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Webquest on S Q R Q C Q The Proper Procedure to Solve a Math Problem |
| Joseph Kearse | ECOMP 5004 | Math 6 - 12 |
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This webquest shows how to use a simple procedure to take apart
almost any Mathematics problem into a logical sequence of events that
will ultimately solve the problem. To use this activity, chose one of the problems listed below. You will then be taken through a list of steps that will show you the order in which you should solve any problem. After going through one of the problems, see if you can solve the next problem using the given steps. Then see how well you did. The steps are listed below and explained in brief. Survey - Read the problem quickly to get a general understanding of it. Question - Ask what information the problem requires. Read - Reread the problem to identify relevant information, facts, and details. Question - Ask what must be done to solve the problem. "What operations must be performed and in what order?" Compute - Do the computations or construct a solution. Question - Ask whether the solution process seems correct and the answer reasonable. |
Problem 1, Algebra - James had 49 marbles. They were Red, Yellow, and Blue. There were twice as many Red as Yellow. There were twice as many Yellow as Blue. How Many of each color did James have? Problem 2, Algebra - Mary had a gift certificate for the movie theatre. If she used it herself, she would have $10 left on the certificate for concessions. If she took her two friend with her, she would have $2 left for concessions. How much does a movie ticket cost? Problem 3, Geometry - The examination of two right triangles results in the following: The first has a leg equal to 10 and a hypotenuse of 26. The second has legs 24 and 10. Are the two right triangles congruent? |
The six-step SQRQCQ strategy (Fay, 1965) allows the student to organize the steps necessary to solve a problem in a logical order. I was particularly interested in this approach when I realized that it follows a natural order of solving mathematical and logic problems. The point of these exercises is to allow the unskilled student to practice with their 'logic organizing skills'. It is my belief that some students come to these skills naturally. Other students, however, may need exercises such as these to help build their logic organizing abilities. |