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## Problem Solving: Make a Table

## What Is It?

Juanita checked a book out of the library, and it is now 7 days overdue. If a book is 1 day overdue, the fine is 10¢, 2 days overdue, 20¢, 3 days overdue, 30¢, and so on. How much is her fine?

## Why Is It Important?

## How Can You Make It Happen?

How many hours will a car traveling at 65 miles per hour take to catch up with a car traveling at 55 miles per hour if the slower car starts one hour before the faster car?

Slower Car | 55 | 110 | 165 | 220 | 275 | 330 | 385 |

Faster Car | 0 | 65 | 130 | 195 | 260 | 325 | 390 |

Read the problem again to be sure the question was answered.

Did you find the number of hours it took for the faster car to catch up? Yes, it took 6 hours.

Check the math to be sure it is correct.

55 x 2 = 110, 55 x 3 = 165, 55 x 4 = 220, 55 x 5 = 275, 55 x 6 = 330, 55 x 7 = 385 65 x 2 = 130, 65 x 3 = 195, 65 x 4 = 260, 65 x 5 = 325, 65 x 6 = 390

Making a table is a good way to solve this problem.

I set up a table for the miles each car had gone during each hour. I kept adding columns until the faster car caught up to the slower car. At the end of the seventh hour, the faster car had gone 390 miles, which is more than the distance traveled by the slower car, 385 miles. Because the faster car didn't start traveling in the first hour, it traveled for six hours.

Have students try solving the following problem using the strategy Make a Table.

The printer in the media center can print 1 page every 30 seconds. The printer in the office can print 4 pages every 30 seconds. If both printers are printing, how many pages will the office printer have printed by the time the media center printer prints 5 pages?

## How Can You Stretch Students' Thinking?

## Featured Middle School Resources

## Related Resources

## Problem Solving: Make a Table

## Problem Answer: Make a Table

Juanita selected a book out of the archive, press it is now 7 days overdue. If a book is 1 sun overdue, the fine is 10¢, 2 days overdue, 20¢, 3 days past, 30¢, and then on. How much is her nice?

## Why Is It Important?

## Instructions Canister To Make It Happening?

How many hours will a your traveling at 65 miles per total take to arrest up with a motorcar traveling at 55 miles per hour if the slower vehicle starts one hour before which faster car?

Slower Passenger | 55 | 110 | 165 | 220 | 275 | 330 | 385 |

Faster Car | 0 | 65 | 130 | 195 | 260 | 325 | 390 |

Read the problem further to be safely the get was answered.

Performed you find the number of hour it took for the faster car to catch up? Yes, to took 6 hours.

Check the mathematic to be sure it is correct.

55 x 2 = 110, 55 scratch 3 = 165, 55 x 4 = 220, 55 x 5 = 275, 55 x 6 = 330, 55 x 7 = 385 65 x 2 = 130, 65 x 3 = 195, 65 scratch 4 = 260, 65 expunge 5 = 325, 65 x 6 = 390

Making an table is a great way to solve this problem.

I set upwards a table for the miles each car had dead during each hour. I stopped totaling support until the faster car catching raise to the slowed automotive. At the end of the seventh time, the quick car has gone 390 miles, which is more than the distance traveled by the slower car, 385 distance. Because the faster car didn't start traveling in the first hour, it moved for six hours.

Have students try solving the following problem using the approach Make a Table.

The printer in the media center can pressure 1 page every 30 seconds. The printed with the office cannot print 4 pages every 30 alternates. If both printer are imprint, how many pages bequeath the office printer possess printed by and start the media center printer prints 5 pages?

## How Can You Stretch Students' Thinking?

## Featured Middle Schooling Resources

## Related Resources

## Strategy: Make a Table

## Practice this math problem solving strategy, Make a Table to Solve a Problem, with the help of these free printable problems.

These worksheets will be a helpful addition to your problem solving collection.

This is another free resource for teachers and homeschool families from The Curriculum Corner.

Looking to help your students learn to make a table to solve a problem?

This math problem solving strategy can be practiced with this set of resources.

## Math Problem Solving Strategies

Within this download, we are offering you a range of word problems for practice.

Each page provided contains a single problem solving word problem.

This set will focus on the make a table strategy for math problem solving.

## What are the 4 problem solving steps?

After carefully reading the problem, students will:

- Step 1: Circle the math words.
- Step 2: Ask yourself: Do I understand the problem?
- Step 3: Solve the problem using words and pictures below.
- Step 4: Share the answer along with explaining why the answer makes sense.

## Draw a Table to Solve a Problem Word Work Questions

These problems are for first and second grade students.

Within this collection you will find nine different problems.

You will easily be able to create additional problems using the wording below as a base.

## The problems include the following selections:

- Fixing Bikes
- Flower Petals
- Lovely Ladybugs
- Spider Legs
- Feet and Inches
- Counting Nickels
- Counting Dimes
- Counting Quarters
- Quarters in a Dollar

You can download this set of Make a Table to Solve a Problem pages here:

You might also be interested in the following free resources:

- Draw a Picture to Solve a Problem
- Write a Number Sentence to Solve a Problem
- Addition & Subtraction Word Problem Strategies
- Fall Problem Solving
- Winter Problem Solving
- Spring Problem Solving
- Summer Problem Solving

You may not modify and resell in any form. Please let us know if you have any questions.

Nice worksheets. Thank you for sharing it to us.

Love your worksheets! Thanks so much!

These are great and will be very useful to me! Thank you.

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## Problem Solving Strategies

What are problem solving strategies.

Common Problem Solving Strategies

- Guess (includes guess and check, guess and improve)
- Act It Out (act it out and use equipment)
- Draw (this includes drawing pictures and diagrams)
- Make a List (includes making a table)
- Think (includes using skills you know already)

## An In-Depth Look At Strategies

- Guess and check is one of the simplest strategies. Anyone can guess an answer. If they can also check that the guess fits the conditions of the problem, then they have mastered guess and check. This is a strategy that would certainly work on the Farmyard problem described below but it could take a lot of time and a lot of computation. Because it is so simple, you may have difficulty weaning some students away from guess and check. As problems get more difficult, other strategies become more important and more effective. However, sometimes when students are completely stuck, guessing and checking will provide a useful way to start to explore a problem. Hopefully that exploration will lead to a more efficient strategy and then to a solution.
- Guess and improve is slightly more sophisticated than guess and check. The idea is that you use your first incorrect guess to make an improved next guess. You can see it in action in the Farmyard problem. In relatively straightforward problems like that, it is often fairly easy to see how to improve the last guess. In some problems though, where there are more variables, it may not be clear at first which way to change the guessing.
- Young students especially, enjoy using Act it Out . Students themselves take the role of things in the problem. In the Farmyard problem, the students might take the role of the animals though it is unlikely that you would have 87 students in your class! But if there are not enough students you might be able to include a teddy or two. This is an effective strategy for demonstration purposes in front of the whole class. On the other hand, it can also be cumbersome when used by groups, especially if a largish number of students is involved. Sometimes the students acting out the problem may get less out of the exercise than the students watching. This is because the participants are so engrossed in the mechanics of what they are doing that they don’t see the underlying mathematics.
- Use Equipment is a strategy related to Act it Out. Generally speaking, any object that can be used in some way to represent the situation the students are trying to solve, is equipment. One of the difficulties with using equipment is keeping track of the solution. The students need to be encouraged to keep track of their working as they manipulate the equipment. Some students need to be encouraged and helped to use equipment. Many students seem to prefer to draw. This may be because it gives them a better representation of the problem in hand. Since there are problems where using equipment is a better strategy than drawing, you should encourage students' use of equipment by modelling its use yourself from time to time.
- It is fairly clear that a picture has to be used in the strategy Draw a Picture . But the picture need not be too elaborate. It should only contain enough detail to help solve the problem. Hence a rough circle with two marks is quite sufficient for chickens and a blob plus four marks will do a pig. All students should be encouraged to use this strategy at some point because it helps them ‘see’ the problem and it can develop into quite a sophisticated strategy later.
- It’s hard to know where Drawing a Picture ends and Drawing a Diagram begins. You might think of a diagram as anything that you can draw which isn’t a picture. But where do you draw the line between a picture and a diagram? As you can see with the chickens and pigs, discussed above, regular picture drawing develops into drawing a diagram. Venn diagrams and tree diagrams are particular types of diagrams that we use so often they have been given names in their own right.
- There are a number of ways of using Make a Table . These range from tables of numbers to help solve problems like the Farmyard, to the sort of tables with ticks and crosses that are often used in logic problems. Tables can also be an efficient way of finding number patterns.
- When an Organised List is being used, it should be arranged in such a way that there is some natural order implicit in its construction. For example, shopping lists are generally not organised. They usually grow haphazardly as you think of each item. A little thought might make them organised. Putting all the meat together, all the vegetables together, and all the drinks together, could do this for you. Even more organisation could be forced by putting all the meat items in alphabetical order, and so on. Someone we know lists the items on her list in the order that they appear on her route through the supermarket.
- Being systematic may mean making a table or an organised list but it can also mean keeping your working in some order so that it is easy to follow when you have to go back over it. It means that you should work logically as you go along and make sure you don’t miss any steps in an argument. And it also means following an idea for a while to see where it leads, rather than jumping about all over the place chasing lots of possible ideas.
- It is very important to keep track of your work. We have seen several groups of students acting out a problem and having trouble at the end simply because they had not kept track of what they were doing. So keeping track is particularly important with Act it Out and Using Equipment. But it is important in many other situations too. Students have to know where they have been and where they are going or they will get hopelessly muddled. This begins to be more significant as the problems get more difficult and involve more and more steps.
- In many ways looking for patterns is what mathematics is all about. We want to know how things are connected and how things work and this is made easier if we can find patterns. Patterns make things easier because they tell us how a group of objects acts in the same way. Once we see a pattern we have much more control over what we are doing.
- Using symmetry helps us to reduce the difficulty level of a problem. Playing Noughts and crosses, for instance, you will have realised that there are three and not nine ways to put the first symbol down. This immediately reduces the number of possibilities for the game and makes it easier to analyse. This sort of argument comes up all the time and should be grabbed with glee when you see it.
- Finally working backwards is a standard strategy that only seems to have restricted use. However, it’s a powerful tool when it can be used. In the kind of problems we will be using in this web-site, it will be most often of value when we are looking at games. It frequently turns out to be worth looking at what happens at the end of a game and then work backward to the beginning, in order to see what moves are best.
- Then we come to use known skills . This isn't usually listed in most lists of problem solving strategies but as we have gone through the problems in this web site, we have found it to be quite common. The trick here is to see which skills that you know can be applied to the problem in hand. One example of this type is Fertiliser (Measurement, level 4). In this problem, the problem solver has to know the formula for the area of a rectangle to be able to use the data of the problem. This strategy is related to the first step of problem solving when the problem solver thinks 'have I seen a problem like this before?' Being able to relate a word problem to some previously acquired skill is not easy but it is extremely important.

## Uses of Strategies

Different strategies have different uses. We’ll illustrate this by means of a problem.

pigs | chickens | pigs legs | chickens’ legs | total | difference |

60 | 27 | 240 | 54 | 294 | 28 |

50 | 37 | 200 | 74 | 274 | 8 |

40 | 47 | 160 | 94 | 254 | -12 |

41 | 46 | 164 | 92 | 256 | -10 |

What Strategies Can Be Used At What Levels

So you see that a very simple strategy like guess and check can develop to a very deep level.

## Problem-Solving Strategies

## Problem-solving strategies

## 2. Guess and check

Teach students the same strategy research mathematicians use.

Find two numbers that have sum 11 and product 24.

Try/guess 5 and 6 the product is 30 too high

adjust to 4 and 7 with product 28 still high

adjust again 3 and 8 product 24

## 3. Make a table or a list

To make sure you are listing all the information correctly read the problem carefully.

Find the common factors of 24, 30 and 18

A table or list is useful in solving logic problems.

Thomas | Lucky | Not gray, the cat is black |

Helen | Not Moo, not Buddy, not Lucky so Fifi | White |

Bill | Moo | Gray |

Mary | Buddy | Brown |

Since Lucky is not gray it can be black or brown. However, Buddy is brown so Lucky has to be black.

Therefore, Moo is Bill’s cat and Buddy is Mary’s cat.

## 5. Find a pattern.

The “rule” can then be used to find the answer to the question and complete the table/list.

Sunday | 5 |

Monday | 10 |

Tuesday | 20 |

Wednesday | 40 |

Thursday | |

Friday | |

Saturday |

## 6. Working backward

8 candy pieces were left + the 31 given out + plus the ones Mary took + the ones Nick took

8+31+5+4= 48 Answer: The box came with 48 pieces of candy.

## Print and digital activities

There are 2 versions of the resource

70 google slides with explanations + 70 printable task cards

70 google slides with explanations + 11 worksheets

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Make a Table is a problem-solving strategy that students can use to solve mathematical word problems by writing the information in a more organized format. Here is an example of a problem that can be solved by making a table: Juanita checked a book out of the library, and it is now 7 days overdue.

Step 1: Circle the math words. Step 2: Ask yourself: Do I understand the problem? Step 3: Solve the problem using words and pictures below. Step 4: Share the answer along with explaining why the answer makes sense. Making & Using a Table to Solve Problems

Make a Table | Primary Math Problem Solving Strategy Learning With Jeff 460 subscribers 934 views 2 years ago Problem Solving Strategies for the Primary Math Student In this video, we...

Procedure: Make a table reflecting the data in the problem. If done in an orderly way, such a table will often reveal patterns and relationships that suggest how the problem can be solved. Step 3: Carry out the plan: Notice we are going in the wrong direction! The total number of feet is decreasing! Better! The total number of feet are increasing!

Make a Table is a problem-solving strategy that students can getting to solve mathematical word issue by script the information in a more structured format. Skip on main content Profile Button

MAKE AN ORGANIZED LIST OR A TABLE Making a list or a table is a way to organize data presented in a problem. This problem solving strategy allows students to discover relationships and patterns among data. This strategy helps students to bring a logical and systematic development to their mathematics. Example 1:

Problem-Solving Strategy: Make a Table Problem-Solving Strategy: Make a Table Emphasis: Ratio, Proportion, Per Cent A table helps the student's mind organize data and understand problem situations.

Solve: Draw a table with three columns. In the first column, list the number of songs less than 10 and at least 10 that students downloaded. Then complete the table by indicating the frequency or number of songs less than 10 or at least ten that were downloaded. 7 students downloaded at least 10 songs.

Problem-Solving Strategy: Make a Table Part 1 - YouTube Copy the link below in your browser and watch the introduction video about Problem-Solving Strategy: Make a...

Make a list of each relevant task you think of. Then organize each step by listing them in order of when they need to be accomplished. Finally, divide the list by assigning different tasks to individual members of your team. 5. Redefine the problem If the problem seems like it might really be unsolvable, consider redefining the problem.

Make a Table is a problem-solving strategy that students can use to solve numerical word problems by handwriting the information in a more organized format.

After carefully reading the problem, students will: Step 1: Circle the math words. Step 2: Ask yourself: Do I understand the problem? Step 3: Solve the problem using words and pictures below. Step 4: Share the answer along with explaining why the answer makes sense. Draw a Table to Solve a Problem Word Work Questions

These resources allows students to practice making a table, or chart, to organize information in multi-step math word problems. Making a table is a great way to show students how

Make a Table For Students 1st - 2nd First and second graders participate in an experiment then create a table of tally marks to identify the totals. They problem solve, tally twenty experiences, and generate an answer to one question. + Worksheet Lesson Planet: Curated OER Math Stars: A Problem-Solving Newsletter Grade 5

This maths problem - solving pack will help your students develop strategies for solving maths word problems. This pack focuses on the math problem - solving strategies Make a Table and Find the Pattern. Set for homework or use as a warm-up activity, these worksheets are so versatile for helping your students learn these essential skills.

There are a number of ways of using Make a Table. These range from tables of numbers to help solve problems like the Farmyard, to the sort of tables with ticks and crosses that are often used in logic problems. Tables can also be an efficient way of finding number patterns.

Problem-solving strategies 1. Create a diagram/picture 2. Guess and check. 3. Make a table or a list. 4. Logical reasoning. 5. Find a pattern 6. Work backward and more Advertisement 1. Create a Diagram/draw a picture Creating a diagram helps students visualize the problem and reach the solution.

Step 1: Make a Table. The first step to look for a pattern is to make a table showing the relationships that are there. For example, suppose the problem were to find the next three numbers in the series 2, 4, 6, 8. They are related in a simple way, such that 2 +2 is 4 +2 is 6 +2 is 8. In order to extend the pattern, 8 +2 is 10, +2 is 12 +2 is 14.

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But this approach to problem-solving will not protect your heart. On the contrary - this puts you at greater risk." Raised blood pressure: a killer that can be stopped Dr Chikovani is at the centre of the nationwide battle against hypertension, one of the most prominent health risk factors in the country.