Math Matters of San Joaquin County Lincoln Unified School District - Lodi Unified School District - Stockton Unified School District

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Home About Math Matters MIFF Techniques Head Problems Two Problem Approach Focus Techniques Certified Teachers Lincoln Unified Lodi Unified Stockton Unified Curriculum Connections Links What Teachers Are Saying

Definition The Daily Two Problem Approach is the second content strategy we recommend using and it involves presenting 2 standards based math problems to the total class on a daily basis. These problems should be displayed using the overhead projector, chalkboard, chart paper or some other visual that the whole class can see. It is also suggested that the 2 problems be handed out to students so they don't have to spend a lot of time recording the problem. Each of the 2 problems should be of a different nature (simple computation, multiple choice, open-ended investigation). You may choose to have students work on the problems individually, or with partners, or a combination of both. Both problems should be debriefed with the students. Ideally the Daily Two Problem Approach should take no more than 10-15 minutes...however, sometimes the mathematical discussion generated by the problems is so worthwhile that the discussion and ensuing explorations can take up a whole math period...or more. If you choose to allow only a set amount of time for the Daily Two Problem Approach, you may not always get closure at the end of the allotted time...it's O.K. to come back to the problem(s) later in the day or later in the week. As the teacher, you make the call. Daily Two Problem Approach is very useful for reviewing concepts, introducing concepts, assessing students, test format preparation, and developing number sense in students. back to top

Q- How long should a two problem approach take?

A-10-15 minutes as a rule

Q- My two problems are taking at least a half hour and I just don't have time to do them every day. What should I do?

 

A-1 The problems you are choosing could be too difficult. You might...

1.choose or develop problems based on what students are currently learning.

2.choose or develop problems that review material covered earlier.

3.consider carrying over a problem to the next day.

4.put a problem up on the wall and invite continuing work on it.

5.start with a very simple version of a problem, making it more challenging on following days.

6.make one problem a multiple choice question

A-2 The debrief time may be taking longer than it needs to take. You might...

1.pass out a few overhead transparencies while students are working so they can share quickly.

2.choose, as you circulate, a few students you want to have share during the debrief

3.decide not to teach during the Two Problem Approach, but to make a note to teach later.

4.make sure one of the problems requires little or no debriefing

Q- Where can I get standards-based problems for my Two Problem Approach?

A- Your new Harcourt Math has many sources:

• Harcourt Math Daily Warm-ups

Daily Routine

Problem of the Day

Number of the Day

• Harcourt Math Mixed Review and Test Prep

• Harcourt Math Assessment Guide

• Harcourt Math Performance Assessment

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Q- Do two problems have to be done on the overhead?

A-It is important to introduce and debrief the Two Problem Approach as a whole class. Some methods might be:

•Overhead projector
•On the chalkboard
•On chart paper

Q- Is it OK to give students copies of the two problems?

 

A-Yes. It depends on your own objectives and resources. It can be a good way to save the time it takes for students to copy material from the board or overhead.

 

Q- Sometimes I do two problems, but I don't have students write anything. We just do both problems together as a class. Does this count?

A-For Kindergarten it would always count. For first grade it would often be appropriate. for second grade and above it would sometimes be appropriate. Independent work is increasingly part of the value of the Daily Two Problem Approach.

Q- What should I do if my students get stuck on one of the problems?

 

A-Try to discern what is causing them to be stuck. Then consider the following possibilities.

1. Continue the problem to the next day.

2. Put the problem up on the wall to be worked on for a week.

3. Do a simpler version of the problem the next day, then come back to the hard one.

4. Consider the problem an assesment and try it again after the material has been taught.

Q- I do five problems every morning and then debrief them, can this count as my Daily Two Problem Approach?

A-Yes, as long as they are not all straight computation problems.

To save time and assure depth of discussion, you might sometimes choose 2 of the 5 problems to debrief thoroughly.

Q- I have been doing a daily "2 Step" problem, is this the same as the Daily 2 Problems?

A-Not as a general rule, although there may be times when a 2 step problem works nicely as a Two Problem Approach.

Q- Do I have to share all the different approaches of solving both the problems with the whole group because it takes a long time?

A-No, not always. If one of the problems is simpler and the whole class has the correct answer, a lengthy debrief might not serve a purpose.

You might have a routine of inviting a set number of approaches to be shared for each problem.

A useful approach can be to note solutions you particularly want shared as you are circulating and give those students a piece of transparency to "trace" their approach while other students continue working.

Q- Can I use the standards to create my own two problems?

A-Yes! The standards are a great resource for Two Problems.

 

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