Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Kindergarten Social Studies Unit 12 Exemplar Lesson 01: The Problem-Solving Process and Finding SolutionsKindergarten Social Studies Unit 12 Exemplar Lesson 01: The Problem-Solving Process and Finding Solutions

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and

districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contactyour child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources

and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

In this lesson, students compare the problem solving process to the decision making process and identify the similarities and differences. Students use a

familiar story to explore the Problem-Solving process and then apply it to a different story.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law.

Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are

available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

K.8 Government. The student understands the purpose of rules. The student is expected to:

K.8A Identify purposes for having rules.

K.8B Identify rules that provide order, security, and safety in the home and school.

Social Studies Skills TEKS

K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to:

K.15B Create and interpret visuals, including pictures and maps.

K.16 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others,

in a variety of settings. The student is expected to:

K.16A Use a problem-solving process to identify a problem, gather information, list and consider options, consider

advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

K.16B Use a decision-making process to identify a situation that requires a decision, gather information, generate options,

predict outcomes, take action to implement a decision, and reflect on the effectiveness of the decision.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Social Studies Unit 12 PI 01

Use the problem-solving process to find a solution to a problem in a story. Illustrate the solution and explain the process.

Standard(s): K.8A , K.8B , K.15B , K.16A , K.16B

ELPS ELPS.c.3D

Key Understandings

Communities often solve problems by implementing more than one solution.

—    What is a decision?—    What is a problem?—    How do we solve problems?—    What is the Problem­Solving Process?—    When there is more than one solution to a problem, how do we choose which solution to use?—    How do we know if a solution is working?

Vocabulary of Instruction

problem

solution

safety

decision

Materials

A picture book that is unfamiliar to students, perhaps an older book

construction paper (1 page per student)

drawing paper, 8 ½ X 11 or similar size, one sheet per student

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 12  

glue stick (1 per student)

markers or crayons

scissors (1 pair per student)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public

website.

Handout: Decision-Making Sequencing Activity

Teacher Resource: Decision-Making Process

Teacher Resource: Problem-Solving Process

Teacher Resource: The Three Bears Problem-Solving

Handout: Problem-Solving Sequencing Activity

Resources

Use district adopted textbooks, district-approved websites, and additional supplementary resources as appropriate.

Advance Preparation

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview websites according to district guidelines.

5. Locate a picture book of a familiar story that has a clear problem, such as “The Three Bears.”6. Locate a picture book with which students are not familiar, but which has a clear problem for the Evaluation activity.

7. Prepare materials and handouts as needed.

Background Information

A decision is a choice made about something after thinking about it. The decision-making process includes identifying the situation that requires a decision, gathering information,

generating options, predicting outcomes, taking action and reflecting on the effectiveness of the decision. Students will need direct instruction, illustrations, and examples to

understand the following difficult vocabulary terms associated with the decision-making process: decision, options, predict, consequences, implement. This can be accomplished

as the process is explained to and modeled for students.

A problem is a situation that requires a solution. Problem solving is the thought processes involved in solving a problem and the method or process of solving a problem. The

problem-solving process includes identifying the problem, gathering information, listing and considering options and their advantages and disadvantages, choosing and

implementing a solution, and then evaluating the effectiveness of the solution. A problem can occur if someone breaks a rule, which can jeopardize his/her security or well-being.

Students will need direct instruction, illustrations, and examples to understand the following difficult vocabulary terms associated with the problem-solving process: problem,

options, advantages, disadvantages, solution, implement, evaluate, effectiveness. This can be accomplished as the process is explained to and modeled for students.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach

to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons

using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Decision vs. Problem

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1 – 5 minutes 

1. Share the following scenario with the class, or instructors may use their school’s actualcafeteria rules infused into the scenario to make the scenario clearer for the students.

2. Following the rules in the cafeteria is important to keep everyone safe and to keep the

environment orderly.

Rule #1: Use inside voices (or use your school’s rule #1).Rule #2:  Do not share or trade food (or use your school’s rule #2).Rule #3: Dispose of trash and trays appropriately (or use your school’s rule #3).Ask:

How do those rules help keep our cafeteria safe and orderly? (Answers will

vary but may include that inside voices help students hear the adults’ instructions, not

Purpose:

The purpose of this section is for students to

recognize the difference in a decision and a problem.

TEKS: K.8A; K.8B

Instructional Note:

This hypothetical scenario is an example of a decision to be made

rather than a problem to be solved. If desired, substitute another

scenario that can actually be carried out in order to make the activity

more meaningful to the class.

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 12  

sharing/trading food keeps students from getting germs from each other, and

disposing of the trash/trays appropriately help keep the floors clean so students will

not slip and fall.)

3. Communicate that the class is going to pretend that the principal has awarded the class

a popcorn party for following the rules and displaying good behavior in the cafeteria for

the past month. The principal will provide the popcorn any day the class chooses. The

class needs to make a decision about which day is best for the party and how much time

they will need for the celebration.

4. Write the word decision on the board.

Ask:

What is a decision? (Answers may vary. Clarify for students that a decision is a

choice that you make about something after thinking about it.)

Is a decision the same as a problem? (Answers may vary. Allow time for

discussion. However, lead students to the understanding that making a decision and

solving a problem both require us to think through a process, but a decision is not the

same as a problem. A decision requires one to make a choice, while a problem

requires us to find a solution.)

EXPLORE – Decision­Making Suggested Day 1 (continued) – 15 minutes

1. Ask:

What decisions or choices do we need to make for our pretend popcorn

party? (Answer: what day is best and how much time we will need.)

2. Explain that more information is needed to help the class make these decisions.

Ask:

How much time do you think we may need for our popcorn party?

3. Write the following suggested times on the board with the label “Time Needed forPopcorn Party:”

5 minutes

30 minutes

2 hours

Ask:

Will the popcorn already be popped or will it need to be popped at the party?

(Students decide, but if they choose for the popcorn to be popped during the party,

they will need to allow for more time.)

How can we stay on track with our schedule for math, reading, science, and

social studies and still have time for our party? (Answers will vary but may

include taking time from PE, music, recess, borrow 5 minutes from each subject time,

etc.)

Do we need to include time to set up the party, have the party, and clean up

the party? (Answer: yes)

Ask: How much time have we allowed for other school parties in the past and

does the school have a rule about how long the party can last? (Answer:

dependent on school policy.)

Students visit the times listed on the board to determine which time seems to be most

logical based upon the information gathered.

Students should decide on a time for the party before moving forward.

4. Explain that there are several options (different choices) when determining the best day

for the party.  An “option” is like having choices for dessert in the cafeteria line.  You mayhave the option of picking a cookie, pudding, or cake.

Ask:

Which day next week would be best for our party?

Ask the following clarifying questions to help students decide on the best day:

Is there one day of the week that is not as busy as other days: Monday,

Tuesday, Wednesday, Thursday, and Friday?

Are there other special activities such as a field trip already scheduled we

do not want to interfere with?

Will parent volunteers be needed to help with the popcorn party? If so, is

there one particular day that would work for likely volunteers? (Students

decide on a day before moving forward.)

5. Explain that students should predict (make a good guess) what the consequences (end

Purpose:

The purpose of this section is for students to work

through the decision-making process using an easy to

understand scenario.

TEKS: K.15B; K.16B

Instructional Note:

In this section of the lesson, the teacher will lead the

students through the decision making process without

explaining the actual steps to the process yet. In the

Explain section of the lesson, students will reflect on

the process during the Explore to understand how

their thinking matches the steps to the Decision-

Making process.

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 12  

results) of the party will be if they have it on the day they selected for the amount of time

they selected.

Ask:

Can you predict or guess what the consequences or end results might be if

we have our party on the day you selected for the amount of time you

selected? (Answers will vary but may include the following: we will have fun, we will

have to miss recess, we will have to shorten our reading or math time, we will laugh,

we will make a mess to clean up, we will thank our principal, etc.)

6. Explain that if the popcorn party were real and not pretend, they would now send out

notes to parents announcing the party, communicate with the principal on the day/time

they selected, and get ready to implement (actually do/carry out) their decision.

EXPLAIN – Ordering Steps Suggested Day 1 (continued) – 10 minutes

1. Distribute Handout: Decision-Making Sequencing Activity (1 per student).

2. Instruct students that the steps to the Decision-Making process they just completed are

listed on the paper, but they are in the wrong order.

3. Instruct students to cut the steps apart and then place the steps in the correct order on

their desk for step 1, step 2, step 3, step 4, and step 5. Students take turns explaining

the steps with a partner.

4. Teacher circulates guiding and redirecting as necessary.

5. Display the Teacher Resource: Decision-Making Process.

6. Remind students of the process they just completed regarding the pretend popcorn party

and ask them to identify which step reflects each part of the discussion they just had.

7. We first learned we were going to have a pretend popcorn party, but we had to decide

what day and how much time we needed to have the party.

Ask:

Which step in the decision-making process is this? (Answer: Step 1: Identify

situation needing decision.)

8. The next step in the decision-making process is to gather information.

Ask:

What information did we gather to help us decide on how long our party

needed to last? (Answer: we decided if the popcorn would be popped before or

during the party; how we could stay on track with subjects; how much time we needed

to include for set up, the party, and clean up; if the school had a policy about party

times.)

9. The third step in the decision-making process is to identify our options or choices.

Ask:

What options did we have for determining the day for our party? (Answer:

options of Monday, Tuesday, Wednesday, Thursday, or Friday; eliminating days that

have other events planned; determining options for parent helpers and the best day

for them.)

10. The fourth step in the decision-making process is to predict consequences.

Ask:

What did we predict would happen during and after our party? (Answers will

vary but may include that the party would be fun, the popcorn would taste good, the

room would be messy, etc.)

11. The fifth and final step in the process is to take action and implement the decision.

Ask:

How would we do this if our party were real and not pretend? (Answers will

vary but may include that the class would notify parents and the principal; the

schedule for the day of the party would have to be adjusted and other teachers

affected would need notification; the principal would need to buy the popcorn and

clear her schedule, etc.)

12. Remove the Teacher Resource: Decision–Making Process from view.

13. Remembering the discussion and modeling of the steps, students take their strips cut

Materials:

scissors (1 pair per student)

glue stick (1 per student)

construction paper (1 page per student)

Attachments:

Handout: Decision-Making Sequencing Activity (1

per student)

Teacher Resource: Decision-Making Process

Purpose:

The purpose of this section is for students to place the

steps in the Decision-Making Process in sequential

order.

TEKS: K.8A; K.8B; K.15B; K.16B

Instructional Note:

Teachers may need to visually demonstrate that when

student place things in sequential order, they may be

placed from left to right or from top to bottom. The

decision-making process cut/sequence/paste activity

will require them to sequence the strips from top to

bottom on their desks and later on the construction

paper.

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 12  

apart earlier from the Handout: Decision-Making Sequencing Activity and glue the

steps in the correct order on construction paper.

14. Teacher circulates to clarify, verify, and re-teach as appropriate.

15. Conclude this section of the lesson informing students that they may use their decision-

making process when they have a decision to make at school, at home, and when

playing with friends. This process will help them make good, thoughtful decisions, and

they might even share the process with their parents when they are making decisions for

the family.

Ask:

How could the decision-making process help you and your parents? (Answers

will vary but may include deciding what restaurant to eat at, what movie to see, if a

parent should take a new job, if the family should move, etc.)

ENGAGE – Read a familiar story with a problem Suggested Day 2 – 10 minutes

1. Remind students they practiced the decision­making process during yesterday’ lessonwith the pretend popcorn party.

2. Today’s lesson will focus on a problem­solving process.

3. Remind students of the difference between a decision and a problem.

A problem might be the result of a poor decision, such as breaking a rule.

A problem is a situation that needs a solution… not just a decision.

4. Read a familiar story such as “The Three Bears.” After reading the story, guide studentsin retelling the story.

Materials:

Picture book of a familiar story that has a clear

problem, such as “The Three Bears.”   

Purpose:

The purpose of this section is for student to recall the

problem solving process in order to apply it to a

familiar story.

TEKS: K.8A; K.8B; K.15B

Instructional Note:

Any familiar story with an easily identifiable problem

could be used. This story was chosen to provide an

example of how to work through the steps of solving a

problem.

EXPLORE – Problem solving process in the context of a story Suggested Day 2 (continued) – 20 minutes

1. After students have retold the story of the Three Bears.

Ask:

Is there a problem in this story?

If so, what is the problem?

2. There are multiple problems. The first is that Goldilocks is curious or hungry, depending

on which version of the story is read, and so her solution is to break into the bears’house, eat their porridge, break Baby Bear’s chair, and disturb all their beds.

3. Display the Teacher Resource: Problem-Solving Process and read/explain each step

of the process.

4. Students apply the problem-solving process to the story, and the teacher may use the

Teacher Resource: The Three Bears Problem-Solving as appropriate.

5. Step 1: Students first identify the problem.

Goldilocks damaged the Three Bears’ home and furnishings.Ask:

Did Goldilocks follow the rules of good behavior? Why or why not?

(Answers may vary, but guide students to understand that Goldilocks did not

behave in a way to ensure her safety. She did something that was wrong and

jeopardized her safety and well-being by entering a strange home.)

Say:

When we encounter a problem, such as the problem in this story, it is

often a result of someone not following rules.

6. Step 2: Gather information.

Next, center the discussion on gathering information about the problem.

Name all of the damage for which Goldilocks was responsible (broke the chair, ate the

food, and disturbed their beds).

7. Step 3: List and consider options.

Attachments:

Teacher Resource: Problem-solving Process

Teacher Resource: The Three Bears Problem-

Solving

Purpose:

The purpose of this section is for students to apply the

problem solving process to the story of “The ThreeBears.”TEKS: K.8A; K.15B; K.16A

Instructional Note:

Look for opportunities in the day-to-day kindergarten

experience to point out problems that occur because a

rule was not followed. This encourages students to

make the connection between the need to follow rules

and the consequences that occur when a rule is not

followed. Cause and effect is an important concept to

comprehend.

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 12  

Students brainstorm solutions to the problem. (Possible responses: Cook more

porridge for the bears; have the chair repaired; make the beds.)

8. Step 4: Consider advantages and disadvantages.

Ask:

Why is each of these a good solution?

List advantages (the good things)

Are there any disadvantages (the bad things) associated with each solution?

List the disadvantages (the bad things)

(See Teacher Resource: The Three Bears Problem-Solving.)

9. Step 5: Choose a solution

Students select a solution (something that will solve the problem) from those

generated from the role plays

10. Step 6: Implement (actually carry out or do) the solution.

Students discuss what “next steps” need to happen for Goldilocks to take action onthe solution.

Ask:

What does Goldilocks need to do now? (Answers will vary based on the solution

the class chooses.)

11. Step 7: Evaluate effectiveness of solution.

Pretend that Goldilocks actually did implement our solution.

Ask:

How will we be able to tell if the solution was effective (really did work to

solve the problem)? (Answers will vary based on the solution the class chooses.)

ENGAGE – Access prior learning Suggested Day 3 – 10 minutes

1. Access prior learning by reviewing the activities of the previous day.

2. Distribute the Handout: Problem-Solving Sequencing Activity (1 per student).

3. Remembering the discussion and modeling of the problem-solving steps, students cut

apart the statements from the Handout: Problem-Solving Sequencing Activity and

glue the steps in the correct order on construction paper.

4. Teacher circulates to clarify, verify, and re-teach as appropriate.

TEKS: K.15B; K.16A

EXPLAIN – Role play presentations Suggested Day 3 (continued) – 20 min

1. Divide students into small groups to role play the way the characters from the chosen

story might have solved the problems. Encourage students to follow the problem solving

process.

2. Each group of students chooses one of the problems identified below and states the

advantages and disadvantages of each solution they generate. For example, if the

problem is that the bears don’t have porridge, how will they get more porridge?

Problem: Goldilocks tasted all the porridge and at all of Baby Bears’Problem: Goldilocks broke Baby Bear’s chairProblem: Goldilocks disturbed all of the beds

3. The role play dialogue for the problem might go something like this, but would be longer

and include more details:

Bears: “We are hungry. We want more porridge.”Goldilocks: “I will cook more porridge for you.”Bears: “But we don’t have any more porridge in the cupboard.”Goldilocks: “I will go buy more porridge or we could go to out to a restaurant forbreakfast.”

4. Groups practice their role play presentations before presenting to the class. As they

present, they will need to:

State the problem

Act out the solution

When finished, tell why they think the solution effectively solved the problem

Purpose:

The purpose of this section is for students to

demonstrate an understanding of the problem-solving

process through role play.

TEKS: K.16A

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 12  

5. At the conclusion of each presentation, discuss the effectiveness of the solution

presented by each group, first in small groups and then in whole group.

ELABORATE – Key Understandings Suggested Day 4 – 5 minutes

1. Facilitate a discussion that focuses on Key Understandings and Guiding Questions:

Communities often solve problems by implementing more than one solution.

—   What is a decision?

—   What is a problem?

—   How do we solve problems?—   What is the Problem­Solving Process?—   When there is more than one solution to a problem, how do we choosewhich

solution to use?

—   How do we know if a solution is working?

2. Continue the discussion to include these or similar questions:

Are there other problems that can be solved using the Problem-Solving

process? Brainstorm other problems that might occur in the school, but outside of

the kindergarten classroom.

What problems within families could be solved using this process?

What problems within the local community could be solved using this

process?

Purpose:

The purpose of this section is for students to

demonstrate an understanding of the problem solving

process.

TEKS: K.8A; K.8B; K.15B; K.16A; K.16B

ENGAGE – Read a different story Suggested Day 4 (continued) – 5 minutes

1. Read aloud a different story with a problem. When the problem becomes obvious, stop

reading to give students an opportunity to solve the problem in the story using the steps

in the Problem-Solving process outlines in the Performance Indicator in the Evaluate.

Materials:

A picture book that is unfamiliar to students, perhaps

an older book

Purpose:

The purpose of this section is for students to focus on

an unfamiliar story in order to apply the problem-

solving process.

TEKS: K.8A; K.8B; K.15B; K.16A; K.16B

EVALUATE – Determine mastery Suggested Day 4 (continued) – 20 minutes

Kindergarten Social Studies Unit 12 PI 01

Use the problem-solving process to find a solution to a problem in a story. Illustrate the solution and

explain the process.

Standard(s): K.8A , K.8B , K.15B , K.16A , K.16B

ELPS ELPS.c.3D

1. Distribute drawing paper to students.

2. Students think through the problem-solving process and draw a picture that illustrates

the solution to the problem. Students explain his/her thought process using the steps of

the problem-solving process to explain why he/she chose that solution.

Materials:

drawing paper, 8 ½ X 11 or similar size, one sheet perstudent

markers or crayons

Purpose:

The purpose of this section is for students to

demonstrate an understanding of the problem solving

process completing the Performance Indicator.

TEKS: K.8A; K.8B; K.15B; K.16A; K.16B

Kindergarten

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 7 of 12  

Kindergarten Social Studies

Unit: 12 Lesson: 01

©2012, TESCC 11/01/12 page 1 of 1

Decision-Making Sequencing Activity

Cut strips apart and place steps in order.

Predict what might happen.

Identify the decision that needs to be made.

Act upon the decision.

Gather information.

Identify options or choices.

Kindergarten Social Studies

Unit: 12 Lesson: 01

©2012, TESCC 01/08/13 page 1 of 1

DECISION-MAKING PROCESS

Step 1: Identify situation needing decision

Step 4: Predict consequences

Step 2: Gather information

Step 3: Identify options

Step 5: Take action to implement decision

Kindergarten Social Studies

Unit: 12 Lesson: 01

©2012, TESCC 11/01/12 page 1 of 1

THE PROBLEM-SOLVING PROCESS

1. Identify problem

2. Gather information

3. List and consider options

4. Consider advantages and disadvantages

5. Choose a solution

6. Implement solution

7. Evaluate effectiveness of solution

Kindergarten Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/08/13 page 1 of 1

“The Three Bears” Problem-Solving:

Step 1: Identify a problem

Step 2: Gather information

Step 3: List and consider options

Step 4: Consider advantages

and disadvantages

Step 5: Choose a solution

Step 6: Implement a solution

Step 7: Evaluate effectiveness of

solution

Goldilocks is curious, hungry, tired, and sleepy, so

she entered the Bears’ home without permission,

which was not a safe decision.

As a result, she ate all their porridge, broke Baby Bear’s

chair, disturbed all their beds, and was frightened upon

the Bears’ return.

1. Goldilocks could cook more porridge for the Bears,

repair the broken chair, and remake the beds

2. Goldilocks could pay someone to do all these

chores and write the Bears an apology letter.

Option #2: Goldilocks could pay someone to make

more porridge, fix the chair, and re-make the beds

and then write the Bears an apology letter.

Goldilocks does extra chores at home to pay for

someone to do the chores at the Bears’ home, and she

writes a letter apologizing for entering and damaging

their home.

Goldilocks and her parents could visit the Bears’ home

to make sure all repairs had been made and that

Goldilocks’ letter has been received.

Option #1:

Advantages: Everything repaired

Disadvantages: Will cost money to make repairs

Could be unsafe for Goldilocks

Option #2:

Advantages: Everything repaired

Goldilocks safe

May make new friends

Disadvantages: Will cost money to make

repairs Could be unsafe for Goldilocks

.

Kindergarten Social Studies

Unit: 12 Lesson: 01

©2012, TESCC 11/01/12 page 1 of 1

Problem-Solving Sequencing Activity

Cut strips apart and place steps in order.

Evaluate effectiveness of solution

Choose a solution

Identify a problem

Consider advantages and disadvantages

Gather information

Implement solution

List and consider options