problem solving example in school

10 Problem-Solving Scenarios for High School Students

It is certainly common to come across difficult situations including forgetting an assignment at home or overusing your phone only to miss an important project deadline. We are always surrounded by little difficulties that might become bigger problems if not addressed appropriately.

Whether it is saving your friend from the addiction to social media platforms or communicating your personal boundaries to relatives, problem-solving skills are one of the important skills you need to acquire throughout the journey of life.

Do you think these skills are in-built with other high school students? Certainly not.

It takes innovative learning methodologies just like problem-solving scenarios that help you immerse in the subject matter with precision. With problem-solving scenarios, you come across a range of problems that help you build critical thinking skills, logical reasoning, and analytical techniques.

The article will take you through scenarios that are a combination of various problems that need to be addressed strategically and carefully. As you read ahead, make sure to brainstorm solutions and choose the best one that fits the scenario.

Helpful scenarios to build a problem-solving attitude in high schoolers

Learning through scenarios helps students look at situations from a completely analytical perspective. Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students.

1. Uninvited Guests

You have arranged a party at your home after successfully winning the competition at the Science Fair. You invite everyone involved in the project however, one of your friends brings his cousin’s brother along. However, you have limited soft drink cans considering the number of invited people. How would you manage this situation without making anyone feel left out?

2. Communication Issues

A new teacher has joined the high school to teach about environmental conservation. She often involves students in different agriculture activities and workshops. However, one of your friends, John, is not able to understand the subject matter. He is unable to communicate his doubts to the teachers. How would you motivate him to talk to the teacher without the fear of judgment?

3. Friendship or Personal Choice?

The history teacher announced an exciting assignment opportunity that helps you explore ancient civilizations. You and your friend are pretty interested in doing the project as a team. One of your other friends, Jason, wants to join the team with limited knowledge and interest in the topic. Would you respect the friendship or deny him so you can score better on the assignment?

4. Peer Pressure

It is common for high schoolers to follow what their friends do. However, lately, your friends have discovered different ways of showing off their skills. While they do all the fun things, there are certain activities you are not interested in doing. It often puts you in trouble whether to go with friends or take a stand for what is right. Would you take the help of peer mentoring activities in school or try to initiate a direct conversation with them?

5. Team Building

Mr. Jason, the science teacher, assigns different projects and forms teams with random classmates. There are 7 people in each team who need to work towards project completion. As the group starts working, you notice that some members do not contribute at all. How will you ensure that everyone participates and coordinates with the team members?

6. Conflict Resolution

The drama club and the English club are famous clubs in the school. Both clubs organize various events for the students. This time, both clubs have a tiff because of the event venue. Both clubs need the same auditorium for the venue on the same date. How would you mediate to solve the issue and even make sure that club members are on good terms with each other?

7. Stress Management

Your school often conducts different activities or asks students stress survey questions to ensure their happiness and well-being. However, one of your friends always misses them. He gets frustrated and seems stressed throughout the day. What would you do to ensure that your friend gets his issue acknowledged by teachers?

8. Time Management

Your friend is always enthusiastic about new competitions in high school. He is running here and there to enroll and get certificates. In this case, he often misses important lectures and activities in class. Moreover, his parents complain that he misses swimming class too. How would you explain to him the importance of prioritizing and setting goals to solve this issue?

9. Educational Resources

You and your friends are avid readers and often take advice from books. While most must-read books for bibliophiles are read by you, it is important to now look for other books. However, you witness that the school library lacks other important books on philosophy and the non-fiction category. How would you escalate this issue to the higher authorities by addressing the needs of students?

10. Financial Planning

Finance is an important factor and that is why your parents help you plan your pocket money and budgeting. Off lately, they have stopped doing so considering that you can manage on your own. However, after a few months, you have started spending more on games and high-end school supplies. You realize that your spending habits are leading to loss of money and reduced savings. How shall you overcome this situation?

Wrapping Up

Involving students in different learning practices and innovative ways inspires them to think out of the box and make use of imagination skills. With the usage of different problem-solving scenarios, high school students get an opportunity to delve into realistic examples and consequences of different incidents.

Such scenarios offer an excellent way to promote understanding, critical thinking skills and enhance creativity. Ensure to use different activities and games for creating a comprehensive learning environment.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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5 Problem-Solving Activities for the Classroom

Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive as well as social development, and can equip students with the tools they’ll need to address and solve problems throughout the rest of their lives. Here are five classroom problem solving activities your students are sure to benefit from as well as enjoy doing:

1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve. For example, if you are studying a historical, current or fictional event that did not turn out favorably, have your students brainstorm ways that the protagonist or participants could have created a different, more positive outcome. They can brainstorm on paper individually or on a chalkboard or white board in front of the class.

2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the box “The Problem-Solving Box.” Invite students to anonymously write down and submit any problem or issue they might be having at school or at home, ones that they can’t seem to figure out on their own. Once or twice a week, have a student draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it.

3. Clue me in

This fun detective game encourages problem-solving, critical thinking and cognitive development. Collect a number of items that are associated with a specific profession, social trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of items) that are commonly associated with the target answer. Place them all in a bag (five-10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out clues. Choose a minimum number of clues they must draw out before making their first guess (two- three). After this, the student must venture a guess after each clue pulled until they guess correctly. See how quickly the student is able to solve the riddle.

4. Survivor scenarios

Create a pretend scenario for students that requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

5. Moral dilemma

Create a number of possible moral dilemmas your students might encounter in life, write them down, and place each item folded up in a bowl or bag. Some of the items might include things like, “I saw a good friend of mine shoplifting. What should I do?” or “The cashier gave me an extra $1.50 in change after I bought candy at the store. What should I do?” Have each student draw an item from the bag one by one, read it aloud, then tell the class their answer on the spot as to how they would handle the situation.

Classroom problem solving activities need not be dull and routine. Ideally, the problem solving activities you give your students will engage their senses and be genuinely fun to do. The activities and lessons learned will leave an impression on each child, increasing the likelihood that they will take the lesson forward into their everyday lives.

Center for Teaching

Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

Have students identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
If students are unable to articulate their concerns, determine where they are having trouble by asking them to identify the specific concepts or principles associated with the problem.
In a one-on-one tutoring session, ask the student to work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
Have students work through problems on their own. Ask directing questions or give helpful suggestions, but provide only minimal assistance and only when needed to overcome obstacles.
Don’t fear group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

Try to communicate that the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills, a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative UC San Diego problem-solving educational curriculum continues to grow

Daniel Kane - [email protected]

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Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” – as Ogo, a celebrated high school biomedical sciences and technology teacher, put it.

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said.

What does it mean to explicitly teach problem solving?

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively.

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general.

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments.

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego.

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually.

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do.

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated?

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag.

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls.

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest.

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique.

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained.

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.”

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree.

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20 Problem-Solving Activities For Middle School: Discussions, Games, Strategies, And Resources

November 20, 2023 // by Lesa M.K. Bullins, EdS

Problem-solving skills are important to the building of critical thinking, which in turn strengthens student executive function. Good problem solvers can build stronger cognitive flexibility, a critical component of executive functioning.

The teenage years are a crucial time for neuroplasticity, so it is a prime time for learning and developing important cognitive skills along with critical information. Bring problem-solving to life in your middle school classroom with these 20 activities.

1. Feelings Expression Scenarios

A huge part of problem-solving is properly expressing your own feelings. Students often struggle to state how they feel without combative, aggressive, or accusatory language; therefore opportunities to practice with realistic situations is a key problem-solving component. You can create scenario task cards to support students in realistic applications for relatable situations, or use pre-made cards.

Learn More: Pinterest

2. Empathy Empowered Discussions

In addition to being able to calmly and kindly express one's feelings, empathy is a key problem-solving component. Teens can often struggle to express empathy as they have difficulty recognizing and interpreting due to the teenage brain functioning.

Teenage brains are still developing, so different areas of the brain are controlling different functions than we see in adult brains; furthermore, since teens are still figuring out what they think and feel about a variety of things, it can be difficult for them to recognize and consider the feelings and thoughts of others. You can instigate empathy discussions through relatable content like this short video.

Learn More: Austin Wideman

3. Model, Model, Model...and then Model Some More!

Students learn more from what they see you do than what they hear you say! This means you have to be an active and purposeful model of what you expect. So make sure you are aware of your actions and words in front of your students!

Learn More: Education World

4. Get Out of the Way

We need to allow students the time and space to solve problems. We cannot intervene every time they struggle to find the answer right away. Constant intervention hinders critical thinking and decision-making skills.

Make sure to leave some room for students to figure out solutions. Keep safe proximity so students have the comfort to know you are there if they cannot find a solution, but resist the urge to jump in as soon as you see them struggling.

Learn More: Brookings

5. Plan a Road Trip

Engage problem-solving skills within context while reinforcing math, research, geography, and communication skills, too! Students can plan a road trip from start to finish in small groups. As an added bonus, you can let students travel virtually to the places they planned for their trip using Google Earth.

If time allows, they can even take screenshots and stage selfies for a presentation to share their trip with the class! This is a really great cross-curricular activity for the digital classroom, too!

6. Escape the Room

Escape rooms were made for problem-solving, so what better way to build these skills for students in an exciting way! Create different challenge activities surrounding a variety of subjects and skills to reinforce while lettings students put problem-solving to use finding practical solutions to escape the room!

Divide kids into teams and get on this engaging problem-solving activity!

7. Teach Explicit Strategies for Reflection

Students can build analytical skills by reflecting on their problem-solving process. Teach explicit skills to help students recognize and reflect on how they solve problems to reinforce future use and strengthen overall critical thinking abilities. Check out how Ellie from Cognitive Cardio made it work even in the time constraints of middle school schedules!

Learn More: Cognitive Cardio With MSMM

8. Daily Practice

Give students short, interesting, and challenging problems to solve during the morning and afternoon transition times. Daily practice solving challenges is important for cognitive development and reinforces academic skills! You can find tons of daily challenges online or create your own.

9. Build Something

Let students work together in teams to build something from simple building materials. Increase the challenge by limiting resources or requiring students to pick their own resources for building blocks from a variety of random items. You can check out the marshmallow toothpick tower-building activity!

Learn more: Wow Sci

10. Blind Drawing Partners

Students can work in partner pairs or small groups to develop a vast array of abilities through this problem-solving activity. Blind team-building activities are excellent, low-prep ways to engage students' critical thinking and communication!

There are different ways you can implement this, but check out this video for an example of one application of the blind drawing game.

Learn more: Philip Barry

11. Laser Maze

Create a laser maze for students to get active in problem-solving. Create and implement different time durations to increase the challenge. Do not have lasers? No budget for lasers? Don't worry, red painter's tape will do the job!

Learn More: That Phillips Family

12. Shared Story Puzzles

Creating story puzzles that force students to work in groups together to put together, add on, and create a cohesive story that is meaningful is another challenging task to engage in collaborative problem-solving.

Learn More: Secondary English Coffee Shop

13. Yarn Webs

This social-skill-building collaborative problem-solving activity is fun for any age. Organize students into teams then let them choose a color of yarn, build a team web, and see who can navigate. There are so many ways this activity can be adapted, but you can watch a video of one interpretation here .

Learn More: KEYSAmeriCorps

14. Scavenger Hunt

Create a series of clues that students must solve to progress through the game. Working in groups can help build conflict resolution and social skills as well. Check out how to create scavenger hunts for the classroom in this video by Learning Life.

Learn more: Learning Life

15. Boom! Math!

An excellent way to build advanced problem-solving skills, as well as mathematical analysis, is to create math Boom Cards with word problems like these from Math in the Middle. Boom cards are a great activity for students to practice and build skills!

Learn more: Boom Learning

16. Wheel of Solutions

Give students practice in exercising a number of different kinds of problem-solving skills by spinning and communicating a solution using the skills on which they land. You can make one in the classroom with a posterboard or create a digital wheel. Such a fun interactive resource! Use this great pre-made digital activity from Resource Haven on Boom Learning or create your own!

Learn More: Boom Learning

17. Collaborative Math

Another activity for team building that supports mathematical concept reinforcement is students working together to collaboratively solve math problems. Check out how Runde's Room made sure everyone is engaged in working on solving parts of the problem through the sticky-note collaborative math activity.

18. Get Mysterious

Math Mysteries are a fun activity that builds out-of-the-box thinking and creates an inquisitive environment. Problem-solving develops through the process of inquisition! You can create your own or use Lee and Miller's 40 Fabulous Math Mysteries Kid's Can't Resist Scholastic book found here.

19. Logic Puzzles and Games

In addition to logic-building games like Chess, you can provide logic puzzles for morning and afternoon transitions, during downtime, or for early finishers. Logic puzzles help students think critically. You can make your own or get some prefabricated resources like the ones found in this book by Chris King .

Learn More: Brainzilla

20. Lead Number Talks

Number talks are important to building problem-solving. Number talks allow students to build on one another in a collaborative way, discuss how they have solved problems before, consider how those solutions may be applicable to new skills they are about to learn, and build depth in math concepts.

So instead of getting quiet, get them talking!

Learn More: North Dakota Teaching Kayla Durkin

Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert.

October 31, 2017

This is the second in a six-part blog series on teaching 21st century skills , including problem solving , metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

Problem Solving Activities: 7 Strategies

Critical Thinking

Problem solving can be a daunting aspect of effective mathematics teaching, but it does not have to be! In this post, I share seven strategic ways to integrate problem solving into your everyday math program.

In the middle of our problem solving lesson, my district math coordinator stopped by for a surprise walkthrough.

I was so excited!

We were in the middle of what I thought was the most brilliant math lesson– teaching my students how to solve problem solving tasks using specific problem solving strategies.

It was a proud moment for me!

Each week, I presented a new problem solving strategy and the students completed problems that emphasized the strategy.

Genius right?

After observing my class, my district coordinator pulled me aside to chat. I was excited to talk to her about my brilliant plan, but she told me I should provide the tasks and let my students come up with ways to solve the problems. Then, as students shared their work, I could revoice the student’s strategies and give them an official name.

What a crushing blow! Just when I thought I did something special, I find out I did it all wrong.

I took some time to consider her advice. Once I acknowledged she was right, I was able to make BIG changes to the way I taught problem solving in the classroom.

When I Finally Saw the Light

To give my students an opportunity to engage in more authentic problem solving which would lead them to use a larger variety of problem solving strategies, I decided to vary the activities and the way I approached problem solving with my students.

Problem Solving Activities

Here are seven ways to strategically reinforce problem solving skills in your classroom.

Seasonal Problem Solving

Many teachers use word problems as problem solving tasks. Instead, try engaging your students with non-routine tasks that look like word problems but require more than the use of addition, subtraction, multiplication, and division to complete. Seasonal problem solving tasks and daily challenges are a perfect way to celebrate the season and have a little fun too!

Cooperative Problem Solving Tasks

Go cooperative! If you’ve got a few extra minutes, have students work on problem solving tasks in small groups. After working through the task, students create a poster to help explain their solution process and then post their poster around the classroom. Students then complete a gallery walk of the posters in the classroom and provide feedback via sticky notes or during a math talk session.

Notice and Wonder

Before beginning a problem solving task, such as a seasonal problem solving task, conduct a Notice and Wonder session. To do this, ask students what they notice about the problem. Then, ask them what they wonder about the problem. This will give students an opportunity to highlight the unique characteristics and conditions of the problem as they try to make sense of it.

Want a better experience? Remove the stimulus, or question, and allow students to wonder about the problem. Try it! You’ll gain some great insight into how your students think about a problem.

$This is an example of a math starter.$

Math Starters

Start your math block with a math starter, critical thinking activities designed to get your students thinking about math and provide opportunities to “sneak” in grade-level content and skills in a fun and engaging way. These tasks are quick, designed to take no more than five minutes, and provide a great way to turn-on your students’ brains. Read more about math starters here !

Create your own puzzle box! The puzzle box is a set of puzzles and math challenges I use as fast finisher tasks for my students when they finish an assignment or need an extra challenge. The box can be a file box, file crate, or even a wall chart. It includes a variety of activities so all students can find a challenge that suits their interests and ability level.

Calculators

Use calculators! For some reason, this tool is not one many students get to use frequently; however, it’s important students have a chance to practice using it in the classroom. After all, almost everyone has access to a calculator on their cell phones. There are also some standardized tests that allow students to use them, so it’s important for us to practice using calculators in the classroom. Plus, calculators can be fun learning tools all by themselves!

Three-Act Math Tasks

Use a three-act math task to engage students with a content-focused, real-world problem! These math tasks were created with math modeling in mind– students are presented with a scenario and then given clues and hints to help them solve the problem. There are several sites where you can find these awesome math tasks, including Dan Meyer’s Three-Act Math Tasks and Graham Fletcher’s 3-Acts Lessons .

Getting the Most from Each of the Problem Solving Activities

When students participate in problem solving activities, it is important to ask guiding, not leading, questions. This provides students with the support necessary to move forward in their thinking and it provides teachers with a more in-depth understanding of student thinking. Selecting an initial question and then analyzing a student’s response tells teachers where to go next.

Ready to jump in? Grab a free set of problem solving challenges like the ones pictured using the form below.

Which of the problem solving activities will you try first? Respond in the comments below.

$problem solving example in school$

Shametria Routt Banks

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This is a very cool site. I hope it takes off and is well received by teachers. I work in mathematical problem solving and help prepare pre-service teachers in mathematics.

Thank you, Scott! Best wishes to you and your pre-service teachers this year!

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The easy 4 step problem-solving process (+ examples)

This is the 4 step problem-solving process that I taught to my students for math problems, but it works for academic and social problems as well.

Every problem may be different, but effective problem solving asks the same four questions and follows the same method.

What’s the problem? If you don’t know exactly what the problem is, you can’t come up with possible solutions. Something is wrong. What are we going to do about this? This is the foundation and the motivation.
What do you need to know? This is the most important part of the problem. If you don’t know exactly what the problem is, you can’t come up with possible solutions.
What do you already know? You already know something related to the problem that will help you solve the problem. It’s not always obvious (especially in the real world), but you know (or can research) something that will help.
What’s the relationship between the two? Here is where the heavy brainstorming happens. This is where your skills and abilities come into play. The previous steps set you up to find many potential solutions to your problem, regardless of its type.

When I used to tutor kids in math and physics , I would drill this problem-solving process into their heads. This methodology works for any problem, regardless of its complexity or difficulty. In fact, if you look at the various advances in society, you’ll see they all follow some variation of this problem-solving technique.

“The gap between understanding and misunderstanding can best be bridged by thought!” ― Ernest Agyemang Yeboah

Generally speaking, if you can’t solve the problem then your issue is step 3 or step 4; you either don’t know enough or you’re missing the connection.

Good problem solvers always believe step 3 is the issue. In this case, it’s a simple matter of learning more. Less skilled problem solvers believe step 4 is the root cause of their difficulties. In this instance, they simply believe they have limited problem-solving skills.

This is a fixed versus growth mindset and it makes a huge difference in the effort you put forth and the belief you have in yourself to make use of this step-by-step process. These two mindsets make a big difference in your learning because, at its core, learning is problem-solving.

Let’s dig deeper into the 4 steps. In this way, you can better see how to apply them to your learning journey.

Step 1: What’s the problem?

The ability to recognize a specific problem is extremely valuable.

Most people only focus on finding solutions. While a “solutions-oriented” mindset is a good thing, sometimes it pays to focus on the problem. When you focus on the problem, you often make it easier to find a viable solution to it.

When you know the exact nature of the problem, you shorten the time frame needed to find a solution. This reminds me of a story I was once told.

When does the problem-solving process start?

The process starts after you’ve identified the exact nature of the problem.

Homeowners love a well-kept lawn but hate mowing the grass.

Many companies and inventors raced to figure out a more time-efficient way to mow the lawn. Some even tried to design robots that would do the mowing. They all were chasing the solution, but only one inventor took the time to understand the root cause of the problem.

Most people figured that the problem was the labor required to maintain a lawn. The actual problem was just the opposite: maintaining a lawn was labor-intensive. The rearrangement seems trivial, but it reveals the true desire: a well-maintained lawn.

The best solution? Remove maintenance from the equation. A lawn made of artificial grass solved the problem . Hence, an application of Astroturf was discovered.

This way, the law always looked its best. Taking a few moments to apply critical thinking identified the true nature of the problem and yielded a powerful solution.

An example of choosing the right problem to work the problem-solving process on

One thing I’ve learned from tutoring high school students in math : they hate word problems.

This is because they make the student figure out the problem. Finding the solution to a math problem is already stressful. Forcing the student to also figure out what problem needs solving is another level of hell.

Word problems are not always clear about what needs to be solved. They also have the annoying habit of adding extraneous information. An ordinary math problem does not do this. For example, compare the following two problems:

What’s the height of h?

A radio station tower was built in two sections. From a point 87 feet from the base of the tower, the angle of elevation of the top of the first section is 25º, and the angle of elevation of the top of the second section is 40º. To the nearest foot, what is the height of the top section of the tower?

The first is a simple problem. The second is a complex problem. The end goal in both is the same.

The questions require the same knowledge (trigonometric functions), but the second is more difficult for students. Why? The second problem does not make it clear what the exact problem is. Before mathematics can even begin, you must know the problem, or else you risk solving the wrong one.

If you understand the problem, finding the solution is much easier. Understanding this, ironically, is the biggest problem for people.

Problem-solving is a universal language

Speaking of people, this method also helps settle disagreements.

When we disagree, we rarely take the time to figure out the exact issue. This happens for many reasons, but it always results in a misunderstanding. When each party is clear with their intentions, they can generate the best response.

Education systems fail when they don’t consider the problem they’re supposed to solve. Foreign language education in America is one of the best examples.

The problem is that students can’t speak the target language. It seems obvious that the solution is to have students spend most of their time speaking. Unfortunately, language classes spend a ridiculous amount of time learning grammar rules and memorizing vocabulary.

The problem is not that the students don’t know the imperfect past tense verb conjugations in Spanish. The problem is that they can’t use the language to accomplish anything. Every year, kids graduate from American high schools without the ability to speak another language, despite studying one for 4 years.

Well begun is half done

Before you begin to learn something, be sure that you understand the exact nature of the problem. This will make clear what you need to know and what you can discard. When you know the exact problem you’re tasked with solving, you save precious time and energy. Doing this increases the likelihood that you’ll succeed.

Step 2: What do you need to know?

All problems are the result of insufficient knowledge. To solve the problem, you must identify what you need to know. You must understand the cause of the problem. If you get this wrong, you won’t arrive at the correct solution.

Either you’ll solve what you thought was the problem, only to find out this wasn’t the real issue and now you’ve still got trouble or you won’t and you still have trouble. Either way, the problem persists.

If you solve a different problem than the correct one, you’ll get a solution that you can’t use. The only thing that wastes more time than an unsolved problem is solving the wrong one.

Imagine that your car won’t start. You replace the alternator, the starter, and the ignition switch. The car still doesn’t start. You’ve explored all the main solutions, so now you consider some different solutions.

Now you replace the engine, but you still can’t get it to start. Your replacements and repairs solved other problems, but not the main one: the car won’t start.

Then it turns out that all you needed was gas.

This example is a little extreme, but I hope it makes the point. For something more relatable, let’s return to the problem with language learning.

You need basic communication to navigate a foreign country you’re visiting; let’s say Mexico. When you enroll in a Spanish course, they teach you a bunch of unimportant words and phrases. You stick with it, believing it will eventually click.

When you land, you can tell everyone your name and ask for the location of the bathroom. This does not help when you need to ask for directions or tell the driver which airport terminal to drop you off at.

Finding the solution to chess problems works the same way

The book “The Amateur Mind” by IM Jeremy Silman improved my chess by teaching me how to analyze the board.

It’s only with a proper analysis of imbalances that you can make the best move. Though you may not always choose the correct line of play, the book teaches you how to recognize what you need to know . It teaches you how to identify the problem—before you create an action plan to solve it.

Chess book to help learn problem solving

The problem-solving method always starts with identifying the problem or asking “What do you need to know?”. It’s only after you brainstorm this that you can move on to the next step.

Learn the method I used to earn a physics degree, learn Spanish, and win a national boxing title

I was a terrible math student in high school who wrote off mathematics. I eventually overcame my difficulties and went on to earn a B.A. Physics with a minor in math
I pieced together the best works on the internet to teach myself Spanish as an adult
*I didn’t start boxing until the very old age of 22, yet I went on to win a national championship, get a high-paying amateur sponsorship, and get signed by Roc Nation Sports as a profession.

I’ve used this method to progress in mentally and physically demanding domains.

While the specifics may differ, I believe that the general methods for learning are the same in all domains.

This free e-book breaks down the most important techniques I’ve used for learning.

Step 3: What do you already know?

The only way to know if you lack knowledge is by gaining some in the first place. All advances and solutions arise from the accumulation and implementation of prior information. You must first consider what it is that you already know in the context of the problem at hand.

Isaac Newton once said, “If I have seen further, it is by standing on the shoulders of giants.” This is Newton’s way of explaining that his advancements in physics and mathematics would be impossible if it were not for previous discoveries.

Mathematics is a great place to see this idea at work. Consider the following problem:

What is the domain and range of y=(x^2)+6?

This simple algebra problem relies on you knowing a few things already. You must know:

The definition of “domain” and “range”
That you can never square any real number and get a negative

Once you know those things, this becomes easy to solve. This is also how we learn languages.

An example of the problem-solving process with a foreign language

Anyone interested in serious foreign language study (as opposed to a “crash course” or “survival course”) should learn the infinitive form of verbs in their target language. You can’t make progress without them because they’re the root of all conjugations. It’s only once you have a grasp of the infinitives that you can completely express yourself. Consider the problem-solving steps applied in the following example.

I know that I want to say “I don’t eat eggs” to my Mexican waiter. That’s the problem.

I don’t know how to say that, but last night I told my date “No bebo alcohol” (“I don’t drink alcohol”). I also know the infinitive for “eat” in Spanish (comer). This is what I already know.

Now I can execute the final step of problem-solving.

Step 4: What’s the relationship between the two?

I see the connection. I can use all of my problem-solving strategies and methods to solve my particular problem.

I know the infinitive for the Spanish word “drink” is “beber” . Last night, I changed it to “bebo” to express a similar idea. I should be able to do the same thing to the word for “eat”.

“No como huevos” is a pretty accurate guess.

In the math example, the same process occurs. You don’t know the answer to “What is the domain and range of y=(x^2)+6?” You only know what “domain” and “range” mean and that negatives aren’t possible when you square a real number.

A domain of all real numbers and a range of all numbers equal to and greater than six is the answer.

This is relating what you don’t know to what you already do know. The solutions appear simple, but walking through them is an excellent demonstration of the process of problem-solving.

In most cases, the solution won’t be this simple, but the process or finding it is the same. This may seem trivial, but this is a model for thinking that has served the greatest minds in history.

A recap of the 4 steps of the simple problem-solving process

What’s the problem? There’s something wrong. There’s something amiss.
What do you need to know? This is how to fix what’s wrong.
What do you already know? You already know something useful that will help you find an effective solution.
What’s the relationship between the previous two? When you use what you know to help figure out what you don’t know, there is no problem that won’t yield.

Learning is simply problem-solving. You’ll learn faster if you view it this way.

What was once complicated will become simple.

What was once convoluted will become clear.

Ed Latimore

I’m a writer, competitive chess player, Army veteran, physicist, and former professional heavyweight boxer. My work focuses on self-development, realizing your potential, and sobriety—speaking from personal experience, having overcome both poverty and addiction.

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What follows are methods I’ve discovered and used to improve in all of these areas, which have, in turn, made it even easier to use and learn the language.

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50 Problem-Solving and Critical Thinking Examples

Critical thinking and problem solving are essential skills for success in the 21st century. Critical thinking is the ability to analyze information, evaluate evidence, and draw logical conclusions. Problem solving is the ability to apply critical thinking to find effective solutions to various challenges. Both skills require creativity, curiosity, and persistence. Developing critical thinking and problem solving skills can help students improve their academic performance, enhance their career prospects, and become more informed and engaged citizens.

Sanju Pradeepa

Problem-Solving and Critical Thinking Examples

In today’s complex and fast-paced world, the ability to think critically and solve problems effectively has become a vital skill for success in all areas of life. Whether it’s navigating professional challenges, making sound decisions, or finding innovative solutions, critical thinking and problem-solving are key to overcoming obstacles and achieving desired outcomes. In this blog post, we will explore problem-solving and critical thinking examples.

Developing the skills needed for critical thinking and problem solving.

It is not enough to simply recognize an issue; we must use the right tools and techniques to address it. To do this, we must learn how to define and identify the problem or task at hand, gather relevant information from reliable sources, analyze and compare data to draw conclusions, make logical connections between different ideas, generate a solution or action plan, and make a recommendation.

The first step in developing these skills is understanding what the problem or task is that needs to be addressed. This requires careful consideration of all available information in order to form an accurate picture of what needs to be done. Once the issue has been identified, gathering reliable sources of data can help further your understanding of it. Sources could include interviews with customers or stakeholders, surveys, industry reports, and analysis of customer feedback.

After collecting relevant information from reliable sources, it’s important to analyze and compare the data in order to draw meaningful conclusions about the situation at hand. This helps us better understand our options for addressing an issue by providing context for decision-making. Once you have analyzed the data you collected, making logical connections between different ideas can help you form a more complete picture of the situation and inform your potential solutions.

Once you have analyzed your options for addressing an issue based on all available data points, it’s time to generate a solution or action plan that takes into account considerations such as cost-effectiveness and feasibility. It’s also important to consider the risk factors associated with any proposed solutions in order to ensure that they are responsible before moving forward with implementation. Finally, once all the analysis has been completed, it is time to make a recommendation based on your findings, which should take into account any objectives set out by stakeholders at the beginning of this process as well as any other pertinent factors discovered throughout the analysis stage.

By following these steps carefully when faced with complex issues, one can effectively use critical thinking and problem-solving skills in order to achieve desired outcomes more efficiently than would otherwise be possible without them, while also taking responsibility for decisions made along the way.

What Does Critical Thinking Involve: 5 Essential Skill

Problem-solving and critical thinking examples.

Problem-solving and critical thinking are key skills that are highly valued in any professional setting. These skills enable individuals to analyze complex situations, make informed decisions, and find innovative solutions. Here, we present 25 examples of problem-solving and critical thinking. problem-solving scenarios to help you cultivate and enhance these skills.

Ethical dilemma: A company faces a situation where a client asks for a product that does not meet quality standards. The team must decide how to address the client’s request without compromising the company’s credibility or values.

Brainstorming session: A team needs to come up with new ideas for a marketing campaign targeting a specific demographic. Through an organized brainstorming session, they explore various approaches and analyze their potential impact.

Troubleshooting technical issues : An IT professional receives a ticket indicating a network outage. They analyze the issue, assess potential causes (hardware, software, or connectivity), and solve the problem efficiently.

Negotiation : During contract negotiations, representatives from two companies must find common ground to strike a mutually beneficial agreement, considering the needs and limitations of both parties.

Project management: A project manager identifies potential risks and develops contingency plans to address unforeseen obstacles, ensuring the project stays on track.

Decision-making under pressure: In a high-stakes situation, a medical professional must make a critical decision regarding a patient’s treatment, weighing all available information and considering potential risks.

Conflict resolution: A team encounters conflicts due to differing opinions or approaches. The team leader facilitates a discussion to reach a consensus while considering everyone’s perspectives.

Data analysis: A data scientist is presented with a large dataset and is tasked with extracting valuable insights. They apply analytical techniques to identify trends, correlations, and patterns that can inform decision-making.

Customer service: A customer service representative encounters a challenging customer complaint and must employ active listening and problem-solving skills to address the issue and provide a satisfactory resolution.

Market research : A business seeks to expand into a new market. They conduct thorough market research, analyzing consumer behavior, competitor strategies, and economic factors to make informed market-entry decisions.

Creative problem-solvin g: An engineer faces a design challenge and must think outside the box to come up with a unique and innovative solution that meets project requirements.

Change management: During a company-wide transition, managers must effectively communicate the change, address employees’ concerns, and facilitate a smooth transition process.

Crisis management: When a company faces a public relations crisis, effective critical thinking is necessary to analyze the situation, develop a response strategy, and minimize potential damage to the company’s reputation.

Cost optimization : A financial analyst identifies areas where expenses can be reduced while maintaining operational efficiency, presenting recommendations for cost savings.

Time management : An employee has multiple deadlines to meet. They assess the priority of each task, develop a plan, and allocate time accordingly to achieve optimal productivity.

Quality control: A production manager detects an increase in product defects and investigates the root causes, implementing corrective actions to enhance product quality.

Strategic planning: An executive team engages in strategic planning to define long-term goals, assess market trends, and identify growth opportunities.

Cross-functional collaboration: Multiple teams with different areas of expertise must collaborate to develop a comprehensive solution, combining their knowledge and skills.

Training and development : A manager identifies skill gaps in their team and designs training programs to enhance critical thinking, problem-solving, and decision-making abilities.

Risk assessment : A risk management professional evaluates potential risks associated with a new business venture, weighing their potential impact and developing strategies to mitigate them.

Continuous improvement: An operations manager analyzes existing processes, identifies inefficiencies, and introduces improvements to enhance productivity and customer satisfaction.

Customer needs analysis: A product development team conducts extensive research to understand customer needs and preferences, ensuring that the resulting product meets those requirements.

Crisis decision-making: A team dealing with a crisis must think quickly, assess the situation, and make timely decisions with limited information.

Marketing campaign analysis : A marketing team evaluates the success of a recent campaign, analyzing key performance indicators to understand its impact on sales and customer engagement.

Constructive feedback: A supervisor provides feedback to an employee, highlighting areas for improvement and offering constructive suggestions for growth.

Conflict resolution in a team project: Team members engaged in a project have conflicting ideas on the approach. They must engage in open dialogue, actively listen to each other’s perspectives, and reach a compromise that aligns with the project’s goals.

Crisis response in a natural disaster: Emergency responders must think critically and swiftly in responding to a natural disaster, coordinating rescue efforts, allocating resources effectively, and prioritizing the needs of affected individuals.

Product innovation : A product development team conducts market research, studies consumer trends, and uses critical thinking to create innovative products that address unmet customer needs.

Supply chain optimization: A logistics manager analyzes the supply chain to identify areas for efficiency improvement, such as reducing transportation costs, improving inventory management, or streamlining order fulfillment processes.

Business strategy formulation: A business executive assesses market dynamics, the competitive landscape, and internal capabilities to develop a robust business strategy that ensures sustainable growth and competitiveness.

Crisis communication: In the face of a public relations crisis, an organization’s spokesperson must think critically to develop and deliver a transparent, authentic, and effective communication strategy to rebuild trust and manage reputation.

Social problem-solving: A group of volunteers addresses a specific social issue, such as poverty or homelessness, by critically examining its root causes, collaborating with stakeholders, and implementing sustainable solutions for the affected population.

Problem-Solving Mindset: How to Achieve It (15 Ways)

Risk assessment in investment decision-making: An investment analyst evaluates various investment opportunities, conducting risk assessments based on market trends, financial indicators, and potential regulatory changes to make informed investment recommendations.

Environmental sustainability: An environmental scientist analyzes the impact of industrial processes on the environment, develops strategies to mitigate risks, and promotes sustainable practices within organizations and communities.

Adaptation to technological advancements : In a rapidly evolving technological landscape, professionals need critical thinking skills to adapt to new tools, software, and systems, ensuring they can effectively leverage these advancements to enhance productivity and efficiency.

Productivity improvement: An operations manager leverages critical thinking to identify productivity bottlenecks within a workflow and implement process improvements to optimize resource utilization, minimize waste, and increase overall efficiency.

Cost-benefit analysis: An organization considering a major investment or expansion opportunity conducts a thorough cost-benefit analysis, weighing potential costs against expected benefits to make an informed decision.

Human resources management : HR professionals utilize critical thinking to assess job applicants, identify skill gaps within the organization, and design training and development programs to enhance the workforce’s capabilities.

Root cause analysis: In response to a recurring problem or inefficiency, professionals apply critical thinking to identify the root cause of the issue, develop remedial actions, and prevent future occurrences.

Leadership development: Aspiring leaders undergo critical thinking exercises to enhance their decision-making abilities, develop strategic thinking skills, and foster a culture of innovation within their teams.

Brand positioning : Marketers conduct comprehensive market research and consumer behavior analysis to strategically position a brand, differentiating it from competitors and appealing to target audiences effectively.

Resource allocation: Non-profit organizations distribute limited resources efficiently, critically evaluating project proposals, considering social impact, and allocating resources to initiatives that align with their mission.

Innovating in a mature market: A company operating in a mature market seeks to innovate to maintain a competitive edge. They cultivate critical thinking skills to identify gaps, anticipate changing customer needs, and develop new strategies, products, or services accordingly.

Analyzing financial statements : Financial analysts critically assess financial statements, analyze key performance indicators, and derive insights to support financial decision-making, such as investment evaluations or budget planning.

Crisis intervention : Mental health professionals employ critical thinking and problem-solving to assess crises faced by individuals or communities, develop intervention plans, and provide support during challenging times.

Data privacy and cybersecurity : IT professionals critically evaluate existing cybersecurity measures, identify vulnerabilities, and develop strategies to protect sensitive data from threats, ensuring compliance with privacy regulations.

Process improvement : Professionals in manufacturing or service industries critically evaluate existing processes, identify inefficiencies, and implement improvements to optimize efficiency, quality, and customer satisfaction.

Multi-channel marketing strategy : Marketers employ critical thinking to design and execute effective marketing campaigns across various channels such as social media, web, print, and television, ensuring a cohesive brand experience for customers.

Peer review: Researchers critically analyze and review the work of their peers, providing constructive feedback and ensuring the accuracy, validity, and reliability of scientific studies.

Project coordination : A project manager must coordinate multiple teams and resources to ensure seamless collaboration, identify potential bottlenecks, and find solutions to keep the project on schedule.

These examples highlight the various contexts in which problem-solving and critical-thinking skills are necessary for success. By understanding and practicing these skills, individuals can enhance their ability to navigate challenges and make sound decisions in both personal and professional endeavors.

Conclusion:

Critical thinking and problem-solving are indispensable skills that empower individuals to overcome challenges, make sound decisions, and find innovative solutions. By honing these skills, one can navigate through the complexities of modern life and achieve success in both personal and professional endeavors. Embrace the power of critical thinking and problem-solving, and unlock the door to endless possibilities and growth.

Problem solving From Wikipedia, the free encyclopedia
Critical thinking From Wikipedia, the free encyclopedia
The Importance of Critical Thinking and Problem Solving Skills for Students (5 Minutes)

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Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in novel or difficult situations in which a solution is not obtainable by the habitual methods of applying concepts and principles derived from past experience in very similar situations.

Skinner (1968): Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is the procedure of making adjustments in spite of interference

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.
Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

Our Mission

Problem-Solving in Elementary School

Elementary students practice problem-solving and self-questioning techniques to improve reading and social and emotional learning skills.

Three elementary students reading together in a library

In a school district in New Jersey, beginning in kindergarten each child is seen as a future problem solver with creative ideas that can help the world. Vince Caputo, superintendent of the Metuchen School District, explained that what drew him to the position was “a shared value for whole child education.”

Caputo’s first hire as superintendent was Rick Cohen, who works as both the district’s K–12 director of curriculum and principal of Moss Elementary School . Cohen is committed to integrating social and emotional learning (SEL) into academic curriculum and instruction by linking cognitive processes and guided self-talk.

Cohen’s first focus was kindergarten students. “I recommended Moss teachers teach just one problem-solving process to our 6-year-olds across all academic content areas and challenge students to use the same process for social problem-solving,” he explained.

Reading and Social Problem-Solving

Moss Elementary classrooms use a specific process to develop problem-solving skills focused on tending to social and interpersonal relationships. The process also concentrates on building reading skills—specifically, decoding and comprehension.

Stop, Look, and Think. Students define the problem. As they read, they look at the pictures and text for clues, searching for information and asking, “What is important and what is not?” Social problem-solving aspect: Students look for signs of feelings in others’ faces, postures, and tone of voice.

Gather Information . Next, students explore what feelings they’re having and what feelings others may be having. As they read, they look at the beginning sound of a word and ask, “What else sounds like this?” Social problem-solving aspect: Students reflect on questions such as, “What word or words describe the feeling you see or hear in others? What word describes your feeling? How do you know, and how sure are you?”

Brainstorming . Then students seek different solutions. As they read, they wonder, “Does it sound right? Does it make sense? How else could it sound to make more sense? What other sounds do those letters make?” Social problem-solving aspect: Students reflect on questions such as, “How can you solve the problem or make the situation better? What else can you think of? What else can you try? What other ideas do you have?”

Pick the Best One. Next, students evaluate the solution. While reading, they scan for smaller words they know within larger, more difficult words. They read the difficult words the way they think they sound while asking, “Will it make sense to other people?” Social problem-solving aspect: Students reflect on prompts such as, “Pick the solution that you think will be best to solve the problem. Ask yourself, ‘What will happen if I do this—for me, and for others involved?’”

Go . In the next step, students make a plan and act. They do this by rereading the text. Social problem-solving aspect: Students are asked to try out what they will say and how they will say it. They’re asked to pick a good time to do this, when they’re willing to try it.

Check . Finally, students reflect and revise. After they have read, they ponder what exactly was challenging about what they read and, based on this, decide what to do next. Social problem-solving aspect: Students reflect on questions such as, “How did it work out? Did you solve the problem? How did others feel about what happened? What did you learn? What would you do if the same thing happened again?”

You can watch the Moss Elementary Problem Solvers video and see aspects of this process in action.

The Process of Self-Questioning

Moss Elementary students and other students in the district are also taught structured self-questioning. Cohen notes, “We realized that many of our elementary students would struggle to generalize the same steps and thinking skills they previously used to figure out an unknown word in a text or resolve social conflicts to think through complex inquiries and research projects.” The solution? Teach students how to self-question, knowing they can also apply this effective strategy across contexts. The self-questioning process students use looks like this:

Stop and Think. “What’s the question?”

Gather Information. “How do I gather information? What are different sides of the issue?”

Brainstorm and Choose. “How do I select, organize, and choose the information? What are some ways to solve the problem? What’s the best choice?”

Plan and Try. “What does the plan look like? When and how can it happen? Who needs to be involved?”

Check & Revise. “How can I present the information? What did I do well? How can I improve?”

The Benefits

Since using the problem-solving and self-questioning processes, the students at Moss Elementary have had growth in their scores for the last two years on the fifth-grade English language arts PARCC tests . However, as Cohen shares, “More important than preparing our students for the tests on state standards, there is evidence that we are also preparing them for the tests of life.”

39 Best Problem-Solving Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

problem-solving examples and definition, explained below

Problem-solving is a process where you’re tasked with identifying an issue and coming up with the most practical and effective solution.

This indispensable skill is necessary in several aspects of life, from personal relationships to education to business decisions.

Problem-solving aptitude boosts rational thinking, creativity, and the ability to cooperate with others. It’s also considered essential in 21st Century workplaces.

If explaining your problem-solving skills in an interview, remember that the employer is trying to determine your ability to handle difficulties. Focus on explaining exactly how you solve problems, including by introducing your thoughts on some of the following frameworks and how you’ve applied them in the past.

Problem-Solving Examples

1. divergent thinking.

Divergent thinking refers to the process of coming up with multiple different answers to a single problem. It’s the opposite of convergent thinking, which would involve coming up with a singular answer .

The benefit of a divergent thinking approach is that it can help us achieve blue skies thinking – it lets us generate several possible solutions that we can then critique and analyze .

In the realm of problem-solving, divergent thinking acts as the initial spark. You’re working to create an array of potential solutions, even those that seem outwardly unrelated or unconventional, to get your brain turning and unlock out-of-the-box ideas.

This process paves the way for the decision-making stage, where the most promising ideas are selected and refined.

Go Deeper: Divervent Thinking Examples

2. Convergent Thinking

Next comes convergent thinking, the process of narrowing down multiple possibilities to arrive at a single solution.

This involves using your analytical skills to identify the best, most practical, or most economical solution from the pool of ideas that you generated in the divergent thinking stage.

In a way, convergent thinking shapes the “roadmap” to solve a problem after divergent thinking has supplied the “destinations.”

Have a think about which of these problem-solving skills you’re more adept at: divergent or convergent thinking?

Go Deeper: Convergent Thinking Examples

3. Brainstorming

Brainstorming is a group activity designed to generate a multitude of ideas regarding a specific problem. It’s divergent thinking as a group , which helps unlock even more possibilities.

A typical brainstorming session involves uninhibited and spontaneous ideation, encouraging participants to voice any possible solutions, no matter how unconventional they might appear.

It’s important in a brainstorming session to suspend judgment and be as inclusive as possible, allowing all participants to get involved.

By widening the scope of potential solutions, brainstorming allows better problem definition, more creative solutions, and helps to avoid thinking “traps” that might limit your perspective.

Go Deeper: Brainstorming Examples

4. Thinking Outside the Box

The concept of “thinking outside the box” encourages a shift in perspective, urging you to approach problems from an entirely new angle.

Rather than sticking to traditional methods and processes, it involves breaking away from conventional norms to cultivate unique solutions.

In problem-solving, this mindset can bypass established hurdles and bring you to fresh ideas that might otherwise remain undiscovered.

Think of it as going off the beaten track when regular routes present roadblocks to effective resolution.

5. Case Study Analysis

Analyzing case studies involves a detailed examination of real-life situations that bear relevance to the current problem at hand.

For example, if you’re facing a problem, you could go to another environment that has faced a similar problem and examine how they solved it. You’d then bring the insights from that case study back to your own problem.

This approach provides a practical backdrop against which theories and assumptions can be tested, offering valuable insights into how similar problems have been approached and resolved in the past.

See a Broader Range of Analysis Examples Here

6. Action Research

Action research involves a repetitive process of identifying a problem, formulating a plan to address it, implementing the plan, and then analyzing the results. It’s common in educational research contexts.

The objective is to promote continuous learning and improvement through reflection and action. You conduct research into your problem, attempt to apply a solution, then assess how well the solution worked. This becomes an iterative process of continual improvement over time.

For problem-solving, this method offers a way to test solutions in real-time and allows for changes and refinements along the way, based on feedback or observed outcomes. It’s a form of active problem-solving that integrates lessons learned into the next cycle of action.

Go Deeper: Action Research Examples

7. Information Gathering

Fundamental to solving any problem is the process of information gathering.

This involves collecting relevant data , facts, and details about the issue at hand, significantly aiding in the understanding and conceptualization of the problem.

In problem-solving, information gathering underpins every decision you make.

This process ensures your actions are based on concrete information and evidence, allowing for an informed approach to tackle the problem effectively.

8. Seeking Advice

Seeking advice implies turning to knowledgeable and experienced individuals or entities to gain insights on problem-solving.

It could include mentors, industry experts, peers, or even specialized literature.

The value in this process lies in leveraging different perspectives and proven strategies when dealing with a problem. Moreover, it aids you in avoiding pitfalls, saving time, and learning from others’ experiences.

9. Creative Thinking

Creative thinking refers to the ability to perceive a problem in a new way, identify unconventional patterns, or produce original solutions.

It encourages innovation and uniqueness, often leading to the most effective results.

When applied to problem-solving, creative thinking can help you break free from traditional constraints, ideal for potentially complex or unusual problems.

Go Deeper: Creative Thinking Examples

10. Conflict Resolution

Conflict resolution is a strategy developed to resolve disagreements and arguments, often involving communication, negotiation, and compromise.

When employed as a problem-solving technique, it can diffuse tension, clear bottlenecks, and create a collaborative environment.

Effective conflict resolution ensures that differing views or disagreements do not become roadblocks in the process of problem-solving.

Go Deeper: Conflict Resolution Examples

11. Addressing Bottlenecks

Bottlenecks refer to obstacles or hindrances that slow down or even halt a process.

In problem-solving, addressing bottlenecks involves identifying these impediments and finding ways to eliminate them.

This effort not only smooths the path to resolution but also enhances the overall efficiency of the problem-solving process.

For example, if your workflow is not working well, you’d go to the bottleneck – that one point that is most time consuming – and focus on that. Once you ‘break’ this bottleneck, the entire process will run more smoothly.

12. Market Research

Market research involves gathering and analyzing information about target markets, consumers, and competitors.

In sales and marketing, this is one of the most effective problem-solving methods. The research collected from your market (e.g. from consumer surveys) generates data that can help identify market trends, customer preferences, and competitor strategies.

In this sense, it allows a company to make informed decisions, solve existing problems, and even predict and prevent future ones.

13. Root Cause Analysis

Root cause analysis is a method used to identify the origin or the fundamental reason for a problem.

Once the root cause is determined, you can implement corrective actions to prevent the problem from recurring.

As a problem-solving procedure, root cause analysis helps you to tackle the problem at its source, rather than dealing with its surface symptoms.

Go Deeper: Root Cause Analysis Examples

14. Mind Mapping

Mind mapping is a visual tool used to structure information, helping you better analyze, comprehend and generate new ideas.

By laying out your thoughts visually, it can lead you to solutions that might not have been apparent with linear thinking.

In problem-solving, mind mapping helps in organizing ideas and identifying connections between them, providing a holistic view of the situation and potential solutions.

15. Trial and Error

The trial and error method involves attempting various solutions until you find one that resolves the problem.

It’s an empirical technique that relies on practical actions instead of theories or rules.

In the context of problem-solving, trial and error allows you the flexibility to test different strategies in real situations, gaining insights about what works and what doesn’t.

16. SWOT Analysis

SWOT is an acronym standing for Strengths, Weaknesses, Opportunities, and Threats.

It’s an analytic framework used to evaluate these aspects in relation to a particular objective or problem.

In problem-solving, SWOT Analysis helps you to identify favorable and unfavorable internal and external factors. It helps to craft strategies that make best use of your strengths and opportunities, whilst addressing weaknesses and threats.

Go Deeper: SWOT Analysis Examples

17. Scenario Planning

Scenario planning is a strategic planning method used to make flexible long-term plans.

It involves imagining, and then planning for, multiple likely future scenarios.

By forecasting various directions a problem could take, scenario planning helps manage uncertainty and is an effective tool for problem-solving in volatile conditions.

18. Six Thinking Hats

The Six Thinking Hats is a concept devised by Edward de Bono that proposes six different directions or modes of thinking, symbolized by six different hat colors.

Each hat signifies a different perspective, encouraging you to switch ‘thinking modes’ as you switch hats. This method can help remove bias and broaden perspectives when dealing with a problem.

19. Decision Matrix Analysis

Decision Matrix Analysis is a technique that allows you to weigh different factors when faced with several possible solutions.

After listing down the options and determining the factors of importance, each option is scored based on each factor.

Revealing a clear winner that both serves your objectives and reflects your values, Decision Matrix Analysis grounds your problem-solving process in objectivity and comprehensiveness.

20. Pareto Analysis

Also known as the 80/20 rule, Pareto Analysis is a decision-making technique.

It’s based on the principle that 80% of problems are typically caused by 20% of the causes, making it a handy tool for identifying the most significant issues in a situation.

Using this analysis, you’re likely to direct your problem-solving efforts more effectively, tackling the root causes producing most of the problem’s impact.

21. Critical Thinking

Critical thinking refers to the ability to analyze facts to form a judgment objectively.

It involves logical, disciplined thinking that is clear, rational, open-minded, and informed by evidence.

For problem-solving, critical thinking helps evaluate options and decide the most effective solution. It ensures your decisions are grounded in reason and facts, and not biased or irrational assumptions.

Go Deeper: Critical Thinking Examples

22. Hypothesis Testing

Hypothesis testing usually involves formulating a claim, testing it against actual data, and deciding whether to accept or reject the claim based on the results.

In problem-solving, hypotheses often represent potential solutions. Hypothesis testing provides verification, giving a statistical basis for decision-making and problem resolution.

Usually, this will require research methods and a scientific approach to see whether the hypothesis stands up or not.

Go Deeper: Types of Hypothesis Testing

23. Cost-Benefit Analysis

A cost-benefit analysis (CBA) is a systematic process of weighing the pros and cons of different solutions in terms of their potential costs and benefits.

It allows you to measure the positive effects against the negatives and informs your problem-solving strategy.

By using CBA, you can identify which solution offers the greatest benefit for the least cost, significantly improving efficacy and efficiency in your problem-solving process.

Go Deeper: Cost-Benefit Analysis Examples

24. Simulation and Modeling

Simulations and models allow you to create a simplified replica of real-world systems to test outcomes under controlled conditions.

In problem-solving, you can broadly understand potential repercussions of different solutions before implementation.

It offers a cost-effective way to predict the impacts of your decisions, minimizing potential risks associated with various solutions.

25. Delphi Method

The Delphi Method is a structured communication technique used to gather expert opinions.

The method involves a group of experts who respond to questionnaires about a problem. The responses are aggregated and shared with the group, and the process repeats until a consensus is reached.

This method of problem solving can provide a diverse range of insights and solutions, shaped by the wisdom of a collective expert group.

26. Cross-functional Team Collaboration

Cross-functional team collaboration involves individuals from different departments or areas of expertise coming together to solve a common problem or achieve a shared goal.

When you bring diverse skills, knowledge, and perspectives to a problem, it can lead to a more comprehensive and innovative solution.

In problem-solving, this promotes communal thinking and ensures that solutions are inclusive and holistic, with various aspects of the problem being addressed.

27. Benchmarking

Benchmarking involves comparing one’s business processes and performance metrics to the best practices from other companies or industries.

In problem-solving, it allows you to identify gaps in your own processes, determine how others have solved similar problems, and apply those solutions that have proven to be successful.

It also allows you to compare yourself to the best (the benchmark) and assess where you’re not as good.

28. Pros-Cons Lists

A pro-con analysis aids in problem-solving by weighing the advantages (pros) and disadvantages (cons) of various possible solutions.

This simple but powerful tool helps in making a balanced, informed decision.

When confronted with a problem, a pro-con analysis can guide you through the decision-making process, ensuring all possible outcomes and implications are scrutinized before arriving at the optimal solution. Thus, it helps to make the problem-solving process both methodical and comprehensive.

29. 5 Whys Analysis

The 5 Whys Analysis involves repeatedly asking the question ‘why’ (around five times) to peel away the layers of an issue and discover the root cause of a problem.

As a problem-solving technique, it enables you to delve into details that you might otherwise overlook and offers a simple, yet powerful, approach to uncover the origin of a problem.

For example, if your task is to find out why a product isn’t selling your first answer might be: “because customers don’t want it”, then you ask why again – “they don’t want it because it doesn’t solve their problem”, then why again – “because the product is missing a certain feature” … and so on, until you get to the root “why”.

30. Gap Analysis

Gap analysis entails comparing current performance with potential or desired performance.

You’re identifying the ‘gaps’, or the differences, between where you are and where you want to be.

In terms of problem-solving, a Gap Analysis can help identify key areas for improvement and design a roadmap of how to get from the current state to the desired one.

31. Design Thinking

Design thinking is a problem-solving approach that involves empathy, experimentation, and iteration.

The process focuses on understanding user needs, challenging assumptions , and redefining problems from a user-centric perspective.

In problem-solving, design thinking uncovers innovative solutions that may not have been initially apparent and ensures the solution is tailored to the needs of those affected by the issue.

32. Analogical Thinking

Analogical thinking involves the transfer of information from a particular subject (the analogue or source) to another particular subject (the target).

In problem-solving, you’re drawing parallels between similar situations and applying the problem-solving techniques used in one situation to the other.

Thus, it allows you to apply proven strategies to new, but related problems.

33. Lateral Thinking

Lateral thinking requires looking at a situation or problem from a unique, sometimes abstract, often non-sequential viewpoint.

Unlike traditional logical thinking methods, lateral thinking encourages you to employ creative and out-of-the-box techniques.

In solving problems, this type of thinking boosts ingenuity and drives innovation, often leading to novel and effective solutions.

Go Deeper: Lateral Thinking Examples

34. Flowcharting

Flowcharting is the process of visually mapping a process or procedure.

This form of diagram can show every step of a system, process, or workflow, enabling an easy tracking of the progress.

As a problem-solving tool, flowcharts help identify bottlenecks or inefficiencies in a process, guiding improved strategies and providing clarity on task ownership and process outcomes.

35. Multivoting

Multivoting, or N/3 voting, is a method where participants reduce a large list of ideas to a prioritized shortlist by casting multiple votes.

This voting system elevates the most preferred options for further consideration and decision-making.

As a problem-solving technique, multivoting allows a group to narrow options and focus on the most promising solutions, ensuring more effective and democratic decision-making.

36. Force Field Analysis

Force Field Analysis is a decision-making technique that identifies the forces for and against change when contemplating a decision.

The ‘forces’ represent the differing factors that can drive or hinder change.

In problem-solving, Force Field Analysis allows you to understand the entirety of the context, favoring a balanced view over a one-sided perspective. A comprehensive view of all the forces at play can lead to better-informed problem-solving decisions.

TRIZ, which stands for “The Theory of Inventive Problem Solving,” is a problem-solving, analysis, and forecasting methodology.

It focuses on finding contradictions inherent in a scenario. Then, you work toward eliminating the contraditions through finding innovative solutions.

So, when you’re tackling a problem, TRIZ provides a disciplined, systematic approach that aims for ideal solutions and not just acceptable ones. Using TRIZ, you can leverage patterns of problem-solving that have proven effective in different cases, pivoting them to solve the problem at hand.

38. A3 Problem Solving

A3 Problem Solving, derived from Lean Management, is a structured method that uses a single sheet of A3-sized paper to document knowledge from a problem-solving process.

Named after the international paper size standard of A3 (or 11-inch by 17-inch paper), it succinctly records all key details of the problem-solving process from problem description to the root cause and corrective actions.

Used in problem-solving, this provides a straightforward and logical structure for addressing the problem, facilitating communication between team members, ensuring all critical details are included, and providing a record of decisions made.

39. Scenario Analysis

Scenario Analysis is all about predicting different possible future events depending upon your decision.

To do this, you look at each course of action and try to identify the most likely outcomes or scenarios down the track if you take that course of action.

This technique helps forecast the impacts of various strategies, playing each out to their (logical or potential) end. It’s a good strategy for project managers who need to keep a firm eye on the horizon at all times.

When solving problems, Scenario Analysis assists in preparing for uncertainties, making sure your solution remains viable, regardless of changes in circumstances.

How to Answer “Demonstrate Problem-Solving Skills” in an Interview

When asked to demonstrate your problem-solving skills in an interview, the STAR method often proves useful. STAR stands for Situation, Task, Action, and Result.

Situation: Begin by describing a specific circumstance or challenge you encountered. Make sure to provide enough detail to allow the interviewer a clear understanding. You should select an event that adequately showcases your problem-solving abilities.

For instance, “In my previous role as a project manager, we faced a significant issue when our key supplier abruptly went out of business.”

Task: Explain what your responsibilities were in that situation. This serves to provide context, allowing the interviewer to understand your role and the expectations placed upon you.

For instance, “It was my task to ensure the project remained on track despite this setback. Alternative suppliers needed to be found without sacrificing quality or significantly increasing costs.”

Action: Describe the steps you took to manage the problem. Highlight your problem-solving process. Mention any creative approaches or techniques that you used.

For instance, “I conducted thorough research to identify potential new suppliers. After creating a shortlist, I initiated contact, negotiated terms, assessed samples for quality and made a selection. I also worked closely with the team to re-adjust the project timeline.”

Result: Share the outcomes of your actions. How did the situation end? Did your actions lead to success? It’s particularly effective if you can quantify these results.

For instance, “As a result of my active problem solving, we were able to secure a new supplier whose costs were actually 10% cheaper and whose quality was comparable. We adjusted the project plan and managed to complete the project just two weeks later than originally planned, despite the major vendor setback.”

Remember, when you’re explaining your problem-solving skills to an interviewer, what they’re really interested in is your approach to handling difficulties, your creativity and persistence in seeking a resolution, and your ability to carry your solution through to fruition. Tailoring your story to highlight these aspects will help exemplify your problem-solving prowess.

Go Deeper: STAR Interview Method Examples

Benefits of Problem-Solving

Problem-solving is beneficial for the following reasons (among others):

It can help you to overcome challenges, roadblocks, and bottlenecks in your life.
It can save a company money.
It can help you to achieve clarity in your thinking.
It can make procedures more efficient and save time.
It can strengthen your decision-making capacities.
It can lead to better risk management.

Whether for a job interview or school, problem-solving helps you to become a better thinking, solve your problems more effectively, and achieve your goals. Build up your problem-solving frameworks (I presented over 40 in this piece for you!) and work on applying them in real-life situations.

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

Everything You Need to Know About Problem-Based Learning

Quick Links

What is Problem-Based Learning?

Problem-based learning, or PBL, is a teaching method that changes how students learn. Instead of just listening to lectures and memorizing facts, PBL puts students in the driver’s seat by giving them real-world or realistic problems to solve.

In PBL classrooms, students might encounter real-world scenarios or realistic situations. These scenarios challenge them to use their existing knowledge and develop new skills as they work through solutions. This method aims to help students grow their critical thinking abilities, collaboration skills, and independence in learning.

Advantages of Problem-Based Learning

Helps students learn independently, continuous engagement, boosts teamwork skills, motivates students with deeper rewards, building versatile skills, examples of problem-based learning.

Let’s see how problem-based learning works in practice. One of the best things about this teaching approach is its flexibility. It can be adjusted to fit any classroom, subject matter, and student group. The following five examples show how problem-based learning can be successful in different settings:

Maths : Students take charge of planning a school festival! They’ll need to figure out costs for things like decorations, food, and activities. They’ll also estimate how many people might attend and set ticket prices just right to make sure the festival breaks even.
Science : Students become like scientists to unlock the mystery of the best soil! They’ll collect soil samples from different places, plant seeds, and watch them grow. By checking the results, they’ll figure out which soil helps plants grow the most.
Economics : Students get to be like business owners by studying a local market. They’ll find out what people want to buy and sell, figure out costs and profits, see what affects prices, and even create a business plan for a pretend market stall.
Social Studies : Students get to research a nearby village and see what improvements they might need. They’ll talk to the people who live there, come up with ideas to help, like building a new school or a health clinic and then present their plans to a pretend council meeting.
Environmental Science : Students will investigate pollution in a river by testing water samples. They’ll also figure out where the pollution is coming from and brainstorm ways to reduce it. Finally, they’ll get to put their ideas into action with a river cleanup project and see how well it works.

Steps for Developing Problem-Based Learning Activities

1. pick a clear goal for the activity.

Start by choosing a real-life problem that your students can easily relate to. This will help them understand the problem better and hopefully use what they learn to solve future challenges. Here are some places to look for good problems that connect to your students’ lives:

Your school’s environment or current events
Issues happening in your local community
Things your students are interested in learning more about

It’s also important to make sure the problem is appropriate for the age and knowledge level of your students. Not all real-world problems will be a good fit for every grade level.

2. Decide What You Want Students to Get Out of It

Think about what kind of skills the problem you pick will help students develop. Here are some areas you might focus on:

Working together
Solving problems
Learning more about the topics you’re teaching
Understanding information from different sources

For instance, you could put a strong emphasis on teamwork by giving specific tasks to pairs of students within each group. This will help them improve their communication and collaboration skills as they work together. Knowing what your main goal is will also make it easier to move on to the next step.

3. Offer Clear Guidance and Materials

Handouts and other resources can be a big help for students. They’ll keep everyone on track with the activity’s goals. For instance, if you’re focusing on a specific math skill, you can create materials that highlight the math involved in the problem. Here are some ideas for what you can provide:

Information that helps explain and add details to the problem (like data or numbers)
Videos, presentations, or other things students can watch and listen to
A list of initial questions for them to explore

Providing a variety of resources can be especially helpful for younger students or students who might need a little extra support. These materials can help them stay on track and get the most out of the activity.

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4. Define Learning Goals for Students

In addition to the materials you’ll provide, it’s helpful to give your students a clear idea of what they’re expected to achieve. This can be done through a simple guide or rubric. Explain the purpose of the problem-based learning activity and what you’re looking for in terms of teamwork, the final outcome , and anything else relevant. This guide can serve as a reference for students throughout the activity and help them stay focused.

5. Participate with the Students

While directly correcting students might not be ideal, you can still offer support and ask questions that help them explore their thinking. When a good opportunity arises, consider if it might be helpful to:

Fill in knowledge gaps if necessary.
Offer hints to point them in the right direction, rather than giving outright answers.
Ask questions about a student’s thought process on a specific point. This can help them work through challenging areas on their own.

By offering guidance in these ways, you can give students the insights they need at the right time, encouraging them to analyze the problem with ease.

6. Encourage Student Presentations

If you’ve divided your class into smaller groups, you can wrap up the activity by having them share their ideas and findings with the whole class. This allows everyone to learn from each other. Encourage other students to ask questions, which can help the presenting group explain their thinking and provide evidence for their ideas. This presentation step provides a final opportunity for the class to work together and find solutions to the problem.

Closing Thoughts

Problem-based learning (PBL) is a powerful teaching method that equips students with the skills they need to succeed in the real world. By actively engaging with real-world problems, students develop critical thinking, problem-solving, collaboration, and communication skills. They also gain a deeper understanding of the subject matter and a sense of accomplishment from tackling complex challenges. If you’re looking for a way to make your classroom more engaging and effective, PBL is definitely worth considering.

Last Updated on August 6, 2024

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5-step problem solving for young children.

Solves Problems Peacefully

Even young children can be taught to solve their problems peacefully with these 5 steps:

Step One: How do you feel? Calm down. – Often when we encounter a problem, we feel frustrated or angry. Before we can solve our problem, we need to know how we are feeling and calm down. There are different ways to calm down; we could take a break, take three deep breaths, use " milkshake breathing [ 1 ] ".

Step Two: What is the Problem? – We need to know what the problem is before we can solve it. Why do you feel angry or upset? Remember this problem belongs to you, not other people.

Step Three: Come up with Solutions – It is helpful to think of as many different solutions to the problem as possible. Not every solution will work. A solution might work one time but not another time. The more problems you solve, the easier it is to think of solutions.

Step Four: What would happen? – Think about what would happen if you chose each of the solutions you came up with. Is the solution safe? A safe solution means no one will be hurt or upset. Is the solution fair? How will everyone feel?

Step Five: Try the Solution – Choose a solution. Try your solution. Did it solve the problem? If the solution does not solve the problem, you can try one of the other solutions you came up with.

Lesson Plan: Solving Problems Peacefully

Background & learning outcomes:.

This activity [ 2 ] is written for children ages 4-6 for a child care setting, preschool, kindergarten or in the home. It can be adapted, however for other ages. By teaching children basic problem solving steps and providing opportunities for them to practice this skill, children can become competent problem solvers.

Large paper and marker for writing solution ideas

Teaching and Learning Activities:

Introduce the topic of "problems." Ask children to share problems they have had recently. You can add your own examples of problems you have had or problems you have observed in the classroom.

Explain to the children that they can become expert problem solvers by using five problem solving steps.

Introduce and briefly explain each of the problem-solving steps.

Pick an example of a problem the children shared. Work through the problem with the children using the five problem solving steps.

Step 1: How do you feel? Calm down. Ask the children to identify how they felt or how they might feel if this problem happened to them. Ask them for suggestions to calm down. Practice ways to calm down, like taking three deep breaths.

Step 2: What is the Problem? Ask children to describe what the problem is. Help children to reframe the problem so it is defined as their problem, not someone else’s problem. For example: “I want to use the red crayon,” instead of, “they won’t share the red crayon.”

Step 3: Come up with Solutions. Encourage children think of as many solutions as possible. In the beginning, you may need to help them with solutions. Write down the possible solutions. The focus at this step is just to generate as many solutions as possible, not to evaluate solutions.

Step 4: What would happen? Ask children to think what would happen next if they chose a solution. Is the solution safe? A safe solution means no one will get hurt. Is the solution fair? How will everyone feel? Have the children go through the solutions they generated and think about what would happen next. Role playing the solutions can help children understand the possible consequences.

Step 5: Try the Solution. Have the children pick a solution to the problem. Will the problem be resolved? The chosen solution can also be role played.

Adaptations:

Accompanying each step with a visual cue is helpful, particularly for children with limited verbal skills.
Depending on the age and attention span of the children, practicing the problem-solving steps using an example problem can be split into different lessons. Start by introducing the five steps in the first lesson, then in each subsequent lesson, practice one step.
Role play different solutions to problems with children to help them understand the consequences of solutions.

Follow-Up Activities:

Once children have been taught these five steps to problem solving, they need opportunities to practice using them. These follow-up activities reinforce the problem-solving steps and provide practice opportunities:

Post visuals of the problem-solving steps in the room where they are visible for children to refer to on an ongoing basis.

Return to the problem solving steps regularly. Have the children provide other examples of problems they have encountered or create hypothetical problems that are relevant to their lives. Work through these problems as a class, using the problem solving steps.

When problems arise in the classroom, remind children to use their problem solving steps and guide them through the process. As they become more competent problem solvers, they will require less assistance to work through the steps.

Role model effective problem solving for your child.

Select children’s books where the characters encounter a problem. Ask the children how the character in the story could solve their problem. Encourage a variety of solutions. Have the children act out the problem and possible solutions. Book examples include:

A Good Day (2007) by Kevin Henkes. Bird, Fox, Dog, and Squirrel are not starting their day off very well. However, with a little patience, they find that they are able to overcome minor setbacks in order to have a very good day after all. Ages 0-6.

Bobby vs. Girls (accidentally) (2009) by Lisa Yee. Bobby and Holly have been best friends for years, until a disagreement threatens to break them up for good. However, when their argument accidentally sparks a full-out war between the boys and girls in their fourth-grade class, they must come up with a way to return things to normal. Ages 6-12.

Conflict Resolution
Self-Regulation
Early Years
Middle Years

Learn more about "milkshake breathing" and ways to teach children this and other important calming skills.

Adapted from: Joseph, G.E. & Strain, P.S. (2010). Teaching Young Children Interpersonal Problem-Solving Skills. Young Exceptional Children, 13, 28-40.

What is Problem Solving? (Steps, Techniques, Examples)

By Status.net Editorial Team on May 7, 2023 — 5 minutes to read

What Is Problem Solving?

Definition and importance.

Problem solving is the process of finding solutions to obstacles or challenges you encounter in your life or work. It is a crucial skill that allows you to tackle complex situations, adapt to changes, and overcome difficulties with ease. Mastering this ability will contribute to both your personal and professional growth, leading to more successful outcomes and better decision-making.

Problem-Solving Steps

The problem-solving process typically includes the following steps:

Identify the issue : Recognize the problem that needs to be solved.
Analyze the situation : Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present.
Generate potential solutions : Brainstorm a list of possible solutions to the issue, without immediately judging or evaluating them.
Evaluate options : Weigh the pros and cons of each potential solution, considering factors such as feasibility, effectiveness, and potential risks.
Select the best solution : Choose the option that best addresses the problem and aligns with your objectives.
Implement the solution : Put the selected solution into action and monitor the results to ensure it resolves the issue.
Review and learn : Reflect on the problem-solving process, identify any improvements or adjustments that can be made, and apply these learnings to future situations.

Defining the Problem

To start tackling a problem, first, identify and understand it. Analyzing the issue thoroughly helps to clarify its scope and nature. Ask questions to gather information and consider the problem from various angles. Some strategies to define the problem include:

Brainstorming with others
Asking the 5 Ws and 1 H (Who, What, When, Where, Why, and How)
Analyzing cause and effect
Creating a problem statement

Generating Solutions

Once the problem is clearly understood, brainstorm possible solutions. Think creatively and keep an open mind, as well as considering lessons from past experiences. Consider:

Creating a list of potential ideas to solve the problem
Grouping and categorizing similar solutions
Prioritizing potential solutions based on feasibility, cost, and resources required
Involving others to share diverse opinions and inputs

Evaluating and Selecting Solutions

Evaluate each potential solution, weighing its pros and cons. To facilitate decision-making, use techniques such as:

SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
Decision-making matrices
Pros and cons lists
Risk assessments

After evaluating, choose the most suitable solution based on effectiveness, cost, and time constraints.

Implementing and Monitoring the Solution

Implement the chosen solution and monitor its progress. Key actions include:

Communicating the solution to relevant parties
Setting timelines and milestones
Assigning tasks and responsibilities
Monitoring the solution and making adjustments as necessary
Evaluating the effectiveness of the solution after implementation

Utilize feedback from stakeholders and consider potential improvements. Remember that problem-solving is an ongoing process that can always be refined and enhanced.

Problem-Solving Techniques

During each step, you may find it helpful to utilize various problem-solving techniques, such as:

Brainstorming : A free-flowing, open-minded session where ideas are generated and listed without judgment, to encourage creativity and innovative thinking.
Root cause analysis : A method that explores the underlying causes of a problem to find the most effective solution rather than addressing superficial symptoms.
SWOT analysis : A tool used to evaluate the strengths, weaknesses, opportunities, and threats related to a problem or decision, providing a comprehensive view of the situation.
Mind mapping : A visual technique that uses diagrams to organize and connect ideas, helping to identify patterns, relationships, and possible solutions.

Brainstorming

When facing a problem, start by conducting a brainstorming session. Gather your team and encourage an open discussion where everyone contributes ideas, no matter how outlandish they may seem. This helps you:

Generate a diverse range of solutions
Encourage all team members to participate
Foster creative thinking

When brainstorming, remember to:

Reserve judgment until the session is over
Encourage wild ideas
Combine and improve upon ideas

Root Cause Analysis

For effective problem-solving, identifying the root cause of the issue at hand is crucial. Try these methods:

5 Whys : Ask “why” five times to get to the underlying cause.
Fishbone Diagram : Create a diagram representing the problem and break it down into categories of potential causes.
Pareto Analysis : Determine the few most significant causes underlying the majority of problems.

SWOT Analysis

SWOT analysis helps you examine the Strengths, Weaknesses, Opportunities, and Threats related to your problem. To perform a SWOT analysis:

List your problem’s strengths, such as relevant resources or strong partnerships.
Identify its weaknesses, such as knowledge gaps or limited resources.
Explore opportunities, like trends or new technologies, that could help solve the problem.
Recognize potential threats, like competition or regulatory barriers.

SWOT analysis aids in understanding the internal and external factors affecting the problem, which can help guide your solution.

Mind Mapping

A mind map is a visual representation of your problem and potential solutions. It enables you to organize information in a structured and intuitive manner. To create a mind map:

Write the problem in the center of a blank page.
Draw branches from the central problem to related sub-problems or contributing factors.
Add more branches to represent potential solutions or further ideas.

Mind mapping allows you to visually see connections between ideas and promotes creativity in problem-solving.

Examples of Problem Solving in Various Contexts

In the business world, you might encounter problems related to finances, operations, or communication. Applying problem-solving skills in these situations could look like:

Identifying areas of improvement in your company’s financial performance and implementing cost-saving measures
Resolving internal conflicts among team members by listening and understanding different perspectives, then proposing and negotiating solutions
Streamlining a process for better productivity by removing redundancies, automating tasks, or re-allocating resources

In educational contexts, problem-solving can be seen in various aspects, such as:

Addressing a gap in students’ understanding by employing diverse teaching methods to cater to different learning styles
Developing a strategy for successful time management to balance academic responsibilities and extracurricular activities
Seeking resources and support to provide equal opportunities for learners with special needs or disabilities

Everyday life is full of challenges that require problem-solving skills. Some examples include:

Overcoming a personal obstacle, such as improving your fitness level, by establishing achievable goals, measuring progress, and adjusting your approach accordingly
Navigating a new environment or city by researching your surroundings, asking for directions, or using technology like GPS to guide you
Dealing with a sudden change, like a change in your work schedule, by assessing the situation, identifying potential impacts, and adapting your plans to accommodate the change.
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30 Employee Feedback Examples (Positive & Negative)

15 Problem solving activities for students

In this guide

1. The detective game
2. Help ‘em out
3. What if…
4. Move IT!
5. The build
6. Just survive
7. Good old scavenger hunt maybe with a twist
9. Tower of terror
10. Community problem solving
11. Community problem solving documentary
12. Digital storytelling
13. Minefield/Lead the blind
14. Design sprints
15. Debates

Problem solving entails identifying, analyzing, and addressing challenges or obstacles using critical thinking, creativity, analytical skills, and reasoning. The World Economic Forum consistently ranks critical thinking and problem solving as top skills for the future in their list of essential abilities.

Why is problem solving an important skill for students?

In a 2020 report, the World Economic Forum emphasized the growing significance of critical thinking and problem-solving skills in the upcoming years ( Whiting, 2020 ). These skills are vital not only for academic success but also for navigating challenges beyond the classroom. Let’s explore four key benefits of problem-solving skills for students.

Student centered learning: Problem solving encourages student engagement by encouraging hands-on exploration and discovery. Students fully engage with a topic, they are not expected to simply absorb and memorize information. It recognizes and honors students’ individual learning pace, as well as their unique strengths, interests, and motivations.
Enhanced critical thinking: By tackling problems from diverse perspectives and evaluating information from various sources and viewing the problem from various angles, students are able to develop improved critical thinking skills. Problem solving also cultivates systems thinking, enabling students to grasp the interconnectedness of systems, complex issues, and devise holistic solutions.
Confidence building: Through regular practice, students gain confidence in their problem solving skills, equipping them to address challenges across a wide variety of subject areas and real-life scenarios. “The goal in teaching problem-solving is for it to become second nature, and for students to routinely express their curiosity, explore innovative solutions, and analyze the world around them to draw their own conclusions.” (Marshall, 2022)
Teamwork and communication: Engaging in problem solving activities nurtures essential teamwork skills such as communication and collaboration. Students learn to actively listen, respect diverse perspectives, and resolve conflicts in a constructive manner. Moreover, they develop goal setting abilities, organization, and build a sense of personal accountability within a team environment.

Problem solving activities for elementary

Problem solving activities can range from simple to complex and short to long.

1) The detective game

Gather 5-10 clues about a person, place, historical event, pop culture phenomenon, animal, etc. these can be physical clues or images of clues.
Place the clues to a bag and have students draw one clue at a time.
Encourage students to work in small groups to solve the mystery.
Require a minimum number of clues to be drawn (2-3) before attempting their first guess.

Problem Solving Activities Students Detective Game

2) Help ‘em out

Engage students in brainstorming sessions while reading about historical events or fictional characters.
Encourage small group discussion and decision making.
Students can work at desks or on whiteboards.
Challenge the students to identify the problems faced and devise creative solutions to alter the outcomes.

3) What if…

Create a list of moral dilemmas for students to ponder, ChatGPT would be perfect for this.
Cut them up and put them in a bag for students to pull out of or use an online randomizing tool like WheelPicker to make the selection.
Students then have to share how they would handle the situation using ethical reasoning and decision making skills.

Here are the prompts I used on ChatGPT:

I am looking for a list of 15 moral dilemmas for elementary students to try and solve.

And a follow-up prompt:

Could you give 10 more that are based around honesty, fairness, respect, and peer pressure?

And here are 10 dilemmas ChatGPT came up with in seconds:

Truth dilemma: Your friend breaks something and asks you not to tell anyone. Should you keep their secret or tell an adult what happened?
Fairness dilemma: You’re playing a game and your friend keeps losing. Do you let them win to make them feel better or play your best?
Respecting property dilemma: You find money on the ground. Do you keep it, try to find the owner, or turn it into a teacher?
Honesty dilemma: You accidentally take something that belongs to someone else. Do you return it, keep it, or ignore what happened?
Respect dilemma: Your friend likes a certain game, but you don’t. They invite you to play. Do you decline and risk hurting their feelings, or play to make them happy?
Cheating dilemma: You notice someone cheating during a class assignment. Should you tell the teacher or keep quiet?
Environment dilemma: You see someone littering in the park. Do you pick up the trash, ignore it, or say something to the person?
Privacy dilemma: You find a diary belonging to your sibling or friend. Should you read it or respect their privacy?
Homework dilemma: You finish your homework but notice that your friend forgot to complete theirs. They ask to copy your work. What do you do?
Peer pressure dilemma: Your friends want to gossip about another classmate. Do you join in, stay silent, or change the subject?

4) Move IT!

In this activity students are required to move an object across the classroom while navigating various constraints.

Introduce limitations such as restrictions on carrying the object, it can’t touch the floor, limited steps, use of specific body parts, or communication limitations with team members.
Encourage collaborative problem solving and creative thinking to overcome the obstacles.

5) The build

Provide students with materials like straws, marshmallows, paper cups, etc. and challenge them to build. Challenges can be the tallest freestanding tower, a bridge that can hold a certain weight, or other structures following specific rules. Students must learn to think creatively, collaborate, and iterate.

Problem solving activities for middle school

Middle school problem solving can also utilize those activities mentioned for elementary school with some slight tweaks. But, here are some more middle school style activities.

6) Just survive

Use survival scenarios to encourage small groups to employ critical thinking, collaboration, and creative problem solving skills. These scenarios immerse students in real-world situations and foster resilience and adaptability.

Many scenarios can be found online. Here are a few:

Survival Island (complete with Google Slides)
Plane Crash (survival game with a Hatchet by Gary Paulsen feel)
Moon Landing (space survival game)

7) Good old scavenger hunt maybe with a twist

Scavenger hunts require problem solving skills to solve clues, think critically, and collaborate to complete the hunt. A fun and innovative way to do this was created by a friend named Kathi Kersznowski, co-author of Sail the 7Cs with Microsoft Education, called FlipHunt:

A Fliphunt is a video-based scavenger hunt that is completely organized and run in the AMAZING Flip (formerly Flipgrid) environment. It is a wonderfully fun way to get students up and moving while exploring new learning or documenting understanding using the most beloved edtech site for amplifying student voice and student engagement in ways never known before! https://kerszi.com

Escape rooms are an amazing way to promote problem solving and critical thinking with middle school students. Students are presented with a scenario or challenge within a controlled environment, such as a themed classroom or designated area, where they must work together to decipher puzzles, uncover clues, and solve challenges within a set time limit. Escape rooms provide immersive and engaging problem-solving experiences.

There are a number of places teachers can go to find escape rooms, some paid, some free or freemium, and some physical with locked boxes or digital using Google Sites or Google Forms.

BreakoutEDU – Standards aligned Escape Room games.
Digital Escape Rooms from Ditch That Textbook
How to make your own digital escape room with Google Forms

9) Tower of terror

This is a “Red Solo Cup” cup stacking game.

Students are given 3 cups and 2 large index cards.
Cups are stacked with a card in between each cup.
Student teams have 3-10 minutes (be fluid with your time depending on the class) to pull the cards and get the cups to nest on top of each other, earning a point for each successful attempt. Check out this X (Twitter post) by Jonathan Alsheimer , Tower Of Terror . This quick, simple game encourages teamwork, communication, critical thinking, and collaboration in a fun fast paced way.

10) Community problem solving

Empower students to address real-world problems from the local community or your school community. Maybe it’s a dangerous intersection, food waste with school lunches, or single-use plastics in the cafeteria. Students can research, analyze data, and propose solutions, fostering civic engagement and social responsibility. This is an activity that can also be used for high school students.

Problem solving activities for high school

High school problem-solving activities build on foundational skills while providing opportunities for deeper exploration and application. Here are some elevated ideas tailored to high school students:

11) Community problem solving documentary

Challenge students to create short documentaries using their phones as cameras about solving problems they see in the community, in school, or in the world. Students can edit directly on their phones, on sites like Canva , WeVideo , or Capcut .

12) Digital storytelling

Encourage students to harness the power of Digital storytelling to promote problem solving. Whether through videos, graphics, podcasts, or interactive presentations, data visualization, or digital books ( BookCreator ), students can craft compelling narratives that inspire action and promote a problem-solving mindset.

Check out Michael Hernandez’s book Storytelling with Purpose Digital Projects to Ignite Student Curiosity and you can listen to Michael on the TeacherNerdz Podcast .

13) Minefield/Lead the blind

This is an outstanding activity created by Dr. Krista Welz & Melissa Welz which involves communication, collaboration, and planning. The “Minefield” activity is where one student navigates through a “Minefield” guided only by verbal commands from their peers. This hands-on exercise promotes teamwork, planning, and effective communication skills. Here is a detailed Google Slides explanation by the creators.

14) Design sprints

Introduce students to the concept of design sprints, a structured process for solving complex problems through rapid prototyping and user feedback. Small teams collaborate intensely over a short period, usually five days (can be shorter a class period or a few days), to ideate, prototype, and validate solutions. Here is a famous design sprint from IDEO shown on ABC’s Nightline, the shopping cart design sprint:

Here are a few ideas:

Redesigning the school cafeteria menu: Students work collaboratively to identify issues with the current cafeteria menu, brainstorm innovative solutions, create prototypes of redesigned menus, and gather feedback through testing sessions to ultimately present improved menu designs to school administrators.
Redesigning classroom layouts for enhanced learning: This sprint focuses on reimagining classroom setups to optimize student learning experiences. Students research, ideate, prototype, test, and present innovative classroom layouts designed to foster a more engaging and effective learning environment.
Creating solutions for reducing school waste: Students address sustainability concerns by identifying sources of waste within the school, brainstorming eco-friendly solutions, prototyping waste reduction strategies, testing their effectiveness, and pitching refined solutions aimed at minimizing waste and promoting environmental stewardship.
11 Activities from IDEO’s d.school for educators: Link

15) Debates

Facilitate lively debates on contemporary issues to stimulate critical thinking and persuasive communication skills. Topics could include:

Establishing a universal basic income to address poverty.
Social media regulation to address misinformation and hate speech on platforms.
Banning TikTok or any social media platform
Animal testing for cosmetics and scientific purposes.
Space exploration funding: Should governments invest more resources in space exploration and colonization efforts, or should these funds be allocated to other pressing issues on Earth?

As we navigate an era of unprecedented change and uncertainty, the need for problem-solving skills has never been more pressing. Gone are the days of lifelong careers; instead, today’s students face a landscape where adaptability and innovation are key. By integrating problem-solving activities tailored to elementary, middle school, and high school students, educators play a pivotal role in equipping the next generation with the tools they need to thrive.

As educators, parents, and stakeholders, we must acknowledge the role of problem-solving skills in shaping resilient, creative, and adaptable individuals. Educators should prioritize the cultivation of these essential skills in our schools and communities, empowering students to confront challenges with confidence, innovation, and creativity. When we do, we not only prepare them for the future but also foster a generation capable of shaping a brighter tomorrow.

*Many, if not all, of the activities above can be adapted up or down the grade levels. *

Daneshgari, F. (2023, March 29). High School Problem-Solving: 6 Activities That Work . Safes Parental Control App. Retrieved April 7, 2024, from https://www.safes.so/blogs/problem-solving-activities-for-high-school-students/
Educator Guides: Activities from d.school Books — Stanford d.school . (n.d.). Stanford d.school. Retrieved April 7, 2024, from https://dschool.stanford.edu/resources/educators-guides-books
Engaging Problem Solving Activities for Middle School Students . (n.d.). Everyday Speech. Retrieved April 3, 2024, from https://everydayspeech.com/sel-implementation/engaging-problem-solving-activities-for-middle-school-students/
5 Problem-Solving Activities for the Classroom . (2013, February 14). Resilient Educator. Retrieved April 7, 2024, from https://resilienteducator.com/classroom-resources/5-problem-solving-activities-for-the-classroom/
Foshay, W. R., & Kirkley, J. (1998). Principles for Teaching Problem Solving . PLATO Learning Inc. https://www.researchgate.net/publication/262798359_Principles_for_Teaching_Problem_Solving
Khanna, B. (2023, September 29). World Economic Forum Warns of Skills Gap in the Future of Work . LinkedIn. Retrieved April 3, 2024, from https://www.linkedin.com/pulse/world-economic-forum-warns-skills-gap-future-work-bhupendra-khanna
Marshall, M. (2022, October 5). Benefits of Problem-Solving in the K-12 Classroom – Institute of Competition Sciences . Institute of Competition Sciences. Retrieved April 3, 2024, from https://www.competitionsciences.org/2022/10/05/benefits-of-problem-solving-in-the-k-12-classroom/
Understanding the Importance of Teaching Creative Problem-Solving in Elementary Schools . (n.d.). Everyday Speech. Retrieved April 3, 2024, from https://everydayspeech.com/sel-implementation/understanding-the-importance-of-teaching-creative-problem-solving-in-elementary-schools/
Weil, Z. (2016). The World Becomes What We Teach: Educating a Generation of Solutionaries . Lantern Publishing & Media.
Whiting, K. (2020, October 21). What are the top 10 job skills for the future? The World Economic Forum. Retrieved April 3, 2024, from https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/

Ronald M. Nober

Technology/STEAM Teacher

Ron Nober is a technology/STEAM teacher and co-host of the TeacherNerdz Podcast. He has a focus on using the United Nations Sustainable Development Goals (SDGs) in the classroom as well as connecting technology to social good.

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34 6th Grade Math Problems: Answers With Worked Examples

Dr Suzette Takei

6th grade math problems signal a pivotal switch from concrete to abstract thinking in the math classroom. Teachers must act as facilitators to encourage critical thinking and problem solving skills, not just on the memorization of formulas.

In this article, we’ve listed 59 6th grade math problems to help students understand underlying principles and application of mathematics in real-world contexts. You can find all the math problems included in this article in a printable format in a convenient download.

What are 6th grade math problems?

6th grade math problems are math problems that suitably challenge 6th grade students to engage in abstract thinking. 6th grade is a pivotal year as students must switch from concrete to abstract thinking.

Students who have spent 5th grade and their early elementary years focusing on reasoning skills and utilizing math manipulatives to bring math alive tend to transition to fractions , graphing , and algebraic concepts such as pythagorean theorem practice problems more easily. Teaching students to identify patterns, draw pictures or models, and reason abstractly through problems teaches them to persevere and approach multi-step problems with ease.

Success in tackling 6th grade math problems depends on the following:

Conceptual understanding of key concepts from the 6th grade math curriculum
Effective teaching and support
Elimination of math anxiety
Practice in applying math and math formulas to a range of word problems

$Math Games for 6th Graders$

Math Games for 6th Graders

6 printable games for 6th graders that can be played in pairs, teams or as a whole class as a fun way to build math skills.

6th grade math curriculum

There are five critical overarching math concepts in 6th grade:

Ratios and Proportional relationships
The Number System
Expressions and Equations
Statistics and Probability

While it is beneficial for students to learn traditional algorithms, it is even more crucial for them to develop flexible thinking, recognize patterns, and employ strategies to understand word problems and devise effective solutions.

To enhance mathematical comprehension and build perseverance in tackling multi-step problems, students must practice applying their mathematical skills in real-life contexts.

6th grade math curriculum: Common Core

Traditional mathematics teaching strategies emphasize formula memorization and specific learning patterns for each topic.

In contrast, Common Core aims to cultivate a deeper understanding by introducing broader foundational methods of thinking and strategies aligned with comprehensive learning approaches. When effectively integrated, Common Core math enhances critical thinking and fosters a deeper understanding of mathematical concepts, moving beyond the traditional focus on memorizing and applying formulas. The real-world application of mathematical concepts better prepares students for college and careers.

How to teach 6th grade math problems

Drawing on my experience as a classroom teacher and the 10+ years of experience of Third Space Learning as one to one tutoring providers, here are some teaching strategies and ideas to enhance teaching and learning in your 6th grade math classroom:

1. I do, we do, you do

The I do, we do, you do approach allows teachers to model key skills and gradually release students to more independent practice. It offers a structured approach that enhances comprehension and retention of information. I do, we do, you do focuses students’ attention on essential information and provides a scaffolded resource that supports students as they tackle more complex, multi-step real-world problems.

In each of the 6th grade math problems included in this article, we’ve included step by step worked examples to support your classroom teaching.

Third Space Learning provides an I do, we do, you do approach to enhance students' comprenhension and retention of information.

How can Third Space Learning help with math?

The I do, we do, you do method is central to the Third Space Learning math tutoring curriculum from K-8th grade. In Third Space Learning’s one to one online math tutoring sessions, tutors guide students through a problem using the interactive classroom.

The ‘Follow Me’ stage is where tutors break down new skills and concepts into manageable steps, providing verbal explanations and worked examples. Students complete a question with their tutor’s support, called ‘Your turn’. The worked example remains on the same screen for students to refer to as they work with their tutor to complete the new example. When students are ready, Third Space Learning tutors will gradually remove scaffolding to guide students to more independent practice. This stage is ‘You do’.

At every stage, scaffolding, support, and questioning allow tutors to fully personalize the learning experience to support all learners to progress.

2. Engage students in meaningful math talk

Math talk is crucial as it promotes deeper understanding, critical thinking, and collaboration among students. Effectively articulating mathematical ideas and reasoning enhances students’ ability to communicate complex concepts logically.

3. Collaborative problem-solving

Collaborative problem-solving boosts student confidence and motivation. It helps students to view themselves as capable mathematicians and reduces math anxiety. Math discourse supports academic growth and cultivates essential skills needed for future educational and career success.

For each math topic included in this article, there’s a project idea to promote this all-important collaboration.

34 6th grade math problems and solutions

In this article, you’ll find math problems and solutions for the following domains:

Ratios and proportional relationships
The number system
Expressions and equations
Statistics and probability

Under each domain, you’ll see:

Practice exercises, guided notes and an answer key.
Application problems designed to enhance students’ confidence and perseverance in solving word problems.
Project idea designed to promote collaboration, suitable for use in-class, as homework projects or even as a math club activity.

Ratios and Proportional Relationships: 6th grade math problems

6th grade students work with:

Mixed numbers
Rational numbers
Complete operations with fractions

Solving these ratio word problems involves using greatest common factors (GCF), least common multiples (LCM), solving proportional relationships and common denominators.

Determine if each pair of ratios forms a proportion:

a) \frac{4}{2} and \frac{30}{6}

b) \frac{3}{2} and \frac{18}{6}

c) \frac{4}{3} and \frac{20}{15}

d) \frac{6}{18} and \frac{1}{3}

Answer : a) no, b) no, c) yes, d) yes

Solve each proportion:

a) \frac{x}{2} = \frac{30}{6}

b) \frac{15}{45} = \frac{2}{x}

c) \frac{12}{5} and \frac{x}{10}

d) \frac{7}{8} and \frac{56}{x}

Answer: a) x = 10, b) x = 6, d) x = 24, x = 64

A recipe requires 2 cups of flour for every 3 cups of sugar. If you want to make a double batch of the recipe, how much flour do you need?

Answer: \frac{2 c flour}{3 c sugar} x \frac{2}{2} = \frac{4 c flour}{6 c sugar}

4 cups of flour

A restaurant orders cans of black beans and cans of pinto beans. The ratio of the number of black beans to pinto beans is 2:3. What is the ratio of pinto beans to all beans?

Answer: Given: 2 black + 3 pinto = 5 total

2:3 = \frac{2 black}{3 pinto} and \frac{3 pinto}{5 all} = 3:5

Samir bought gas for his car.

Gas cost $3.45 per gallon.
Samir bought 11.5 gallons.

What was the total cost for Samir’s gas?

\frac{3.45 dollars}{1 gallon} = \frac{X dollars}{11.5 gallons}

\frac{3.45}{1 gallon} x \frac{11.5}{11.5} = \frac{39.675 dollars}{11.5 gallons}

He spent $39.68 on 11.5 gallons of gas

Ed and Jim are debating the answer to the equation \frac{2}{3}m = \frac{1}{4}m .

Jim states that m is equal to 2\frac{2}{3} .
Ed states that m is equal to \frac{3}{8} .

Which statement is true?

a) Jim’s answer of 2\frac{2}{3} is correct because he divided \frac{2}{3} by \frac{1}{4} to get his answer.

b) Jim’s answer of 2\frac{2}{3} is correct because he divided \frac{1}{4} by \frac{2}{3} to get his answer.

c) Ed’s answer of \frac{3}{8} is correct because he multiplied \frac{1}{4} by \frac{2}{3} to get his answer.

d) Ed’s answer of \frac{3}{8} is correct because he divided \frac{1}{4} by \frac{2}{3} to get his answer.

\frac{\ \frac{2}{3}m\ }{\frac{2}{3}} = \frac{\ \frac{1}{4}\ }{\frac{2}{3}}

m = \frac{1}{4} × \frac{2}{3}

m = \frac{3}{8}

There are 4 cats for every 5 dogs in the pet store. How many cats and dogs could be in the pet store?

a) 64 cats and 80 dogs

b) 72 cats and 73 dog

c) 84 cats and 100 dogs

d) 96 cats and 110 dogs

\frac{4}{5} x \frac{2}{2} = \frac{8}{10} x \frac{2}{2} = \frac{16}{20} x \frac{2}{2} = \frac{32}{40} x \frac{2}{2} = \frac{64}{80}

a) (-2) + (-8)

b) (-3) – 7 + (-11)

c) -1000 ÷ 10³

Answer:

a) – 2 – 8 = – 10

b) -3 – 7 – 11 = – 21

c) – 1000 ÷ 1000 = – 1

Add an inequality sign to show which number is greater. a) (-6) ___ (-7)

b) -8 ___ 9

c) 67 ___ 84

d) -72 ___ -8

e) 3 ___ -14

Answer: a) > , b) < , c) < , d) < , e) >

Question 10

What is the value of M on the number line?

$6th grade math problem image showing number line$

Answer: c) 7.5

Reasoning: Students need to estimate the value of each dash to determine the number represented on the number line. The number must fall between 5 and 10 which eliminates choice a and b; but 9, choice d, would be situated much closer to 10. The correct answer is c, 7.5.

Question 11

Which of the following numbers is greater than all the numbers in the list below? -3.25, – \frac{7}{2} -3.1, -3 \frac{3}{8}

b) – \frac{7}{2}

d) -3 \frac{3}{8}

Answer: c) – 3.1

Reasoning: Understanding that negative numbers are greater when they are smaller due to them being closer to 0. Thus, -3.25 can be eliminated immediately because -3.1 is greater. Converting – \frac{7}{2} = -3.5 so it can be eliminated as it is less than -3.1. Last, compare -3 \frac{3}{8} as a decimal is -3.333 which is also less than -3.1. Therefore, c, -3.1 is the correct answer.

Question 12

Which point shows the location of 43 on the number line?

$6th grade math problems question 1 number line$

Answer: b) Point N

Reasoning: Looking at the number line, students should recognize that each full point is broken into three sections. Thus, the individual lines can be counted as: 0, \frac{1}{3} , \frac{2}{3} , \frac{3}{3} = 1 , \frac{4}{3} , \frac{5}{3} … Therefore, R is \frac{4}{3} .

Question 13

Which list of numbers is ordered from greatest to least?

a) 1.5, \frac{2}{3} , – \frac{3}{4} , – 1.2

b) 1.5, -1.2, \frac{2}{3} , – \frac{3}{4}

c) \frac{2}{3} , 1.5, -1.2, – \frac{3}{4}

d) \frac{2}{3} , 1.5, – \frac{3}{4} , -1.2

Answer: a) 1.5, \frac{2}{3} , – \frac{3}{4} , – 1.2

Reasoning: Logically, negative numbers are smaller than positive numbers, thus, option b can be eliminated immediately. Understanding that when the numerator is smaller than the denominator you have a decimal less than one whole, students can eliminate option c and d as \frac{2}{3} < 1.5. The correct answer is a.

Question 14

Sarah was hiking in the mountains. She started her hike at an elevation of 800 meters above sea level. She climbed up 250 meters to reach a peak and then descended 450 meters to a valley. What is her elevation at the valley?

Answer: 800 + 250 – 450 = 600

Sarah is 600 meters above sea level.

Expressions and equations: 6th grade math problems

6th grade students must utilize their skills in working with order of operations and rational numbers to write equations from word problems and solve one-step and two-step equations. The solving of word problems involves working with fractions, divisors, integers, and percents in multi-step situations to determine the final value.

Question 15

Evaluate the expression:

a) (5² -10) ÷ 5 x 2³

b) -3 x = 48

c) \frac{1}{3}x = 9\frac{1}{3}

= (25-10) ÷ 5 x 8

= (15) ÷ 5 x 8

\frac{-3x}{-3} = \frac{48}{-3}

x = – 16

\frac{1}{3}x = 9\frac{1}{3}

\frac{1}{3}x = \frac{28}{3}

\frac{\ \frac{1}{3}x\ }{\frac{1}{3}} = \frac{\ \frac{28}{3}\ }{\frac{1}{3}}

x = \frac{28}{3} × \frac{3}{1}

Question 16

Sebastian pays $250 each month to rent an office where she earns $35 per hour tutoring students. Which equation represents Sebastian’s profit, y , for working x hours?

a) y = 35 + 250 x

b) y = 35 x + 250

c) y = 35 – 300 x

d) y = 35 x -300

Answer: d) y = 35 x – 300

Reasoning: The starting amount he must pay is $250. The “per hour” implies multiplication as “per” means “to multiply.” Thus, the x must be multiplied by 35. Lastly, understanding that profit is determined by subtracting away expenses from any income forces the elimination of choices a and b. The correct answer is d, y = 35 x -300.

Question 17

Kedar runs the same number of miles, x , every week. His total distance run over the week is less than 60 miles. Which inequality represents how many miles Kedar runs each week?

Answer: d) x ≺ 60

Reasoning: The original problem states “less than 60” so students should recognize the need to plug in a number for the variable x to ensure the possible answer makes logical sense. Use 50, which is less than 60, and you can eliminate choice a and b. The determining factor is the number 60. Is “60 less than 60” or is “60 less than or equal to 60”. The problem wanted “less than,” thus, the correct answer is d.

Question 18

What is the value of (5 p + \frac{1}{4} )² when p = 0?

Answer: (5 p + \frac{1}{4} )²

(5(0) + \frac{1}{4} )²

(\frac{1}{4} )²

Question 19

During a weekend special event, the manager of a bookstore gave away gift cards to every 75th person who visited the mall.

On Saturday, 2,100 people visited the mall.
On Sunday, 1,675 people visited the mall.

How many people received gift cards?

Answer: The manager gave away 50 gift cards.

Reasoning: To determine how many gift cards are given away, the student must recognize that the problem involves the need to divide the total number of people into groups of 75.

\frac{total people}{75} = number of gift cards given away

\frac{3775}{75} = 50.33

The manager gave away 50 gift cards.

Question 20

Maria is saving money to buy a new bicycle. She has already saved $45. Each week, she earns $15 from her allowance and an additional $10 from doing extra chores. She plans to save all of this money every week. How many weeks will it take for Maria to have at least $300 saved.

Step 1: Calculate how much Maria saves each week.15+10=25 dollars per week

Step 2: Set up an expression for the total amount saved after w weeks:

Step 3: Determine the number of weeks required for Maria to have at least $300 saved:

45 + 25 w ≥ 300

Step 4: Solve inequality:

-45 -45

\frac{25w}{25} ≥ \frac{255}{25}

Since Maria can’t save for a fraction of a week, she will need to save for at least 11 weeks to have at least $300.

Geometry: 6th grade math problems

6th grade geometry deals with using formulas, two-dimensional, and three-dimensional shapes, including parallelograms and quadrilaterals. Students must pay attention to customary units (metric, imperial, etc.) and use substitution and solving equations in addition to memorizing formulas.

Question 21

What is the area of the triangle rounded to the nearest hundredth?

$6th grade area of triangle math problem image$

Answer:

A = \frac{1}{2}bh

A = \frac{3.5 × 3.5}{2}

A = \frac{12.25}{2}bh

A = 6.13 in²

Question 22

The graph shows segment AB and Point C

$6th grade math problem image showing a graph$

Point M is located in the fourth quadrant.
The distance between point C and point M is half the distance between point A and point B.
Segment CM is parallel to segment AB.

What is the ordered pair of point M?

Answer: d) (2, -3)

Reasoning: Quadrant four is the lower right-hand quadrant without any existing points. Thus, the student would count line segment AB and determine the length is 10 units. Since half of 10 is 5, the student would count 5 units down from point C to point (2, -3)

Question 23

Suzy is wrapping a cube-shaped box and wants to make sure she has enough wrapping paper. The net for the box is shown.

$6th grade math problem image showing a cube-shaped box$

What is the area she needs to cover?

a) 73.5 cm²

d) 96.25 cm²

Answer: a) 3.5cm x 3.5cm x 6 = 73.5cm²

Reasoning: Students need to remember that surface area can be solved by adding the area of each shape. Since this is a cube, there are six identical sides. Area of a square is solved by multiplying length times width. Then, multiply that area times 6.

Question 24

How much water can Sier hold in his fish tank if it has a length of 4 feet, a width of 3 feet, and a height of 5 feet?

$th grade math problem image showing a rectangular prism$

Answer: V = 60 feet³

Reasoning: Students should recognize this as a rectangular prism and now that volume is the term related to how much something can hold. Therefore, the correct answer is:

V = L × W × H =

V = 4 feet × 3 feet × 5 feet

V = 60 feet³

Question 25

Calculate the length of the hypotenuse of a right triangle with legs measuring 6 cm and 8 cm.

$6th grade right triangle math problem image$

Answer: 10 cm

Reasoning: Students will remember that the hypotenuse is the side opposite of the right angle and c in the pythagorean theorem. Thus, 6 and 8 are the sides that form the right angle and used for variables a and b . Then, students will use the pythagorean theorem to solve for the hypotenuse.

(6)² + (8)² = c²

36 + 64 = c²

\sqrt{100} = c²

Question 26

Emma and John are playing a treasure hunt game on a coordinate plane. Emma’s starting point is at (2,3) and John’s starting point is at (8, -2). They both move to the treasure located at (8,7).

$6th grade coordinates math problem$

a) Calculate the distance Emma travels to reach the treasure.

b) Calculate the distance John travels to reach the treasure.

c) Determine who travels the longer distance.

Answer: a) Calculate Emma’s distance using the pythagorean theorem by first creating a right triangle where the 90° angle would be at (8,3); therefore 6 units right and four units up to the treasure.

(6)²+(4)² = c²

36 + 16 = c²

b) Calculate John’s distance to the treasure. Because it is a straight line, students can determine he is 9 units from the treasure.

c) John will travel further.

Statistics and probability: 6th grade math problems

Question 27

If the probability of picking a red marble from a bag is \frac{1}{4} , what is the probability of not picking a red marble?

a) \frac{1}{2}

b) \frac{1}{4}

c) \frac{3}{4}

d) \frac{1}{3}

Answer: c) \frac{3}{4}

Reasoning: The odds of an event occurring and the odds of the event not occurring must add up to 100% or 1 whole. Thus, if picking a red marble is \frac{1}{4} , then you subtract \frac{1}{4} from 1 to determine the probability of the event not occurring.

not occuring + occurring = 1

x + \frac{1}{4} = 1

– \frac{1}{4} – \frac{1}{4}

x = \frac{4}{4} – \frac{1}{4}

x = \frac{3}{4}

Question 28 The following data set represents the number of books read by students in a class over a one month period of time: 3, 5, 8, 3, 6, 7, 3, 9, 5, 4.

a) Find the range.

b) Find the mean.

c) Find the median.

d) Find the mode.

a) Mean = 5.3

Reasoning: Mean is the average of the numbers. Add them all and divide by 10 because there are 10 numbers in the set.

\frac{3 + 5 + 8 + 3 + 6 + 7 + 3 + 9 + 5 + 4}{10} = \frac{53}{10} = 5.3

b) Median = 5

Reasoning: Ordered data = 3, 3, 3, 4, 5, 5, 6, 7, 8, 9.

The middle two numbers are 5 and 5. Thus, take the average: \frac{5 + 5}{2} = \frac{10}{2} = 5

c) Mode = 3

Reasoning: This is the number that repeats most often.

d) Range = 6

Reasoning: Subtract the lowest number from the highest to determine range: 9 – 3 = 6

Question 29

The table below shows the number of hours students spend on homework per week:


0 – 2	4
3 – 5	6
6 – 8	8
9 – 11	2

a) What is the total number of students surveyed?

b) What is the most common range of hours spent on homework?

a) Total number of students: 4 + 6 + 8 + 2 = 20

b) Most common range (mode): 6 – 8 hours

Question 30

A jar contains 10 red, 15 blue, and 5 green marbles. If one marble is selected at random:

a) What is the probability of selecting a blue marble?

b) What is the probability of selecting a red or green marble?

a) Probability of selecting a blue marble = \frac{blue}{total no. marbles} = \frac{15}{10+15+5} = \frac{15}{30} = \frac{1}{2}

b) Probability of selecting a red or green marble = \frac{red + green}{total no. marbles} = \frac{15}{30} = \frac{1}{2}

Question 31

The following numbers represent the scores of 10 students on a math test: 45, 67, 72, 78, 81, 85, 88, 90, 92, 95.

Fill in the box and whisker plot labeling the median, lower quartile (Q1), upper quartile (Q3), the minimum and maximum numbers and enter their values.

$6th grade math problems image showing a 6th grade math test$

Reasoning:

Step 1: Order the numbers from low to high. 45, 67, 72, 78, 81, 85, 88, 90, 92, 95

Step 2: Determine the location of the following words: minimum, lower quartile, median, upper quartile, maximum.

Step 3: Determine the minimum and maximum values and place in the first and last blue box.

Step 4: Solve for the median by determining the number in the middle = 83

Step 5: Solve for the median of the lower half of the data set (lower quartile) by listing the first half of the numbers from low to high: 45, 67, 72, 78, 81. The median is 72 (the number in the middle).

Step 6: Solve for the median of the upper half of the data set (upper quartile) by listing the second half of the numbers from low to high: 85, 88, 90, 92, 95. The median is 90 (the number in the middle).

Question 32

Rosa is going to survey her classmates to find out if more students walk to school or ride the bus to school. Which sample method is biased?

a) Surveying 25 students chosen randomly on the bus

b) Surveying 25 students chosen randomly in the library

c) Surveying 25 students chosen randomly in the cafeteria

d) Surveying 25 students chosen randomly at an assembly

Answer: a) Surveying 25 students chosen randomly on the bus

Reasoning: Bias should be avoided in statistical analysis and surveys. Participants should be selected randomly, but from a location not involved in your survey.

Question 33

Which of the following describes independent events?

a) Choose a set of earrings, put them on, then choose another set of earrings.

b) Draw a marble from a bag. Do not replace it. Draw another marble.

c) Pick a vegetable for a side dish, then pick a meat for a main course.

d) Pick a name from a hat. Do not replace it. Pick another name.

Answer: c) Pick a vegetable for a side dish, then pick a meat for a main course.

Reasoning: Independent events are events that do not depend on any other event. Solutions a, b, and d all alter the probability because the number of items to choose from is decreased when the first item picked is not returned to the set. However, option c, the number of vegetables is unlimited as is the type of meat. The meat and vegetables do not depend on each other or alter the number of choices.

6th grade math worksheets

Looking for more math worksheets and resources? See our 6th grade math test and selection of sixth grade math worksheets covering key 6th grade topics and more:

Distributing Exponents Worksheet
Dividing Decimals Worksheet
One step equations Worksheet
Ratio Problem Solving Worksheet
Fraction to Decimal Worksheet
Adding and Subtracting Integers Worksheet
Exponential Notation Worksheet
9 Algebra Questions for Middle School
Greatest Common Factor Worksheet
Least Common Multiple Worksheet

RELATED RESOURCE :

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6th grade math problems FAQs

What do 6th graders struggle with in math?

6th grade math can feel challenging for students. The biggest challenge is the switch to abstract thinking. Learning to identify patterns, draw pictures or models, and reason abstractly through problems will help students to persevere and tackle 6th grade multi-step problems with ease.

What should a 6th grader know in math?

There are five critical overarching math concepts in 6th grade: ratios and proportional relationships, the number system, expressions and equations, geometry statistics, and probability. 6th graders need to know not only the content of these topics, but also know how to use their knowledge and apply their reasoning skills to a range of math problems.

How hard is math for 6th graders?

6th grade math can feel challenging for students. Sixth grade is when you begin building the foundations of algebra, geometry, and statistics. It also marks a switch from concrete to abstract thinking. However, with the right support and opportunity to practice, all students can succeed in 6th grade math.

Do you have students who need extra support in math? Give your students more opportunities to consolidate learning and practice skills through personalized math tutoring with their own dedicated online math tutor. Each student receives differentiated instruction designed to close their individual learning gaps, and scaffolded learning ensures every student learns at the right pace. Lessons are aligned with your state’s standards and assessments, plus you’ll receive regular reports every step of the way. Personalized one-on-one math tutoring programs are available for: – 2nd grade tutoring – 3rd grade tutoring – 4th grade tutoring – 5th grade tutoring – 6th grade tutoring – 7th grade tutoring – 8th grade tutoring Why not learn more about how it works ?

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The 12 Divisibility Rules You Need To Know (With A New One You’ve Probably Never Heard Of)

Math Games for 6th Graders [FREE]

On the lookout to make your math lessons fun and interactive while building math skills? Try our 6 printable math games for 6th graders.

Playable in pairs, teams or a whole class, our accompanying instructions and printable resources make preparation a breeze!

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Building Strong Problem-Solving Skills in Kids: A Comprehensive Guide

June 30, 2024

Problem-solving is a critical skill that helps individuals navigate challenges and make informed decisions. For kids, developing strong problem-solving abilities can lead to academic success, better social interactions, and a greater sense of independence. This article explores the importance of problem-solving skills for children and provides practical strategies for parents and educators to help kids enhance these essential abilities.

The Importance of Problem-Solving Skills

Problem-solving skills are crucial for several reasons:

Academic Success : Problem-solving is at the core of many academic subjects, especially mathematics and science. Children who can think critically and solve problems are better equipped to understand complex concepts and perform well in school.
Social Interactions : Effective problem-solving skills help children navigate social situations, resolve conflicts, and build strong relationships with peers.
Independence : Kids who can solve problems independently are more confident and capable of handling various life situations, from everyday challenges to more significant decisions.
Future Preparedness : As children grow, they will face numerous challenges in their personal and professional lives. Strong problem-solving skills prepare them to tackle these challenges effectively, making them resilient and adaptable adults.

Key Components of Problem-Solving

Before diving into strategies for improving problem-solving skills, it’s essential to understand the key components of problem-solving:

Identification : Recognizing that there is a problem that needs to be solved.
Understanding : Comprehending the nature of the problem and its context.
Ideation : Generating potential solutions or approaches to the problem.
Evaluation : Assessing the feasibility and potential outcomes of each solution.
Implementation : Choosing and executing the best solution.
Reflection : Reviewing the results and learning from the experience to improve future problem-solving efforts.

Strategies to Improve Problem-Solving Skills in Kids

1. encourage curiosity and exploration.

Fostering Curiosity : Encourage children to ask questions about the world around them. Answer their questions thoughtfully and encourage them to explore further. This helps them develop a natural curiosity, which is the foundation of problem-solving.

Explorative Play : Provide opportunities for explorative play, such as building with blocks, playing with puzzles, or engaging in science experiments. These activities stimulate critical thinking and creativity.

2. Teach Critical Thinking

Ask Open-Ended Questions : When discussing problems or situations with children, ask open-ended questions that require more than a yes or no answer. For example, “What do you think would happen if…?” or “How could we solve this problem?”

Encourage Reflection : After completing a task or solving a problem, ask children to reflect on their process. What worked well? What could they do differently next time? Reflection helps solidify learning and improve future problem-solving efforts.

3. Promote Collaborative Problem-Solving

Group Activities : Engage kids in group activities and projects that require teamwork. Collaborative problem-solving helps children learn from others, share ideas, and develop social skills.

Role-Playing : Use role-playing exercises to simulate real-life situations that require problem-solving. This can be particularly effective in teaching social problem-solving skills and conflict resolution.

4. Provide Opportunities for Independent Problem-Solving

Allow Mistakes : Let children make mistakes and learn from them. Resist the urge to step in immediately and solve problems for them. Instead, guide them through the process of finding solutions on their own.

Set Challenges : Give children age-appropriate challenges that require problem-solving. These could be puzzles, brainteasers, or simple tasks like organizing their room. Gradually increase the complexity of the challenges as their skills improve.

5. Integrate Problem-Solving into Everyday Activities

Daily Routines : Incorporate problem-solving into daily routines. For example, ask children to help plan a family outing, solve a household issue, or figure out how to complete a chore more efficiently.

Cooking and Baking : Cooking and baking are excellent ways to teach problem-solving. Following a recipe, measuring ingredients, and adjusting for mistakes all involve critical thinking and decision-making.

6. Use Technology and Games

Educational Apps and Games : There are many educational apps and games designed to improve problem-solving skills. Look for apps that challenge kids to think critically, solve puzzles, and develop strategies.

Coding for Kids : Introducing children to coding can significantly enhance their problem-solving abilities. Coding requires logical thinking, pattern recognition, and persistence—all essential components of problem-solving.

Role of Parents and Educators

Model Problem-Solving : Children learn by observing adults. Model effective problem-solving by verbalizing your thought process when facing a challenge. For example, “I see that this isn’t working. Let’s think of another way to solve it.”

Encourage Persistence : Praise effort and persistence rather than just the outcome. Let children know that it’s okay to struggle and that perseverance is a valuable part of problem-solving.

Create a Supportive Environment : Foster an environment where children feel safe to take risks and make mistakes. Encourage them to view challenges as opportunities to learn and grow.

Incorporate Problem-Solving into Curriculum : Integrate problem-solving activities into the curriculum across subjects. Encourage students to work on projects that require critical thinking and creativity.

Use Inquiry-Based Learning : Implement inquiry-based learning where students are encouraged to ask questions, conduct research, and develop solutions to real-world problems. This approach promotes active engagement and deeper understanding.

Provide Feedback : Offer constructive feedback on students’ problem-solving efforts. Highlight their strengths and provide suggestions for improvement. Positive reinforcement and guidance help students build confidence in their problem-solving abilities.

Practical Activities to Enhance Problem-Solving Skills

Puzzle Games : Jigsaw puzzles, Sudoku, and logic puzzles are excellent tools for developing problem-solving skills. These games require children to think critically and strategically.
STEM Projects : Engage kids in science, technology, engineering, and math ( STEM ) projects. Building models, conducting experiments, and programming robots encourage analytical thinking and innovation.
Storytelling and Creative Writing : Encourage children to create stories or write about how they would solve a particular problem. This activity enhances creativity and helps them think through different scenarios and solutions.
Escape Rooms : Set up a mini escape room at home or in the classroom. Create a series of puzzles and challenges that kids must solve to “escape.” This activity promotes teamwork, critical thinking, and persistence.
Board Games : Board games like chess, Scrabble, and Settlers of Catan require strategic thinking and problem-solving. These games are fun and educational, making them great tools for skill development.

Developing strong problem-solving skills in children is essential for their overall growth and future success. By encouraging curiosity, teaching critical thinking, promoting collaboration, and providing opportunities for independent problem-solving, parents and educators can help kids build these vital skills. Integrating problem-solving into everyday activities and using technology and games can make learning fun and effective. With the right support and guidance, children can become confident problem solvers, ready to tackle any challenge that comes their way.

Incorporating problem-solving skills into the upbringing of children not only prepares them for academic success but also equips them with the tools needed to navigate life’s challenges effectively. By fostering these skills early on, we can help children grow into capable, resilient, and innovative adults.

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Problem-solving is a critical skill that helps individuals navigate challenges and make informed decisions. For kids, developing strong problem-solving abilities can lead

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New Designs for School Connections over Consequences: Effective Strategies for Collaborative Problem-Solving with Students

Sanchel Hall K-8 Educator Sumner County Schools in Sumner County, Tennessee

We’ve all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

Classroom behavior management? Find out why empathetic listening and collaborative problem-solving can change outcomes and lead to better learning.

Consequences are the key to helping students learn from their mistakes! At least that’s what I used to believe. When behavior fell short of school expectations, I would enforce penalties, thinking it was in the student’s best interest. To the students, these consequences often felt more like punishment than a chance to learn and grow. Instead of improving classroom behavior, my approach seemed to make things worse. The more I tried to enforce these rules, the more ineffective the results became.

I continued that frustrating cycle until my principal suggested the book Lost at School by Ross W. Greene. In the book, Greene suggests students do well if they can. Greene provides strategies and resources for collaborating with students to co-create solutions. At that time, I strongly disagreed. It seemed to me that the kids just didn’t care. Nevertheless, I decided to put Greene’s suggestions to the test. At my wit’s end, I had nothing to lose.

The first step was to understand the student’s concerns. To my surprise, most students were eager to share their perspectives. All I had to do was listen! As students began sharing their lives with me, a solution would often present itself. More often than not, there was an unmet need or lagging skill. Though this was simple, it was not easy! I had to learn how to ask open-ended questions and even to remain silent, as the students reflectively considered their situation. As caring educators, we often compassionately offer solutions. To support students in advocating for themselves, I focused on helping them connect how their behavior impacts their outcomes. By facilitating their reflection and problem-solving processes, I encouraged them to explore and identify their own solutions.

While some students were open to communication, others faced challenges such as outbursts or withdrawal. I recognized that I required different strategies to better support my students. In my search, I discovered innovative teaching methods, including the blended learning techniques encouraged by The Modern Classrooms Project , which offers a free course for differentiated instruction and multi-modal learning within the lessons. I also discovered science-backed programs such as Crisis Prevention Institute (CPI) and Therapeutic Crisis Intervention for Schools (TCIS) , that help educators create a safe, caring, and supportive environment. These resources helped me better support my students and proactively manage challenges without escalating conflicts.

This approach supported students in developing responsible habits, and reinforced the collaborative partnership between the school and families

Let me share a real example from my time as a middle school coordinator. We had a recurring issue with new middle school students forgetting to charge their devices. Our initial solution was to impose “unprepared write-ups” and require students to make up missed assignments on their own time. This approach only led to more frustration among students, families, and teachers. Grades suffered, relationships were strained, and teachers spent valuable time on write-ups. It was clear we needed a new plan.

After talking with a group of students who had received multiple write-ups, we learned that many had busy after-school schedules and simply forgot to charge their devices amid the afternoon hustle and bustle. Through empathetic listening, we were able to understand their situation better. The students themselves suggested the need to charge their devices during the school day, without facing punishment.

With this insight, we developed a support plan that included a charging dock and scheduled times for students to charge their devices during morning arrival, lunch, and recess. This approach supported students in developing responsible habits, and reinforced the collaborative partnership between the school and families, aiming to ensure a smooth transition to middle school for the students.

While my ongoing journey with empathetic listening and collaborative problem-solving has been incredibly rewarding, I recognize that every aspect of teaching offers its own unique challenges and rewards. Believing that every child wants to succeed has helped me build deeper, more meaningful connections with my students. This approach supports students in connecting their actions to their outcomes, rather than simply avoiding punishment. Collaborative problem-solving encourages self-awareness, relationship-building, and critical thinking. Through this process, I’ve grown both as a teacher and as an individual, finding greater happiness and fulfillment in my work. Additionally, I’ve developed a stronger sense of mindfulness and self-compassion. Here are some strategies I learned along the way:

1. Provide a safe, supportive, and inclusive environment.

Include a quiet area of the classroom for students who need to self-regulate without leaving the classroom.
Consider teaching methods such as the blended learning techniques taught by The Modern Classrooms Project and cultural and trauma-sensitive approaches to include all students.

2. Encourage self-awareness and critical thinking.

Offer students opportunities to explore and express their emotions concerning classroom challenges.
Help students see how their actions affect their results by connecting behavior with outcomes.
Determine if students lack specific skills or have needs that contribute to the undesirable behavior.

Allow students to role-play and practice alternative solutions.

3. Use empathetic communication to collaborate with students and their caregivers.

Collaborate with students and their families using active listening and open-ended questions.
Strategize with the students and caregivers to find solutions that address everyone’s concerns, including those of the teacher. By working together, we can ensure solutions meet the student’s needs, while also aligning with the teacher’s goals and classroom dynamics.

Photo at top by Allison Shelley/The Verbatim Agency for EDUimages , CC BY-NC 4.0.

Sanchel Hall

K-8 educator, sumner county schools.

Sanchel Hall is a dedicated Sumner County K-8 educator passionate about collaborating with educators and students to support equitable and inclusive learning environments where everyone has opportunities for success.

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26 Expert-Backed Problem Solving Examples – Interview Answers

Published: February 13, 2023

Interview Questions and Answers

Actionable advice from real experts:

Biron Clark

Former Recruiter

Contributor

Dr. Kyle Elliott

Career Coach

Hayley Jukes

Editor-in-Chief

Biron Clark , Former Recruiter

Kyle Elliott , Career Coach

Hayley Jukes , Editor

As a recruiter , I know employers like to hire people who can solve problems and work well under pressure.

A job rarely goes 100% according to plan, so hiring managers are more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical.

But how do they measure this?

Hiring managers will ask you interview questions about your problem-solving skills, and they might also look for examples of problem-solving on your resume and cover letter.

In this article, I’m going to share a list of problem-solving examples and sample interview answers to questions like, “Give an example of a time you used logic to solve a problem?” and “Describe a time when you had to solve a problem without managerial input. How did you handle it, and what was the result?”

Problem-solving involves identifying, prioritizing, analyzing, and solving problems using a variety of skills like critical thinking, creativity, decision making, and communication.
Describe the Situation, Task, Action, and Result ( STAR method ) when discussing your problem-solving experiences.
Tailor your interview answer with the specific skills and qualifications outlined in the job description.
Provide numerical data or metrics to demonstrate the tangible impact of your problem-solving efforts.

What are Problem Solving Skills?

Problem-solving is the ability to identify a problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation.

Problem-solving encompasses other skills that can be showcased in an interview response and your resume. Problem-solving skills examples include:

Critical thinking
Analytical skills
Decision making
Research skills
Technical skills
Communication skills
Adaptability and flexibility

Why is Problem Solving Important in the Workplace?

Problem-solving is essential in the workplace because it directly impacts productivity and efficiency. Whenever you encounter a problem, tackling it head-on prevents minor issues from escalating into bigger ones that could disrupt the entire workflow.

Beyond maintaining smooth operations, your ability to solve problems fosters innovation. It encourages you to think creatively, finding better ways to achieve goals, which keeps the business competitive and pushes the boundaries of what you can achieve.

Effective problem-solving also contributes to a healthier work environment; it reduces stress by providing clear strategies for overcoming obstacles and builds confidence within teams.

Examples of Problem-Solving in the Workplace

Correcting a mistake at work, whether it was made by you or someone else
Overcoming a delay at work through problem solving and communication
Resolving an issue with a difficult or upset customer
Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
Troubleshooting and resolving technical issues
Handling and resolving a conflict with a coworker
Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
Taking initiative when another team member overlooked or missed something important
Taking initiative to meet with your superior to discuss a problem before it became potentially worse
Solving a safety issue at work or reporting the issue to those who could solve it
Using problem solving abilities to reduce/eliminate a company expense
Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
Changing how a process, team, or task is organized to make it more efficient
Using creative thinking to come up with a solution that the company hasn’t used before
Performing research to collect data and information to find a new solution to a problem
Boosting a company or team’s performance by improving some aspect of communication among employees
Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area

Problem-Solving Examples for Recent Grads/Entry-Level Job Seekers

Coordinating work between team members in a class project
Reassigning a missing team member’s work to other group members in a class project
Adjusting your workflow on a project to accommodate a tight deadline
Speaking to your professor to get help when you were struggling or unsure about a project
Asking classmates, peers, or professors for help in an area of struggle
Talking to your academic advisor to brainstorm solutions to a problem you were facing
Researching solutions to an academic problem online, via Google or other methods
Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first

How To Answer “Tell Us About a Problem You Solved”

When you answer interview questions about problem-solving scenarios, or if you decide to demonstrate your problem-solving skills in a cover letter (which is a good idea any time the job description mentions problem-solving as a necessary skill), I recommend using the STAR method.

STAR stands for:

It’s a simple way of walking the listener or reader through the story in a way that will make sense to them.

Start by briefly describing the general situation and the task at hand. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact. Finally, describe the positive result you achieved.

Note: Our sample answers below are structured following the STAR formula. Be sure to check them out!

EXPERT ADVICE

Dr. Kyle Elliott , MPA, CHES Tech & Interview Career Coach caffeinatedkyle.com

How can I communicate complex problem-solving experiences clearly and succinctly?

Before answering any interview question, it’s important to understand why the interviewer is asking the question in the first place.

When it comes to questions about your complex problem-solving experiences, for example, the interviewer likely wants to know about your leadership acumen, collaboration abilities, and communication skills, not the problem itself.

Therefore, your answer should be focused on highlighting how you excelled in each of these areas, not diving into the weeds of the problem itself, which is a common mistake less-experienced interviewees often make.

Tailoring Your Answer Based on the Skills Mentioned in the Job Description

As a recruiter, one of the top tips I can give you when responding to the prompt “Tell us about a problem you solved,” is to tailor your answer to the specific skills and qualifications outlined in the job description.

Once you’ve pinpointed the skills and key competencies the employer is seeking, craft your response to highlight experiences where you successfully utilized or developed those particular abilities.

For instance, if the job requires strong leadership skills, focus on a problem-solving scenario where you took charge and effectively guided a team toward resolution.

By aligning your answer with the desired skills outlined in the job description, you demonstrate your suitability for the role and show the employer that you understand their needs.

Amanda Augustine expands on this by saying:

“Showcase the specific skills you used to solve the problem. Did it require critical thinking, analytical abilities, or strong collaboration? Highlight the relevant skills the employer is seeking.”

Interview Answers to “Tell Me About a Time You Solved a Problem”

Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” or “Tell me about a time you solved a problem,” since you’re likely to hear different versions of this interview question in all sorts of industries.

The example interview responses are structured using the STAR method and are categorized into the top 5 key problem-solving skills recruiters look for in a candidate.

1. Analytical Thinking

Situation: In my previous role as a data analyst , our team encountered a significant drop in website traffic.

Task: I was tasked with identifying the root cause of the decrease.

Action: I conducted a thorough analysis of website metrics, including traffic sources, user demographics, and page performance. Through my analysis, I discovered a technical issue with our website’s loading speed, causing users to bounce.

Result: By optimizing server response time, compressing images, and minimizing redirects, we saw a 20% increase in traffic within two weeks.

2. Critical Thinking

Situation: During a project deadline crunch, our team encountered a major technical issue that threatened to derail our progress.

Task: My task was to assess the situation and devise a solution quickly.

Action: I immediately convened a meeting with the team to brainstorm potential solutions. Instead of panicking, I encouraged everyone to think outside the box and consider unconventional approaches. We analyzed the problem from different angles and weighed the pros and cons of each solution.

Result: By devising a workaround solution, we were able to meet the project deadline, avoiding potential delays that could have cost the company $100,000 in penalties for missing contractual obligations.

3. Decision Making

Situation: As a project manager , I was faced with a dilemma when two key team members had conflicting opinions on the project direction.

Task: My task was to make a decisive choice that would align with the project goals and maintain team cohesion.

Action: I scheduled a meeting with both team members to understand their perspectives in detail. I listened actively, asked probing questions, and encouraged open dialogue. After carefully weighing the pros and cons of each approach, I made a decision that incorporated elements from both viewpoints.

Result: The decision I made not only resolved the immediate conflict but also led to a stronger sense of collaboration within the team. By valuing input from all team members and making a well-informed decision, we were able to achieve our project objectives efficiently.

4. Communication (Teamwork)

Situation: During a cross-functional project, miscommunication between departments was causing delays and misunderstandings.

Task: My task was to improve communication channels and foster better teamwork among team members.

Action: I initiated regular cross-departmental meetings to ensure that everyone was on the same page regarding project goals and timelines. I also implemented a centralized communication platform where team members could share updates, ask questions, and collaborate more effectively.

Result: Streamlining workflows and improving communication channels led to a 30% reduction in project completion time, saving the company $25,000 in operational costs.

5. Persistence

Situation: During a challenging sales quarter, I encountered numerous rejections and setbacks while trying to close a major client deal.

Task: My task was to persistently pursue the client and overcome obstacles to secure the deal.

Action: I maintained regular communication with the client, addressing their concerns and demonstrating the value proposition of our product. Despite facing multiple rejections, I remained persistent and resilient, adjusting my approach based on feedback and market dynamics.

Result: After months of perseverance, I successfully closed the deal with the client. By closing the major client deal, I exceeded quarterly sales targets by 25%, resulting in a revenue increase of $250,000 for the company.

Tips to Improve Your Problem-Solving Skills

Throughout your career, being able to showcase and effectively communicate your problem-solving skills gives you more leverage in achieving better jobs and earning more money .

So to improve your problem-solving skills, I recommend always analyzing a problem and situation before acting.

When discussing problem-solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.

Don’t just say you’re good at solving problems. Show it with specifics. How much did you boost efficiency? Did you save the company money? Adding numbers can really make your achievements stand out.

To get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t.

Think about how you can improve researching and analyzing a situation, how you can get better at communicating, and deciding on the right people in the organization to talk to and “pull in” to help you if needed, etc.

Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.

You can use all of the ideas above to describe your problem-solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem-solving ability.

More Interview Resources

3 Answers to “How Do You Handle Stress?”
How to Answer “How Do You Handle Conflict?” (Interview Question)
Sample Answers to “Tell Me About a Time You Failed”

About the Author

Biron Clark is a former executive recruiter who has worked individually with hundreds of job seekers, reviewed thousands of resumes and LinkedIn profiles, and recruited for top venture-backed startups and Fortune 500 companies. He has been advising job seekers since 2012 to think differently in their job search and land high-paying, competitive positions. Follow on Twitter and LinkedIn .

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Characterizing dog cognitive aging using spontaneous problem-solving measures: development of a battery of tests from the Dog Aging Project

ORIGINAL ARTICLE
Published: 06 August 2024

Cite this article

Stephanie H. Hargrave 1 , 2 ,
Emily E. Bray 1 , 2 , 3 ,
Stephanie McGrath 4 ,
Gene E. Alexander 1 , 5 , 6 , 7 , 8 , 9 , 10 ,
Theadora A. Block 3 ,
Naomi Chao 2 ,
Martin Darvas 11 ,
Laura E. L. C. Douglas 3 ,
Janet Galante 12 ,
Brenda S. Kennedy 3 ,
Breonna Kusick 4 ,
Julie A. Moreno 13 ,
Daniel E. L. Promislow 11 , 14 , 15 ,
David A. Raichlen 16 , 17 ,
Lorelei R. Switzer 2 ,
Lily Tees 18 ,
Mikayla Underwood Aguilar 19 ,
Silvan R. Urfer 11 ,
Dog Aging Project Consortium &
Evan L. MacLean ORCID: orcid.org/0000-0001-7595-662X 1 , 2

Companion dogs are a valuable model for aging research, including studies of cognitive decline and dementia. With advanced age, some dogs spontaneously develop cognitive impairments and neuropathology resembling features of Alzheimer’s disease. These processes have been studied extensively in laboratory beagles, but the cognitive assays used in that context—which rely on time-consuming operant procedures—are not easily scalable to large samples of community-dwelling companion dogs. We developed a battery of five short-form tasks targeting three aspects of cognition that are impaired in Alzheimer’s disease: spatial memory, executive functions, and social cognition. In Experiment 1, we tested a cross-sectional sample of dogs ( N = 123) and estimated associations between age and task performance. Older dogs scored lower on measures of spatial learning, memory, and response flexibility, and spent less time near, but more time gazing at, the experimenter. We found no differences in associations between age and performance across dogs of different body masses, a proxy for expected lifespan. In Experiment 2, we demonstrated the feasibility of these measures in clinical settings ( N = 35). Dogs meeting clinical criteria for moderate or severe cognitive impairment scored lower, on average, than dogs characterized as mildly impaired and healthy agers, although these distributions overlapped. However, few dogs in our study cohort met the criteria for moderate or severe impairment. The measures presented here show promise for deployment in large-scale longitudinal studies of companion dogs, such as the Dog Aging Project.

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Data Availability

The data that support the findings of this study are available from the corresponding author upon request.

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Acknowledgements

We thank Canine Companions and Sit! Stay! Play! for facilitating and supporting research at their facilities. We thank Chloe Burkholder, Elizabeth Carranza, Grace Davis, Emily Davis, Abby Flyer, Catherine Fry, Gabi Garcia, Ana Gonzales, Emily Hilyard, Emma Kristal, Kevin McLaughlin, Belinda Morton, Tyler Rodriquez, Alexa Sell, Caitlyn Seymour, Olivea Spencer, Brianna Tamayo, Natya Thirunagari, Christina Cawood, Alessandra Ostheimer, Angelina Schirle, Rachel Shaberman, Olivia Gittings, and Nova Vogel for their help with research logistics, data collection, and/or video scoring. Lastly, we thank the many individuals and dogs in our community who participated in these studies.

Dog Aging Project consortium authors Joshua M. Akey 1 , Brooke Benton 2 , Elhanan Borenstein 3,4,5 , Marta G. Castelhano 6,7 , Amanda E. Coleman 8 , Kate E. Creevy 9 , Kyle Crowder 10,11 , Matthew D. Dunbar 11 , Virginia R. Fajt 12 , Annette L. Fitzpatrick 13,14,15 , Unity Jeffery 16 , Erica C. Jonlin 2,17 , Matt Kaeberlein 2 , Elinor K. Karlsson 18,19 , Kathleen F. Kerr 20 , Jonathan M. Levine 9 , Jing Ma 21 , Robyn L. McClelland 20 , Daniel E.L. Promislow 2,22,23 , Audrey Ruple 24 , Stephen M. Schwartz 14,25 , Sandi Shrager 26 , Noah Snyder-Mackler 27,28,29 , M. Katherine Tolbert 9 , Silvan R. Urfer 2 , Benjamin S. Wilfond 30,31

1 Lewis-Sigler Institute for Integrative Genomics, Princeton University, Princeton, NJ, USA.

2 Department of Laboratory Medicine and Pathology, University of Washington School of Medicine, Seattle, WA, USA.

3 Department of Clinical Microbiology and Immunology, Faculty of Medical and Health Sciences, Tel Aviv University, Tel Aviv, Israel.

4 Blavatnik School of Computer Science, Tel Aviv University, Tel Aviv, Israel.

5 Santa Fe Institute, Tel Aviv University, Santa Fe, NM, USA.

6 Cornell Veterinary Biobank, College of Veterinary Medicine, Cornell University, Ithaca, NY, USA.

7 Department of Clinical Sciences, College of Veterinary Medicine, Cornell University, Ithaca, NY, USA.

8 Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, Athens, GA, USA.

9 Department of Small Animal Clinical Sciences, Texas A&M University College of Veterinary Medicine & Biomedical Sciences, College Station, TX, USA.

10 Department of Sociology, University of Washington, Seattle, WA, USA.

11 Center for Studies in Demography and Ecology, University of Washington, Seattle, WA, USA.

12 Department of Veterinary Physiology and Pharmacology, Texas A&M University College of Veterinary Medicine & Biomedical Sciences, College Station, TX, USA.

13 Department of Family Medicine, University of Washington, Seattle, WA, USA.

14 Department of Epidemiology, University of Washington, Seattle, WA, USA.

15 Department of Global Health, University of Washington, Seattle, WA, USA.

16 Department of Veterinary Pathobiology, Texas A&M University College of Veterinary Medicine & Biomedical Sciences, College Station, TX, USA.

17 Institute for Stem Cell and Regenerative Medicine, University of Washington, Seattle, WA, USA.

18 Bioinformatics and Integrative Biology, University of Massachusetts Chan Medical School, Worcester, MA, USA.

19 Broad Institute of MIT and Harvard, Cambridge, MA, USA.

20 Department of Biostatistics, University of Washington, Seattle, WA, USA.

21 Division of Public Health Sciences, Fred Hutchinson Cancer Research Center, Seattle, WA, USA.

22 Jean Mayer USDA Human Nutrition Research Center on Aging, Tufts University, Boston, MA, USA.

23 Department of Biology, University of Washington, Seattle, WA, USA.

24 Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Virginia Tech, Blacksburg, VA, USA.

25 Epidemiology Program, Fred Hutchinson Cancer Research Center, Seattle, WA, USA.

26 Collaborative Health Studies Coordinating Center, Department of Biostatistics, University of Washington, Seattle, WA, USA.

27 School of Life Sciences, Arizona State University, Tempe, AZ, USA.

28 Center for Evolution and Medicine, Arizona State University, Tempe, AZ, USA.

29 School for Human Evolution and Social Change, Arizona State University, Tempe, AZ, USA.

30 Treuman Katz Center for Pediatric Bioethics, Seattle Children's Research Institute, Seattle, WA, USA.

31 Department of Pediatrics, Division of Bioethics and Palliative Care, University of Washington School of Medicine, Seattle, WA, USA.

This research was supported by the National Institute on Aging (U19AG057377 and R24AG073137) and the Dogtopia Foundation. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

Author information

Authors and affiliations.

Department of Psychology, University of Arizona, Tucson, AZ, USA

Stephanie H. Hargrave, Emily E. Bray, Gene E. Alexander & Evan L. MacLean

College of Veterinary Medicine, University of Arizona, Tucson, AZ, USA

Stephanie H. Hargrave, Emily E. Bray, Naomi Chao, Lorelei R. Switzer & Evan L. MacLean

Canine Companions, National Headquarters, Santa Rosa, CA, USA

Emily E. Bray, Theadora A. Block, Laura E. L. C. Douglas & Brenda S. Kennedy

Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO, USA

Stephanie McGrath & Breonna Kusick

BIO5 Institute, University of Arizona, Tucson, AZ, USA

Gene E. Alexander

Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA

Department of Psychiatry, University of Arizona, Tucson, AZ, USA

Neuroscience Graduate Interdisciplinary Program, University of Arizona, Tucson, AZ, USA

Physiological Sciences Graduate Interdisciplinary Program, University of Arizona, Tucson, AZ, USA

Arizona Alzheimer’s Consortium, Phoenix, AZ, USA

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Martin Darvas, Daniel E. L. Promislow & Silvan R. Urfer

Sit! Stay! Play!, Tucson, AZ, USA

Janet Galante

Department of Environmental and Radiological Health Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO, USA

Julie A. Moreno

Department of Biology, University of Washington, Seattle, WA, USA

Daniel E. L. Promislow

Current affiliation: Jean Mayer USDA Human Nutrition Research Center On Aging, Tufts University, Boston, MA, USA

Human and Evolutionary Biology Section, Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA

David A. Raichlen

Department of Anthropology, University of Southern California, Los Angeles, CA, USA

College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO, USA

School of Veterinary Medicine, University of California-Davis, Davis, CA, USA

Mikayla Underwood Aguilar

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Dog Aging Project Consortium

Joshua M. Akey
, Brooke Benton
, Elhanan Borenstein
, Marta G. Castelhano
, Amanda E. Coleman
, Kate E. Creevy
, Kyle Crowder
, Matthew D. Dunbar
, Virginia R. Fajt
, Annette L. Fitzpatrick
, Unity Jeffery
, Erica C. Jonlin
, Matt Kaeberlein
, Elinor K. Karlsson
, Kathleen F. Kerr
, Jonathan M. Levine
, Robyn L. McClelland
, Audrey Ruple
, Stephen M. Schwartz
, Sandi Shrager
, Noah Snyder-Mackler
, M. Katherine Tolbert
& Benjamin S. Wilfond

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Correspondence to Evan L. MacLean .

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Hargrave, S.H., Bray, E.E., McGrath, S. et al. Characterizing dog cognitive aging using spontaneous problem-solving measures: development of a battery of tests from the Dog Aging Project. GeroScience (2024). https://doi.org/10.1007/s11357-024-01278-x

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Accepted : 01 July 2024

Published : 06 August 2024

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2. Communication Issues

3. Friendship or Personal Choice?

4. Peer Pressure

5. Team Building

6. Conflict Resolution

7. Stress Management

8. Time Management

9. Educational Resources

10. Financial Planning

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The easy 4 step problem-solving process (+ examples)

Step 1: What’s the problem?

When does the problem-solving process start?

An example of choosing the right problem to work the problem-solving process on

Problem-solving is a universal language

Well begun is half done

Step 2: What do you need to know?

Finding the solution to chess problems works the same way