Maria Bessler

Math Lesson: Higher-level thinking with Tanglers
MATERIALS:
  • Fleisher, P. (2003). Tanglers: Cooperative Problem-Solving Puzzles. Chicago, IL: Zephyr Press.
  • Paper, pencils, calculators for students
  • Class set of Tangler puzzle #3 to hand out to students
  • Four sets of each of the following Tangler puzzles (laminated and cut): #10, 11, 15, 19, 21, 22, 43, 44
  • Class set of blank Tangler template for students
  • Teacher Reference: problem-solving strategies for math

ESSENTIAL QUESTIONS:
  • How can we solve multistep word problems?
  • How does it feel to work with a group to solve a problem?
KEY CONCEPTS:
  • problem-solving, deductive reasoning, critical thinking, synthesis of information, collaboration of effort/information
OBJECTIVES:
In this lesson, students will:
  • use deductive reasoning to solve math problems
  • work collaboratively using shared information towards solving a problem
  • SOL Computation and Estimation:
  • 5.4 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers
  • 6.6 The student will a) multiply and divide fractions and mixed numbers; and b) estimate solutions and then solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of fractions
  • 6.7 The student will solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of decimals.
Vocabulary/Themes:
  • problem-solving

PROCEDURES: / TEACHER NOTES:
Introduction/Hook:In the real world, why is it important to know to how to work with other people?
Learning Activities: What are some problem-solving strategies you can use for word problems?
Today we are going to practice our problem-solving while working in a group. You will be in groups of 3-4, and each group will get a set of Tanglers cards. The sets may have 8, 10, or 12 cards in them. Each set of cards contains information about how to solve a problem. Some of the problems contain factual information, and some are fictional.
Tanglers Rules
One person in your group shuffles the cards, then deals them around the table until there are none left. Everyone should have at least one card, but some people may end up with more cards than others.
You may not show anyone your card! But you can (and should) read it to your group.
Once everyone in the group has read their cards, determine what question the problem is asking. Work together to solve the problem. You may use pencil, paper, and calculators if you need to.
When your group agrees on an answer, write it on a piece of paper and place it in the middle of the table.
Pass out copies of puzzle #3 to students. Ask for student volunteers to read each clue aloud. What strategy could we use to solve this problem? Draw a chart under the document camera and model solving the problem with students.
Have students form groups of 3-4 students. Pass out sets of puzzle #22 for students to solve. Monitor student progress.
As groups finish their puzzles, they can move on to other sets. Also consider rearranging the groups so that students have an opportunity to work with different people.
Grouping:Instructions and modeling will take place whole group. Students will be in small groups of 3-4 to work on cooperatively solving Tanglers puzzles, due to the number of cards (8-12) in each puzzle set. This will encourage interpersonal working relationships.
Debriefing: What were some of the problem-solving strategies that your group used? How did it feel to have limited information about a problem initially, only getting a few of the cards? What did you learn about working with a group to solve a problem?
Students can work on creating their own Tangler-type problem, either alone or with a partner. Pass out blank templates. Encourage the inclusion of unnecessary details and the creation of multi-step problems. Ask for volunteers to share their puzzles! / It is highly recommended that teachers work through any Tanglers puzzles to be used in the lesson beforehand.
Possible answers for strategies:
Make a table, draw a picture, write an equation, work backwards, use logical reasoning, guess and check, make a list, find a pattern
For how to use math problem-solving strategies, teachers can refer to:
Possible answers: make a list or a chart
In the real world, teams of scientists, engineers, and mathematicians often work together to solve problems, because everyone brings their own personal experiences and skills to help solve problems, or improve projects for the better.
Homework:Optional: continue working on creating your own Tanglers.
Differentiation for:
ELL
Twice-Exceptional
Highly Gifted / N/A
Differentiation:
Choice:
Resources:
Products:
Tiered questions/assignments: / N/A
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