Stress that the students must understand what is asked, both before beginning work, and after they finished the problem and are checking it.

 

This is true for all activities that the students are asked to do. For example, in another class the assignment was to write one sentence from three simple sentences. Before giving them the assignment, I explained to them the need to learn how to communicate via writing. Then when they get to work, they understand why they are doing the thing.

 

When writing problems on the board, always write the problem number first.

 

The problem was to convert $500 to pesos, if 6 pesos = $1. We must stress to the class the word “pesos” in the question. The goal is to be focused on What is the problem?

 

After solving the problem, M said he can cheat, and can get the answer quicker. He should say that this quick method can be used for checking. It is not cheating.

 

The result was 4.5 mi/hr for the speed of the elevator. To check, one can ask is the answer reasonable. E.g., .45 would be too slow – take too long to get to top. 45 would be too fast.

 

When the teacher is doing a problem on the board, he/she must always write the problem number. I sometimes write the page number, slash, and then the problem.

 

SEE THE BOOK FOR MORE DETAILS.