Implementing

Problem-Based Learning

DEPARTMENT OF EDUCATION
Mathematics Curriculum Framework

The Twin Goals ?

DEPARTMENT OF EDUCATION
Mathematics Curriculum Framework

The Twin Goals ?

Critical Thinking
Problem Solving

DEPARTMENT OF EDUCATION
 Objectives
At the end of this session, you should be able to:

1.Discuss concepts of problem-based learning in

Mathematics

2.Recognize important/significant features of problem-

based learning

3.Compare traditional learning and problem-based

learning

DEPARTMENT OF EDUCATION
 Objectives
At the end of this session, you should be able to:

4. Identify the process and ways on how to

solve problems

5. Classify problems used in Mathematics

6. Solve closed and open-ended problems

DEPARTMENT OF EDUCATION
Activity 1: “Tallest Tower”
Using 10 pieces of
bond paper, build
the tallest tower.

DEPARTMENT OF EDUCATION
Activity 1: “Tallest Tower”
Criteria
Height 50%
Stability 30%
Aesthetic Appeal 20 %
Total
DEPARTMENT OF EDUCATION
100%
What insights have you
gained from the activity?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Activity 2

A farmer has some ducks and goats in his farm. A

visitor counted 14 heads and 40 legs for these
animals.
How many ducks and how many goats are there
in the farm?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 What is a Mathematical Problem?
(Charles and Lester, 1982)

A task for which:

•The person confronting it wants or needs to
find a solution.
•The person has no readily available procedure
for finding the solution.
•The person must make an attempt to find a
solution.

Cathcart, G., et al. (2006). Learning Mathematics in Elementary and Middle Schools:
A Learner-Centered Approach (4th ed.), p. 41
DEPARTMENT OF EDUCATION
 The Problem-Based Learning
• a method designed to engage all learners even
those who typically struggle

• gives students the opportunity to collaborate

with their classmates

• a model that relies on students

to think deeply and be
cooperative learners.

DEPARTMENT OF EDUCATION
 The Problem-Based Learning
• Teachers pursuing problem-based
instruction must not only supply
mathematical knowledge to their
students, but also know how to engage
students in the processes of problem
solving and applying knowledge to novel
situations.

DEPARTMENT OF EDUCATION
 Importance of PBL
• Develops mathematical processes.
• Develops student confidence and
identities.
• Provides a context to help students build
meaning for the concept.
• Focuses students’ attention on ideas and
sense making.
• Provides formative assessment data.
• Is a lot of fun!
DEPARTMENT OF EDUCATION
Three-Phase Problem-Based Lesson Format

Van de Walle et al., 2013, p. 49

DEPARTMENT OF EDUCATION
Activity 2

A farmer has some ducks and goats in is farm. A

visitor counted 14 heads and 40 legs for these
animals. How many ducks and goats are there in
the farm?
Possible Solution Strategies

Draw a diagram
Possible Solution Strategies

Draw a diagram
Possible Solution Strategies
Draw a diagram

Answer:
Therefore, there are 8 ducks and 6 goats in the farm.
Possible Solution Strategies
Trial and Error
Guess 1: 5 ducks = 10 feet
9 goats = 36 feet

Guess 2: 7 ducks = 14 feet

7 goats = 28 feet

Guess 3: 8 ducks = 16 feet

6 goats = 24 feet
Answer:
Therefore, there are 8 ducks and 6 goats in the farm.
Possible Solution Strategies
Systematic Listing
Ducks Goats # of Feet

5 9 46

7 7 42

8 6 40

Answer:
Therefore, there are 8 ducks and 6 goats in the farm.
Possible Solution Strategies
Use algebra
Let:
x = number of ducks
y = number of goats
So: Heads→ x + y = 14
Feet → 2x + 4y = 40
Possible Solution Strategies
Use algebra
x + y = 14 → x = 14 - y

Substitute x to 2x + 4y = 40

2x + 4y = 40
2(14 – y) + 4y = 40
28 – 2y + 4y = 40
4y – 2y = 40 – 28
2y = 12
Possible Solution Strategies
Use algebra
2y = 12 (Divide both sides by 2.)
y=6 (Number of Goats)

Substitute the value of ‘y’ to x + y = 14

x + 6 = 14
x = 14 – 6
x=8 (Number of Ducks)

Answer:
Therefore, there are 8 ducks and 6 goats in the farm.
 Polya’s 4 Steps vs The Scientific Method

SCIENTIFIC METHOD
POLYA’S 4-STEPS

• Look back and •Interpret and

evaluate the evaluate
Step 4 solution Step 6 the solution.
Different Problem-Solving Strategies
Act It Out
Build a Model
Drawing a Picture or Diagram
Construct a Table or Chart
Find a Pattern
Solve a Simpler Problem or Break into Parts
Guess and Check/Trial and Error
Working Backward
Consider All Possibilities
Logical Reasoning
Change Your Point of View
Use algebra
 The Yema Problem

The Marble Problem

 The Handshake Problem

DEPARTMENT OF EDUCATION
 The Yema Problem
Ronie had 24 boxes of yema. There
were 350 yema in each box. He
repacked all the yema into packs of
70 and sold them at Php24.00 per
pack. How much money did he
collect from his total sale?
 The Marble Problem
Mr. Santos gave 1 marble to his first
pupil. To his second pupil he gave 2
marbles and to his third pupil he gave 3
marbles. This continued until all of his
45 pupils had received some marbles.
How many marbles did he give out in
total?
 The Handshake Problem
There are twelve people who
attended a birthday party. Each
person shook hands once with all
the other people. How many
handshakes were exchanged at the
party?
 Activity 3
STRATEGIES Problem
Act It Out
Build a Model
Draw a Picture, Diagram, or Model
Construct a Table or Chart
Find a Pattern
Solve a Simpler Problem
Guess-and-Check / Trial-and-Error
Working Backward
Consider All Possibilities
Logical Reasoning
Change Your Point of View
Use algebra
DEPARTMENT OF EDUCATION
Research Findings
Unfortunately, research shows that
93% of teacher-made questions are
"lower order" knowledge-based
questions focusing on recall of facts
(Daines, 1986)
 Let’s try this!
There are five members in
a family and their average
age is 20.
What might be their ages?
 Research Findings
(Stevenson & Stigler1994)

In 2012, a research was conducted in Japan to

examine how expert teachers use open-ended
problems to teach mathematics.

The findings of the research led to the

development of a framework that is intended
to assist teachers as they guide students in
solving open-ended problems in mathematics.
 Research Findings
(Nohda, 1995; Yee, 2002; Kabiri & Smith, 2003)

The use of open questions in the

teaching of mathematics is
promoted as they stimulate critical
thinking, unearth idiosyncrasies in
students, have practical applications
to students’ daily life.
Types of Problem
Types of Problems
Closed
Problems
Require only one answer
 Types of Problems
Open-ended
Problems
- require a student to think more deeply.
- give a response that involves more than
recalling a fact or reproducing a skill
- have several acceptable answers
- considered to be a good questions
 Types of Problems
The children in Perez
Closed family are aged 3, 8, 9,
Problems 10 and 15. What is
their average age?

Open- There are five children in

the family. Their average
ended age is 9. How old might
Problems the children be?
 Types of Problems
I want to make a
Closed rectangular garden that
Problems is 12 m long and 3 m
wide. What is its area?

I want to make a
rectangular garden. I have
Open-ended 30 meters of fence for my
Problems garden. What might be the
area of the garden?
 Problem 1
If the cone weighs 6 kg, what are the
weights of the cube and cylinder?
Problem 2
Problem 3
 Problem 4

What could you add to 361 to

make it divisible by 10?
 Problem 5
Three containers have
capacities of 3, 5, and 9 liters.
How can you use these three
containers to measure exactly
7 liters of water?
 Problem 6

I used some cubes to make

a larger cube. How many
cubes might I have used?
 Problem 7
A batch of cookies can be
divided into equal shares
among 2, 3, 4, 5 or 6. What is
the least number of cookies
that the batch could have?
 Problem 8
There are five people in a
family and their average
age is 20. What might be
their ages?
 Problem 9
Fifteen posts are each 20
meters apart. What is the
distance from the first to
the last post?
 Problem 10
Mario made a flat shape
using 5 square tiles with
their side touching. What
might Mario’s shape look
like?
Thank you and have a
great day!