Agilemine 5

Topic 5: Problem solving and metacognition 171
Copyright 2014 Charles A. Dana Center at the University of Texas at Austin, Learning Sciences Research Institute at the University of Illinois at Chicago, Agile Mind, Inc.
PROBLEM SOLVING AND METACOGNITION
Lesson 5.1 Thinking about thinking
5.1 OPENER
Consider some of the problems you have tackled in this course.
The Banquet Table Problem
The Van Rental Problem
The Pond Border Problem

1. How did you feel when you first started working on each problem? Were you confident? Confused? Worried?

2. How did you feel after you solved each problem?

5.1 CORE ACTIVITY

The Frozen Yogurt Store Problem
You and your friend go to a frozen yogurt store.
You both like to get frozen yogurt cones with
different toppings. The store has a sign showing
the different kinds of cones, yogurt, and
toppings you can buy. You and your friend
wonder how many different one-topping cones
you can make.

Work with your partner to solve the following
problems.

1. Find all the different combinations of cones, yogurt, and toppings you can make and explain how you know you have
found all of them.

172 Unit 2 Introduction to functions and equations

2. How would your numbers change if the store added a waffle cone? Explain.
Now that you have completed the Frozen Yogurt Store Problem, talk with your partner about what happened while you were
solving the problem and answer the following questions.
3. Think about how you began the task.
a. Did you feel confused? Did you know exactly how to get started? Think of a few words to describe your feelings.
b. Did the approach you wrote about in question 3b work? Explain.
c. How did you represent the information in the problem? Did you draw a picture, make a table, or create some other
representation? Did you keep the same representation as you worked on the problem or did you change
representations?
4. Think about how you and your partner figured out whether you were making progress.
a. Did you stop and think about whether or not what you were doing was working? How?
b. If what you were doing wasnt working, did you talk about other things you could try instead?
5. Did you use the Mathematical Problem-Solving Routine from the unit Getting started with algebra? If so, how did
you use it?

5.1 REVIEW ONLINE ASSESSMENT

You will work with your class to review the online assessment questions.

Problems we did well on: Skills and/or concepts that are addressed in the problems we did well on:

Problems we did not do well on: Skills and/or concepts that are addressed in the problems we did not do well on:

Addressing areas of incomplete understanding:
Use this page and notebook paper to take notes and re-work particular online assessment problems that your class
identifies.
Problem #_____

Work for problem:

Problem #_____

Work for problem:

Problem #_____

Work for problem:


HOMEWORK 5.1
Notes or additional instructions based on whole-class discussion of homework assignment:

Next class period, you will take a mid-unit assessment. One good study skill to prepare for tests is to review the important skills
and ideas you have learned. Use this list to help you review these skills and concepts, especially by reviewing related course
materials.
Important skills and ideas you have learned so far in the unit Introduction to functions and equations:
Use words, tables, graphs, and algebraic rules to identify, describe, and analyze patterns and mathematical relationships
Solve problems and model situations using patterns and mathematical relationships
Connect different representations of mathematical relationships
Understand the advantages and limitations of particular representations of mathematical relationships
Analyze and create equivalent algebraic expressions and rules
Understand ideas related to allowable inputs, discrete versus continuous data, and proportional versus non-proportional
linear relationships

Homework Assignment
Part I: Study for the mid-unit assessment by reviewing the key ideas listed above.
Part II: Complete the online More practice in the topic Representing mathematical relationships in multiple ways. Note the
skills and ideas for which you need more review, and refer back to related activities and animations from this topic to
help you study.
Part III: Complete Staying Sharp 5.1.

STAYING SHARP 5.1
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1. If Michelle drove 273 miles in 4 hours, what was her
speed in miles per hour?

Answer with supporting work:
2. Consider the circles in this diagram:

What is the ratio of:

Shaded to un-shaded?

Shaded to total?

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3. Complete the table for this magic number puzzle:

Directions Example
For any
number,
n
Choose a
number
8 n
5 less than the
number

Multiply by 3

4. Matchsticks are used to make the pattern shown. To
make these 4 squares, you need 13 matchsticks. How
many matchsticks do you need to make 20 squares?

Answer with justification:
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5. These statements involve exponents.
Complete the blanks to make each statement true.

32 = 2 2 2 2 2 = 2

____ = 2 2 = 2

2 = 2

____ = 2
0

6. Anna has 2 pairs of pants (brown and gray) and 3
shirts (pink, lavender, and yellow). List the different
outfits she can make with one pair of pants and one
shirt.
(Hint: It may be faster to list if you abbreviate.)



Lesson 5.2 Checking for understanding
5.2 OPENER
Complete the table to show different ways of representing the relationship between the number of pentagonal tables that are
pushed together and the number of people that can be seated.

Picture or diagram

1 pentagonal table

2 pentagonal tables pushed
together
3 pentagonal tables pushed
together

Table

Number of
tables, n
Number of people
seated, p

Words

Graph

Algebraic rule

5.2 MID-UNIT ASSESSMENT
Today you will take a mid-unit assessment.

5.2 CONSOLIDATION ACTIVITY

Recall Matthew, the baseball player from
earlier in the course. When he graphed
data from a recent baseball drill, he did
not get the graph he was expecting.

.

When making a graph, the choice of scales to use
for the axes is critical. It determines whether or not
the graph will accurately depict a mathematical
situation or relationship. In this topic, you will
practice scaling graph axes. A learning goal is that
you will move closer to automaticity with this
important skill.

Graph the data for Matthews recent baseball drill
using the grid provided. Choose an appropriate
scale for both the x-axis and the y-axis. Your choice
of scales should allow you to see a good
representation of the data. The sketch shown
(which does not contain numbers on the axes) is
provided as a guide for what your finished graph
should look like.

x
y
Time from beginning of throw (seconds)
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HOMEWORK 5.2

Part I. Complete the Consolidation activity if you did not have time to do so in class.
Part II. A critical step in creating a graph is deciding how to scale the axes. In this assignment, you will practice this important
skill.

1. State an appropriate scale to use to graph the data in the x-y table shown:
x 5 4 3 2 1 0 1 2 3 4 5
y 5 4 3 2 1 0 1 2 3 4 5

Minimum x-value: Minimum y-value:
Maximum x-value: Maximum y-value:
Increment for x-axis: Increment for y-axis:

2. State an appropriate scale to use to graph the algebraic rule 2 3 y x = on the graphing calculator. Consider inputs from
10 x = to 10 x = . You might find it helpful to create an x-y table for the algebraic rule to assist you in making decisions
about the graph scales.

3. Data for a car traveling on a highway are contained in the table. State an appropriate scale to use to graph the data.
Time (hrs) 0 0.5 1 1.5 2 2.5 3 3.5 4
Distance (miles) 0 30 60 90 120 150 180 210 240


4. An input-output table for the algebraic rule
2
y x = is provided. State an appropriate scale to use to graph the algebraic rule.
x 5 4 3 2 1 0 1 2 3 4 5
y 25 16 9 4 1 0 1 4 9 16 25

5. In the study of electricity, the relationship between power, P, (measured in watts), current, I, (measured in amperes), and
voltage, V, (measured in volts) is given by the formula: = P I V . Graph the relationship between power and current for a
12-volt battery. In other words, the goal is to consider what graph scale would make sense for the algebraic rule = P I 12 .
Consider inputs for the variable I from 0 to 10 amperes. State an appropriate scale to use for the graph. You might find it
helpful to create an input-output table for the algebraic rule to assist you in making decisions about the graph scales.



STAYING SHARP 5.2
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1. It took Marty 10 seconds to walk 15 feet.
How fast was he walking, in feet per second?

2. A particular shade of purple paint is made of a ratio
of 2 pints of red paint to 1 pint of blue paint.
List 4 other combinations of red and blue paint that
would make the same shade of purple paint.
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3. Complete the table for this magic number puzzle:

Directions Example
For any
number,
n
Choose a
number
7 n
Multiply by 3

Add 1

4. Matchsticks are used to make the pattern shown. To
make these 4 squares, you need 13 matchsticks.
How many squares in this pattern could you make
with 55 matchsticks?

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27 = 3 3 3 = 3

____ = 3 3 = 3

3 = 3

____ = 3
0

6. It's peanut butter and jelly time!
Fred has two types of peanut butter (smooth and
crunchy), three types of jelly (raspberry, grape, and
blueberry), and one type of bread (wheat).
How many different peanut butter and jelly
sandwiches can he make?


Lesson 5.3 Metacognition and
the Friendship Club Problem
5.3 OPENER
Mike and Ike are working on the following problem: Imagine that a cell splits itself into two cells
every 24 hours. How many cells will there be after 5 days?

1. Consider Mikes plan for solving the problem. Is he on the right track to finding a
solution? Explain.

Mikes work

If the cell splits each day, then there will be 2 cells on the
second day, 3 cells on the next day, and so on. I can use a
table to help me keep track of the situation.

Day 1 2 3
Number of cells 1 2 3

2. Consider Ikes plan for solving the problem. Is he on the right track to finding a solution? Explain.

Ikes work

This diagram shows how the cell splits over the first 3 days.

Day 1 Day 2 Day 3

3. When solving a problem, why is it a good idea to check to make sure that you are on the right track?

4. If you realize that you are not on the right track, what can you do?


5.3 CORE ACTIVITY
The components of the Mathematical Problem-Solving Routine are shown. How are the metacognitive questions related to the
problem-solving routine?
Mathematical Problem Solving Routine Metacognitive questions

How is this problem similar to other problems I
have solved?
What questions do I have about the problem?
What are some entry points into this problem?
How can I represent this problem?

What tools do I have available to help me with
this task?
Which strategies might help me?
What should I do first?

Am I on the right track?
What should I do next?
Should I try a different approach?
If Im stuck, what other strategies can I try?

Does this answer make sense in the context of
the problem?
How close is this answer to my estimate?
Are there things I still dont understand?
What did I learn from this problem that I could
use in solving other problems?


1. For each step in the Mathematical Problem-Solving routine, list additional metacognitive questions that you can ask
yourself.
a. Understand

b. Make a plan

c. Do the math

d. Look back

2. How can metacognitive strategies help you be a more effective learner?


3. The Friendship Club Problem: You are a member of a friendship club. There are 8
members in your club. On the 8th day of each month, you have a friendship call.
Each member of the club talks to every other member that day by phone. This way
everybody expresses his or her friendship with each other.
a. How many conversations occur on the 8th day of each month?

b. How many conversations occur each year? Show how you figured this out.

c. If the club adds four new friends, how many conversations will occur each month? Explain your solution.

d. Another friendship club likes your friendship conversation idea. The members of the other club want to know how they
can figure out how many conversations will occur given any number of members. Explain how they can figure out the
total number of conversations for each month.
1. Uri and Susan are lab partners in science class. They collect data (shown below) on the heating curve of water.

Time (sec) 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180
Temp (C) 25 10 0 0 0 0 0 15 28 43 58 73 88 100 100 100 100 100 100

They want to create a graph of the data on the graphing calculator. State an appropriate scale for the axes for the graph.

2. You want to graph the algebraic rule 3 5 y x = + . Suppose you want to consider both positive and negative values for the
input. State an appropriate scale for the axes for the graph. You might find it helpful to create an x-y table for the algebraic
rule to assist you in making decisions about the graph scales.

3. Noemi is performing a walking experiment in her science class using a motion detector. She walks 20 feet from the motion
detector; this part of the walk takes 10 seconds. She stops for 5 seconds. Finally, she walks back to the motion detector; this
part of the walk takes 15 seconds. Noemi needs to create a graph of the walk. Time, in seconds, will be graphed on the x-
axis. Distance from the motion detector, in feet, will be graphed on the y-axis. State an appropriate scale for the axes for
the graph.

4. You want to graph the function
2
y x = using your graphing calculator. State an appropriate scale for the axes for the graph.
Consider inputs from 10 to 10. You might find it helpful to create an x-y table for the algebraic rule to assist you in making
decisions about the graph scales.

5. The formula 1.8 32 F C = + describes the relationship between the Fahrenheit and Celsius temperature scales. Suppose you
want to create a graph that shows the relationship for Celsius temperatures from 0 to 100 degrees. State an appropriate
scale for the axes for the graph. You might find it helpful to create an input-output table for the algebraic rule to assist you
in making decisions about the graph scales.


HOMEWORK 5.3

Homework Assignment
Part I: Complete the online More practice in the topic Problem solving and metacognition.
Part II: Complete Staying Sharp 5.3.

Record any questions that you have as you complete the More practice (perhaps as it connects to challenges you encountered
with particular online assessment questions) below.
STAYING SHARP 5.3
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1. It took Mary 15 seconds to walk 10 feet.
How fast was she walking, in feet per second?

2. Find the ratio of width to length for each rectangle.
Simplify each ratio.

Width Length Ratio
2 8
6 24
5 20
3 12

Are the rectangles similar? Explain your answer.
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3. In an algebra class last year, students who earned
grades of A spent 4.7 hours more on homework per
week than students who earned grades of C.
Write an algebraic rule to represent the situation,
using A for the hours spent on homework per week
for students who earned grades of A, and C for the
hours spent on homework per week for students who
earned a grade of C.

4. Kory bought 2 boxes of candy and 1 soda at the
movies and paid $8.00. Christopher bought 1 box of
candy and 1 soda and paid $5.50.
How much does 1 box of candy cost?
How much does 1 soda cost?

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4 4 4 4 = 256 = 4

4 4 4 = ___ = 4

4 4 = ___ = 4

4 = 4

6. Three soccer players, Alberto, Ben, and Chike, are
forming a "wall" to defend against a penalty kick.
How many different ways can they line up side by
side?

Make a list and explain how you know you found all of
the possible arrangements.

Lesson 5.4 Friendship Club Problem presentations
5.4 OPENER
In this lesson, you and your partner will prepare and present a solution to the Friendship Club Problem. Review the Class
Presentation Criteria then answer the following question.
Class Presentation Criteria
Speakers Audience Members
1. Include a clear write-up of your solution
to the problem.
2. Include a clear, concise explanation as to
why you believe your answer is correct.
3. Include a clear, concise explanation of
solution strategy.
4. Both partners participate in
presentation.
5. Both partners use strong, clear voices
when making the presentation; both
partners employ good posture and make
eye contact.
1. Give their full attention and respect to
the presenter.
2. Take notes, as needed.
3. Are prepared to summarize the
presenters mathematical argument or
strategy.
4. Ask clarifying questions.
5. Are prepared to make connections
between the presenters ideas and their
own ideas.

1. What is a goal you have for the presentation that you will make to the class?

5.4 CORE ACTIVITY
Work with your partner to prepare a write-up of the solution to the Friendship Club Problem along with a clear, concise
explanation of your solution strategy.

As different solutions are presented, note how different representations were used to solve the problem. Also note different
ways in which the Mathematical Problem-Solving Routine and metacognitive strategies were helpful in solving the problem.
My notes:

5.4 REVIEW MID-UNIT ASSESSMENT
Use the Assessment-Processing Routine to help review and correct your mid-unit assessment.


HOMEWORK 5.4

1. Complete the following math journal.
Term My understanding of what the idea means
An example that shows the meaning
of the idea

Metacognition

2. You presented the Friendship Club Problem in class today. What are some ways that you used the metacognitive questions
to solve this problem?

Ashley and Brittany's Trip Problem
Ashley and Brittany are cousins who are going on a trip with their families to visit
their grandparents in Mississippi. The families decide to take two cars on the trip,
but both families leave from Ashleys house and take the same route. Ashleys
family drives in one car at a steady rate of 40 miles per hour. Brittanys family
leaves two hours later and drives at a constant rate of 50 miles per hour. Both
families arrive at the grandparents house at the same time! What is the distance
from Ashleys house to the grandparents house?

3. Use the Mathematical Problem-Solving Routine to solve the problem of Ashley and Brittany's Trip. The steps are outlined
below. As you apply the Problem-Solving Routine to this problem, make note of where you are also using metacognitive
strategies. The last question asks you to write the ways you used metacognitive strategies.
Understand
a. Try to visualize the situation. Consider drawing a diagram to help you picture the situation.
b. State the goal of the problem in your own words.
c. What is the important information in the problem?

Plan
d. What strategy/representation will you try to solve the problem? Why?

Solve
e. Carry out your plan.

Look back
f. Is the answer that you got reasonable?
g. Is there a way to check your answer?
h. What can you learn from this problem? What strategy did you use and why did it work for this problem? For what
types of problems would this strategy work in general?

Metacognitive strategies
i. When you worked Ashley and Brittany's Trip Problem, what are some ways that you used the metacognitive questions?


STAYING SHARP 5.4
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1. Johann walked 1.2 feet per second
How far, in feet, did he walk in 5 seconds?

2. Two boxes of identical birthday candles are
pictured: a 2-ounce box and a 6-ounce box. There
are 96 candles in the large box. How many candles
are in the small box?

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3. Two bottles of cough medicine are the same size.
The cost of the Store Brand is two-thirds the cost of
the National Brand.
If you use S to represent the cost of the Store Brand
and N to represent the cost of the National Brand,
which of these equations correctly represents the
situation?

3 S N =
2
3
S N =

2
3
N S =
2 N S =

Explain or justify your choice:

4. Using the situation in question 3, if one bottle of
the National Brand of cough medicine costs $12,
what is the cost of a bottle of the Store Brand?

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5
4
= _____

5
3
= _____

5
2
= _____

5
1
= _____

5
0
= _____
6. There are 6 different ways to arrange the three
letters A, B, and C: ABC, ACB, BAC, BCA, CAB, CBA.

There are 24 different ways to arrange the four
letters A, B, C, and D. The table below contains a
list of these arrangements in a systematic order.
Complete the table.

ABCD BACD CABD DABC
ABDC BA___ C____ D____
ACBD BCAD CB___ DB___
AC___ BC___ CB___ D____
ADBC BDAC CDAB D____
AD___ BD___ CD___ _____

Lesson 5.5 Solving a similar problem
5.5 OPENER
Of the three problems below, which two do you think are the most mathematically similar? You do not have to solve the
problems, but you should provide an explanation for your selection.

Problem 1
Find the length of the hypotenuse of the right triangle shown.

Problem 2
On a baseball diamond, the distance between each of the bases is 90
feet, as shown in the diagram. A player hits a home run and travels
around the bases (from home plate to first base to second base to third
base to home plate). What is the total distance around the bases?

Problem 3
On a baseball diamond, the distance between each of the bases is 90
feet, as shown in the diagram. A player throws the ball from home plate
to second base. What is the distance from home plate to second base?

Answer: Problems ____ and ____ are mathematically similar because

5.5 CORE ACTIVITY
1. Examine the following six problems. Which problems do you think are mathematically alike? Make at least two groups of
problems and record them as Group 1 and Group 2. If you find more groups, you can record them as Group 3 and Group 4.
For each group, write the reason you have grouped those problems together.
A. Ella had $40. She spent $15 on
music. How much does she have
left?
B. North High School is having a
charity sale in the gymnasium. If
750 of the gyms 7,000 sq ft of
floor space is used to sell
refreshments, how much floor
space is available for selling
merchandise?
C. Mikes bedroom is 9 ft by 12 ft.
How many square feet of floor
space does he have?
D. A teacher bought 5 new storage
shelves. Each shelf holds 45
student journals. How many
journals can she store on her new
shelves?
E. Jan earns $15 per hour tutoring
math. How much will she earn if
she tutors for 40 hours?
F. 16 of the 25 best-selling albums
of all time are by groups. How
many are not by groups?


Group 1:
Reason:

Group 2:
Reason:
Group 3 (if needed):
Reason:

Group 4 (if needed):
Reason:

2. List ways in which the Frozen Yogurt Store Problem and the Friendship Club Problem are mathematically alike and ways in
which they are different.
Alike:
Different:
3. Apply the Mathematical Problem-Solving Routine and metacognitive strategies to solve the Diagonals Problem.
The table shows the relationship between the number of sides of a polygon and the number of diagonals that can be drawn
in the polygon. (Remember: A diagonal is a line segment inside a polygon that joins two vertices of the polygon. A diagonal
cannot be an edge of a polygon.)

a. Based on this pattern, how many diagonals would a 7-sided polygon have? Justify your answer.


b. Draw the diagonals on the 7-sided polygon shown.

c. How many diagonals does a polygon with 20 sides have? Justify your answer.

d. How many diagonals does a polygon with any number of sides, n, have? Justify your answer.

e. If a polygon has 65 diagonals, how many sides does that polygon have? Justify your answer.

f. What are some of the ways you used the Mathematical Problem-Solving Routine and metacognitive questions when
you worked on this problem?

g. Is this problem similar to a problem that you have solved before? If so, name the problem(s) and tell how these
problems are similar. Did the similarity help you solve the problem? If so, how?

1. What are some of the ways that you used the Mathematical Problem-Solving Routine and metacognitive questions when
you worked on the problems in this topic: the Frozen Yogurt Store Problem, the Friendship Club Problem, Ashley and
Brittanys Trip Problem, and the Diagonals Problem?


2. What benefits did you experience from using the Mathematical Problem-Solving Routine and these metacognitive
strategies?
3. Think about the problem-solving strategies you used to solve the Frozen Yogurt Store
Problem, the Friendship Club Problem, Ashley and Brittanys Trip Problem, and the
Diagonals Problem. Record the strategies in your Personal Record Sheet on the
appropriate line.
As you continue in this course, you will keep adding problem-solving strategies to your math toolbox. The more tools you have,
the better equipped you will be to tackle and solve challenging problems.

Personal Record Sheet: Problem-Solving Strategies
Mark a for strategies that you used to work on the problem or problem type.
Problem or Problem Type
Strategies Used
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The Frozen Yogurt Store Problem
The Friendship Club Problem
Ashley and Brittanys Trip Problem
Diagonals Problem


HOMEWORK 5.5

The Will
The family of Mr. I. M. Rich, an eccentric millionaire, is gathered in his lawyers office for the reading of his will. The lawyer reads
the following:
I, I.M. Rich, distribute my fortune as follows and in this order:
The first $5 million goes to my best friend, Sam, my dog;
Half the remainder goes to my high school algebra teacher; because of her, I learned the math I needed to make my
fortune;
Then, I give $50 million to build a new hospital in town;
Of the remaining amount, 50% goes to my wife, 40% to my daughter, 9% to my lawyer, and 1% to my son who has
never worked a day in his life. Its time he gets started.
What! says the son. All I get is a measly $10,000!

1. How much was I.M. Richs fortune? Justify your answer.

2. Who receives the most money and how much will that inheritor receive? Justify your answer.

3. What are some of the ways that you used the Mathematical Problem-Solving Routine and metacognitive strategies when
you worked on this problem?

4. Is this problem similar to a problem that you have solved before? If so, name the problem(s) and tell how these problems
are similar. Did the similarity help you solve the problem? If so, how?

STAYING SHARP 5.5
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1. Luis has two cars. His minivan gets 18 miles per
gallon of gasoline and his compact gets 24 miles
per gallon. How many gallons of gasoline will he
save if he travels 216 miles using the compact
instead of the minivan?

2. To get ready for a field trip, students and adults are put
into groups. For every 12 students in a group, there are
2 adults. If there are 96 students on the field trip, how
many adults are on the field trip?

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3. Casey, a second-grade boy, is raising caterpillars
which each have the same number of legs. Let C
represent the number of caterpillars Casey has,
and L represent the number of legs each caterpillar
has. Write an expression for the total number of
legs that the caterpillars and Casey have together.

4. Complete the square box problem.

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2
0
= _____

2
= 2

2
= 32

2
6
= _____

6. This table shows the number of possible arrangements
of n letters. For example, there are 3 2 1 = 6 different
ways to arrange 3 letters. Complete the table.

Number of
letters
Process
Number of
arrangements
1 1 1
2 2 1 2
3 3 2 1 6
4
5
6

-2
-26


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Topic 5: Problem solving and metacognition 171

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