Step 3: Create a range of answers (students will feel safe to provide an answer)
Step 4: Provide any other information that a student may need to solve the problem....HOWEVER....have the students ask for the information.
1) Watch the video.
One student asked “How fast is the other car going?”
After several conversions, and 8 minutes of work, I took a picture of a student’s work and showed it on my projector. We then discussed alternate ideas, and where did this student have to estimate and where was he/she exact in calculations.
3) I then asked, “Is there anything else we could solve?” Again, another student asked, “What is the change of the distance between each driver as the car drives by?”
**Since I could not take an aerial photo of the situation, I did provide the students with a distance of 12 feet horizontally between the drivers**
Again, I asked the class to solve the problem. Within minutes, they realized they would need a specific time, and answered with “Solve for the instantaneous change of distance of the drivers after 3 seconds.”
After some solving, I took another picture and discussed the results with the class.
4) I asked the class if there still anything else we could solve. One student asked about the change in the angle of the arm that swung the camera. I responded with "Let's figure out the exact change in the angle at the time above".
This task took a little longer for some, while minutes for others. Those who did finish, or thought they finished early, I asked to calculate again but use a different method. By using a different method, they are applying a different strategy and also checking their answer at the same time.
Overall, I believe this lesson was a great success!!
Here are some pointers I have realized about true problem solving.
Tell the students they are correct or incorrect, ask if there is a way they could prove their answer another way.
Tell the students HOW to complete the problem, but instead ask them guiding questions.
Tell the students which way to solve the problem, but let them chose a method.
Scaffold for struggling students.
Answer questions, even if the answer is irrelevant to the problem.