problem solving process middle school

Math Wheels for Note-taking?

5 Ways to Practice Problem Solving Skills in Middle School

If you’ve been teaching or around middle schoolers very long then it will not surprise you to hear that their brains are still developing. I’m not talking about being an on-going learner, I’m talking about the actual function of their brains is still in development. Because our middle schoolers are now “big kids” and independent, it is easy to forget that they are not done growing and developing. One area that our students are still developing is problem solving skills.

Critical thinking, analytical thinking, and deductive thinking will continue to develop over the next decade. But we don’t have to wait for our tweens to become early 20-somethings before tackling problem solving skills. We can help them begin to tap into this new level of thinking now. Whether it is problem solving in math class or helping them figure their way through middle school social drama, teaching and practicing problem solving skills is important.

Today, I’m thrilled to share with you five strategies I use with my middle schoolers to develop problem solving skills they can use in and out of the classroom.

Why Are Problem Solving Skills Important?

Life is filled with challenges, unexpected problems, and sticky situations we have to be able to think through. From a mult-step, multi-concept story problem in math class to navigating social situations, problem solving skills are key. That’s why I want to take a minute to chat about why problem solving skills can be one of the strongest tools our middle schoolers can have in their toolbox as they navigate the chaos of middle school!

If you think about it, middle school is their training ground for the real situations that take place where they might feel stuck or not motivated to keep going. It’s where they learn to juggle homework, navigate the social circus, and face unexpected challenges. In this crazy adventure called life, problem-solving skills can swoop in to save the day.

But here’s the plot twist: this isn’t just about making it through middle school, it’s about gearing up for success beyond the classroom. We know that the “real world” is full of job hunts, budgeting, time management, and adulting. What’s going to help them succeed? You’ve got it right- the ability to tackle problems like seasoned pros. Whether it’s negotiating a job offer, smoothing out conflicts, or fixing a leaky sink, those middle school honed problem solving skills guide them through the twists and turns of adulthood.

5 Problem Solving Skills for Middle Schoolers

One of the best ways for our middle schoolers to learn how to problem solve is through relevant activities or strategies. Not only relevant but also relatable. It’s that engagement and buy-in that makes them go, “Yeah, this makes total sense!” Incorporating relatable situations with you, the teacher, there to guide them through it creates a safety net for them. They get to witness the thinking process, see the actions in play, and hear the behind-the-scenes reasoning on how to tackle challenges.

1. Practice Critical Thinking Skills

Middle schoolers are like little detectives in the making, always asking all the questions before you can even get the whole scenario out! Use that to your advantage! Ask open-ended questions that get them thinking. Not every question or situation they encounter will be answered with a yes, no, or straightforward answer. They’ll need to think about the situation from different perspectives and consider various factors. Give them time to think and then {this is the hardest for most of us} wait and let them explain their thinking. Don’t just get an answer and move on. Even if there is uncomfortable silence – just wait. Give them the time to think so that you can take a deep dive into the thinking process.

We dive into scenarios, whether they are social or math-based, that require more than just a glance. For example, we will dissect word problems together or a math problem they may not have seen just yet to introduce the concept. We’ll explore various possibilities on how we could start off solving the math problem.

If a social concern about friend drama pops up, I will put a scenario together for us to work through by discussing the perspectives of who is included in the made-up scenario version. Why did they make the choices they did? What could they have done differently? Because they did one thing, what did that cause? It’s not about being in the know 100%, but more about becoming a thoughtful problem-solver.

As they navigate through these challenges, they’re not just finding solutions. They’re developing a knack for analyzing information, considering different angles, and crafting well-thought-out responses.

2. Teamwork Makes the Dream Work

Middle school is undoubtedly a social whirlwind. It’s a mix of laughter, friendship dramas, and a dash of chaotic energy. So, why not use that energy for some problem-solving skill-building? Group projects can be a great way for students to learn to work together, listen to others, and share their thoughts. They have to assimilate information, process it with understanding, and figure out how to apply the group knowledge to find a consensus.

Group projects allow you to weave in problem solving with academics with the opportunity to develop social problem solving skills too. It’s about weaving a web of skills that extend beyond the assignment. While tackling an academic problem, students will learn to listen to others and analyze what is being said. Through these group endeavors, they learn to appreciate different perspectives. They can start to understand each team member’s strengths and, most importantly, navigate the beautiful chaos of teamwork. There’s going to be disagreements and standstill, so they’ll begin to figure out how to talk through those moments.

But the magic happens when it all comes together. A group solution to an academic problem is usually arrived at after putting those social problem solving skills to the test.

3. Real-Life Problems, Real-Life Solutions

Let’s shift our gears to the world of math. One way to bring math to life is by looking at the focused math skills in real-life math challenges or scenarios. Textbooks have their charm and can be helpful with some practice problems. There’s an unmatched thrill in solving problems that sync with what is happening or what could happen in the real world. Having my students look at real-life scenarios when studying math helps them to see that math is relevant and impactful.

When the time is available, I love challenging my students with a scenario that requires their math skills to solve. Whether it’s crafting solutions for a community-based math puzzle or planning a party while staying on budget, these challenges are the heart of the adventure of mathematical problem-solving. But why stop there? Dive deeper into your scenario for even more problem-solving fun.

You can go as deep as you see fit with your students. They can brainstorm an initial solution or go further. They can then think about the resources they will need, how much those will cost, and where to get them. What about time constraints? They’ll then have to think about a timeline for them to put their hypothetical plan into action to get to their end goal. Suddenly, problem-solving isn’t a mundane task. It fills your classroom with excitement, engaged conversations, and a sense of purpose!

Resources to Help You Get Started

This practice comes in handy as students work through word problems during classwork as well! Help remind them of the strategies you worked through with a visual aid such as these problem-solving bookmarks .

And. . . if you are not sure where to start, I have some free Problem of the Week resources are the perfect starting place. All of the Problem of the Week resources are in the Free Math Resource Center. You can get access by signing up here.

4. ABC’s of Problem Solving Skills – Analyze, Brainstorm, Choose

ABC is a popular acronym that has many variations to it. You can easily make it your own, but what works in my classroom is to analyze, brainstorm, and choose. I’ll walk you through how I explain each letter in my room and how it helps my students’ problem-solving skills.

A – Analyze

The first letter of our problem-solving alphabet is A for Analyze. It’s one thing to just glance at the problem. It’s a whole other thing to dissect it and understand the ins and outs. What happened? Why did it happen? What is being asked? What do I need to figure out? All of these are questions that help students analyze a problem. This is a great first step whether you are solving a math problem or a social problem.

After presenting the problem I like to have my students share some of the questions they are asking themselves during the analyze phase. Depending on the question it might sound like this: Did a peer take your snack, because they don’t have much food at home or because they were being mean? Did your friend snap at you because they didn’t get enough sleep or because they were mad at you? Do I need all of the numbers provided in the problem or was there unnecessary extra information?

It’s so important for middle schoolers to learn to ask these analysis questions. It helps them take a more objective view of the problem. In social settings, it helps them to widen their awareness of themselves to those around them.

B – Brainstorm

Next, B for brainstorming! We brainstorm possible methods of solving the problem, reasons for why words are said or actions are taken, and possible solutions. Then, we look at possible ways actions and words from all involved could impact others. This is the time that we focus on possible solutions.

In math, that will include identifying the math skills needed to solve the problem, recalling formulas, and applying strategies. In real life, this might include how can we fix or make this situation better now and in the future.

C – Choose

The C for Choose. It’s decision time. We evaluate our all of brainstormed ideas and possible solutions. Then it is time to put them into action. During this step, students may choose different things and that is okay. But don’t miss the learning opportunity that comes with that. As students are developing problem solving skills it is important to give them time to share their thinking. Here students can learn from each other as they hear about things they didn’t think about or see situations or problems from a different perspective. This process is a fun and in-depth way to practice problem solving skills with students!

5. Power of Perseverance in Middle School

I purposely saved this one for last because, without this skill or trait, it will be tricky for your middle schoolers to do the previous four. Problem solving is hard. It can get messy before it starts smoothing out into a solution. Your students will become defensive, moan, groan, or just go off and do their own thing. In those moments, I take a step back, take a deep breath, and work with them to learn perseverance. It’s a complete mindset shift, but once it happens it changes how our students approach any situation.

I make sure my students understand that setbacks aren’t roadblocks but rather detours on the path to success or achievement. I emphasize the importance of grit and resilience. We talk about how mistakes are still good to make because it shows that they are trying. The key to those mistakes or roadblocks is to not stop but to keep trying by trying to do something different.

To drive this point home, I weave in tales of legends who faced adversity head-on and emerged victorious. Whether it’s Thomas Edison’s journey to invent the lightbulb or J.K. Rowling’s story of persistence in getting Harry Potter published, these narratives become the fuel for their perseverance engine. I share some of my own stories with them about times I have had to persevere. I then turn the table and have them reflect on times they struggled but persevered until they had succeeded. Most of the time, they surprise themselves!

Give Your Middle Schoolers Problem Solving Skills to Succeed

And there you have the ultimate toolbox of my top five problem-solving skills tailored for your middle schoolers. This toolbox of skills will never go out of style. These skills are the building blocks for shaping the future for our middle schoolers.

As they master the art of critical thinking, through academic and social challenges, they’re becoming equipped with the skills to construct creative solutions and tackle whatever hurdles the future may throw their way. These aren’t just skills for the present. They’re the transformative forces that pave the way for a future filled with confident, creative problem-solvers ready to leave their mark on the world. The adventure begins in your classroom!

Interested in problem solving skills through a math lens? Read Help Middle School Math Students Improve Problem Solving Skills to learn more!

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Remember to save this post to your favorite math or teacher Pinterest board to return to for your middle schoolers’ problem-solving skills!

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20 Problem-Solving Activities for Middle School Students

• Middle School Education

Introduction:

As students progress through middle school, it becomes increasingly important to develop their problem-solving skills. By engaging in problem-solving activities, students can enhance their critical thinking abilities, foster creativity, and become better prepared for the challenges they may face both in and out of the classroom. Here are 20 problem-solving activities that are perfect for middle school students.

1. Brainstorming Sessions: Encourage students to share their ideas on a particular topic or issue, fostering a collaborative environment that promotes creative problem solving.

2. Riddles: Challenge students with riddles that require critical thinking and lateral thinking skills to determine the answers.

3. Sudoku: Introduce sudoku puzzles as a fun and challenging math-based activity.

4. Chess Club: Encourage students to participate in chess clubs or tournaments to practice strategic thinking.

5. Escape Rooms: Plan an age-appropriate escape room activity to develop teamwork and problem-solving skills among the students.

6. Role-Playing Exercises: Use role-playing scenarios to allow students to think critically about real-life situations and practice problem-solving strategies.

7. Science Experiments: Design science experiments that require students to troubleshoot problems and test possible solutions.

8. Word Problems: Incorporate word problems in math lessons, encouraging students to use logic and math skills to solve them.

9. Puzzle Stations: Set up different puzzle stations around the classroom where students can work on spatial reasoning, logic puzzles, and other brain teasers during free time.

10. Debates: Organize debates on controversial topics, allowing students to present and argue their views while developing their critical thinking and persuasion skills.

11. Engineering Challenges: Provide engineering-based challenges such as bridge building or packaging design activities that require teamwork and creative problem solving.

12. Storytelling Workshops: Host a storytelling workshop where students collaborate to create stories from a given prompt and gradually face more complex narrative challenges.

13. Coding Clubs: Support students in learning coding basics and encourage them to develop problem-solving skills through coding projects.

14. Treasure Hunts: Create treasure hunts with clues that require problem solving, reasoning, and collaboration among the students.

15. Cooperative Games: Facilitate games that promote cooperation and communication, such as “human knot” or “cross the lava.”

16. Geocaching: Introduce geocaching as a fun activity where students use GPS devices to locate hidden objects and work as a team to solve puzzle-like tasks.

17. Exploratory Research Projects: Assign open-ended research projects that require students to investigate topics of interest and solve problems or answer questions through their research efforts.

18. Mock Trials: Set up mock trials in which students participate as lawyers, witnesses, or jury members, allowing them to analyze cases and think through legal problem-solving strategies.

19. Creative Writing Prompts: Share creative writing prompts requiring students to think critically about characters’ actions and decisions within fictional scenarios.

20. Invention Convention: Host an invention convention where students present their unique solutions to everyday problems, fostering creativity and innovative thinking.

Conclusion:

Problem-solving activities are essential for middle school students as they help in cultivating valuable life skills necessary to tackle real-world challenges. These 20 activities provide diverse and engaging opportunities for students to develop key problem-solving skills while fostering creativity, communication, critical thinking, and collaboration. Teachers and educators can easily adapt these activities to suit the individual needs of their middle school classrooms.

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20 Critical Thinking Activities for Middle Schoolers

September 17, 2023 //  by  Lesa M.K. Bullins, EdS

Critical thinking is the process of using higher-order thinking skills in which students observe, conceptualize, apply, evaluate, and synthesize information that they learn in order to solve problems and make decisions effectively. Critical thinking is crucial for middle school students to be equipped to respond to academic, social, and emotional challenges successfully.

As an educator, developing critical thinking in students is paramount. Critical thinking skills are built through exploration, inquiry, questioning, discussion, and collaboration. Below are my top 20 classroom activities to transform your middle school students into critical thinkers!

1. Service Projects

Service projects support the development of global-mindedness in addition to building creativity, collaboration, and problem-solving. Service projects allow students the opportunity to engage their interests, apply learning to real-world situations, and actively problem-solve. Service projects could relate to classroom topics, holidays, or community areas in which students have concerns.

Learn More: Kid Activities

2. Project-Based Learning

Project-based learning builds creativity, collaboration, and problem-solving while creating opportunities for student motivation and engagement. You can learn about how to execute project-based learning here.

Learn More: PBL Works

3. Problem-Based Learning

The other “PBL” of education is problem-based learning. Problem-based learning activities are critical to the development of problem-solving skills. You can learn how to implement problem-based learning approaches here.

Learn More: Educators for Social Change

4. Get Outside the Classroom

Take learning outside the classroom. Applying learning to the world around them will support students in making crucial connections that build critical thinking. Check this video for ways to bring the outdoors to your classroom!

Learn More: Edutopia

5. Promote Inquiry

Inquiry-based learning is a cornerstone of critical thinking skills that creates in students an avid thinker of creative solutions. Instead of giving students the questions and then the answer, flip it! Give students information and have them build questions from their own thinking, or give students questions then allow them the space needed to find comprehensive solutions. Inquiry builds analytical skills.

Learn More: Taylor & Francis Online

6. Incorporate Turn and Talks

Turn and talks allow students to briefly share, review, and make connections to things they are learning. It is one of the top critical thinking resources when executed effectively in the classroom. Turn and talks allow for the exploration of an array of topics.

Learn More: Smekens Education and The Thinker Builder

7. Group Work Galore

While group work teaches cooperation, it also provides an opportunity for building critical thinking attributes like task deconstruction, planning, and explanation of thinking.

Learn More: Mrs. Spangler in the Middle

8. Bring Centers Back

Centers are not just for elementary students. Centers create a diverse learning interaction that allows opportunities for students to be more expressive in the learning process. Critical thinking skills come out of such active learning. It is also a great way to leverage resources, especially teacher one-on-one time!

Learn More: Rachel Mccollum

9. Revive Reader’s Theatre

Using a reader’s theatre gives students a more enriching reading comprehension experience due to the highly engaging and interactive approach. Read more here about why you should use this reading approach to support critical thinking.

Learn More: Mrs. Beers

10. Hold Debates

Debate is an opportunity for individuals to consider, discuss, and analyze a controversial topic. Middle school students have ideas that they want to express and discuss. Giving them healthy opportunities for expression not only builds their critical thinking but also their confidence and sense of self.

11. Provide Creative Choices

Choice prompts critical thinking because it allows students to practice in a safe learning environment. Student choice can enhance the learning environment through deeper interest and engagement as well. Providing choice is a very effective opportunity for differentiation, and can even support metacognitive development.

Learn More: The Modern Classrooms Project

12. Promote Invention and Innovation 

Creating inventions and innovations involved analyzing situations, considering outcomes, developing processes, and making connections to prior and related knowledge. Innovation and invention are essentially complete critical thinking activities.

Learn More: Invention and Education

13. Make Opportunities for Students to Teach

The deepest learning occurs when we teach others. Your kids will really be able to tap into their critical thinking skills in this exercise where you’ll invite them to play teacher! It’s a fantastic way to deepen their understanding of concepts as you’ll encourage them to reteach learning material to their peers.

Learn More: ASCD

14. Always Make Time for Reflection

Reflection is indispensable to the critical thinking process. Reflection empowers students as learners and prompts deeper thinking. Reflection allows students to tackle higher levels of thinking resulting in better consciousness of self and learning. You can provide opportunities for silent reflection, exit tickets, journals, etc.

Learn More: Responsive Classroom

15. Create Mysteries

Critical thinking hinges significantly on students interpreting, analyzing, and drawing conclusions. Mystery activities are exciting ways to engage these elements of critical thinking in a variety of subjects! Check out the example of a classroom mystery lesson here to inspire the use of mysteries in your own classroom subjects.

Learn More: Engaging Effective Teaching

16. Create Escape Rooms

It is not just mysteries that present logical thinking challenges and encompass the elements of critical thinking for practice in the classroom! Escape rooms are exceptional critical thinking activities. For some ideas on how to create escape rooms for different subjects in your class, check here.

Learn More: 23 Escape Room Games for Kids of All Ages

17. Prompt Class Discussions

Class discussions are the most naturally occurring critical thinking resources, so just harness the power by guiding and building skills for class discussion processes in your classroom. Class discussion fosters enhanced articulation, deep thinking, stronger connections to prior knowledge, deeper connections across content, and much more!

Learn More: University of Waterloo

18. Create a Job Board

Application of critical thinking skills in real-life scenarios like work is essential. Having classroom jobs is a practical way to put skills into practice. Classroom jobs can build a sense of community and responsibility in the classroom culture. I suggest using a job board approach and incentives for taking jobs such as free choice activities, extra time, etc. instead of assigned jobs. You can also make the job board a game similar to the popular Among Us game (minus the killing of course), to grab student interest.

Learn More: The Literary Maven

19. Encourage Habits of Mind

Habits of Mind are the same skills that make up the critical thinking concepts. Habits of Mind prompt analytical thinking, build strong learning habits, and sufficiently change patterns of thinking for students to truly become critical thinkers.

Learn More: Increasing Autonomy with Habits of Mind

20. Push a Growth Mindset

In conjunction with the skills of habits of mind, a growth mindset also presents students with an avenue to build lasting change in thinking patterns to become skillful critical thinkers. Students with a strong growth mindset have the power of resiliency.  Resilience is a crucial aspect of critical thinking as it helps us to manage stress and adapt to change. Analyzing and solving problems requires adaptability.

Learn More: In Control Middle School SEL

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Maneuvering the Middle

Student-Centered Math Lessons

Math Problem Solving Strategies

How many times have you been teaching a concept that students are feeling confident in, only for them to completely shut down when faced with a word problem?  For me, the answer is too many to count.  Word problems require problem solving strategies. And more than anything, word problems require decoding, eliminating extra information, and opportunities for students to solve for something that the question is not asking for .  There are so many places for students to make errors! Let’s talk about some problem solving strategies that can help guide and encourage students!

1. C.U.B.E.S.

C.U.B.E.S stands for circle the important numbers, underline the question, box the words that are keywords, eliminate extra information, and solve by showing work.  

• Why I like it: Gives students a very specific ‘what to do.’
• Why I don’t like it: With all of the annotating of the problem, I’m not sure that students are actually reading the problem.  None of the steps emphasize reading the problem but maybe that is a given.

2. R.U.N.S.

R.U.N.S. stands for read the problem, underline the question, name the problem type, and write a strategy sentence. 

• Why I like it: Students are forced to think about what type of problem it is (factoring, division, etc) and then come up with a plan to solve it using a strategy sentence.  This is a great strategy to teach when you are tackling various types of problems.
• Why I don’t like it: Though I love the opportunity for students to write in math, writing a strategy statement for every problem can eat up a lot of time.

3. U.P.S. CHECK

U.P.S. Check stands for understand, plan, solve, and check.

• Why I like it: I love that there is a check step in this problem solving strategy.  Students having to defend the reasonableness of their answer is essential for students’ number sense.
• Why I don’t like it: It can be a little vague and doesn’t give concrete ‘what to dos.’ Checking that students completed the ‘understand’ step can be hard to see.

4. Maneuvering the Middle Strategy AKA K.N.O.W.S.

Here is the strategy that I adopted a few years ago.  It doesn’t have a name yet nor an acronym, (so can it even be considered a strategy…?)

UPDATE: IT DOES HAVE A NAME! Thanks to our lovely readers, Wendi and Natalie!

• Know: This will help students find the important information.
• Need to Know: This will force students to reread the question and write down what they are trying to solve for.
• Organize:   I think this would be a great place for teachers to emphasize drawing a model or picture.
• Work: Students show their calculations here.
• Solution: This is where students will ask themselves if the answer is reasonable and whether it answered the question.

Ideas for Promoting Showing Your Work

• White boards are a helpful resource that make (extra) writing engaging!
• Celebrating when students show their work. Create a bulletin board that says ***I showed my work*** with student exemplars.
• Take a picture that shows your expectation for how work should look and post it on the board like Marissa did here.

Show Work Digitally

Many teachers are facing how to have students show their work or their problem solving strategy when tasked with submitting work online. Platforms like Kami make this possible. Go Formative has a feature where students can use their mouse to “draw” their work. 

If you want to spend your energy teaching student problem solving instead of writing and finding math problems, look no further than our All Access membership . Click the button to learn more. 

Students who plan succeed at a higher rate than students who do not plan.   Do you have a go to problem solving strategy that you teach your students? 

Editor’s Note: Maneuvering the Middle has been publishing blog posts for nearly 8 years! This post was originally published in September of 2017. It has been revamped for relevancy and accuracy.

Problem Solving Posters (Represent It! Bulletin Board)

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Reader Interactions

18 comments.

October 4, 2017 at 7:55 pm

As a reading specialist, I love your strategy. It’s flexible, “portable” for any problem, and DOES get kids to read and understand the problem by 1) summarizing what they know and 2) asking a question for what they don’t yet know — two key comprehension strategies! How about: “Make a Plan for the Problem”? That’s the core of your rationale for using it, and I bet you’re already saying this all the time in class. Kids will get it even more because it’s a statement, not an acronym to remember. This is coming to my reading class tomorrow with word problems — thank you!

October 4, 2017 at 8:59 pm

Hi Nora! I have never thought about this as a reading strategy, genius! Please let me know how it goes. I would love to hear more!

December 15, 2017 at 7:57 am

Hi! I am a middle school teacher in New York state and my district is “gung ho” on CUBES. I completely agree with you that kids are not really reading the problem when using CUBES and only circling and boxing stuff then “doing something” with it without regard for whether or not they are doing the right thing (just a shot in the dark!). I have adopted what I call a “no fear word problems” procedure because several of my students told me they are scared of word problems and I thought, “let’s take the scary out of it then by figuring out how to dissect it and attack it! Our class strategy is nearly identical to your strategy:

1. Pre-Read the problem (do so at your normal reading speed just so you basically know what it says) 2. Active Read: Make a short list of: DK (what I Definitely Know), TK (what I Think I Know and should do), and WK (what I Want to Know– what is the question?) 3. Draw and Solve 4. State the answer in a complete sentence.

This procedure keep kids for “surfacely” reading and just trying something that doesn’t make sense with the context and implications of the word problem. I adapted some of it from Harvey Silver strategies (from Strategic Teacher) and incorporated the “Read-Draw-Write” component of the Eureka Math program. One thing that Harvey Silver says is, “Unlike other problems in math, word problems combine quantitative problem solving with inferential reading, and this combination can bring out the impulsive side in students.” (The Strategic Teacher, page 90, Silver, et al.; 2007). I found that CUBES perpetuates the impulsive side of middle school students, especially when the math seems particularly difficult. Math word problems are packed full of words and every word means something to about the intent and the mathematics in the problem, especially in middle school and high school. Reading has to be done both at the literal and inferential levels to actually correctly determine what needs to be done and execute the proper mathematics. So far this method is going really well with my students and they are experiencing higher levels of confidence and greater success in solving.

October 5, 2017 at 6:27 am

Hi! Another teacher and I came up with a strategy we call RUBY a few years ago. We modeled this very closely after close reading strategies that are language arts department was using, but tailored it to math. R-Read the problem (I tell kids to do this without a pencil in hand otherwise they are tempted to start underlining and circling before they read) U-Underline key words and circle important numbers B-Box the questions (I always have student’s box their answer so we figured this was a way for them to relate the question and answer) Y-You ask yourself: Did you answer the question? Does your answer make sense (mathematically)

I have anchor charts that we have made for classrooms and interactive notebooks if you would like them let me me know….

October 5, 2017 at 9:46 am

Great idea! Thanks so much for sharing with our readers!

October 8, 2017 at 6:51 pm

LOVE this idea! Will definitely use it this year! Thank you!

December 18, 2019 at 7:48 am

I would love an anchor chart for RUBY

October 15, 2017 at 11:05 am

I will definitely use this concept in my Pre-Algebra classes this year; I especially like the graphic organizer to help students organize their thought process in solving the problems too.

April 20, 2018 at 7:36 am

I love the process you’ve come up with, and think it definitely balances the benefits of simplicity and thoroughness. At the risk of sounding nitpicky, I want to point out that the examples you provide are all ‘processes’ rather than strategies. For the most part, they are all based on the Polya’s, the Hungarian mathematician, 4-step approach to problem solving (Understand/Plan/Solve/Reflect). It’s a process because it defines the steps we take to approach any word problem without getting into the specific mathematical ‘strategy’ we will use to solve it. Step 2 of the process is where they choose the best strategy (guess and check, draw a picture, make a table, etc) for the given problem. We should start by teaching the strategies one at a time by choosing problems that fit that strategy. Eventually, once they have added multiple strategies to their toolkit, we can present them with problems and let them choose the right strategy.

June 22, 2018 at 12:19 pm

That’s brilliant! Thank you for sharing!

May 31, 2018 at 12:15 pm

Mrs. Brack is setting up her second Christmas tree. Her tree consists of 30% red and 70% gold ornaments. If there are 40 red ornaments, then how many ornaments are on the tree? What is the answer to this question?

June 22, 2018 at 10:46 am

Whoops! I guess the answer would not result in a whole number (133.333…) Thanks for catching that error.

July 28, 2018 at 6:53 pm

I used to teach elementary math and now I run my own learning center, and we teach a lot of middle school math. The strategy you outlined sounds a little like the strategy I use, called KFCS (like the fast-food restaurant). K stands for “What do I know,” F stands for “What do I need to Find,” C stands for “Come up with a plan” [which includes 2 parts: the operation (+, -, x, and /) and the problem-solving strategy], and lastly, the S stands for “solve the problem” (which includes all the work that is involved in solving the problem and the answer statement). I find the same struggles with being consistent with modeling clearly all of the parts of the strategy as well, but I’ve found that the more the student practices the strategy, the more intrinsic it becomes for them; of course, it takes a lot more for those students who struggle with understanding word problems. I did create a worksheet to make it easier for the students to follow the steps as well. If you’d like a copy, please let me know, and I will be glad to send it.

February 3, 2019 at 3:56 pm

This is a supportive and encouraging site. Several of the comments and post are spot on! Especially, the “What I like/don’t like” comparisons.

March 7, 2019 at 6:59 am

Have you named your unnamed strategy yet? I’ve been using this strategy for years. I think you should call it K.N.O.W.S. K – Know N – Need OW – (Organise) Plan and Work S – Solution

September 2, 2019 at 11:18 am

Going off of your idea, Natalie, how about the following?

K now N eed to find out O rganize (a plan – may involve a picture, a graphic organizer…) W ork S ee if you’re right (does it make sense, is the math done correctly…)

I love the K & N steps…so much more tangible than just “Read” or even “Understand,” as I’ve been seeing is most common in the processes I’ve been researching. I like separating the “Work” and “See” steps. I feel like just “Solve” May lead to forgetting the checking step.

March 16, 2020 at 4:44 pm

I’m doing this one. Love it. Thank you!!

September 17, 2019 at 7:14 am

Hi, I wanted to tell you how amazing and kind you are to share with all of us. I especially like your word problem graphic organizer that you created yourself! I am adopting it this week. We have a meeting with all administrators to discuss algebra. I am going to share with all the people at the meeting.

I had filled out the paperwork for the number line. Is it supposed to go to my email address? Thank you again. I am going to read everything you ahve given to us. Have a wonderful Tuesday!

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Career Readiness | Middle School | Critical Thinking

Problem Solving Lesson Plans Your Middle School Students Will Love

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July 11th, 2022 | 5 min. read

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Need resources for teaching problem solving in your middle school career readiness classes?

As a career readiness curriculum developer, middle school teachers often ask if we have resources to help teach problem solving.

While our digital curriculum includes content on critical thinking, decision making, and other 21st Century skills, our solution may not be the best fit for everyone.

Our Middle School Digital Literacy & Career Exploration curriculum is designed to teach dozens of skills such as professionalism, communication, digital literacy, and more.

However, some teachers are only looking for supplemental problem solving lessons and activities to add to their existing curriculum.

To help you teach these skills, we've found four popular providers of problem solving lessons and activities for middle school:

• TeacherVision
• Ed Creative

All of these resources have both pros and cons, so looking at each one individually is key when planning your problem solving lessons!

1. TeacherVision's Problem Solving Lesson

TeacherVision is a digital resource that offers free online lesson plans, including a problem solving lesson.

This problem solving lesson has two key objectives:

• Students will be introduced to a problem-solving procedure
• Students will participate in a structured practice of resolving conflict

Along with the lesson objectives, you'll find the materials list and the procedure for completing the lesson.

That makes TeacherVision a robust resource with an easy-to-follow lesson plan for introducing students to problem solving .

On the downside, the lesson is listed as appropriate for students between first and eighth grade.

That means you may want to bulk it up a bit in order to really be relevant and engaging to your middle school students .

2. Ed Creative's Problem Solving and Critical Thinking Lesson Plans

Ed Creative is a subdivision of Education.com that collects lesson plans from other online resources.

That makes Ed Creative one of the best lesson plan databases online.

It includes a variety of lesson plans and activities to teach creativity, problem solving, and critical thinking skills.

Many of these lessons are intended for children up to eighth grade. That means you'll likely find resources that fit perfectly in your middle school classes.

In addition, some lessons overlap with other subjects you may need to teach in your career readiness classes . For example, one resource is entitled Thinking Critically About Advertising and would tie in well with lessons on media literacy .

The lesson encourages students to consider behind-the-scenes angles when presented with ads, encouraging them to think critically and logically about why the ad is what it is.

Still, these resources are a little disorganized which means it will take you time to review each option and decide if it's a good fit.

3. BrainPOP's Critical Thinking and Problem Solving Activities

BrainPOP is an educational resource provider with many teaching resources for every grade level.

In this case, their critical thinking and problem solving lesson plan is intended for any sixth to 12th grade student.

In this lesson, students will:

• Apply critical thinking, problem solving, and decision-making skills to online gameplay and writing tasks
• Analyze situations from multiple perspectives and viewpoints
• Distinguish between facts, opinions, and solutions
• Demonstrate 21st Century skills such as global awareness, information literacy, communication, and collaboration

BrainPOP lays out the procedure, materials, and everything else you’ll need for the lesson — even time approximations!

That thorough approach to detail makes it easier to plan different tasks you’ll carry out throughout the lesson each day.

Even if the lesson takes a full week, you can still plan appropriately and stay on task.

Unfortunately, BrainPOP doesn’t have many downloadable resources you can print and use in the classroom.

4. TEDEd's Resources for Teaching Problem Solving Skills

TEDEd is an active advocate of education and learning materials. That’s why they have an enormous section of their website dedicated to problem solving skills .

In this section, you’ll find videos and interactive tasks that walk students through riddles, problems, and complications to find desirable results.

Every riddle and problem has an answer, so you don’t have to worry about figuring it out yourself. Even better, you can be sure there’s a practical solution to every issue.

Best of all, you leave students with the freedom to innovate their own solutions, potentially creating a new solution that a riddle maker hadn’t considered.

The varying complexity and length of these lessons make them ideal for various grade levels. However, you can choose to filter specifically for middle school.

On the downside, these aren’t literal “lesson plans.” TEDEd provides many resources, but they’re not contextualized for a classroom.

Instead, you’ll have to build your lessons around these resources to get the best results.

This makes TEDEd an excellent catchall whenever you need problem solving materials.

You’ll just have to do a little extra work to make it classroom ready.

Which Problem Solving Lessons Are Best?

Overall, there isn't a simple "best" option for teaching problem solving in middle school. It all depends on the needs of you, your course, and your students.

Each resource we've shared could be a great addition to your career readiness curriculum.

However, if you need a curriculum that includes problem solving skills among other career readiness topics, consider looking into iCEV’s career readiness and digital literacy curriculum.

Thousands of teachers like you use the curriculum to teach career exploration , personal financial literacy , communication skills and more.

Overall, it helps you save time with planning, assessing, and grading student work all while maximizing student understanding and information retention.

Wondering if iCEV could work for your middle school classroom? Check out our Middle School digital Literacy & Career Exploration curriculum :

New Designs for School 5 Steps to Teaching Students a Problem-Solving Routine

Jeff Heyck-Williams (He, His, Him) Director of the Two Rivers Learning Institute in Washington, DC

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.

Students can use the 5 steps in this simple routine to solve problems across the curriculum and throughout their lives.

When I visited a fifth-grade class recently, the students were tackling the following problem:

If there are nine people in a room and every person shakes hands exactly once with each of the other people, how many handshakes will there be? How can you prove your answer is correct using a model or numerical explanation?

There were students on the rug modeling people with Unifix cubes. There were kids at one table vigorously shaking each other’s hand. There were kids at another table writing out a diagram with numbers. At yet another table, students were working on creating a numeric expression. What was common across this class was that all of the students were productively grappling around the problem.

On a different day, I was out at recess with a group of kindergarteners who got into an argument over a vigorous game of tag. Several kids were arguing about who should be “it.” Many of them insisted that they hadn’t been tagged. They all agreed that they had a problem. With the assistance of the teacher they walked through a process of identifying what they knew about the problem and how best to solve it. They grappled with this very real problem to come to a solution that all could agree upon.

Then just last week, I had the pleasure of watching a culminating showcase of learning for our 8th graders. They presented to their families about their project exploring the role that genetics plays in our society. Tackling the problem of how we should or should not regulate gene research and editing in the human population, students explored both the history and scientific concerns about genetics and the ethics of gene editing. Each student developed arguments about how we as a country should proceed in the burgeoning field of human genetics which they took to Capitol Hill to share with legislators. Through the process students read complex text to build their knowledge, identified the underlying issues and questions, and developed unique solutions to this very real problem.

Problem-solving is at the heart of each of these scenarios, and an essential set of skills our students need to develop. They need the abilities to think critically and solve challenging problems without a roadmap to solutions. At Two Rivers Public Charter School in Washington, D.C., we have found that one of the most powerful ways to build these skills in students is through the use of a common set of steps for problem-solving. These steps, when used regularly, become a flexible cognitive routine for students to apply to problems across the curriculum and their lives.

The Problem-Solving Routine

At Two Rivers, we use a fairly simple routine for problem solving that has five basic steps. The power of this structure is that it becomes a routine that students are able to use regularly across multiple contexts. The first three steps are implemented before problem-solving. Students use one step during problem-solving. Finally, they finish with a reflective step after problem-solving.

Problem Solving from Two Rivers Public Charter School

Before Problem-Solving: The KWI

The three steps before problem solving: we call them the K-W-I.

The “K” stands for “know” and requires students to identify what they already know about a problem. The goal in this step of the routine is two-fold. First, the student needs to analyze the problem and identify what is happening within the context of the problem. For example, in the math problem above students identify that they know there are nine people and each person must shake hands with each other person. Second, the student needs to activate their background knowledge about that context or other similar problems. In the case of the handshake problem, students may recognize that this seems like a situation in which they will need to add or multiply.

The “W” stands for “what” a student needs to find out to solve the problem. At this point in the routine the student always must identify the core question that is being asked in a problem or task. However, it may also include other questions that help a student access and understand a problem more deeply. For example, in addition to identifying that they need to determine how many handshakes in the math problem, students may also identify that they need to determine how many handshakes each individual person has or how to organize their work to make sure that they count the handshakes correctly.

The “I” stands for “ideas” and refers to ideas that a student brings to the table to solve a problem effectively. In this portion of the routine, students list the strategies that they will use to solve a problem. In the example from the math class, this step involved all of the different ways that students tackled the problem from Unifix cubes to creating mathematical expressions.

This KWI routine before problem solving sets students up to actively engage in solving problems by ensuring they understand the problem and have some ideas about where to start in solving the problem. Two remaining steps are equally important during and after problem solving.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them.

During Problem-Solving: The Metacognitive Moment

The step that occurs during problem solving is a metacognitive moment. We ask students to deliberately pause in their problem-solving and answer the following questions: “Is the path I’m on to solve the problem working?” and “What might I do to either stay on a productive path or readjust my approach to get on a productive path?” At this point in the process, students may hear from other students that have had a breakthrough or they may go back to their KWI to determine if they need to reconsider what they know about the problem. By naming explicitly to students that part of problem-solving is monitoring our thinking and process, we help them become more thoughtful problem solvers.

After Problem-Solving: Evaluating Solutions

As a final step, after students solve the problem, they evaluate both their solutions and the process that they used to arrive at those solutions. They look back to determine if their solution accurately solved the problem, and when time permits they also consider if their path to a solution was efficient and how it compares to other students’ solutions.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them. This empowers students to be the problem solvers that we know they can become.

Jeff Heyck-Williams (He, His, Him)

Director of the two rivers learning institute.

Jeff Heyck-Williams is the director of the Two Rivers Learning Institute and a founder of Two Rivers Public Charter School. He has led work around creating school-wide cultures of mathematics, developing assessments of critical thinking and problem-solving, and supporting project-based learning.

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Math in the Middle

Ideas + Resources + More for the 5th - 8th Grade Math Classroom

Making Middle School Students Better Problem Solvers

“ When am I ever going to use this ?”

It’s the question every math teacher is asked, and while it may be annoying to hear, it is a good, valid question.  It’s important for students to understand the reasons behind the math they are learning and that they know how to apply it to real-world situations.  That’s why I consider problem solving to be the single most important part of my math classes.  I place a lot of emphasis on word problems in my daily classes, in my homework assignments, and on my tests.

I typically assign a workbook page to my students each night for homework.  My textbook series is pretty good about making sure each workbook page contains a couple of word problems, which is great, but there is one big flaw.  If I am teaching a lesson on adding fractions, the workbook page contains a page full of fraction addition problems and two word problems on the bottom that require students to, (you guessed it), add fractions.  To me, that isn’t problem solving.  Students know without even reading the problem that they will need to add fractions because that is what the lesson was on.  It’s good for them to see examples of how adding fractions is applied to real world situations, so I have students complete those problems, but it isn’t enough to make the students better problem solvers.

A few years ago I decided that I would have my students complete one word problem a day that wasn’t related to the day’s lesson.  One problem that would make the kids have to stop and think about how to solve it, because to me, that is how students become better problem solvers.

I wrote  180 daily word problems  for my advanced 6th grade math class and put the problems in both PowerPoint and printable forms.  I either project the PowerPoint version of the word problem of the day as a do now or assign the printable version for homework, but every day my students are solving a  multi-step word problem unrelated to the day’s lesson.  Since it covers a topic they previously learned, it is also serves as a form of spiral review.  Sometimes I collect the students’ work to see how each student solved the problem and sometimes we discuss them and compare/contrast strategies.

I have my students solve the problems using a four-step plan , which I say is EESE (pronounced easy ):

• Explore – read the problem & identify any important information in it
• Estimate – approximate the answer using rounding and/or common sense
• Solve – solve the problem
• Examine – see if the answer makes sense, see if it’s close to their estimate, and make sure it’s labeled

To download a FREE double-sided weekly sheet students can use to complete a Problem of the Day using the 4 step plan, click the image below.

Since I have started my problem of the day program, I have seen a huge increase in both my students’ willingness to attempt word problems and their success in solving them.

If you are interested in my 180 Daily Middle School Word Problems , you can pick them up in my TpT store.  They are typically $12, but are on sale today and tomorrow for 28% off with code BTS15.  If you want to try them out before buying the set, you can download 10 days free !

What do you do to make your students better problem solvers?  The first 3 people to respond with their problem solving strategies (and give their email address) will get a free copy of my first set of 45 Daily Middle School Word Problems !

Thanks for reading,

16 thoughts on “ Making Middle School Students Better Problem Solvers ”

I agree about the lack of true problem solving needed to complete textbook work pages. We try to work on more complex problems in class and have a mathematical dialogue about them. I provide the students with some sentence frames to help facilitate the discussion. It’s powerful for the students to hear each other’s ideas and to realize for themselves that there can be different ways to approach the same problem. Lots of standards for mathematical practice are used by the students in these discussions too, so there’s another bonus! Thanks for the ideas!

Thank you for your comment! I agree that mathematical dialogue is so important and helpful in fostering problem solving skills…the more students “talk math”, the better they get at it!

I’m sending you an email now!

Thanks, Christina

I encourage my students to read the problems ouloud, draw pictures, use manipulatives. All of these should be in their toolbox of strategies. I also believe in math language and writing about how a problem is solved. I think this is beneficial for thinking processes and reflections. Thanks!

Thank you for your input. I think all of the strategies that you mentioned are important ones for students to use to help in their understanding of and solving of word problems.

Sending you a copy of the word problems now!

As already mentioned, getting the kids to talk about the math problem first, before even writing anything down on the paper, has proven to be beneficial. I also encourage students to circle key words and phrases that provide clues and to find similarities within the problems to other problems we have solved together in our math journals.

Key words and phrases can be very helpful to some students. I agree that looking for similarities to other problems can be a great strategy as well! Thanks for sharing…an email is on the way!

My students are such number grabbers. They find two numbers in a problem and apply whichever operation we have been using lately. It drives me crazy. I have tried to help them be better problem solvers by reducing the number of problems they do everyday and I require that they have to show the problem In a second way….a picture, a model, a number line, something that shows they have a good understanding of the problem. We also share strategies they used as a whole group so students can learn new strategies from each other.

That drives me crazy, too, which is why I started giving them unrelated word problems!! I like the idea of showing the problem another way – that sounds like a great way to make sure they really understand the problem! Thank you so much for sharing!!

I tried sending you an email with 45 Daily Word Problems but it said there was a mistake with your email address. Send me an email at [email protected] and I will resend it to you!

I encourage my students to think about what the question is asking. Then circle, highlight, underline any information they think is relative and helpful to answering the question. Often I have students write about how they are going to solve the problem and why they have chosen that way to solve it. I am more interested in their thought process than the answer itself. I also have them explain and defend their reasoning to other students. This helps them to learn ways they had not thought about. The students seem to like showing off when they think of a way I had not. And what middle school student does not love being smarter than the teacher!

Thank you for your response! The circling/highlighting/underlining is like my “explore” step of the 4 step plan. I absolutely agree that the process is more important than the answer!! I love the idea of having them explain and defend their reasoning as well.

Check your email for my 45 Daily Middle School Word Problems – they are on their way!

This is exactly what we are working on now in our homeschool classroom. I realized the same thing with our math program, and I want my daughter to be able to solve a word problem (and any other problem), without being told what she needs to do to solve it. Thank you for sharing your ideas!

You’re very welcome! 🙂

For the past three years I’ve incorporated a Problem of the Day (POD), as a daily math warm up. Like what you’ve mentioned, I find that my students will lack problem solving skills necessary for real-life applications. I use the PODs as an opportunity to not only incorporate more word problems but to also review concepts that are not in the current teaching unit. I also find that over time my students will feel more confident and willing to try more complex and multi-step problems, since they have encountered so many word problems through our PODs.

Thank you for sharing! I’m glad that you, too, have found that a word problem of the day has had a positive effect on your students’ problem solving!

– Christina

My district has is going to 75 minutes of Math this year. I think will be a huge advantage to what I can do in the classroom. I plan to start the class each day with a “warm up” or problem of the day. I really like your format for problem solving and strategies to solve word problems. Karen

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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.

10 Best Problem Solving Activities For Middle School

Published on april 24, 2017 at 8:43 am by amber hewitt in lists , news.

If you’re a teacher or a parent looking to engage young students in a more interesting way, you might like this list of the best problem solving activities for middle school .

I wonder if middle schoolers could solve my life problems. Can they file my taxes or pay my rent? Those are some real problems that I have and I think they could be somewhat fun activities for middle schoolers. It’s interesting how problem-solving scenarios change as we age because I genuinely can’t identify with the struggle of theoretical problems involving trains or the alphabet, but I’m sure I enjoyed them when I was younger. I think my friends and I really used to love finding these things and solving them together, which is kind of a cute group activity.

pathdoc/Shutterstock.com

Problem solving is a great way to strengthen and train the brain for more difficult things as we age. They teach you teamwork, logic, and skill, which are all extremely important for developing minds. Even into adulthood you should continue solving theoretical problems like these because they’ll keep your brain strong and focused so your other issues like “how late can I sleep while still getting to work on time?” or “how much money will I have in my bank account if I order dinner every single night this week?” Those are obviously much more challenging than the fun problem-solving activities for preschoolers , or even this list with activities for kids in middle school.

In order to create this list, we used Concordia University and IceBreaker as some primary sources. We took the suggestions that were the highest ranked on both sources and averaged their rankings. If they were on both lists, they’re at a higher position on ours. Overall, each of these activities is well suited for middle school-aged children who need a little mental exercise.

Without further ado, let’s take a look at the best problem solving activities for middle school.

Slideshow List XFinance problem solving games for kids group problem solving scenarios Animals Problem Solving Activity short problem solving activities problem solving games for groups Laser Web Problem Solving Activity Clue Me In Problem Solving Activity creative problem solving activities problem solving activities for kids Alphabet Game Problem Solving Activity Group Drawing Problem Solving Activity Moral Dilemma Problem Solving Activity Walking The Plank Problem Solving Activity Survivor Scenarios Problem Solving Activity Brainstorm Bonanza Problem Solving Activity 18 fun problem-solving activities for preschoolers The Problem-Solving Box Activity for Middle School 10 Best Problem Solving Activities For Middle School Show more... Show less

Math Interventions

• Introduction
• Subitizing Interventions
• Counting Interventions: Whole Numbers Less Than 30
• Counting Interventions: Whole Numbers Greater Than 30 (Place Value)
• Counting Interventions: Fractions
• Counting Interventions: Decimals
• Composing and Decomposing Numbers Interventions
• Rounding Interventions
• Number Sense Lesson Plans
• Addition and Subtraction Facts
• Multiplication and Division Facts
• Computational Fluency Lesson Plans
• Understanding the Problem Interventions
• Planning and Executing a Solution Interventions
• Monitoring Progress & Reflecting on a Solution Interventions
• Problem-Solving Process Interventions

Problem-Solving Process

Response to error: using the problem-solving process, feedback during the lesson, strategies to try after the lesson.

• Problem-Solving Lesson Plans
• Identifying Essential Variables Interventions
• Direct Models Interventions
• Counting On/Back Interventions
• Deriving Interventions
• Interpreting the Results Interventions
• Mathematical Modeling Lesson Plans
• Math Rules and Concepts Interventions
• Math Rules and Concepts Lesson Plans

A student who has difficulty understanding the problem, planning and executing a solution , self-monitoring progress toward a goal, and evaluating a solution will benefit from intervention around the problem-solving process. The following interventions  support  students  in internalizing this process from start to finish. This page includes intervention strategies that you can use to support your students in this area. Remember, if you're teaching a full process from start to finish, you probably want to use the Self-Regulated Strategy Development approach, which spreads explicit instruction of a full process across a series of intervention lessons.  As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains.

Self-Regulated Strategy Development 

Self-Regulated Strategy Development (or SRSD) is one way to teach the problem-solving process. The SRSD model "requires teachers to explicitly teach students the use of the strategy, to model the strategy, to cue students to use the strategy, and to scaffold instruction to gradually allow the student to become an independent strategy user." (Reid, Leinemann, & Hagaman, 2013). The steps of teaching SRSD are slightly different from the steps of explicit instruction because, in SRSD, each step must be mastered before the next one is started. For example, you might spend an entire lesson on Developing Background Knowledge before moving on to Discuss It (see below). The longterm goal of SRSD is for students to be able carry out the strategy independently, and so time is dedicated to teaching each step of the strategy in such a manner as enables students to internalize the material. 

Teaching SRSD model requires six steps:

• Develop Background Knowledge. Define the key ideas that students need to know in order to apply the strategy.
• Discuss It. Tell the student what the strategy is called, and describe each step.
• Model It. Use a think-aloud to demonstrate the strategy.
• Memorize It . Internalize strategy.
• Support It. Gradually release responsibility to students.
• Independent performance. Give students opportunities to practice strategy without support.

SRSD Explicit Instruction Six-Step Model: 

To support your students' ability to apply SRSD, you should start by explicitly teaching the six-step model. Keep in mind that this type of explicit instruction may take place over a number of days. 

Step 1: Set the Context for Student Learning and Develop Background Knowledge.  

• Introduce Word Problem Mnemonics, and discuss the use of the mnemonic: "Today you will be learning a new trick to help you solve problems. This strategy is called CUBES." (Teacher gets out chart paper and markers and writes down C, U , B, E, and S vertically.) "CUBES is a self-regulated strategy, which means that you will learn to memorize the strategy and use it without my support. Let's go through each step of CUBES and see how it will help you go through the problem-solving process. First, C-Circle the Numbers" (Teacher write this next to C.) "U - Underline important words." (Teacher writes next to U.)  B- Box the question " (Teache r writes next to B). E- Eliminate unnecessary information. S - Solve and Check. (Teacher writes these terms next to E and S). "Now, what do we need to know when we are doing CUBES?  We need to know which words are important. We also need to eliminate unnecessary information" (Teacher goes on to define these terms.)

Step 2: Discuss It. 

• Discuss the significance and benefits of using CUBES. Discuss and determine goals for using the strategy. At this point, students can examine their past work to set an individual goal: "So, how is a self-regulated strategy going to help us? Well, it gives us an easy way to remember the five steps to solving the problem. How else does it help us?" (Teacher elicits student responses.) "When we are using a SRSD, we ask ourselves questions to make sure we are following the steps. We call these self-statements.  My self-statements are 'What's my first step?' and 'What am I supposed to do now?' I ask myself self-statements so I can make sure that I am using each step of the strategy, and that I don't miss any steps." (Teacher and students discuss benefits of self-statements.)  "Now let's take some time to set goals for using this strategy...." (Teacher and students set goals, such as "students will each have two self-statements they use when employing the CUBE strategy.")

Step 3: Model It.

• The teacher models the strategy using think alouds and self-statements: "Watch as I show you what CUBES looks like when I use it. See if you can notice my self-statements. What am I supposed to do? I'm supposed to to follow the five steps to solve a problem. What is my first step? C. That's right, C. I need to circle the numbers. I'll do that now, and then check that off my CUBE S  list. (Teacher circles numbers). Okay, I'm going to check my CUBES list again. I've already completed C. Now, on to U. I have to Underline important words. (Teacher continues to model the entire CUBES process with 1- 3 problems. The session ends. Teacher starts Model It with new problems on Day 2.)

Step 4: Memorize It . 

• Students memorize the mnemonic and each of the steps of CUBES. The idea is that the students will not be able to implement the strategy if they cannot recall the steps. "Next, we are are going to take some time to memorize each step. What is C?" "Circle the numbers!"What is U?" (Teacher completes this process for all the letters. At this time, students also write the mnemonic down so they can use it as a reference. If they need to, they can come up with a beat or a chant to remember the mnemonic.)

Step 5: Support It.

• In step 5, the teacher gradually releases responsibility to the students. This is the most important stage, especially for struggling readers. In order for students to be able to implement this strategy on their own, they must be supported as needed. Graham, Harris, Mason, and Friedlander (2008), SRSD experts and authors, often tell their teachers, "Please Don't P.E.E. in the Classroom - P ost, E xplain, E xpect. Success with SRSD depends on using all the stages for students who have difficulty with [reading]." SRSD instruction and implementation are only successful when students are given multiple opportunities to practice using their strategy with teacher support before trying it on their own.  "Let's read the next problem and do CUBES together this time..." Teacher follows the steps of gradual release to transfer responsibility to students. The teacher first engages students with guided support. She might read the problem and allow students to complete different parts of the strategy. Then, students might do CUBES in groups. This part of the strategy might take multiple days, until students are effectively completing the strategy by using self-statements. 

Step 6: Independent Practice

• In the final step, students practice using the strategy independently. "Now, you are ready to use CUBES on your own! Remember to use your self-statements, like What do I do next? and What am I supposed to do now? and I'll look at my CUBES sheet to see what I do next. as you employ this strategy!" Teacher circulates and provides support for students who are not yet ready to work independently.  

Activity A: Word Problem Mnemonics

One way to support your student's problem-solving ability is to teach her a mnemonic for a series of steps to take whenever she encounters a story problem. The following brief, developed by the Evidence Based Intervention Network at the University of Missouri, describes this strategy. As you read, consider how each mnemonic breaks down the problem-solving process.

Click here  to read the brief. 

Word Problem Mnemonics in Action

In the video below, Emily Art explicitly models how to use the word mnemonic, CUBES, to teach the problem solving process.

As you watch, consider: How do mnemonics support a student's ability to independently carry out the problem solving process?

Another strategy to use to teach your student the problem-solving process is called Self-Organizing Questions. Gifford (2005) advocates for teaching students a series of questions to ask themselves that will guide them through the problem-solving process. Read through each prompt below and consider its purpose. 

• Getting to Grips:  What are we trying to do?
• Connecting to Prior Knowledge:  Have we done anything like this before?
• Planning:  What do we need?
• Considering Alternative Methods:  Is there another way?
• Monitoring Progress:  How does it look so far?
• Evaluating Solutions:  Does it work?   How can we check? Can we make it better?

  Self-Organizing Questions in Action 

Give the student a problem. Then, go through the six self-organizing questions to guide the student through the problem-solving process. This example refers to the problem below. 

Lamont had 14 pumpkin seeds. He also had 32 apple seeds. He planted 41 of the seeds. How many seeds did Lamont have left?

Teacher: We are going to use the self-organizing questions to solve this problem. Frank, what are we trying to do?

Frank: We are trying to figure out how many seeds Lamont has left, after he plants the pumpkin and apple seeds.

Teacher: Let's think about similar problems we've had in the past. Have we done anything like this before?

Frank: Yes, yesterday, we solved a problem about how many baseball and soccer balls Jamie had. 

Teacher: So, what do we need to do to plan to solve this problem?

Frank: We need to add up the total number of seeds, and then subtract how many he planted.

Teacher: Is there another way to solve this problem?

Frank: We could probably draw it, or use manipulatives to help us. 

Teacher: Okay, go ahead and execute it! How does it look so far?

Frank: It's working for me. I added the types of seeds together, which gave me 46. Then, I subtracted the 41 seeds he planted. That gave me 5 seeds leftover, which seems about right. 

Teacher: How can we check our answer?

Frank: I'll see if I can add it back up. My solution was 5, so I'll add that to 41, which gives me 46. Then, I'll add the number of seeds he had total, which gives me 46! So, it matches!

Activity C: Solve It

If your student has particular struggles with understanding the problem, use Solve It, which is an explicit approach to teaching the problem-solving process, with an emphasis on understanding what the problem is about. The following brief, developed by the Evidence Based Intervention Network at the University of Missouri, describes this strategy. As you read, consider how this approach supports student understanding of problems.

Click  here  to read the brief. 

Solve It in Action Read the sample lesson plan (Montague, 2006) below to see what Solve It looks like in action. For your reference, click here to access a  self-regulation script  for students.

SolveItLesson.pdf

Gifford, S. (2005). Teaching mathematics 3-5: Developing learning in the foundation stage. Berkshire:  McGraw-Hill Education. Graham, S., & Harris, K.R. (2005).  Writing better: Effective strategies for teaching students with learning difficulties.  Baltimore, Maryland: Paul H. Brookes Publishing Co. Hughes, E.M. (2011). Intervention Name: Solve It! Columbia, Mo: The Evidence Based Intervention Network, The University of Missouri. Retrieved from https://education.missouri.edu/ebi/math-acquisition/ Hughes, E.M. & Powell, S. (2011). Intervention Name: Word-Problem Mnemonics. Columbia, Mo: The Evidence Based Intervention Network, The University of Missouri. Retrieved from https://education.missouri.edu/ebi/math-acquisition/ Montague, Marjorie. (2006). Self-regulation strategies for better math performance in middle school. In M. Montague and A. Jistendra (Eds.), Teaching mathematics to middle school students with learning disabilities. New York: The Guilford Press.   Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. New York: The Guilford Press.

Think about the following scenario, which takes place after a teacher has explicitly taught a student to use the problem-solving process. The following example refers to the problem below. 

Lamont had 14 pumpkin seeds. He also had 32 apple seeds. He planted 41 of the seeds. How many seeds did Lamont have left?      Teacher: "Now that you understand the problem, what are you doing to do next?"      Student: "Solve it! 41-32 = 9. He had nine seeds left." 

In such a case, what might you do? 

When you are planning your lessons, you should anticipate that your student will make errors throughout. Here are a series of prompts that you can use to respond to errors. Keep in mind that all students are different, and that students might respond better to some types of feedback than to others.

If your student struggles to meet your objective, there are various techniques that you might try in order to adjust the activity so as best to meet your student's needs. 

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• Last Updated: Feb 14, 2024 6:46 PM
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Home » Blog » General » Solve It: A Problem-Solving Game for Middle School Students

Solve It: A Problem-Solving Game for Middle School Students

Welcome to Solve It, a game where we solve problems by going through them step by step. At each step, we’ll talk about the problem, and how we can solve it. The steps we’ll go through are: Identify the problem – what’s wrong? Figure out how big the problem is. Think of possible solutions to the problem. Pick a solution. Try that solution and then reassess it. How did it work? If our solution works, our problem is solved! If our solution doesn’t work, we can try again. Problem solving is a process. We won’t always go straight to the solution. This video is all about problems we might have in our day to day lives. Whenever we see this icon in the corner, we can stop and talk about how everyone is feeling. Let’s get started!

Introduction

Social-Emotional Learning (SEL) is a crucial aspect of education that helps students develop essential life skills, such as problem-solving, empathy, and effective communication. In this blog post, we introduce an engaging activity called “Solve It,” designed to help middle school students improve their problem-solving abilities. This game encourages students to think critically, collaborate with their peers, and reflect on their emotions while navigating everyday challenges.

No-Prep Activity

Here’s a simple, no-prep activity you can use in your classroom to help students practice problem-solving skills:

• Divide the class into small groups of 3-4 students.
• Present a common, age-appropriate problem to the class. For example: “Your group has a big project due next week, but one of your teammates is not contributing. How will you handle this situation?”
• Give each group a few minutes to discuss the problem and come up with a step-by-step solution using the Solve It process.
• Have each group present their solution to the class, explaining their reasoning for each step.
• Encourage the class to provide feedback and alternative solutions to the presented problem.

This activity not only helps students practice problem-solving skills but also promotes teamwork, communication, and critical thinking.

Discussion Questions

Use these questions to encourage further discussion and reflection on problem-solving skills:

• Why is it important to identify the problem before trying to solve it?
• How can understanding the size of a problem help you find the best solution?
• Why is it important to consider multiple solutions before choosing one?
• How can working with others help improve your problem-solving abilities?
• What is an example of a problem you faced recently, and how did you solve it using the Solve It process?

Related Skills

Problem-solving is just one of the many skills that students can develop through Social-Emotional Learning. Other related skills include:

• Empathy: Understanding and sharing the feelings of others.
• Active listening: Paying full attention to the speaker, understanding their message, and responding thoughtfully.
• Conflict resolution: Addressing disagreements and finding solutions that satisfy all parties involved.
• Resilience: Bouncing back from setbacks and adversity.

If you’re interested in exploring more activities and resources to help your students develop valuable Social-Emotional Learning skills, consider signing up for free sample materials at Everyday Speech. These resources can provide you with additional tools to support your students’ growth and success in and outside the classroom.

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How to Help Students Troubleshoot Technology Problems

Teaching students the basics of solving problems with tablets and laptops can empower them when things go wrong.

Technology has been the best thing and the worst thing when it comes to making remote learning work. It’s been a lifeline for connecting with our students during the pandemic, but it also can be a big headache when glitches pop up.

Sometimes, it feels like troubleshooting problems with technology is a job of its own. Students may ask for assistance when things go wrong, and it helps to have a process or steps to guide them. It’s also important that we empower our students to solve technology problems independently. One resource that I love to share with students and colleagues is this Edpuzzle troubleshooting article .

When I was in the classroom as a middle school teacher of Intro to Computer Science and Principles of Information Technology, I would begin the year with the Code.org Problem Solving Process lesson . I would tell my students that before we touched the computers or created programs, it was important that they understand how to solve or debug technology since they would be using it on a daily basis. We would go through a series of activities the first two weeks of school so that they would feel comfortable with the process, and then I would help them practice the process whenever issues arose throughout the year.

The problem-solving process has four steps: define, prepare, try, and reflect. As a digital learning coach, I have been using these steps in a similar way as I help students and my colleagues find solutions to their technology problems. The case study below will take you through how your students can use this process. It will also provide insight that may help in your own classroom.

Recently, I went through this process with a student who was having Chromebook issues. The student and I met through Google Meet. Clearly, her device was working, but she was unable to search for anything. I had never seen this problem. I was honest with the student that even though I didn’t have the answer, we would work to figure out something. We didn’t have a Chromebook to exchange out, so it was important to troubleshoot.

The first time we went through the cycle together, I asked the student to clear her cookies and restart the device. That didn’t resolve the issue. Then I got permission to go into her device remotely using Chrome Remote Desktop . I was able to take over the student’s device using this free software. Checking her settings and playing around with her search features didn’t solve anything. As we worked together, we took notes on what we were seeing.

Then I checked her Chrome extensions and discovered an extension that needed to be removed to solve the problem. The student said, “We spent all that time on one little extension.” I chuckled and said, “Yeah, but we got it.” Then the student said, “I learned a lot, though, and now I know what to do in the future.” I thanked her for her patience because I had learned right along with her. As educators, we may not have the answers to students’ questions about technology, but trying to solve them together will help our students learn how to do it, too.

The Problem-Solving Process

The first step is to define the problem. This will require many questions to be asked and answered about what’s occurring, especially if you seek help. When seeking help, the more details or visuals you can provide to the other person, the better. I have seen some teachers create videos using Screencastify , Loom , or Flipgrid to showcase what’s happening on their computers. This is a very good way to share information with someone who’s trying to help you.

The second step is to prepare, and the third step is to try to solve the problem. These steps require research and speaking to those you trust to help you troubleshoot. On my campus, I ask the teachers and students to always clear cookies and restart their devices as a habit. Clearing your cookies and restarting or updating your device will help avoid technology issues. Some Chrome extensions can create unexpected problems, so removing extensions that are not added by your technology department will help.

The last step is to reflect. It’s important to note what occurred should this happen again. Creating troubleshooting videos and/or guides to assist your school community is helpful. If someone on your campus is designated to do this, speak with them about how you can access these resources. Through my position, I encourage teachers to share the videos I create with their students and their students’ parents.

There will be times that you cycle through the process more than once until you find a solution, but it’s important you don’t give up. Asking for help is part of the prepare step. It’s important to reach out to colleagues and work together as everyone is learning how to troubleshoot technology together.