Problem Size-Up! Teacher Script

Introduction (5 minutes)

(Display Problem Size-Up Slide Deck - Slide 1)

"Good morning/afternoon, everyone! Today we're going to talk about something super important: problems! Have you ever had a problem? Give me a thumbs up if you have!"

(Pause for responses)

"Of course, we all have problems sometimes! But what exactly is a problem? What does it mean when we say we have a problem? Turn to a partner and share your ideas for 30 seconds."

(Allow students to discuss, then call on a few to share with the class.)

(Display Problem Size-Up Slide Deck - Slide 2)

"Great ideas! A problem is something that makes us feel upset, frustrated, or worried. It's a challenge we face, something that needs a solution. Like when you can't find your shoe, or when your tower falls down! Those are problems, right?"

Introducing Problem Sizes (10 minutes)

"Now, here's a secret: not all problems are the same size! Just like there are small toys and big toys, there are small problems and big problems. And knowing the size of the problem can help us figure out the best way to solve it!"

(Display Problem Size-Up Slide Deck - Slide 3)

"First, let's talk about Small Problems. Can you say 'Small Problems'?"

(Wait for student repetition)

"Small problems are things you can usually fix on your own, or they go away pretty quickly. Like if you drop your crayon, or accidentally bump into someone. Or maybe you can't find your favorite toy, but you know it's somewhere in your room. It might make you feel a little bit grumpy, but you can probably handle it!

What do you think you can do for a small problem? You can fix it yourself, you can ignore it, or you can ask nicely for something. Like, 'Oops, I dropped my crayon!' and then you pick it up. No big deal, right? Can anyone think of another small problem?"

(Call on 1-2 students for examples.)

(Display Problem Size-Up Slide Deck - Slide 4)

"Next up are Medium Problems. Say 'Medium Problems' with me!"

(Wait for student repetition)

"Medium problems are a bit bigger. They might make you feel more upset, and you might need a little help to solve them. Like when you can't open your snack container – that's frustrating! Or if you and a friend both want to play with the same toy. Or maybe you spilled water on your paper, and now it's all wet!

For a medium problem, you might need to ask a friend for help, or ask a teacher for help. You might also need to take a deep breath to calm down. It's a bit more challenging, but still solvable without too much fuss. Any ideas for a medium problem?"

(Call on 1-2 students for examples.)

(Display Problem Size-Up Slide Deck - Slide 5)

"And finally, we have Large Problems. Let's all say 'Large Problems'!"

(Wait for student repetition)

"Large problems are serious. These are things that make you feel very scared or worried, and you always need an adult's help right away! Like if someone is hurt, or if you get lost, or if you see something dangerous. These are not problems you should try to fix on your own.

What do you do for a large problem? You find a trusted adult IMMEDIATELY! Tell them what happened. They will help you be safe. Can you think of a large problem?"

(Call on 1-2 students for examples. Gently guide if examples are not appropriate.)

(Display Problem Size-Up Slide Deck - Slide 6)

"So, why does it matter if a problem is small, medium, or large? Because our reaction should match the problem! If it's a small problem, we have a small reaction. If it's a medium problem, we have a medium reaction. And for a large problem, we get a large reaction – which means finding an adult for help! This helps us stay calm and find the best solutions."

What's the Problem Size? Activity (10 minutes)

(Display Problem Size-Up Slide Deck - Slide 7)

"Alright, problem solvers! Now it's your turn to practice. I have some problem cards here (or you can work with the What's the Problem Size? Activity worksheet). Your job is to decide if each problem is a SMALL problem, a MEDIUM problem, or a LARGE problem. We'll work on this in groups/individually."

"When you read a problem, think: 'Can I fix this myself? Do I need a little help? Or do I need an adult right now?'"

(Distribute Problem Cards/Worksheet. Circulate and assist students. After sufficient time, bring the class back together.)

"Let's share some of our ideas! Who wants to tell me about one of the problems and what size they thought it was? And what kind of reaction would be best?"

(Discuss a few examples as a class, clarifying any misconceptions.)

Wrap-Up & Review (5 minutes)

(Display Problem Size-Up Slide Deck - Slide 8)

"You all did a fantastic job today thinking about problem sizes! Remember, life will always have problems, big and small. But by thinking about the size of the problem, we can choose the best way to react and find a solution."

"For our last task, I have a quick Problem Size-Up Cool Down for you. This is like an exit ticket. When you're done, you can turn it in. It will help me see what you've learned today."

(Distribute the Problem Size-Up Cool Down. Collect when students are finished.)

"Thank you for being such great problem solvers today! Keep practicing looking at those problem sizes!"

What's the Problem Size? Activity

Directions: Read each problem below. Decide if it is a Small Problem, a Medium Problem, or a Large Problem. Write your answer in the space provided. Then, think about what you would do!

Problem 1

You drop your crayon on the floor.

Problem Size:

What would you do?

Problem 2

You want to play with a toy, but your friend has it and won't share.

Problem Size:

What would you do?

Problem 3

You see a classmate fall down and they are crying and bleeding.

Problem Size:

What would you do?

Problem 4

You can't tie your shoe and your teacher is busy.

Problem Size:

What would you do?

Problem 5

You accidentally spill a few drops of water on your desk.

Problem Size:

What would you do?

Problem 6

You realize you left your lunchbox at home.

Problem Size:

What would you do?

Problem Size-Up! Cool Down

Directions: Think about what we learned today about problems. Answer the questions below.

1. What is one small problem you might have?

2. What is one large problem you might have?

3. Why is it important to know if a problem is small, medium, or large?

Problem Size-Up! Activity Answer Key

Problem 1

You drop your crayon on the floor.

Problem Size: Small Problem

Thought Process: This is a minor inconvenience that the student can easily fix themselves by picking up the crayon. It does not require adult intervention or significant emotional distress.

Problem 2

You want to play with a toy, but your friend has it and won't share.

Problem Size: Medium Problem

Thought Process: This problem involves social interaction and conflict. While not an emergency, it might cause frustration and could require negotiation, sharing strategies, or a teacher's help to mediate, as the student might not resolve it entirely on their own.

Problem 3

You see a classmate fall down and they are crying and bleeding.

Problem Size: Large Problem

Thought Process: This involves a potential injury and requires immediate adult intervention to assess the situation, provide first aid, and ensure the safety and well-being of the injured child.

Problem 4

You can't tie your shoe and your teacher is busy.

Problem Size: Medium Problem

Thought Process: This is a personal need that the student cannot resolve alone and requires assistance. While not an emergency, it's a practical problem that needs an adult's attention, even if the teacher is busy at the moment. The student may need to wait or ask another available adult.

Problem 5

You accidentally spill a few drops of water on your desk.

Problem Size: Small Problem

Thought Process: This is a minor accident that can be easily cleaned up by the student with a tissue or by wiping it. It has minimal impact and can be resolved independently.

Problem 6

You realize you left your lunchbox at home.

Problem Size: Medium Problem

Thought Process: This problem has a more significant impact than a small problem (hunger, missing necessary items) and requires adult intervention to find a solution (e.g., calling a parent, providing an alternative lunch). The student cannot solve this on their own.