How Many Blades of Grass Are on a Football Field?

2006 ◽  
Vol 12 (6) ◽  
pp. 282-288
Author(s):  
Christina Nugent
Keyword(s):  
Problem Solving ◽  
Measurement Problem ◽  
Fifth Grade ◽  
Football Field

Have you ever wondered how many blades of grass are on a football field? The students in my fifth-grade class did and in the process learned a lot about estimation strategies, multiplication, measurement, problem solving, and communication.

scholarly journals Level Of Math Problem Solving Proficiency Grade V SDN 2 Kalirejo On Fractional Story Problem

2019 ◽  
Vol 2 (1) ◽  
pp. 141
Author(s):  
Marita Cahya Purnama ◽  
Tri Yuniantari Redyoningrum ◽  
Liftahul Sekar Aji ◽  
Moh Salimi
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Quantitative Description ◽  
Fifth Grade ◽  
Mathematics Students ◽  
Math Problem Solving ◽  
High Category ◽  
Fifth Grade Students ◽  
Story Problem ◽  
Mathematical Problems

<em>In mathematics, students' ability to solve problems is very much needed. Every student has different abilities. For this reason, it is necessary to conduct a research in order to find out the students' abilities in solving problems in mathematics, especially in fractional material. In researching, quantitative description is the method chosen by the researcher. In this study using a research instrument in the form of a test to measure students' ability to solve mathematical problems and conducted interviews. Data analysis of the results of mathematical tests about solving fractions of fifth grade students at SD Negeri 2 Kalirejo is in the high category. This is evident from the results of tests at SD Negeri 2 Kalirejo that included in the high category were 61.29%, moderate were 23.80% and the low and very low categories were 12.89%.</em>

Exploring Geometry

1992 ◽  
Vol 40 (1) ◽  
pp. 14-17
Author(s):  
Alison Claus
Keyword(s):  
Problem Solving ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Geometric Concepts

This unit began as a favor for a friend who needed some examples of children writing about mathematics. but it ended as a marvelous activity for the first week of school. The unit consisted of a series of lessons that furnished my fifth-grade students with a review of geometry and problem solving using geometric concepts and allowed them to communicate with each other about these concepts both in writing and orally.

An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7

1984 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Randall I. Charles ◽  
Frank K. Lester
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Instructional Program ◽  
Growth Patterns ◽  
Student Growth ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Seventh Grade ◽  
Process Oriented

This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.

Improving Problem Solving through Drawings

1999 ◽  
Vol 6 (1) ◽  
pp. 48-51
Author(s):  
Janet A. Kelly
Keyword(s):  
Problem Solving ◽  
National Science Foundation ◽  
Single Mode ◽  
Fifth Grade ◽  
Algorithmic Approach ◽  
Mathematics Problem Solving ◽  
National Science ◽  
Math Problems ◽  
Mathematics Problem ◽  
Mathematics And Science

While working with third-, fourth-, and fifth-grade teachers in a National Science Foundation–sponsored project designed to enhance the mathematics and science teaching of in-service elementary teachers, we recognized that teaching mathematics problem solving was one of their greatest challenges. Discussions with the teachers revealed that most were using an algorithmic approach to problem solving with an emphasis on facts, rules, and procedures. Their students were being taught to solve word problems in a systematic, single-mode manner. We found that the teachers were most comfortable with the algorithmic approach because that is how they were taught mathematics when they were in school. As one teacher commented, “I was stunned to find out that not everyone worked math problems the same way.”

scholarly journals INCREASING ABILITY TO SOLVE MATH WORD PROBLEM THROUGH LOGAN AVENUE PROBLEM SOLVING (LAPS-HEURISTIK) LEARNING

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Umi Rofi'atul Mahmudah ◽  
Retno Winarni ◽  
Tri Budiharto
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Word Problem ◽  
Class Action ◽  
Fifth Grade ◽  
Interactive Analysis ◽  
Fifth Grade Students ◽  
Heuristic Learning ◽  
Collecting Techniques ◽  
Academic Year

<em>The purpose of this research is to improve the students’ ability to solve math word problem in fifth grade of State Elementary School of Tegalsari No.60 Surakarta in the academic year 2017/2018 through Logan Avenue Problem Solving (LAPS-Heuristic) learning. The data collecting techniques were in-depth interviews, observations, tests, and documentation. The data validating technique were content validity, technique triangulation, and source triangulation. Data analyzing were descriptive comparative analysis and interactive analysis. The results of this class action research showed the achievement of the ability to solve math word problem at fifth-grade students of Tegalsari State Elementary School No.60 Surakarta academic year 2017/2018. The classical completeness of students’ score to solve math word problem has increased, from 33,33% in pretest to 57,14% in cycle I, and 85,71% in cycle II. The conclusion of this research is the use of LAPS-Heuristic learning can improve the students’ ability to solve math word problem in fifth-grade of State Elementary School of Tegalsari No.60 Surakarta academic year 2017/2018.</em>

scholarly journals APPLICATION OF PROBLEM BASED LEARNING (PBL) WITH MODEL MATERIALS TO IMPROVE MATHEMATICS ABOUT SOLID FIGURES TO FIFTH GRADE STUDENTS OF SDN 1 DANASRI IN ACADEMIC YEAR OF 2019/2020

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
TYA DWI AGUSTIN ◽  
WAHYUDI WAHYUDI ◽  
NGATMAN NGATMAN
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Mastery Learning ◽  
Fifth Grade ◽  
Group Discussions ◽  
Data Presentation ◽  
The Third ◽  
Fifth Grade Students ◽  
Problem Solving Process ◽  
Academic Year

<p><strong><em>Abstract:</em></strong><strong><em></em></strong></p><em>The study aimed: (1) to describe the steps of PBL with model materials, (2) to improve mathematics, and (3) to describe the constraints and solutions. It was a collaborative classroom action research (CAR) carried out in three cycles. Each cycle consisted of planning, implementation, observation, and reflection. The subjects were teachers and 20 students. Data collection techniques used observation, interviews, and tests. Data analysis included data reduction, data presentation, and drawing conclusions. The results showed that: (1) the steps to the application of PBL with model materials to improve mathematics about solid figures to fifth grade students of SD Negeri 1 Danasri in academic year of 2019/2020 were: (a) examining problem orientation with the model materials, (b) preparing the students to work in groups, (c) having the students to investigate individually or in groups with the help of model materials, (d) having presentation and discussion by using model materials; (e) analyzing and evaluating  problem solving process with the help of model materials; (2) the application of PBL with model materials improved mathematics about solid figures. The average percentages of mastery learning were 85% in the first cycle, 90% in the second cycle, and 95% in the third cycle: (3) obstacles in each meeting were (a) a few students used the model materials as tools while learning process and having group discussions, (b) a few students asked questions. The solutions were: (a) the teacher introduced the model materials, (b) the teacher stimulated the students to ask questions.</em>

scholarly journals Mathematics Play, Problem Solving, and Perseverence

2016 ◽  
Vol 4 (10) ◽  
pp. 149-156
Author(s):  
Terrie T. Poehl
Keyword(s):  
Problem Solving ◽  
Student Development ◽  
Classroom Teacher ◽  
Strong Relationship ◽  
Posttest Score ◽  
Fifth Grade ◽  
Test Statistic ◽  
Benchmark Testing ◽  
High Stakes ◽  
The Difference

The research presented in this article focuses on the effect of student use of problem solving apps on a tablet PC either prior to (motivation) or immediately after (reward) a classroom assessment. The classroom teacher developed the assessment. Continued practice throughout the school year is measured by collecting d ata on benchmark testing completed by fifth grade students in the fall, winter, and spring administrations. The team of the researcher and classroom teacher wanted to study the effect of using tablet computers in the fourth and fifth grade classrooms. Spec ifically, they wanted the answer to “Does using problem solving apps either as a motivator or reward help students perform differently on classroom assessments and high stakes tests?” This is an important question to answer for student development and the yearly evaluation of the classroom teacher.The two variable groups for the analysis includes the Pretest scaled score and the Posttest scaled score. The purpose of this analysis was to determine if using the problem solving apps helped the students throug hout the year with the three administrations of the benchmark testing. Scores for the fall administration represent the Pretest score (PreScale) and the Posttest score (PostScale) were gathered using the spring administration.Descriptive statistics on the two variables show that the posttest score has a much larger standard deviation. However, the difference does not show it as statistically significantly different. The pairedt test showed a calculated test statistic value of 0.000. The use of p=0.05 indi cates a rejection of the null hypothesis.The paired sample correlation values concurred with a statistically significantly difference. The correlation value of 0.691 indicates a significance of probability at 0.000. Since the variable change is a positive correlation value, then it is a direct correlation. The correlation value indicates a strong relationship between the variables.

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