For further information please see Newman’s error analysis Use Newman’s prompts as a whole class to model how to start thinking about solving the problem.
When you reach questions 3 and 4 that deal with how to work the problem out, ask students what problem solving approach they might take. Discuss with the students how they could use the process of elimination to assist in solving this problem.
Aspects of speaking, Cluster 9, Marker 4: Contributes relevant ideas to discussions, asks questions and re-phrases to clarify meaning.
WRIC9M4: Aspects of writing, Cluster 9, Marker 4: Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.
Students are required to be able to use words to describe patterns and apply their knowledge in problem solving situations.
The mathematical language required needs to be modelled by the teacher and students need to be provided with opportunities to talk through their thinking.
Next Steps Provide lots of different examples where students can talk through the different problem solving strategies they could use.
Past NAPLAN papers provide teachers with a good bank of questions to use for this process.
In fact, many students will use the strategies together or with another strategy.
For example, a student may organize their guesses from Guess and Check into a table (Create a Table strategy).