Teacher Script: Problem Size - A Big Deal?

Warm-Up: How Big is That Bug? (5 minutes)

Teacher: "Good morning/afternoon, everyone! Today we're going to talk about something super important that we all deal with every single day: problems. But not all problems are created equal, right? Take a look at our first slide: Problem Size Slide Deck Slide 1."

(Display Slide 1: Problem Size: A Big Deal?)

Teacher: "How do you know if a problem is big or small? Turn and talk to a partner for about 30 seconds about what comes to mind when you hear 'big problem' versus 'small problem.'"

(Allow 30 seconds for discussion.)

Teacher: "Alright, let's bring it back. What were some of your ideas? What makes a problem feel big or small to you?"

(Listen to a few student responses.)

Teacher: "Great ideas! Now, let's do a quick warm-up activity. Imagine bugs. On Problem Size Slide Deck Slide 2, we have a question about bugs."

(Display Slide 2: Warm-Up: How Big is That Bug?)

Teacher: "Think about a tiny ant versus a buzzing hornet. How do you react differently to each? You probably don't scream and run from an ant like you might from a hornet, right? Problems are similar – your reaction often depends on the size of the problem! Today, we're going to learn how to figure out a problem's size so we can react in the best way possible."

Introduction to Size of the Problem (7 minutes)

Teacher: "Let's dive deeper into this idea of 'size of the problem.' Take a look at Problem Size Slide Deck Slide 3."

(Display Slide 3: What is "Size of the Problem"?)

Teacher: "As it says here, not all problems are the same. Understanding the 'size' of a problem helps us choose the best way to handle it. We're going to categorize problems into three main types: Small, Medium, and Large. And the way we respond should match the size of the problem. If we use a 'large problem' reaction for a 'small problem,' that might cause even more problems!"

Teacher: "Let's look at what each of these sizes means. First, small problems. (Problem Size Slide Deck Slide 4)"

(Display Slide 4: Small Problems)

Teacher: "Small problems are minor inconveniences that you can usually fix by yourself. They usually affect only you for a short time, and the solution is quick and simple. You might not even need to ask for help. Can anyone give me an example of a small problem they've experienced or seen?"

(Allow students to share examples. Guide them if needed with examples like forgetting a pencil, your shoe is untied, someone accidentally bumps into you.)

Teacher: "Exactly! These are things that are a bit annoying, but we can handle them pretty easily. How might you react to a small problem like forgetting your pencil?"

(Wait for responses: ask a friend, borrow one, etc.)

Teacher: "Good. Now let's move on to medium problems. (Problem Size Slide Deck Slide 5)"

(Display Slide 5: Medium Problems)

Teacher: "Medium problems are more noticeable issues that might take a little more effort or involve a few people. They might affect you for a longer time or involve a small group. The solution may require some thought, talking it out, or a little help from a trusted adult or friend. What are some medium problems you can think of?"

(Allow students to share examples. Guide them if needed with examples like a disagreement with a friend, struggling with homework, losing a small item.)

Teacher: "Those are great examples. For a medium problem like a disagreement with a friend, what's a good way to react?"

(Wait for responses: talk it out, apologize, get a teacher to mediate.)

Teacher: "That's right, sometimes you need to talk, sometimes you need a little help. Finally, let's talk about large problems. (Problem Size Slide Deck Slide 6)"

(Display Slide 6: Large Problems)

Teacher: "Large problems are serious issues that have a big impact and usually need adult help to solve. They can affect many people, your safety, or your well-being for a long time. The solution almost always involves a trusted adult – like a parent, teacher, or counselor – to help find a solution. It's really important to know when to get an adult involved. Can anyone share an example of a large problem? (Reassure students that they don't have to share personal experiences, just general examples.)"

(Allow students to share examples, ensuring they are appropriate. Guide them if needed with examples like being bullied, feeling unsafe, a big fight that isn't easily resolved.)

Teacher: "These are serious situations, and it's never okay to handle them alone. If you ever face a large problem, the most important thing is to tell a trusted adult immediately."

Problem Sorting Activity (10 minutes)

Teacher: "Now that we've learned about small, medium, and large problems, it's time to practice! I'm going to hand out some Problem Size Cards to your groups/pairs. Your task is to sort these cards into three piles: Small Problem, Medium Problem, and Large Problem."

(Distribute Problem Size Cards.)

Teacher: "Work together, discuss why you think a problem belongs in a certain category. There might be some tricky ones, and that's okay – the discussion is the important part! I'll be walking around to listen and answer any questions. You have about 8 minutes for this activity."

(Circulate, listen to discussions, ask guiding questions: "Why did you put this one in medium?" "What makes this different from a small problem?" "Who would you go to for help with this problem?")

Teacher: "Alright, bring your attention back up here. Let's quickly go over a few examples. What did your group decide for 'Spilled milk on your shirt'? Small, medium, or large? Why?"

(Discuss a few cards as a class, confirming understanding and addressing any misconceptions.)

Worksheet Reflection (5 minutes)

Teacher: "Excellent job sorting those problems! Now, I have a quick Problem Size Worksheet for you to complete. This worksheet has a few questions for you to reflect on what we've talked about today. Think about your own experiences and how you might use this new understanding."

(Distribute Problem Size Worksheet.)

Teacher: "You'll have about 4 minutes to complete the worksheet. Focus on explaining your thinking."

(Monitor students as they work. If time allows, ask a few students to share their reflections.)

Cool-Down: My Problem Meter (3 minutes)

Teacher: "We're almost out of time, but before we go, let's do one last quick reflection. Take a look at Problem Size Slide Deck Slide 7."

(Display Slide 7: Cool-Down: My Problem Meter)

Teacher: "On a scale of 1-5, with 5 being super confident, how well do you feel you can now identify the size of a problem? You don't have to tell me your number, just think about it. And on your Cool-Down: My Problem Meter slip (or a piece of scrap paper), quickly write down one thing you learned today about problem size that you think will be helpful for you."

(Collect cool-down slips.)

Teacher: "Great job today, everyone! Remember, knowing the size of a problem helps us choose the best way to respond and get the right kind of help. Keep practicing this skill!"

Warm-Up: How Big is That Bug?

Think about it: Imagine you see a tiny ant crawling on your desk. Now, imagine a large, buzzing hornet flying near your face.

1. How do you typically react to an ant?
   
   
   

2. How do you typically react to a hornet?
   
   
   

3. Why do your reactions change for different types of bugs? What makes you react differently?
   
   
   
   
   
   

Connect to problems: Just like bugs, problems come in different "sizes." Today, we'll learn how to identify the size of a problem so we can react in the best way possible!

Problem Size Cards

Instructions: Cut out these cards. With your group, sort them into three piles: Small Problem, Medium Problem, and Large Problem. Be ready to explain your choices!

Card 1: Forgot your homework at home

Card 2: Your best friend is ignoring you for no reason

Card 3: You accidentally spill water on your desk

Card 4: Someone is saying mean things about you online

Card 5: You don't understand a math problem on your worksheet

Card 6: Your younger sibling broke your favorite toy

Card 7: You can't find your favorite snack in the pantry

Card 8: You witnessed someone cheating on a test

Card 9: Your school uniform is a little wrinkled

Card 10: You're struggling to make new friends at a new school

Card 11: You found a wallet with money and identification in it

Card 12: Someone took your lunch without asking

Problem Size Worksheet: What's the Deal?

Name: ________________________

Instructions: Read each question carefully and provide thoughtful answers based on what we discussed about problem size.

1. Reflect on a Small Problem

Think about a small problem you experienced recently. What was it? How did you solve it? Did you need help, or could you handle it yourself?

2. Reflect on a Medium Problem

Describe a medium problem you or someone you know faced. What made it a medium problem? Who did you/they involve to help resolve it?

3. Reflect on a Large Problem

Why is it so important to get a trusted adult involved when you encounter a large problem? What could happen if you tried to handle a large problem all by yourself?

4. Problem Solving Strategy

Imagine your friend is really upset because they forgot their lunch at home. What size problem is this? What advice would you give them based on what you learned today?

Cool-Down: My Problem Meter

Name: ________________________

Instructions: Quickly reflect on today's lesson.

1. My Problem Meter Rating

On a scale of 1 to 5 (with 5 being very confident), how well do you feel you can now identify the size of a problem (small, medium, or large)?

Circle your rating:

1 (Not confident)   2   3   4   5 (Very confident)

2. One Important Thing

What is one important thing you learned today about understanding problem size that you think will be helpful for you?