![another word for you understanding another word for you understanding](https://quotefancy.com/media/wallpaper/3840x2160/4822358-John-C-Maxwell-Quote-Understanding-people-certainly-impacts-your.jpg)
Reminding students that it is rare to complete a problem correctly on the first attempt encourages them to embrace mistakes and errors (see UDL Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships). Solve the problem and check the reasonableness of your answer.Estimating or approximating an answer helps students decide if they are on the right track. Establish a strategy or write an equation to represent the picture.Visualizing a story can be a powerful strategy that helps students create a picture or diagram of the problem.
Another word for you understanding movie#
It may be helpful to first visualize a story or imagine a movie scene. Draw a picture of the situation that the problem presents.Reading the problem a second time with annotations helps students sort out the core information from the background noise. Read the problem, then reread it and highlight key words and numbers.An example problem-solving process is provided below: It helps to focus on how each step of the process supports students as they work to access the problem. One strategy is to use a process chart, which can guide students as they tackle a new problem.
Another word for you understanding how to#
There are many ways to help your students build these skills and understand how to use them in specific situations (see UDL Checkpoint 6.2: Support planning and strategy development). To solve a word problem, students need to understand its context and develop a strategy to solve it.
![another word for you understanding another word for you understanding](https://images.slideplayer.com/32/10032267/slides/slide_4.jpg)
In contrast, students who struggle with mathematics may find it difficult to successfully carry out parts (or, indeed, all) of this complex process. They monitor and evaluate their progress, and they change course if necessary. They consider analogous problems, and they try special cases and simpler forms of the original problem in order to gain insight into its solution. They make conjectures about the form and the meaning of the solution, and they plan a solution pathway rather than simply jumping into a solution attempt. They are able to analyze givens, constraints, relationships, and goals. Proficient students are able to explain the meaning of a problem and look for entry points to its solution.