Using Math Problem Solving and Student Discourse

Having students make connections between the mathematical approaches used by others helps in the development of problem-solving techniques. Sharing these approaches allows students to make sense of mathematics and take personal ownership of their solutions, and learn from other students thinking. For students to get the maximum benefit from this problem-solving exposure they must understand how the solutions are mathematically connected so that they learn why some strategies work and others do not.
Produced by Teach & Kids Learn (TKL) Professional Development Group
Website: www.TeachnKidsLearn.com
Email: [e-mail]

[@dlp2.0ipgkti28]

I like the questioning and feedback techniques used by the teacher in this video to teach a mathematics problem. I would like to request permission to share this video with pre-service and in-service teachers for learning purposes.

[@TeachnKidsLearn]

Hello, Can you please provide us with additional information for where you will be using this video? Please contact us at [e-mail]

[@mathmatterswithmissjen]

I LOVE the video, thanks for sharing! I'm so eager to comment this though (and by the way, I'm a math teacher). In the algebra modeled, n = the first number. But what about n = the second number -- or better yet, the "middle" number? Then you have n-1 + n + n+1, which all sum to 3n. All you have to do is divide 81 by 3, which is 27. (Which makes sense because 81 = 9*9 = 3^4, so 81 / 3^1 = 3^3 = 27.). So we could have 27+27+27, but those aren't consecutive, so make one 1 less and one 1 more, to get 26, 27, 28.
One last way to think of this is that the AVERAGE of the 3 numbers has to be 81/3, which is 27. So if you need 3 consecutive ODD numbers, then they would have to still "center" around 27, and be 25, 27, 29.
Or if it said to find 3 numbers, each 10 apart, that sum to 81, the answer would be 17, 27, and 37. They all must average to 27, so they sum to 81.

[@SUSHILKUMAR-vw1bx]

Nice