Each unit is different. Each unit has a different shape.
Some of them are straight linear lines, start at point A, pass point B, end at Point C.
Some of them are more root-like, branching off into many different directions.
George Polya was a Hungarian mathematician who penned a book titled How to Get it. In that book, we comes up with a four-step guide to mathematical problem solving
Understand the problem. Make a plan. Carry out the plan. Look back on your work.
I am going to try and adopt this to a grade 5/6 class, with level friendly language to help guide them through the process. Here is what I have so far; I hope start doing a weekly Problem Solving class, where we work through the steps and train ourselves to think like problem solvers. I would love some feedback. What do you think? Is there anything wrong with what I have up there? Anything I should add? Anything that is unclear? Put your thinking hats on and deconstruct it.
I read The Wright Brothers: The Remarkable Story of the Aviation Pioneers Who Changed the World not long ago (last year about this time) on the recommendation of a parent. We were studying forces and motion and he (a pilot) gave me the book to get a better sense for the science behind flying. I found the book fascinating, but not because of the science of flight (which, granted, was very interesting!). Instead, I was amazed at how the brothers developed their ideas. I was enthralled by their thought process, called the Wright Way, or I'm right, you're wrong.
Being very passionate people, they would argue in a very passionate tone. That is a nice way of saying they yelled at each other. Then, they did something amazing. They would switch sides and have another passionate argument from the others perspective. The debate would continue, and the yelling would soldier on. This method forced each one of them to defend what they might not otherwise have considered, and led t…