, an American ideal, and it also applies to Mathematics.
At any given time, you have kids in your Math class on 3-5 different levels. Factor in learning styles, life experiences and you wonder how we ever taught in 2D. You would never expect every student in your classroom to free-write exactly the same, yet we always taught Math that way.
1. Display Strategies
Elementary students are visual learners. If you use a picture or icon for each different strategy, it helps students remember them, and tell them apart from others. You provide a hook into long-term memory. Kids can choose your own picture or icon.
It does not have to be complicated. In fact, the simpler, the better. You need to use this same icon each time you discuss the strategy. I give my students a sticker each time I introduce a new strategy. They keep them on the inside cover of their Application Problem Notebook. (Problem of the Day)
2. Use & Highlight Strategies
Instead of making one anchor chart or poster, a system of interchangeable parts help your students realize how easy swapping strategies can be. I chose a “cog” to represent the strategy. They are displayed inside a head outline. You could choose seeds, tree branches, or roads with modes of transportation.
Whenever I introduce a new problem solving strategy, introduce the cog. When we do the problem of the day, I put 2-3 cogs up, and ask the students to choose one to use that day. Working with the cogs makes abstract strategies into manipulatives. They can categorize and change their thinking quickly and easily.
3. Maintain Your Problem Solving Toolkit
I keep a basket right below the head outline that holds all of the strategy cogs we have learned. Volunteers quickly review each of the choices for the day. Students make a dot by the sticker of their chosen strategy in their notebook.
It is important to mention one strategy that would not be useful for that problem from time to time. Also helpful is for students to realize they use some strategies more than others. This paints a better picture of themselves as learners.
First Grade Mind Tools
Here is a look at my cog system. It’s pretty basic. I chose cogs because I wanted my students to realize that once they learned a strategy, it grew their brain, and they took it with them. From there, they can choose to use it or not. Click on the cover to take you to Tpt and check it out.
I ended up running off my cogs on magnet sheets. (Walmart online has the cheapest) You could use velcro, or magnets to hold them if you run them on card stock. There are two different sizes. I use the larger size for when I introduce the new cog. You can use the smaller size for the strategies we know.
I hope you got a couple of good ideas! Happy Teaching
