Criteria for success. Help students to consider from the beginning what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.
Think about it
“Let it simmer”. Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
Identify specific pieces of knowledge. Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
Collect information. Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.
Plan a solution
Consider possible strategies. Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
Choose the best strategy. Help students to choose the best strategy by reminding them again what they are required to find or calculate.
Carry out the plan
Be patient. Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
Be persistent. If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.
Look back
Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:
Does the answer make sense?
Does it fit with the criteria established in step 1?
