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10 kindergarten problem solving skills for your little champ.

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One fine day, I was making my 5 year old memorize his dad’s number – you know, just in case of an emergency! After spending roughly half an hour on the exercise, I decided to test what his little mind had grasped.

“Ok honey, if mommy suddenly falls sick and can’t get out of bed, what are you going to do?”

He didn’t even bat an eyelid before replying, “I’ll eat all the choco-chip cookies I can find in the kitchen.”

To his credit, he did come up with a creative answer to the question… just that it wasn’t exactly the kind of problem solving skill I was hoping for him to acquire!

Trying to bury this particular episode in some remote corner of my brain, I once again bravely attempted to improve my creative child’s problem solving skills – this time around, with desired results (thankfully!).

So here are the 10 kindergarten problem solving skills for kids that helped my little one get smarter while keeping him thoroughly entertained too, an impressive feat to achieve!

1. Puzzle Time

My kindergartener loves to click pictures on my phone, so if anyone happens to open my gallery, they’d know how much I adore my pet dog and my son’s Mickey Mouse pyjamas and his storybooks and the ceiling of my room and of course, the darned choco-chip cookies!

Anyway, if your little one is a budding photographer too, just get a few of his works printed, paste the pictures on a cardboard and cut them carefully to form puzzles for him to solve.

2. What’s in the Bag

This activity is all about letting your child explore the sense of touch. Collect a few different-shaped and sized objects like ball, plush toy, book, comb, keys, crayon, spoon etc. and put them all in a bag.

Now let your child touch each object one-by-one and identify what it is. Once she identifies all objects correctly, you can increase the level of difficulty by opting for objects that are slightly similar like different plush animals (same size) or cars of different models.

Mazes are an engaging activity that kids love. Problem-solving with mazes requires your child to concentrate in a fun way and they help hone her motor skills too.

You can find a number of free printable mazes on the Internet according to your child’s age. Alternatively, you can create them at home too.

Pro Tip: Help Your Child Become Better at Problem Solving

Enroll your child for the Atlas Mission and let your child play with this award-winning educational program. Your child will become better at problem solving without even realizing it!

4. Duplicate my Structure

I am sure your kindergartener must be having truckloads of building blocks of every shape and size. Every kindergartener does.

Now it is time for you to get creative and build a model out of those blocks. Remember to spare enough blocks for your child to duplicate the model. Set a time limit for her to finish the task.

Start by building easy models and then move on to difficult ones.

5. Shape Sudoku

Sudoku is an interesting Japanese puzzle where the player is required to fill empty places in a grid with numbers, making sure no number is repeated in a row or column.

Shape Sudoku replaces numbers with shapes, to make it more fun for kindergarteners, and is a great way to improve your little one’s problem solving skills. You can give him a 4*4 grid for starters and then gradually raise the level of difficulty.

There are scores of simple, printable shape Sudoku puzzles available on the Internet, so just print a few and treat yourself to a relaxing evening while your little monster gets busy wracking his tiny brain.

6. Treasure Hunt

This is an activity my kid absolutely loves, though I believe that’s because he gets his favorite snack in the end! I just tape little notes in different corners of his room, each note giving a clue on where to find the next one, and the last one leading him to his snack.

Not only did treasure hunt help hone my child’s problem solving skills, it also made him learn how to read words like cupboard, flower pot, laptop, pen holder, school bag etc. Good job, mommy (patting my back)!

7. My Name in the Square

Now that’s a game most of us played when we were kindergarteners. I remember I did and was quite good at it too (so that kind of explains why I’m such a problem-solving genius. At least, that’s what my husband believes, bless him!).

So to play this game, make rows of dots, you can start with six dots in six rows. Now take turns with your child drawing one line to connect two dots, either horizontally or vertically. One who completes a box writes their name in it and takes another turn. The one with more names in the boxes wins.

Pro Tip: If you don’t want a wailing child at the end of the evening, let him win a few games too. I know it is hard, but give it a try!

8. Trial and Error Learning

Whenever we buy a new gadget, we usually spend a good deal of time trying to figure out how it works, don’t we? Since I am more technologically challenged than I would care to admit, I sometimes end up spending days understanding the nitty-gritties of my new gadgets.

Now this is exactly what you need to do with your kiddo too. When you’re giving him a new toy/game, don’t tell him right away how it works. Let him struggle a bit and discover things through ‘trial and error’.

As a parent, I know you’ll feel the urge to step in and make things simpler for your munchkin. But I assure you, his joy of solving a new puzzle all by himself, or of figuring out how the controls of his latest car work will be unmatched.

9. ‘What will you do?’ Game

All the above mentioned problem solving skills require your little one to use her brain creatively, which is great, but what about the problems your child might encounter while interacting socially?

This activity involves giving your child a particular situation, framing a set of ‘What will you do?’ questions and then giving her four alternatives for each.

For example: If you fall down in class and your friend starts laughing, what will you do?

Get up like nothing happened and go back to your seat.
Ask her to stop as there’s nothing funny about it.
Start crying.
Stop talking to her for a while.

To make this activity more interesting and fun, you can draw the four alternatives on a piece of paper and then ask your child to color the one she’d choose. Since I suck at drawing, I got the pictures printed instead.

10. Put my Lid Back

Take a few empty bottles and jars of varying sizes and unscrew their caps/lids. Now ask your child genius to put the correct lid on each one. Again you can use a stopwatch to check how much time he takes to finish the task.

So these 10 kindergarten problem solving skills for kids are sure to give an edge to your little one’s already impressive personality and ensure he keeps himself busy doing something productive too, for a change! And yes, you can thank me later!

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About the Author

Pooja Jain creates educational content for the Atlas Mission . She is a mother of two sweethearts, a travel enthusiast and a self-proclaimed singer. On days she’s not busy running after her little humans, you can find her reading fiction while downing copious amounts of coffee.

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Teach your students how to solve problems using visual supports and techniques in your early childhood classroom. Teaching social skills (aka character education) is just as important as teaching letters.

Problem solving is challenging for young students (and many adults too)! To support my little friends, I teach them problem solving strategies that they can use when they encounter a problem. We want our students to become independent thinkers who can solve problems, control their emotions, express empathy, and help others.

I introduce the problem solving techniques a few at a time during a class meeting. Each week, I introduce three new problem solving techniques. We then end up with nine to twelve techniques total based on what my students need that year. I explain the technique to the students in concrete terms so they will understand what the technique is and what it can look/sound like.

We usually start with these four skills: “please stop”, ask, get help, and say how you feel. Many problems can be solved with those solutions, which is why I always start with those. Then, the following week, I introduce take turns, play together, trade, and share. Then, the last four solutions the next week.

Problem Solving Techniques

Teach your students problem solving skills using visual supports and techniques in your early childhood classroom. Teaching social skills (aka character education) is just as important as teaching letters.

Singing with puppets is a fun and active way to practice the problem-solving techniques . Preschoolers LOVE puppets! This technique also allows students to role play. Some students will be more verbal if they can pretend to be someone else. At the end of each verse, students act out the problem-solving technique with a buddy using the puppets!As a transition activity to lunch, students took turns sharing a way they have solved a problem. You can also play, “What would you do if….”. State a real problem that could happen and have students pick a problem-solving solution to solve the problem. Some examples would be, “What would you do if your friend took your book?”, “What would you do if you got sticky glue on your hands?”, or “What would you do if you needed the red marker and your friend was coloring with it?” Once they have learned the strategies, stand back and let students try solving their own problems independently. Just a warning: this can take some time with lots of practice and support. As long as the student isn’t frustrated, let them try before you jump in to help. You will be amazed at the problems your child can solve given the opportunity to.

At first, you will be giving students lots of support and giving them the words to use to solve a problem.

Always approach students at their level, in a calm supporting way.
Ask, “what’s the problem?” If they don’t respond, comment on what you see such as “I see you have glue all over your hands and it looks sticky.”
Restate the problem. “So the problem is ….”
Brainstorm solutions and choose one together. This is the perfect time to use problem solving card visuals! “How can we solve this problem?” Flip through the solution cards and ask “Could we ….?”
Praise and observe! Cheer on the students for solving the problem and stay close just in case they need more support.

Throughout the day, try to make EVERYTHING a problem to solve. Then model, talk through your thinking out loud, and use visuals to support students as they try to solve a problem. For example, I may put out a big ball of playdough in the center of the table as a small group activity. Students have to problem solve so each student has play dough to play with. It only takes few extra minutes to sneak in problem-solving situations throughout the day. Each time students help solve a problem or observe a friend solve a problem, they learn to self-regulate, express emotions appropriately, develop empathy, and develop problem-solving skills.

State problems for students who look stuck. If a student is just standing there, they need support, but don’t solve the problem for them! It’s so easy to do. Simply state their problem or what you see and ask a probing question. For example, if a student is standing with an empty bowl in their hand, you could say “Your snack spilled on the floor. How can you solve the problem?”

Problem-Solving Necklace or Mini Book!

I hole punched the small cards, put them on a book ring and keep them on a lanyard I wear every day. This way I can support students’ solving problems without having to go to the safe place where they are posted. I can just show the picture cards as a visual on my necklace. The mini book in the safe place works the same way.

Safe Place!

I keep my techniques posted in my circle area at the beginning of the year AND in my safe place. My safe place is a small spot in my classroom where students can go when they are upset, need to calm down, want to be alone, or have a problem.

Once I see students using the problem-solving techniques independently, I remove them from my circle area. They are posted in my safe place ALL YEAR LONG for students to use when they are struggling to solve a problem. In my safe place, you will find a mirror, feeling chart, bean bag, sensory bottles, calm down choices, a stuffed animal, problem solving mini book and problem-solving techniques chart. You can read all about how to set up a safe place in your classroom HERE . Children’s Books!

These are some of my FAVORITE children’s books to teach all about problem-solving. As we read the book, we talk about how the character is or isn’t solving the problem, how it makes the character and others feel, any natural consequences that could occur, and which one of our problem-solving strategies the character could use to solve the problem.

Do you want to use them in your classroom? You can! I did the work for you. Grab them from my TPT store HERE .

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I’m Jackie, your go-to girl for early childhood inspiration and research-based curriculum.

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

Problem-solving skills for kids made easy using the problem solving sequence.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

Engineering or Art Projects
Design-thinking challenges
Computer science projects
Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself!

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

Ask clarifying questions if you don't understand something
Admit when don't know the correct answer
Talk through multiple possible outcomes for different situations
Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

Did we miss any of your favorites? Comment and share them below!

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Awesome Math Strategies for Kindergarten and the 6 Questions to Ask Your Small Group

Teaching math strategies in kindergarten may be easier than you think. Here are the top math strategies for kindergarten that you can use in your lessons and the questions you should be asking.

$Awesome Math Strategies for Kindergarten to Try Right Now$

I’ve got everything I’m sharing with you today wrapped up in my Guided Math Pack for kindergarten . That way you can use these math strategies for kindergarten easily.

What are math strategies in kindergarten

You should know that these math strategies for kindergarten came from the Kindergarten Common Core Standards . There is a whole section called “ Mathematical Practice ” that lists the standards below.

Now hang with me. Here are the standards as they are written out. They are {ahem} super exciting so I won’t be offended if you just want to jump past this list.

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Now, if you ask me – these are hardly kindergarten friendly.

But, as I planned out my guided math curriculum for kindergarten I realized that I needed to make use of them. I was supposed to be teaching them, after all.

How I made them kid-friendly

In order to make use of those silly-stated standards, I desperately needed to make them more kinder-friendly. So each standard got rephrased into a strategy or approach that we could actually use.

For example,

“Construct viable arguments and critique the reasoning of others” became “tell and explain”
“Attend to precision” became “check my work”

$Awesome Math Strategies for Kindergarten to Try Right Now - math strategy posters or cards$

And those kinder-friendly phrases became go-to things for me.

I’m not kidding. Since I was introducing and using them during small group lessons , I was able to refer to them regularly and prompt students with them.

How you can use pictures to teach strategies

Since I work with beginning readers and non-readers in kindergarten, I made icons or symbols for each strategy. This works on the same principle as illustrating guided reading strategies .

$Awesome Math Strategies in posters for kindergarten$

I turned each strategy into posters and cards.

These were integrated into the math prompts my students did in our math journals . They would practice one strategy each time – at the same time as working on content.

$Awesome Math Strategies for Kindergarten - built right into math prompts$

Questions to ask your small math groups

What do these math strategies mean for teaching in small groups?

Well, that meant I had questions I could ask.

“How can you show what you are thinking?”
“What tools did you use to figure this out?”
“Tell us about your thinking. What did you notice?”
“What would make good sense?”
“What could you try?”
“What do you notice?”

Rather than tell my students what to do – or how to solve – I could ask questions to help direct their thinking.

$Awesome Math Strategies for Kindergarten built right into lesson plan template$

I added these math strategies for kindergarten right into my lesson plan templates too.

If you like these math strategies for kindergarten all done for you – you can get the:

strategy posters and cards
guiding questions to ask based on the strategies
math journals prompts with strategies listed
lesson plan templates with strategies listed

all in the Guided Math Pack !

If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.

More Guided Math

Differentiate Math Easier with the Guided Math Pack for Kindergarten
How to Start Guided Math
5 Questions to Ask Yourself When Getting Started With Guided Math

$Awesome Math Strategies for Kindergarten - Easy to use in math lessons$

Leslie is the teacher behind KindergartenWorks . She believes in teaching kinders how to be pretty incredible along with teaching them to read, write and think for themselves. She enjoys drinking hot tea, making mud pies with her four kids and sharing what she's learned with teachers.

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Kindergarten Problem Solving Skills! (Freebies!)

07.16.2013 by Jessica Kings //

The “Problem of the Day” is probably one of my favorite routines for the classroom! I ended up starting this routine as prep work for the story problems that are on the Kindergarten IOWA test… and my kids just love it! It’s the perfect introduction to mental math for little Kinder minds!

I know a lot of teachers do math journals with their kids, which is somewhat similar. I have thought about doing those, but unfortunately the IOWA Test doesn’t allow for students to use scrap paper to solve their math problems, so I use my problem of the day to focus on counting with our fingers.

(Obviously when I teach my addition and subtraction units, we do many more hands on activities, but this is a quick five minute review… or introduction! I actually use the problem of the day with my class long before I teach my addition and subtraction units!)

Anyway… back to this quick routine! (I promise, it takes way longer to explain than it actually takes to do!)

I pick a student to be in the problem, and replace the name in the story with their name.

Then, I have the students turn to their partner for a turn and talk (I have assigned partners in the classroom which change monthly.) I tell the class this little poem:

(This helps avoid the students all saying “I don’t have a partner!” when someone is absent or on the computer.) I tell them to be sure that both their knees are touching – this also helps to make sure that they’re looking at their partner and focused!

Then, I’ll pick a partner to go first (perhaps the partner with longer/shorter hair). That student has to tell their partner the answer and explain their reasoning for it. For example, “I know the answer is two because I started with five fingers up, then put three fingers back down.”

It really interesting to hear the kids reasoning behind their answer. After giving them enough time to discuss, I count backwards from five so the students finish up their answer.

Next: it’s time to see who was listening! I call on students to explain their partner’s answer to me! This really improves their listening skills! I then repeat visa-versa and have the other partner explain their answer.

The kids just love this routine… they really love hearing their names in the story and sharing their answers/explanations with their partner. And the best part… it really improved their listening and math skills and it made a major difference in my IOWA Test scores!!

Here’s a quick preview of how cute the questions look… and they’re super easy to cut as well!

Print them, laminate, and cut the paper into fourths. I keep my problems organized by hole punching the corner of each card and using a binder ring to hold them together.

Then, each day I just turn one page and read the next problem.

To see the bundle for the whole year, click on this picture:

To see each individual month, click the pictures below! Scroll down to April to grab a free month!!!

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Teaching Problem Solving Strategies to Young Children

teaching problem solving strategies to kids

One of the most important things we can do as teachers of young children is teaching problem solving strategies to our students. Not only is this a critical social emotional skill for them to learn, but it will also help alleviate problems for you to solve while teaching.

Size of the problem

Before teaching problem solving strategies, you must teach students to identify the size of the problem. To most young children, any problem at all is a big, huge problem. But they need to learn the differences between small, medium, and big problems. Students will also need to know the differences in how to solve these different sized problems. I like to use this emergent reader and worksheets to help them explore with these different sized problems and reactions.

Problem Solving

Small problems.

Small problems are problems that can be solved individually. They are problems that can be solved on your own by being flexible or letting a friend know that what they are doing is bothering them. Examples of small problems are not getting to be first in line. Most students will shrug this off, but there are some students who this will be crushing to them, and they will cry or shout due to being so upset. If this happens, and they already have learned about identifying the size of problems, you can simply say, “this is a small problem. You can take a deep breath and be flexible” or you can ask, “Is this a small problem or a big problem? You are having a big reaction to this small problem”.

Another example is if a friend took a marker they were using. They can simply tell the other student that they were using that marker. Usually, the friend just returns the marker and that is that. They usually don’t even know they took it from them in the first place. Imagine how many problems you could be saved from solving if students can simply solve them between themselves! However, if the student doesn’t return the marker, then the problem becomes more of a medium problem.

Medium problems

Medium problems are problems that can be solved with a friend or a teacher. From the example above, if the student doesn’t return the marker after being asked to, then the teacher should be involved to help solve the problem. Another example of a medium problem might be if their backpack gets stuck in their locker. Students should first learn to ask for help from their peers (more on that later) but eventually, they will need an adult’s help to get their backpack unstuck. Even though they need an adults help, it is not a crisis or something that we need to cry or shout about, because we can easily solve it!

Big problems

Big problems are problems where there is danger or an emergency and/or if someone is hurt. For big problems, we need to get an adult right away. We talk a lot about how the size of our reaction should match the size of the problems. Big problems are the only times we should really scream, because otherwise people will think there is an emergency. This does occasionally happen on the playground, so it’s always a good lesson to have.

Bug and a wish

This is one of the very first lessons I teach students in the beginning of the year. It helps them learn that they can solve their own problems with their friends. They don’t need a teacher to solve every little problem that happens between friends. For example, if someone is chasing them at recess, they will inevitably come to you and complain about it instead of telling the person chasing them that it bothers them. Enter the Bug and the Wish! They learn the language to use to tell someone that what they are doing is bothering or upsetting them. I use the book A Bug and a Wish ( you can use my Amazon Affiliate link here ) and then I use this sign as a reminder of the language to use. You can also get this sign in my Feelings and Emotions Social Emotional Learning Unit .

Check out other great read alouds from my Amazon Storefront !

Ask 3 Before Me

This is also one of the very first lessons I teach students at the beginning of the year. I do want to increase independence , and let’s face it, I can’t be everywhere at once! I teach students that before they ask a teacher for help, they should ask three of their peers. This is especially useful at snack time to help with opening containers or water bottles. As well as right after directions and students run up to ask you what to do after you just explained it. I simply hold up three fingers and say, “Ask three before me!” and without fail they quickly find the answers to their questions and solve their problems.

Teaching problem solving strategies should first teach students about the different sizes of problems, our reactions to those problems, and strategies to solving small problems on our own. Some of the best strategies for solving small problems are a Bug and a Wish and Ask Three Before Me. You can get other activities and resources in my Problem Solving Social Emotional Learning Unit !

Social Emotional Learning BUNDLE

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How to Teach Problem Solving in Kindergarten

Teaching kids to be independent thinkers is a huge part of education. We want students to be able to solve their own “problems” without relying on adults for help. While many kindergarteners aren't ready for complex problem solving, we can teach them how to address their own challenges on a smaller scale. Keep reading for some tips on how to teach problem solving in kindergarten.

Tips for Teaching Problem Solving in Kindergarten

Learning how to problem solve is an advanced skill that people work on throughout their lives. We definitely shouldn't expect children to be perfect in this skill! However, your students can definitely start to understand that they can solve some of their small problems without adult intervention. Here are a few tips for how to teach problem solving in kindergarten.

1. Focus on Common Kindergarten Problems

When people think of solving problems in kindergarten, they often focus on conflict resolution between students. However, in kindergarten, there can be a wide range of challenges that students experience during the day. For young students, this often means turning to an adult for help.

A child is thinking with an illustrated lightbulb next to her head

Procedural – Kindergartners are very routine-oriented. When there is a small bump in the daily routines and procedures, the default is to ask the teacher what to do. These problems could include school supply issues or misplaced items.

Personal – Whether it’s untied shoes or complicated emotions, there are a variety of personal challenges that students experience throughout the school day. These could include personal injury, self-care challenges, and emotional regulation difficulties.

Interpersonal – Kindergarten can be a challenging time for students who are learning to interact with their peers! Students might experience problems related to turn-taking, making shared decisions, and working in groups. These are often the small problems that result in tattling.

2. Identify Your Preferred Solutions

Before teaching problem-solving skills to your students, take some time to identify the solutions that would be preferable in your classroom. For example, when a child finds a lost school supply on the ground, would you prefer that they try to find the correct location for it, put it in your classroom Lost and Found bucket, or set it on your desk?

Since many of the challenges kindergartners experience can be procedural, it’s helpful to teach them appropriate solution options that fit within your classroom management system . For interpersonal problems, you might want to identify solutions that fit within your school’s conflict resolution procedures.

3. Teach the Steps of Problem Solving

Once you’ve identified the problems and solutions you’d like to discuss with your students, it’s time for the instruction! Teach your students the three easy steps of solving a problem:

First, they need to stop what they are doing. This helps them focus on the challenge they are facing.

Next, they need to think about the problem and possible solutions. Problems and solutions at school can often be different than those at home or other places.

Finally, they need to choose the best solution for their problem. They should consider how their solutions impact those around them.

Problem solving posters on a bulletin board

These simple steps are easy for students to remember so they are more likely to use them! It's a good idea to keep these reminders posted as visual support in the classroom so students can reference them throughout the school year.

4. Practice with Real-Life Scenarios

Now that you’ve introduced the steps to problem-solving, it’s time to practice using real-life examples and scenarios! Introduce a common problem that your students might experience in the classroom, on the playground, or even in the lunchroom. Discuss the problem so that all students can understand the challenge that needs to be addressed.

Once your students can identify the problem that needs to be solved, you can discuss possible solutions. It’s helpful for students to learn that there can be different ways to solve a problem. Sometimes students are hesitant to address challenges without adult intervention because they want to know what the “right” thing is to do.

Finally, it’s time for the students to choose the best solution. Students should think about how their solution will impact those around them and find the best option. You can discuss why this particular choice is the best option for the scenario.

After discussing this real-life scenario together as a class, you can also encourage students to practice independently. Invite your students to complete an independent practice worksheet to show how they would solve the problem.

5. Repeat and Remind

It’s an ongoing process to teach students how to be more independent thinkers and problem solvers. This process of discussing real-life situations will be ongoing in your classroom. Take opportunities to repeat your instruction whenever you can!

Consider modeling for your students when there is a problem that you need to solve as a teacher. This helps them see that you go through the same three steps of problem solving! If a challenge arises that involves the whole class, you might also decide to discuss this together.

If you created an anchor chart during your class discussion of scenarios, you can keep those on display in your classroom. Problem solving posters can serve as a helpful reminder to your students when they find themselves in a challenging situation.

Problem Solving Printables for Kindergarten

Would you like to help your students become more independent in addressing their own challenges? I have created a resource to make it easy to teach problem solving in kindergarten.

These posters and worksheets will help your students practice problem solving with engaging and relevant scenarios. Every classroom is different and each teacher sets specific classroom expectations. This resource is editable so that you can customize the problem solving scenarios to fit the needs of your classroom.

Would you like to take a closer look at everything included in this resource? You can find it in the Teaching Exceptional Kinders shop or on Teachers Pay Teachers .

Save These Kindergarten Problem-Solving Ideas

Would you like to come back to this post later? Be sure to add this pin to your favorite teaching board on Pinterest. You’ll be able to quickly find these tips and resources whenever you need them!

How to teach problem solving in kindergarten

How to Teach Kids Problem-Solving Skills

KidStock / Blend Images / Getty Images

Steps to Follow
Allow Consequences

Whether your child can't find their math homework or has forgotten their lunch, good problem-solving skills are the key to helping them manage their life.

A 2010 study published in Behaviour Research and Therapy found that kids who lack problem-solving skills may be at a higher risk of depression and suicidality. Additionally, the researchers found that teaching a child problem-solving skills can improve mental health .

You can begin teaching basic problem-solving skills during preschool and help your child sharpen their skills into high school and beyond.

Why Problem-Solving Skills Matter

Kids face a variety of problems every day, ranging from academic difficulties to problems on the sports field. Yet few of them have a formula for solving those problems.

Kids who lack problem-solving skills may avoid taking action when faced with a problem.

Rather than put their energy into solving the problem, they may invest their time in avoiding the issue. That's why many kids fall behind in school or struggle to maintain friendships .

Other kids who lack problem-solving skills spring into action without recognizing their choices. A child may hit a peer who cuts in front of them in line because they are not sure what else to do.

Or, they may walk out of class when they are being teased because they can't think of any other ways to make it stop. Those impulsive choices may create even bigger problems in the long run.

The 5 Steps of Problem-Solving

Kids who feel overwhelmed or hopeless often won't attempt to address a problem. But when you give them a clear formula for solving problems, they'll feel more confident in their ability to try. Here are the steps to problem-solving:

Identify the problem . Just stating the problem out loud can make a big difference for kids who are feeling stuck. Help your child state the problem, such as, "You don't have anyone to play with at recess," or "You aren't sure if you should take the advanced math class."
Develop at least five possible solutions . Brainstorm possible ways to solve the problem. Emphasize that all the solutions don't necessarily need to be good ideas (at least not at this point). Help your child develop solutions if they are struggling to come up with ideas. Even a silly answer or far-fetched idea is a possible solution. The key is to help them see that with a little creativity, they can find many different potential solutions.
Identify the pros and cons of each solution . Help your child identify potential positive and negative consequences for each potential solution they identified.
Pick a solution. Once your child has evaluated the possible positive and negative outcomes, encourage them to pick a solution.
Test it out . Tell them to try a solution and see what happens. If it doesn't work out, they can always try another solution from the list that they developed in step two.

Practice Solving Problems

When problems arise, don’t rush to solve your child’s problems for them. Instead, help them walk through the problem-solving steps. Offer guidance when they need assistance, but encourage them to solve problems on their own. If they are unable to come up with a solution, step in and help them think of some. But don't automatically tell them what to do.

When you encounter behavioral issues, use a problem-solving approach. Sit down together and say, "You've been having difficulty getting your homework done lately. Let's problem-solve this together." You might still need to offer a consequence for misbehavior, but make it clear that you're invested in looking for a solution so they can do better next time.

Use a problem-solving approach to help your child become more independent.

If they forgot to pack their soccer cleats for practice, ask, "What can we do to make sure this doesn't happen again?" Let them try to develop some solutions on their own.

Kids often develop creative solutions. So they might say, "I'll write a note and stick it on my door so I'll remember to pack them before I leave," or "I'll pack my bag the night before and I'll keep a checklist to remind me what needs to go in my bag."

Provide plenty of praise when your child practices their problem-solving skills.

Allow for Natural Consequences

Natural consequences may also teach problem-solving skills. So when it's appropriate, allow your child to face the natural consequences of their action. Just make sure it's safe to do so.

For example, let your teenager spend all of their money during the first 10 minutes you're at an amusement park if that's what they want. Then, let them go for the rest of the day without any spending money.

This can lead to a discussion about problem-solving to help them make a better choice next time. Consider these natural consequences as a teachable moment to help work together on problem-solving.

Becker-Weidman EG, Jacobs RH, Reinecke MA, Silva SG, March JS. Social problem-solving among adolescents treated for depression . Behav Res Ther . 2010;48(1):11-18. doi:10.1016/j.brat.2009.08.006

Pakarinen E, Kiuru N, Lerkkanen M-K, Poikkeus A-M, Ahonen T, Nurmi J-E. Instructional support predicts childrens task avoidance in kindergarten . Early Child Res Q . 2011;26(3):376-386. doi:10.1016/j.ecresq.2010.11.003

Schell A, Albers L, von Kries R, Hillenbrand C, Hennemann T. Preventing behavioral disorders via supporting social and emotional competence at preschool age . Dtsch Arztebl Int . 2015;112(39):647–654. doi:10.3238/arztebl.2015.0647

Cheng SC, She HC, Huang LY. The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving . EJMSTE . 2018;14(3):731-743.

Vlachou A, Stavroussi P. Promoting social inclusion: A structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities . Support Learn . 2016;31(1):27-45. doi:10.1111/1467-9604.12112

Öğülmüş S, Kargı E. The interpersonal cognitive problem solving approach for preschoolers . Turkish J Educ . 2015;4(17347):19-28. doi:10.19128/turje.181093

American Academy of Pediatrics. What's the best way to discipline my child? .

Kashani-Vahid L, Afrooz G, Shokoohi-Yekta M, Kharrazi K, Ghobari B. Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? . Think Skills Creat . 2017;24:175-185. doi:10.1016/j.tsc.2017.02.011

Shokoohi-Yekta M, Malayeri SA. Effects of advanced parenting training on children's behavioral problems and family problem solving . Procedia Soc Behav Sci . 2015;205:676-680. doi:10.1016/j.sbspro.2015.09.106

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

15 Kindergarten Problems & Solutions – Strategies for Successful Early Education

Posted on September 22, 2023 |

Teaching kindergarten and preschool can be both incredibly rewarding and undeniably demanding. It’s an important part of a child’s education because it sets the stage for the rest of their learning. However, it also comes with its distinct set of kindergarten problems that educators must navigate effectively to ensure young learners have a positive and enriching experience.

This comprehensive article will explore 15 common problems that kindergarten and preschool teachers face and provide valuable tips on overcoming each obstacle. Whether you’re a seasoned educator or just starting your teaching journey, these insights will help you create a positive and enriching environment for your young learners while addressing the challenges often associated with this stage of education. Here are some common kindergarten problems and some possible ways to solve them:

1. Classroom Management

One of the most common problems in kindergarten is classroom management . Young kids are full of energy and questions, making keeping order hard. To address this, establish clear rules and routines from day one. Use visual cues, such as a visual schedule, to help children understand what to expect throughout the day. Be consistent with consequences for behavior, and always provide positive reinforcement for good behavior.

2. Separation Anxiety

Many kids may be away from their parents for the first time in a long time when they go to kindergarten. This often leads to separation anxiety. To ease this kindergarten challenge, create a welcoming and comforting classroom environment. Encourage parents to establish a consistent drop-off routine and be patient with children who may adjust. Offer a “ transition object,” like a stuffed animal, for children to hold onto during the day.

3. Communication with Parents

Another kindergarten problem you can encounter is the communication with the parents of the students. Effective communication with parents is important, but it can be hard to do due to busy routines. Use different methods, like newsletters, emails, and parent-teacher talks, to let parents know how their child is doing. Encourage parents to share their concerns and insights, fostering a collaborative relationship that benefits the child’s development.

4. Diverse Learning Styles

Each child in your kindergarten class may have a unique learning style and pace. Differentiating instruction is key to addressing this kindergarten challenge. To cope with these challenges of teaching kindergarten, offer various activities and materials, such as visual aids, hands-on experiences, and group projects, to cater to different learning preferences. Individualized attention can help children thrive.

5. Limited Attention Span

Is teaching kindergarten hard? Young children have a harder time paying attention, so it’s important to keep learning interesting and hands-on. Break lessons into smaller, manageable segments and incorporate movement, songs, and games into your teaching. This not only keeps them interested but also helps them learn more.

6. Special Needs Inclusion

One of the kindergarten problems that needs to be solved right away is when you have a student with special needs. Inclusive classrooms often have children with special needs requiring additional support. Work with people who work in special education to make individualized education plans (IEPs) and make accommodations and changes. Promote an inclusive and accepting classroom culture to ensure all children feel valued and included.

7. Promoting Social Skills

One of the common problems in kindergarten that teachers usually experience is how to promote social skills to students. Kindergarten is a crucial period for kids to learn how to get along with others. Group activities, role-playing, and talks about feelings and empathy can help people get along well with each other. Teach conflict resolution techniques to help children navigate interpersonal challenges effectively.

8. Balancing Academics and Play

Finding the right balance between academics and play can be one of the challenges of teaching. Recognize that play is an essential component of early childhood development. Incorporate educational games and activities that promote learning through play. These experiences help children develop critical thinking and problem-solving skills.

9. Differentiating Assessments

Another part of the kindergarten problem that needs attention is comparing assessments. Traditional assessments may not accurately reflect the abilities of young children. Implement various assessment methods, such as observations, portfolios, and informal assessments, to comprehensively understand each child’s progress. Focus on growth rather than rigid grading systems.

10. Burnout & Self-Care

Teaching kindergarten is hard. It can be emotionally and physically demanding, leading to teacher burnout. Make self-care a priority by finding a good mix between work and life. Seek support from colleagues and mentors, and remember that it’s okay to ask for help when needed. A well-rested and motivated teacher is better equipped to address the challenges of teaching kindergarten.

11. Language Barriers

To add to the list of kindergarten problems is language barriers . In diverse classrooms, language barriers can pose a significant challenge. To resolve this, use pictures, gestures, and easy words to help people understand each other. Encourage peer interactions to promote language development, and consider enlisting the help of bilingual staff or interpreters when necessary.

12. Health and Safety Concerns

One of the common problems in kindergarten is the health and safety of your students. It is most important to ensure that young children are healthy and safe. Develop and consistently enforce safety procedures, such as handwashing and emergency drills. Regularly sanitize classroom materials and create a clean and hygienic environment. Stay informed about any allergies or medical conditions among your students and have a plan to address them.

13. Parental Involvement

Engaging parents in their child’s education can be one of the challenges of teaching. Organize events, workshops, and volunteer opportunities to encourage parental involvement. Share resources and strategies parents can use at home to support their child’s learning journey.

14. Resource Constraints

Limited materials and classroom space resources can be a common challenge in kindergarten. Use what you have in new and useful ways. Consider contacting the community or seeking donations to enhance your classroom environment and teaching materials.

15. Curriculum Alignment

It can be hard to make sure that your program meets educational standards. Keep up with curriculum guidelines and work with your friends to share the best ways to do things. Adapt your teaching materials and methods to align with curriculum requirements while keeping the needs and interests of your students in mind.

In conclusion, teaching kindergarten and preschool may come with unique challenges. Still, these kindergarten problems can be overcome with the right strategies and dedication to the well-being and growth of your young learners.

By addressing classroom management, separation anxiety, communication with parents, diverse learning styles, limited attention spans, special needs inclusion, promoting social skills, balancing academics and play, differentiating assessments, prioritizing self-care, and addressing additional concerns such as language barriers, health and safety, parental involvement, resource constraints, and curriculum alignment, you can create a nurturing and enriching environment that sets the stage for a lifetime of learning. Teaching kindergarten may be hard and challenging, but it is also incredibly rewarding.

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Khan Academy Blog

Kindergarten Math Games

posted on May 30, 2023

By Aimee Sawyer, Product Marketing Manager at Khan Academy Kids and former teacher

Kindergarten is a formative year for math skills. This is the time when kids should start developing their “number sense”—the ability to understand, connect, and manipulate numbers.

By the end of Kindergarten, kids should easily recall the counting sequence and use it to solve simple math problems. They should have a strong understanding of the relationship between numerals and their quantities. And they should start exploring ways to build and take apart numbers. These skills will give kids a strong foundation for the rest of elementary school and beyond.

Browse this article for an overview of key Kindergarten math skills and tips for teaching them to kids. We recommend the free Khan Academy Kids app to anyone looking for fun, free Kindergarten math games.

Counting sequence

From a very young age, kids can start mimicking the counting sequence , which is essentially listing number names in the correct order (i.e., “1,2,3,4…). By the end of Kindergarten, kids should be able to count all the way up to 100!

1:1 correspondence

When a child learns 1:1 correspondence, they understand that one object corresponds to one number in the counting sequence. Eventually, kids will use this skill to count a group of objects and say how many there are.

Count to tell the number of objects

Kids combine their knowledge of the counting sequence and 1:1 correspondence to count a group of objects and accurately say how many there are.

This free Kindergarten math game helps kids quantify by keeping track of which circles have already been counted.

Subitizing is the ability to look at a group of objects and immediately know the quantity they represent without counting one by one. This helps build automaticity with addition and subtraction.

This free Kindergarten math game asks kids to associate numerals with their quantities.

Numeral recognition

For little kids, it’s easy to look at a picture of four dots and understand that it represents the concept of “four.” It’s much harder to look at the numeral “4” and correlate it to the concept of “four.” When you think about it, numerals are really just symbolic shapes that kids have to memorize, similar to the letters of the alphabet. We can help kids learn their numerals by showing them next to the quantity over and over again, and in a variety of contexts.

This free Kindergarten math game provides number tracing practice for kids.

Comparing numbers

This skill starts with a basic understanding of “more” and “less,” but quickly gets more complex. Can kids tell the difference between a group of 7 objects and a group of 8 objects? What if there are no objects to count, and kids have to compare numerals instead?

Basic addition and subtraction

By the end of Kindergarten, kids should be able to solve all addition and subtraction problems within 5. In order to accomplish that, we need to make sure they have a wide variety of problem-solving strategies at their disposal!

Shape recognition

It’s important for kids to learn to recognize simple shapes like squares, circles, and triangles, but it’s also important to start learning about their attributes. What makes a square a square? Can they draw a circle without looking at a reference image? Can they find shapes in the world around them?

Patterns are limited to the world of math. They’re also in nature, in daily routines, in music, and more! Pattern recognition is one of the most important part of algebraic thinking. Get started by helping kids identify simple “ABAB” patterns and ask them to fill in blanks or continue the pattern.

We recommend the free Khan Academy Kids app to anyone looking for free Kindergarten math games. The games are fun and interactive, and they give kids a hands-on math experience without having to use manipulatives or other physical materials. The Khan Academy Kids app is completely free, with no ads or subscriptions. Download today!

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6 Effective Strategies to Promote Problem-Solving Skills in Young Children

Problem-solving is a critical skill that helps children navigate the challenges they face throughout their lives. As early childhood educators, we can encourage and promote problem-solving skills in young children from the earliest stages of development. Here are some strategies for promoting problem-solving skills in young children:

1. Encourage exploration and experimentation

Young children are naturally curious and love to explore their surroundings. Encourage this natural curiosity by providing opportunities for your child to experiment with different materials and objects. This can help them develop their problem-solving skills by encouraging them to explore and discover new solutions to challenges. Here are some examples of how to encourage exploration and experimentation in young children:

Sensory Play Sensory play involves providing children with materials that stimulate their senses, such as touch, sight, smell, and sound. Examples of sensory play materials include water, sand, play dough, and different textures of fabrics. Sensory play allows children to explore their environment and develop their creativity and problem-solving skills by manipulating materials to create different outcomes.
Block Play Blocks are an excellent tool for promoting exploration and experimentation in young children. Children can build structures and experiment with different block combinations to create different outcomes. Block play encourages children to develop their spatial awareness, hand-eye coordination, and problem-solving skills.
Outdoor Play Outdoor play provides young children with endless opportunities for exploration and experimentation. Nature provides an endless variety of materials for children to explore, such as rocks, sticks, and leaves. Children can create their own outdoor play spaces and experiment with building structures or creating games.
Art and Craft Activities Art and craft activities are a fantastic way to encourage exploration and experimentation in young children. Children can experiment with different materials such as paint, glue, and paper to create different outcomes. Encouraging children to experiment with different materials and techniques can help them develop their problem-solving skills and creativity.
Science Experiments Simple science experiments are a great way to encourage exploration and experimentation in young children. Children can observe cause and effect relationships by experimenting with different materials or processes. For example, children can experiment with different ingredients to make slime, or create a volcano eruption with baking soda and vinegar.

2. Promote imaginative play

Imaginative play can be a valuable tool for promoting problem-solving skills. By engaging in pretend play, children can develop their creativity, critical thinking, and problem-solving abilities. Encourage your child to engage in imaginative play by providing them with props and toys that stimulate their imagination. Here are some examples of how to promote imaginative play in young children:

Pretend Play Pretend play involves children creating imaginary scenarios and acting them out using props and toys. Children can engage in pretend play with dolls, toy cars, play kitchen, and other props that stimulate their imagination. Pretend play allows children to explore different roles, experiment with different scenarios, and develop their problem-solving skills by working through imaginary conflicts and scenarios.
Dress-Up Dress-up allows children to experiment with different identities and roles. Children can dress up in different costumes and props and create imaginary scenarios. Dress-up encourages children to use their creativity, develop their empathy and social skills, and engage in problem-solving by working through imaginary conflicts.
Storytelling Storytelling is an excellent way to promote imaginative play and encourage problem-solving skills. Children can create their own stories, or teachers can read them stories and encourage them to retell or create their own versions. Storytelling encourages children to use their creativity, develop their language skills, and engage in problem-solving by imagining different outcomes.
Creative Play Spaces Creating a dedicated play space can promote imaginative play and problem-solving skills in young children. A play space can be designed to encourage imaginative play, such as a play kitchen, a dress-up area, or a building area. Providing children with the necessary props and materials to stimulate their imagination can help them develop their problem-solving skills by encouraging them to create different scenarios.
Open-Ended Toys Open-ended toys, such as blocks, art materials, and playdough, can be used in a variety of ways to promote imaginative play and problem-solving skills. Children can experiment with different combinations and create their own scenarios, developing their creativity and problem-solving abilities.

Dress-Up Play in Early Childhood Education

3. Teach problem-solving vocabulary

Introducing problem-solving vocabulary is an important way to promote problem-solving skills in young children. By learning problem-solving vocabulary, children can better understand and communicate about the problem-solving process. Here are some examples of problem-solving vocabulary and how to teach it to young children:

Identify the problem To identify a problem, children need to be able to recognize when something isn’t working as it should. Teach children words and phrases like “I’m stuck,” “This isn’t working,” or “I need help.” Encourage them to communicate when they encounter a problem and ask for help when needed.
Brainstorming Brainstorming involves generating many different ideas to solve a problem. Teach children words and phrases like “let’s think of some ideas,” “what are some possible solutions,” or “what else could we try.” Encourage them to come up with many different ideas, even if they seem silly or unlikely to work.
Evaluate solutions After generating ideas, children need to evaluate each solution to determine which is the best one. Teach children words and phrases like “let’s see which idea would work best,” “what are the pros and cons of each idea,” or “which solution would be most helpful.” Encourage them to consider all the possible solutions and evaluate each one carefully.
Make a plan Once a solution has been chosen, children need to make a plan to implement it. Teach children words and phrases like “let’s make a plan,” “what steps do we need to take,” or “how can we make this happen.” Encourage them to break down the solution into smaller steps and create a plan for each step.
Reflect on the outcome After trying out a solution, it’s important to reflect on what worked and what didn’t. Teach children words and phrases like “how did it go,” “did our plan work,” or “what could we do differently next time.” Encourage them to reflect on the outcome and use what they learned to solve similar problems in the future.

4. Model problem-solving skills

Children learn by watching and imitating the behavior of adults around them. Therefore, modeling problem-solving skills is essential for promoting these skills in young children. Let your child see you working through problems, and encourage them to ask questions and offer suggestions. When children see adults or peers effectively solve problems, they are more likely to learn and apply those skills themselves. Here are some examples of how to model problem-solving skills for young children:

Narrate your problem-solving process When you encounter a problem, narrate your problem-solving process out loud to show children how you think through and solve the problem. For example, “I’m trying to figure out how to fix this toy. First, I need to look at the instructions and see what’s wrong. Then, I can try a few different solutions until I find one that works.”
Use real-world scenarios Use real-world scenarios to model problem-solving skills, such as fixing a broken toy, figuring out a puzzle, or finding a lost item. Show children how you use critical thinking and problem-solving strategies to tackle the problem, and encourage them to ask questions and offer their own solutions.
Role-play Role-playing scenarios where children can practice problem-solving skills can be a fun and effective way to model these skills. For example, you can set up a pretend store where children can practice making decisions and solving problems related to shopping.
Provide opportunities for problem-solving Provide children with opportunities to practice problem-solving skills in everyday activities and invite parent to do the same while cooking, cleaning, or planning a family outing. Encourage them to work through problems and come up with solutions, and praise them for their efforts.
Collaborate on problem-solving Collaborating with children on problem-solving tasks can model effective problem-solving skills and promote teamwork. Work together to solve problems, and show children how to communicate, negotiate, and compromise to achieve a common goal.

5. Allow for independent problem-solving

While it’s essential to support young children as they develop their problem-solving skills, it’s also important to allow them to work independently. Allowing children to work through problems on their own can help them develop their critical thinking skills and build confidence in their abilities . Here are some examples of how to allow for independent problem-solving:

Give them space Allow children to have some time and space to work through problems on their own. Resist the urge to jump in and solve the problem for them, unless it’s a safety issue. Instead, observe from a distance and offer encouragement and support as needed.
Encourage risk-taking Encourage children to take risks and try new things, even if they might not work out. When they encounter a problem or setback, remind them that mistakes are a natural part of the learning process and encourage them to keep trying.
Offer open-ended activities Offer open-ended activities that allow for creativity and problem-solving, such as building with blocks, creating art, or playing with sensory materials as was mentioned earlier. These activities encourage children to use their imagination and experiment with different solutions.
Provide tools and resources Provide children with tools and resources that they can use to solve problems independently, such as a toolbox or a collection of building materials. These resources can give children the confidence to tackle problems on their own.
Praise effort and progress When children are working on solving a problem, praise their effort and progress, even if the solution isn’t perfect. Focus on the process of problem-solving, rather than the end result, and encourage children to keep trying and learning.

6. Encourage persistence

Encouraging persistence is critical for promoting problem-solving skills in young children. When your child encounters a problem, encourage them to keep trying and not give up. Celebrate their successes and encourage them to learn from their mistakes. When children learn to persevere through challenges and setbacks, they build resilience and develop the confidence to tackle difficult problems. Here are some examples of how to encourage persistence:

Provide age-appropriate challenges Provide children with challenges that are appropriate for their age and skill level. Challenges that are too difficult can be frustrating and lead to giving up, while challenges that are too easy can be boring. Finding the right level of challenge can motivate children to keep trying and push themselves.
Offer encouragement Offer words of encouragement and support when children encounter challenges. Let them know that you believe in them and that you know they can figure it out. Encourage them to keep trying and remind them of their past successes.
Focus on progress Focus on progress rather than perfection. Celebrate small successes and milestones along the way, even if the problem isn’t fully solved yet. This can help children see that progress is possible and encourage them to keep going.
Model persistence Model persistence and a positive attitude in your own problem-solving efforts. When children see you persisting through challenges and setbacks, they are more likely to adopt a similar mindset.
Use positive self-talk Encourage children to use positive self-talk when they encounter challenges. Teach them to say things like, “I can do this,” “I just need to keep trying,” and “I’ll figure it out eventually.”

In conclusion, promoting problem-solving skills in young children is critical for their overall development. By providing opportunities for exploration and experimentation, promoting imaginative play, teaching problem-solving vocabulary, modeling problem-solving skills, allowing for independent problem-solving, and encouraging persistence, we can help our children develop these essential skills that will serve them throughout their lives.

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Solving Word Problems in Kindergarten

Apr 23, 2020

From real objects in the physical world , to quantitative pictures , to story mats and acting out problems , each step in the developmental journey takes our littles closer to confidence in the word problem solving process. Each step is important so that we help them arrive in the proper way instead of trying to force application of word problem skills too soon.

To help students take the next step of their word problem solving, we’ve created the My Math Word Problem Journal , which is developmentally appropriate for Kindergarten students at the end of the first semester or the beginning of the second semester.

Buy it now for just $5.99!

This journal contains 75 days worth of journal experiences that reinforce concrete, pictorial, and abstract means and helps students slow down through the various types of word problems. We begin with part-whole addition problems, move into subtraction, and finally missing addend problems. It helps students turn the corner in their early childhood experience to prepare them for what word problems will start to look like as they get older.

Setting the Stage

In the corner of each journal page is an image that will relate to the story problem. This helps students hold a concrete image in their head as they work with all the other abstract things (writing and number sentences) on the journal page that might not be as familiar to them. Additionally, we are still building oral language, so if students aren’t as familiar with one of the objects, they can use the story they’re reading to help them picture what might be happening.

Read the Problem

Begin by reading the problem out loud – all of it, without stopping. After this, most students will want to jump right in and fill in the number bond, or start acting it out with concrete objects. They’ll grab the two numbers in the problem and, because we’re adding this week, they’ll add them. Or subtract them, or whatever we’re working on. However, we don’t want kids to look at story problems as things to be dissected – “circle the numbers” and “underline the important words,” etc. because that really in the end isn’t always going to work for students at this age.

We really want them to slow down and engage with the problem using something called chunking. Chunking has students put a line or highlight or underline a section in the story problem that is bringing in some new information. Even though kindergarten students might not be able to read the word problem themselves, we do want them to get into the habit of “reading” the problem, interacting with the words in the story, and repeating back different parts of the problem. It slows them down enough to really comprehend and visualize what the problem is asking, just like we do in reading. The same process we use for reading a book and trying to understand the author’s message holds true for reading story problems.

Let’s take this problem:

We could chunk our example by saying, “John made a paperclip chain.” And then the students repeat that back. Now you say chunk because there’s a new piece of information within that story problem that we just read. The next part says he put on five paper clips. chunk The kids repeat that section back. He added on three more paper clips chunk . How long is John’s paper clip chain now? chunk

The hard part about doing story problems in a slow, methodical, repetitive way, even though we know it helps build kids’ skills, is that students really want a quick and easy way to solve the problem. Spending a lot of time really looking at that story problem and getting that frame of reference using our template will be really helpful to our littles in kindergarten.

Sentence Form

The second step in our step-by-step visual model process is to create a sentence form. In the kindergarten journal, we provide the sentence form since we felt that putting the question and a complete answer might be a little bit too difficult for some

In Kindergarten, it’s really important to make a note of this sentence form because, as students get into 1st grade, they’re going to start to do more closed sentences with more blanks that require students to supply names and other information. By the time a child gets to 2nd grade, they should be able to read a story problem and be able to repeat back in a complete sentence exactly the way the problem is asking.

Some people ask why we would bother putting the sentence form in a Kindergarten journal. It all goes back to wanting to really slow the students down and keep them from jumping right into numbers and operations. Having students work with the sentence form encourages good decoding and reading skills as well, and guides students in their understanding of what the problem is asking. Also, I’ve seen many students solve story problems, but then forget to write in the sentence form, so a sentence form is a really great way to help train students’ brains so that when we get that final answer, it is going into the blank, which will complete the thought.

Math Mat & Quick Draw

Whether you use our horizontal or vertical math work mat, maybe a dry erase board or a purple piece of construction paper, this step is all about concrete tools. The student can go to the Math Salad Bar and choose manipulatives they can use to act out our story problem. They might get five of something, then show three and then count them all together to show how many paper clips John had.

Eventually, students will work more in the Quick Draw Box. We’ve made this section a little bit smaller in this journal because we want students to truly make it a “quick” draw using Xs or dots or something else small to represent the quantities in the problem. In our case, the students might do five large Xs, three small Xs, and then count them all together. ’

Number Bond

We’ve given lots of thought to each part of the journal page so far, and this algorithm should be no exception. It would be easy to just grab the numbers out of the problem and plug them into the slots and call it good. But let’s start with that first box. In our word problem, we started with the 5 large paper clips and now we need to change that number in some way, whether we add or subtract. In our example, I’m going to be counting up the chain, so I know we need to put a plus sign in the circle. I write the 3 in the other square, because I’m changing the original number by that many. The equal sign is in another box to the right, and finally there is a place to write the total.

Every journal page takes students through this entire process, so by the end of 75 days, it should be ingrained in their brains! This will help our Kindergarten littles as they head into 1st grade, where they’ll continue to build on higher levels of understanding.

Types of Problems

We have three different videos to help you to see the different types of problems that can be solved. We also use a coding system on all of our journals to help teachers understand the different types of problems that we’re using. For this journal, we have PWA (Part-Whole Addition), PWS (Part-Whole Subtraction), and PWMA (Part-Whole Missing Addend).

[yotuwp type=”playlist” id=”PL76vNL0J-a4037qQHz2DIrIBKdJs-oPYd” ]

Download the PWA Example

Download the PWS Example

Download the PWMA Example

Why do we code problems for students this young? To a parent or teacher, or even a student, It might feel like there are endless types of story problems. But in fact, we actually have families of story problems, like we have genres of books. Coding the story problems compartmentalizes these different types of story problems. If we are very clear on the type of story problems, we can help students understand the characteristics of the types of problems they will encounter so that problem solving isn’t so scary.

Part-whole problems are the first genre of story problems, and K-1 graders spend a large majority of time working in this group. However, there are lots of different types of part-whole problems – part-whole addition, part-whole subtraction, part-whole missing addend, etc. The next family of problems are the additive-comparison problems, which students will get to later in 1st grade.

In the bottom right-hand corner of each page, there is a number, up through 75. You can download the PDF, print it (or have it printed), and staple it together to make a journal for an individual student. They write their name on the front and it becomes something they work on every day, four or five days a week. Of course, we still do our number talks in the classroom, but this way we make sure we’re bringing our numbers into words and words into numbers on a daily basis as well.

It’s a really important skill for a child to be able to construct a story problem based on an algorithm or even a missing addend. Let’s take: 4 + ? = 7 If I gave a student that problem, could they think of a story that goes with that? Maybe there were 7 sheep on the farm, but only 4 of them were in the barn. How many were outside? This type of thinking really works on Math Practice 2, which is to which is reason abstractly and quantitatively, to help bring numbers and words together.

Join us next week to find out what problem solving should be looking at with a child after the Kindergarten year. We’ll be working on taking our quick draw into a proportional visual model, and then into a non-proportional visual model.

*Addition , *Subtraction , *Word Problems , Audience - Lower Elementary (K-2) , Series - Math4Littles | 0 comments

Screening for Numeracy Development

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New Designs for School Teaching Kindergarteners Critical Thinking Skills: Lessons from Two Rivers Deeper Learning Cohort

Jeff Heyck-Williams with Chelsea Rivas and Liz Rosenberg Two Rivers Deeper Learning Cohort in Washington, D.C.

We’ve all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

The stories of two kindergarten teachers illustrate the power of providing an opportunity for 5 and 6 year-olds to think critically.

I’ve argued elsewhere that yes, we can define, teach, and assess critical thinking skills , but I know what you are probably thinking. These skills are all good for middle and high school students and maybe upper elementary kids, but kindergarteners? However, I was in a kindergarten class recently where five and six year-olds were making evidenced-based claims and critiquing the arguments of each other. Kindergarteners were thinking critically!

Two Rivers Public Charter School in Washington, D.C., is wrapping up our second Deeper Learning Cohort. Twenty-four educators from schools across the city participated to learn how to deepen their students’ thinking through the use of thinking routines with aligned rubrics and performance assessments.

This group of dedicated teachers from prekindergarten through 8th grade gathered at convenings over the course of this past school year to explore what it means to help students think more deeply about what they are learning. Specifically, we learned about three thinking routines that provide a structure for helping students think critically and problem-solve. We dived into understanding how the language of rubrics can be used to define these constructs but have limitations when applied across multiple contexts. We developed understanding of performance task design and how that translates into the experiences we provide for students everyday. Finally, we learned how analyzing student thinking as exhibited in student work can be leveraged to deepen our students’ critical thinking and problem-solving skills .

The power of this work has been highlighted for all of us as we saw kindergarten students demonstrate an ability to formulate reasoned arguments with specific support. The stories of two kindergarten teachers illustrate the power of providing both an opportunity for five and six year-olds to think critically and the structure to support that thinking.

Teaching Kindergarteners to Be Effective Reasoners

Chelsea Rivas, Kindergarten Teacher at Two Rivers Public Charter School

When Two Rivers invited educators to participate in a Deeper Learning Cohort last summer I jumped on the opportunity. I began working at Two Rivers in the fall of 2018 and had a lot to learn my first year about the “Two Rivers Way,” so I didn’t feel like I was able to dive into thinking routines in a way I wanted. This cohort allowed me to do just that!

We began our journey by learning about and experiencing the thinking routines and then choosing one to focus on all year with our class. As a kindergarten teacher, I decided I wanted my students to grow into people who reason effectively, so I chose to focus on the “Claim-Support-Question” routine.

I introduced the effective reasoning thinking routine of Claim-Support-Question with a fun think-aloud. I showed a portion of a picture on our board and had students make “claims,” or guesses, as to what the whole picture might be. I then had them support their claim with evidence from the picture and their own personal experience. Last, I showed my students how we can challenge or question our claim by saying what someone else might think.

My students loved this challenge so much that we made it part of our morning routine two to three times a week. Once students became comfortable using this routine in the context of the mystery picture of the day, I extended the use of this routine to reading literature. I modeled making claims and using evidence from the text to support my claim, as well as stating how someone could disagree with my claim. I had students begin making claims, using valid support, and challenging their claim in guided reading.

My students have moved from just stating their opinion, or claim, to always having valid support for their opinions. The word “because” is ingrained in their five and six-year old vocabulary. It’s become easier for many to empathize with other people’s opinions because they have gotten into the routine of challenging their own thinking. However, this is probably the toughest part of the effective reasoning thinking routine and many of my students are still working to get better at the question aspect of the Claim-Support-Question routine.

My students are critical thinkers, problem solvers, and able to consistently think outside the box. Parents have told me how impressed they are that their children are able to think this deeply about a topic. My biggest take-away from this experience has been that my kindergarteners can do a lot more than what people expect!

Thinking Routines in Kindergarten

Liz Rosenberg, Kindergarten Teacher at Creative Minds International Public Charter School

As I was looking for professional development opportunities over the summer in 2019, I happened to come across an online post for the Deeper Learning Cohort through Two Rivers. I had heard of thinking routines in the past but never really had the structure to implement them in my classroom. After spending only a few days together in July with this cohort of passionate, invested, skilled group of D.C. teachers, I felt inspired and empowered to push my students’ thinking before they even arrived in my classroom in August.

It is so easy as a teacher to get bogged down by the pressures of Common Core—we want our students to read, write, and solve math problems so they can be successful and score well on PARCC. While those content areas are of course very important, teaching for me has always been deeper than that. I want my students to grow up to be contributing members of society, who can think critically about the world and express their ideas and beliefs with conviction and confidence. To be successful in this world, they need to be able to communicate their thinking to others, making it visible to their audience, whether that audience is their classmates in a college course or their spouse later in their adult life. I want my students to understand the world from a global perspective, which includes truly comprehending that others may see the world differently than them and how that fact makes the world better, richer, and more diverse. So often we see adults who are not able to separate their thinking from their own lived experiences. I want more for my students and fight for that every day.

I have extremely high expectations of myself and those in my life—and that includes my students. I was surprised to learn as I progressed through this cohort of deeper learning that my students are capable of even more than I thought, that I can raise my expectations of them even higher! My students can make statements, support their claim with evidence, and think of a counterclaim. They can look at a set of choices, list criteria for a decision, and see if their choices meet the criteria. Many years ago, when I asked my students, “How do you know?” they would respond with answers like, “I thought it in my brain” or “my mom told me.” No longer is that acceptable in my classroom because I provided my students with the scaffolding so they can now make their thinking visible without as much support. They can problem solve by thinking about what they already know, what they want to know, and what ideas they should think about to drive their learning. And my five year-olds can communicate in meaningful ways through writing and pictures. They know their voices matter and what they have to say matters.

This is just the beginning. The values and lessons my students are learning are setting the foundation for them to be lifelong learners who question, think critically, back up their thinking with evidence, and be thoughtful and effective problem solvers. This is the world I want to live in and, together with my students, we are creating it.

Photo at top courtesy of Two Rivers Public Charter School.

Jeff Heyck-Williams with Chelsea Rivas and Liz Rosenberg

Two rivers deeper learning cohort.

Jeff Heyck-WIlliams is director of curriculum and instruction at Two Rivers Public Charter School.

Chelsea Rivas is a kindergarten teacher at Two Rivers Public Charter School.

Liz Rosenberg is a kindergarten teacher at Creative Minds International Public Charter School.

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Check Out How This TikTok Teacher Builds a Thinking Classroom … in Kindergarten!

Can 5-year-olds figure out subtraction on their own?

Lately, it seems as though I’ve been seeing strategies from Building Thinking Classrooms in Mathematics show up everywhere. From randomized grouping to vertical non-permanent surfaces ( what?) , professor and author Peter Liljedahl’s work is gaining a strong foothold in classrooms. But how is it possible that strategies in AP calculus classes could be adapted for our youngest math learners? If you’re interested in bringing thinking classroom strategies to your lower elementary class but aren’t convinced it’s possible, check out Tik Tok teacher Megan breaking it down for kindergarten.

@kindnessinkindergarten How I am slowly implementing #buildingthinkingclassrooms into my kindergarten class! 🍎 #btc #math #kindergartenmath #kindergarten #kindergartenclass #kindermath #kindergartenlife #kindergartenteacher #teacherlife #teacher #teachertok #teachtok #teachersoftiktok #kinderteacher #mathteacher #fyp #classroom #teachermom #kindergartentips #kindergartenhack #lifeinkinder #lifeinkindergarten #mathlesson #peterliljedahl @Peter Liljedahl108 ♬ original sound – Megan

How impressive is that? But if you look a little deeper, you’ll realize she’s actually implementing a number of research-based thinking classroom strategies that take this lesson from good to great. Let’s take a closer look at how she’s doing it and how you can bring the strategies to your own classroom.

Strategy 1: Give students a thinking task

Rather than following the traditional “I do, we do, you do” format, Megan flips the lesson by giving her students the subtraction problem they haven’t yet learned to solve. This means students will actually have to think about how to use the tools and resources they’ve been provided to solve the problem, rather than mimicking a strategy shown by their teacher. Providing manipulatives ensures students have a way to make their thinking visible to one another and promote collaborative discussion.

Strategy 2: Get students working on vertical non-permanent surfaces

If you’re wondering what the heck a vertical non-permanent surface is, allow me to clarify. Though it sounds like the latest edu-buzzword, it’s really just any vertical surface that students can write on and easily erase. The term vertical non-permanent surfaces is intentionally broad, encompassing whiteboards, chalkboards, laminate tables stood on their sides, and even windows. Megan makes this work in her kindergarten room using small whiteboards on easel stands.

Almost any teacher will tell you that some students work better standing than sitting, but now there’s research to back up this assertion. Getting students up and out of their seats promotes engagement. Additionally, when students are standing, their actions are more visible to their peers and their teacher. This discourages them from being off-task and from disengaging. As for the “non-permanent” part? Being able to easily erase promotes academic risk-taking, as students don’t feel there is a permanent record of their mistakes.

If you’re worried about what admin might think if they walk in and see your students all out their seats or writing on the windows, know that there’s legitimate academic research to back this up. A February 2015 publication of Liljedahl’s findings states, “Groups that worked on vertical whiteboards demonstrated more thinking classroom behaviour—persistence, discussion, participation, and knowledge mobility—than any of the other types of work surface.” This result came from comparing 46 groups of students across five classrooms. (Bookmark that paper to share with your principal!)

Strategy 3: Promote knowledge mobility with a gallery walk

Did you catch the use of the term knowledge mobility in the quote above? Megan incorporates this practice of moving ideas between small groups seamlessly into her lesson using a gallery walk. But she does so with a very important twist. Rather than having groups explain their work, she asks students who were not in the group to look at their classmates’ work and describe their approach to solving the problem. This highlights different strategies for solving the same problem and showcases a beautiful diversity in mathematical thinking. Additionally, this introduces students to problem-solving strategies their group may not have used, further filling their math toolbox.

High-quality instruction for ALL grade levels

For lower elementary teachers who are curious about implementing thinking classroom strategies, Megan offers an approachable way to get started. She also showcases the importance of high-quality, research-based instruction at all grade levels. Anyone who thinks kindergarten is just arts and crafts will be blown away. Clearly, Megan’s students are doing meaningful, rigorous work. Just imagine what they’ll be capable of as they continue to build their thinking strategies.

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Have you heard about thinking classroom strategies? Check out how this TikTok teacher is using them in kindergarten.

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Simple Math Strategies for Kindergarten

Are you a kindergarten teacher seeking creative ways and easy strategies that make a great math lesson? When teaching math in kindergarten, it’s so important to provide students with a variety of math strategies and tools they can use to solve addition and subtraction problems—and will then improve their math skills as a whole. By providing different strategies for students to choose from, this gives them a head start in being able to naturally differentiate math and hopefully make math fun for them. Once these math concepts are introduced to students, they will be able to choose from different strategies as their math skill levels change as needed, and then become better abstract math thinkers in the future, leaving them able to easily incorporate fast math into their daily routines.

Concrete Math Strategies

At the beginning of the year, kindergarten students have very concrete math thinking. Your lesson plans should include math strategies that require something physical for them to manipulate, real objects around the classroom (like wooden blocks), in order for them to make sense of math problems. For example, when it comes to a problem like 2 + 3, a great way to show your students this problem can look like setting out a group of two counting bears, and a group of three counting bears. Then students can count all the bears together to figure out the solution. The interactive aspect of these math lessons is a fun way to engage young students in their first year or two of elementary school.

Concrete math strategies for kindergarten look similar for a subtraction problem. For example, if you give students the problem 5-1, students can count out five cubes. Then, they remove one cube from their group and are able to count again to see the answer is four. In these examples, students used counting bears and cubes as strategies to solve math problems. There are also many other various objects and tools they can use depending on what you have in your classroom. They can manipulate counters, rekenreks, and ten frames with moveable pieces to solve math problems—another excellent way to help children visualize their math. Even fingers are a great tool to use when students need those concrete math strategies in order to solve problems. It really all depends on your student since each gravitates toward different learning styles that are a more effective way to learn for them.

Transitional Math Strategies

As students become more comfortable with solving math problems, they begin transitioning towards more abstract thinking. They still need something to represent the problem, but now it doesn’t have to be something that they can touch and move. Instead, it can look more like drawings that can represent the tools they use. For example, instead of using physical cubes to represent a problem, students may draw cubes. Rather than using a physical ten frame, students may draw a ten frame to help them solve a math problem. In a subtraction problem like 8-3, this would look like a student first drawing eight circles within a ten frame. Then, they can erase or cross out three of those circles to show that there are now only five left.

I think it is important to note that while we do want students to be able to draw these quicker pictures to solve problems, that probably won’t be the case in the beginning. As in, if you give students a word problem that involves four flowers plus six more flowers, you should fully expect to see 10 beautiful flowers drawn out on your students' paper! Our transitional math thinkers can also use drawn strategies, such as number lines, tally marks, and even classroom tools like dominos and dice in their problem solving.

Abstract Math Strategies

When students move on to abstract math thinking, they are ready for more complex strategies. With these types of strategies, students can represent things with numbers rather than pictures or physical objects. Also, many of these strategies rely on using some mental math and prior math knowledge to solve problems so this is when they will pull from the best practices. from prior math activities. For example, later in the year (and earlier in the year for some of our more advanced students) students can begin using strategies like double facts that they’ve memorized. When given a problem like 2+2, many students just know that 2+2=4 without having to give it much thought because their number recognition has improved. Students at this stage might also be ready to use strategies like counting on from the first number in an addition problem, and counting backward from the beginning number in a subtraction problem. Students can even think about composing and decomposing numbers as a way to solve problems when they are at this stage, so they can see what smaller numbers come together to make up larger numbers.

Depending on what stage of math-thinking students are in, the math strategies that they can effectively use will be vastly different, but the basic math principles they've learned should still be a solid foundation for moving forward. That's why it’s so important for the best result, to present students with a variety of strategies that they can pull from as they need them, making them even better prepared for first grade and beyond. You can even keep the strategies you have taught on display using Math Strategies Posters. This way, students have a choice in what strategies they use, and math is naturally differentiated as students solve problems in their own different ways, and according to their own skill level. You can find many of these strategies used in this 100th Day of School set too! Happy teaching!

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3 Simple Strategies to Improve Students’ Problem-Solving Skills

These strategies are designed to make sure students have a good understanding of problems before attempting to solve them.

Research provides a striking revelation about problem solvers. The best problem solvers approach problems much differently than novices. For instance, one meta-study showed that when experts evaluate graphs , they tend to spend less time on tasks and answer choices and more time on evaluating the axes’ labels and the relationships of variables within the graphs. In other words, they spend more time up front making sense of the data before moving to addressing the task.

While slower in solving problems, experts use this additional up-front time to more efficiently and effectively solve the problem. In one study, researchers found that experts were much better at “information extraction” or pulling the information they needed to solve the problem later in the problem than novices. This was due to the fact that they started a problem-solving process by evaluating specific assumptions within problems, asking predictive questions, and then comparing and contrasting their predictions with results. For example, expert problem solvers look at the problem context and ask a number of questions:

What do we know about the context of the problem?
What assumptions are underlying the problem? What’s the story here?
What qualitative and quantitative information is pertinent?
What might the problem context be telling us? What questions arise from the information we are reading or reviewing?
What are important trends and patterns?

As such, expert problem solvers don’t jump to the presented problem or rush to solutions. They invest the time necessary to make sense of the problem.

Now, think about your own students: Do they immediately jump to the question, or do they take time to understand the problem context? Do they identify the relevant variables, look for patterns, and then focus on the specific tasks?

If your students are struggling to develop the habit of sense-making in a problem- solving context, this is a perfect time to incorporate a few short and sharp strategies to support them.

3 Ways to Improve Student Problem-Solving

1. Slow reveal graphs: The brilliant strategy crafted by K–8 math specialist Jenna Laib and her colleagues provides teachers with an opportunity to gradually display complex graphical information and build students’ questioning, sense-making, and evaluating predictions.

For instance, in one third-grade class, students are given a bar graph without any labels or identifying information except for bars emerging from a horizontal line on the bottom of the slide. Over time, students learn about the categories on the x -axis (types of animals) and the quantities specified on the y -axis (number of baby teeth).

The graphs and the topics range in complexity from studying the standard deviation of temperatures in Antarctica to the use of scatterplots to compare working hours across OECD (Organization for Economic Cooperation and Development) countries. The website offers a number of graphs on Google Slides and suggests questions that teachers may ask students. Furthermore, this site allows teachers to search by type of graph (e.g., scatterplot) or topic (e.g., social justice).

2. Three reads: The three-reads strategy tasks students with evaluating a word problem in three different ways . First, students encounter a problem without having access to the question—for instance, “There are 20 kangaroos on the grassland. Three hop away.” Students are expected to discuss the context of the problem without emphasizing the quantities. For instance, a student may say, “We know that there are a total amount of kangaroos, and the total shrinks because some kangaroos hop away.”

Next, students discuss the important quantities and what questions may be generated. Finally, students receive and address the actual problem. Here they can both evaluate how close their predicted questions were from the actual questions and solve the actual problem.

To get started, consider using the numberless word problems on educator Brian Bushart’s site . For those teaching high school, consider using your own textbook word problems for this activity. Simply create three slides to present to students that include context (e.g., on the first slide state, “A salesman sold twice as much pears in the afternoon as in the morning”). The second slide would include quantities (e.g., “He sold 360 kilograms of pears”), and the third slide would include the actual question (e.g., “How many kilograms did he sell in the morning and how many in the afternoon?”). One additional suggestion for teams to consider is to have students solve the questions they generated before revealing the actual question.

3. Three-Act Tasks: Originally created by Dan Meyer, three-act tasks follow the three acts of a story . The first act is typically called the “setup,” followed by the “confrontation” and then the “resolution.”

This storyline process can be used in mathematics in which students encounter a contextual problem (e.g., a pool is being filled with soda). Here students work to identify the important aspects of the problem. During the second act, students build knowledge and skill to solve the problem (e.g., they learn how to calculate the volume of particular spaces). Finally, students solve the problem and evaluate their answers (e.g., how close were their calculations to the actual specifications of the pool and the amount of liquid that filled it).

Often, teachers add a fourth act (i.e., “the sequel”), in which students encounter a similar problem but in a different context (e.g., they have to estimate the volume of a lava lamp). There are also a number of elementary examples that have been developed by math teachers including GFletchy , which offers pre-kindergarten to middle school activities including counting squares , peas in a pod , and shark bait .

Students need to learn how to slow down and think through a problem context. The aforementioned strategies are quick ways teachers can begin to support students in developing the habits needed to effectively and efficiently tackle complex problem-solving.

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