Lesson Plan
Problem Size-Up! Lesson Plan
Students will categorize problems by size (small, medium, large) and identify appropriate initial steps for solving them, empowering them to approach challenges more effectively.
Understanding problem size helps students feel more in control of challenges, reduces overwhelm, and builds confidence in their ability to cope. It's a foundational skill for independent problem-solving.
Audience
4th and 5th Grade
Time
20 minutes
Approach
Direct instruction, guided discussion, and practical application.
Materials
Problem Size-Up Slides, Problem Size-Up Discussion Guide, and Problem Size-Up Worksheet
Prep
Teacher Preparation
7 minutes
- Review all generated materials: Problem Size-Up! Lesson Plan, Problem Size-Up Slides, Problem Size-Up Discussion Guide, and Problem Size-Up Worksheet.
- Print copies of the Problem Size-Up Worksheet for each student in the group.
Step 1
Introduction: What's the Big Deal?
3 minutes
- Begin by asking students if they've ever had a problem that felt really, really big.
- Introduce the idea that not all problems are the same size, using Problem Size-Up Slides (Slide 1-2).
- Briefly explain the categories: small, medium, and large problems. (Slide 3-4)
Step 2
Guided Discussion: Sizing Up Our Problems
7 minutes
- Use the Problem Size-Up Discussion Guide to facilitate a conversation about different types of problems and how they might fit into the small, medium, or large categories. (Slide 5)
- Encourage students to share examples (without naming specific individuals or sensitive details) and discuss initial reactions and potential steps for each size.
- Emphasize that a 'small' problem for one person might feel 'medium' to another, and that's okay.
Step 3
Worksheet Activity: My Problem-Solving Plan
7 minutes
- Distribute the Problem Size-Up Worksheet.
- Explain that students will categorize hypothetical problems and brainstorm simple steps for each.
- Circulate and provide support as students work individually or in pairs. (Slide 6)
Step 4
Wrap-up: Key Takeaways
3 minutes
- Bring the group back together.
- Ask a few students to share one thing they learned about problem-solving or problem size.
- Reiterate that recognizing problem size helps us choose the best way to handle it and empowers us to take action. (Slide 7)
Slide Deck
Problem Size-Up!
How big is your problem? And why does it matter?
Welcome students and introduce the engaging question. Ask them to think about problems they've faced.
What's a Problem?
Problems are challenges or difficulties that we face. They can be big or small!
Ask students for a few examples of problems they might face (e.g., can't find a pencil, forgot homework, argument with a friend). Connect to their experiences.
Small Problems
- Annoying, but easy to fix.
- You can usually solve them yourself quickly.
- Example: Can't find your eraser.
Emphasize that these don't take up much energy or time. Ask for student examples of small problems.
Medium Problems
- More difficult, might need some help.
- Takes a bit more thought or effort.
- Example: A disagreement with a friend, a tough math problem.
Highlight that getting help or thinking through steps is often key here. Ask for student examples of medium problems.
Large Problems
- Very difficult, often needs adult help.
- Can make you feel strong emotions.
- Example: A big fight at home, being bullied, feeling unsafe.
Stress the importance of reaching out to a trusted adult for large problems. Explain these problems often involve strong emotions and more complex solutions.
Practice Time!
Let's put our new skills to the test with some real-life problems.
Transition to the Problem Size-Up Worksheet. Explain that students will apply what they've learned.
You've Got This!
- Knowing a problem's size helps you know what to do.
- You are a problem-solver!
- Always ask for help if a problem feels too big.
Reinforce the main message and positive affirmation. Encourage students to remember these strategies in the future.
Discussion
Problem Size-Up Discussion Guide
Introduction (Briefly revisit the slide deck if needed)
"We've just talked about small, medium, and large problems. Now, let's discuss this a bit more and think about how we feel and what we do when we face different kinds of problems."
Discussion Prompts
-
Small Problems - What do we do?
- "Can anyone think of an example of a 'small problem' they might encounter in a day? (Like forgetting your homework at home, or running out of glue.)"
- "How do you usually feel when you have a small problem? (A little annoyed? Frustrated?)"
- "What do you typically do to solve a small problem? Who usually solves it? (Myself, quickly.)"
- Follow-up: "What if you tried to get a teacher or parent to solve every single small problem? How would that go?"
-
Medium Problems - Who can help?
- "What about a 'medium problem'? Can you think of an example? (Like a disagreement with a friend, or a really tricky math problem you're stuck on.)"
- "How do you feel when you have a medium problem? (A bit worried? Confused? Stressed?)"
- "What might be the first few steps to try and solve a medium problem? Do you usually solve these alone, or do you ask for help? Who might you ask?"
- Follow-up: "Why is it okay to ask for help with medium problems, but for small problems, we try to solve them ourselves first?"
-
Large Problems - When do we need help?
- "Now, for 'large problems.' These are big, tough challenges. What are some types of large problems that someone might face? (Think generally, without giving personal examples, like someone feeling unsafe, a big argument at home, or ongoing bullying.)"
- "How do you think someone feels when they have a large problem? (Scared? Sad? Overwhelmed? Very angry?)"
- "What is the most important thing to do when you face a large problem? (Get help from a trusted adult.)"
- Follow-up: "Why is it so important to tell a trusted adult immediately when you have a large problem? What happens if you try to keep it to yourself?"
-
Perspective & Empathy
- "Sometimes, what feels like a small problem to one person might feel like a medium problem to another. Why do you think that is? (Hint: Everyone is different, and has different experiences.)"
- "How can understanding this help us be better friends or classmates?"
Wrap-Up
"Remember, knowing the size of a problem helps you know the best way to deal with it. You are capable problem-solvers, and there are always people who care and can help!"
Worksheet
Problem Size-Up Worksheet
Name: _________________________
Date: __________________________
Instructions: Read each problem below. Decide if it's a Small, Medium, or Large problem. Then, write down one or two things you would do to solve it or get help.
Problem 1: You can't find your favorite pencil.
Problem Size: _________________________ (Small / Medium / Large)
What would you do?
Problem 2: You and your friend want to play different games during recess, and you can't agree.
Problem Size: _________________________ (Small / Medium / Large)
What would you do?
Problem 3: Someone is saying mean things about you online, and it's making you feel very sad and scared.
Problem Size: _________________________ (Small / Medium / Large)
What would you do?
Problem 4: You studied hard for a test, but you still got a bad grade, and you don't understand why.
Problem Size: _________________________ (Small / Medium / Large)
What would you do?
My Own Problem (Think of one, but don't share sensitive details!)
Problem: Think of a problem you or someone you know could have (don't share real personal details). Describe it generally.
Problem Size: _________________________ (Small / Medium / Large)
What would you do?
Reflection Question:
Why is it helpful to know if a problem is small, medium, or large?
Answer Key
Problem Size-Up Answer Key
Instructions: This answer key provides suggested categorizations and problem-solving steps. Encourage students to think critically and recognize that some problems may fall between categories depending on individual perception and resources.
Problem 1: You can't find your favorite pencil.
Problem Size: Small
What would you do?
- Look around your desk or backpack.
- Ask a classmate if they have an extra you can borrow for now.
- Use a different pencil.
Reasoning: This is a minor inconvenience that can usually be resolved quickly and independently, or with minimal help from a peer.
Problem 2: You and your friend want to play different games during recess, and you can't agree.
Problem Size: Medium
What would you do?
- Talk to your friend about why each of you wants to play your chosen game.
- Try to find a compromise, like playing one game today and the other tomorrow.
- Ask a trusted adult (like a teacher) to help you both find a fair solution.
- Suggest a third game you both might like.
Reasoning: This problem involves a disagreement and requires communication, negotiation, or mediation from an adult to find a solution. It's more complex than a small problem but usually doesn't involve strong negative emotions or safety concerns.
Problem 3: Someone is saying mean things about you online, and it's making you feel very sad and scared.
Problem Size: Large
What would you do?
- Tell a trusted adult immediately (parent, teacher, counselor).
- Do not respond to the mean comments.
- Block the person if possible.
- Save evidence (screenshots) if safe to do so, to show the adult.
Reasoning: This problem involves significant emotional distress, potential safety concerns, and often requires adult intervention to resolve, as it can be difficult and overwhelming for a child to handle alone.
Problem 4: You studied hard for a test, but you still got a bad grade, and you don't understand why.
Problem Size: Medium
What would you do?
- Review the test questions and your answers.
- Talk to your teacher after class to understand what went wrong and how to improve.
- Ask a parent or tutor for help studying differently next time.
- Look over your notes and study materials again.
Reasoning: This problem requires investigation, self-reflection, and seeking guidance from a teacher or adult to understand the learning gap and develop strategies for improvement. It's more than a quick fix but doesn't typically involve immediate emotional or physical threats.
My Own Problem (Think of one, but don't share sensitive details!)
Problem: (Student's generalized problem, e.g., "I keep forgetting my water bottle at home.")
Problem Size: (Small / Medium / Large - Answers will vary based on student's example)
What would you do?
(Steps will vary based on student's example and problem size, but should align with the appropriate problem-solving approach. E.g., for forgetting a water bottle: "Put a sticky note on my door.")
Reasoning: (Student's reasoning should align with their chosen problem size and solution.)
Reflection Question:
Why is it helpful to know if a problem is small, medium, or large?
Suggested Answer: It's helpful because knowing the size of a problem helps us figure out the best way to solve it. Small problems we can often fix ourselves quickly. Medium problems might need some thinking or a little help from others. Large problems mean we definitely need to get help from a trusted adult right away. It helps us not get too worried about little things and know when to ask for important help.