- In the classroom, Chen and Maya notice markers roll off the table. They watch for 5 minutes during writing time. They count 7 markers that roll onto the floor. Two markers get stepped on and the tips bend. Mr. Ruiz asks them to state a clear problem. They say the table is smooth and markers do not stay put. A new tool or object could help stop the rolling. Which statement best defines the problem?
Answer: The problem is that markers roll off the table and get damaged.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed markers rolling off the table during writing time, counted 7 markers that rolled onto the floor, and noted two markers got stepped on with bent tips. Based on this information, they defined the problem as: the table is smooth and markers do not stay put. This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice B represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the art room, Emma, Jamal, and Sofia watch crayons and pencils get mixed. They ask, "Where do we put crayons?" and "Where do we put pencils?" They see one big bin for everything. After cleanup, they find 6 crayons in the pencil cup. They also find 4 pencils in the crayon box. Ms. Lee says, "Use your information to define the problem." They agree: The problem is supplies get mixed because there are no separate holders. This could be solved with a new organizer tool. Based on the information, what problem did they define?
Answer: The problem is that supplies get mixed up without separate holders.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed crayons and pencils getting mixed up in one big bin, found 6 crayons in the pencil cup and 4 pencils in the crayon box, and asked questions about where to put supplies. Based on this information, they defined the problem as: supplies get mixed because there are no separate holders. This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice B represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the classroom, Jamal and Maya look at backpacks on hooks. They observe some backpacks fall off the hooks. They count 4 backpacks on the floor after 5 minutes. They ask, "Why did it fall?" One student says, "The hook is too small." Another says, "My backpack strap slips." They define: "The problem is backpack straps slip off small hooks and fall." A new object could hold straps better. Based on their observations, what is the problem?
Answer: The problem is backpack straps slip off small hooks and fall.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Jamal and Maya observed backpacks falling off hooks, 4 on the floor after 5 minutes, hooks too small, straps slip. Based on this information, they defined the problem as: 'The problem is backpack straps slip off small hooks and fall.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice A represents too vague, just observation without problem definition, too broad. This error typically occurs when students state problems too generally without specifics, confuse observations with problem statements. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the cafeteria, Amir and Maya watch kids carry lunch trays. They ask, "What is hard about trays?" Three kids say, "My tray is too heavy," and one says, "My milk spills." The teacher helps them count, and they see 5 spills in one lunch. Amir says, "Spills happen when trays tip." Maya defines it: "The problem is that lunch trays are too heavy and tip for small hands." They think an improved tray or holder could help. What problem did they define?
Answer: The problem is that lunch trays are too heavy and tip easily.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed kids carrying lunch trays, asked what's hard and heard 'tray is too heavy' and 'milk spills', counted 5 spills in one lunch period, and noticed spills happen when trays tip. Based on this information, they defined the problem as: 'The problem is that lunch trays are too heavy and tip for small hands.' This problem definition is clear, specific, based on their observations, and solvable with an improved tray or holder. Choice C is correct because it clearly defines the specific problem: states exactly what's difficult (trays too heavy and tip easily); is based on information gathered: connects to kids saying 'too heavy' and observed spills; identifies solvable problem: could be addressed with improved tray design or holder; is appropriately simple: one clear problem about tray weight and tipping. This matches their observation that spills happen when heavy trays tip. Choice D represents jumping to solution without defining problem. This error typically occurs when students want to jump to 'fixing it' (make everyone drink water) without clearly defining what the problem is based on their observations. To help students define problems: Practice 'The problem is...' statements; contrast vague ('lunch is hard') with specific ('trays too heavy and tip'); show how information leads to problem definition (counted 5 spills from tipping, so problem is heavy trays that tip); identify problems solvable with tools/objects (heavy trays = need lighter tray or holder) vs. other problems (bad taste = need recipe change); use formula: [Trays] can't [be carried safely] because [too heavy for small hands and tip easily]. Watch for: students who describe observations but don't define problem, who jump to solutions ('drink water not milk') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information about tray difficulties, 2) Look at information to see pattern of weight and tipping causing spills, 3) State problem clearly: trays too heavy and tip easily, 4) Make sure it's solvable with improved tray or holder, 5) Then create solutions.
- In the classroom, Ms. Lee says, "First define the problem clearly." Emma's group notices glue sticks with no cap. They count 4 glue sticks that are dried out. Students say, "It won't glue paper anymore." The group thinks an improved object could keep caps with glue sticks. They write one clear problem sentence. Why is it helpful to define the problem clearly?
Answer: It helps them know exactly what to fix with a tool.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students noticed glue sticks with no caps, counted 4 dried out glue sticks, and heard students say it won't glue paper anymore. Based on this information, they defined the problem as: glue sticks dry out because caps are missing, and wrote one clear problem sentence. This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it correctly explains value: states how defining problem helps; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear benefit, not too complex. This matches what their data revealed as the core problem. Choice B represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- At the playground, Chen and Emma see water bottles tip over on the bench. They watch for 10 minutes and count 3 spills. They notice the bench is slanted and bottles are round at the bottom. Their teacher says, "Use your observations to define the problem." They want bottles to stay upright. A new or improved object or tool could help. Which describes the problem that could be solved with a new tool or object?
Answer: The problem is that bottles tip over on the slanted bench.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed water bottles tipping over on the bench, counted 3 spills in 10 minutes, noticed the bench is slanted and bottles have round bottoms, and want bottles to stay upright. Based on this information, they defined the problem as: 'Bottles tip over on the slanted bench.' This problem definition is clear, specific, identifies the cause (slanted surface), and is solvable with a tool like a bottle holder or flat platform. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult (bottles tipping on slanted surface); is based on information gathered: connects to observations of slanted bench and round-bottomed bottles causing 3 spills; identifies solvable problem: could be addressed with new/improved tool like bottle holder or leveling platform; is appropriately simple: one clear problem about bottles not staying upright. This matches their observation that the combination of slanted bench and round bottles causes tipping. Choice C represents jumping to telling people what to do ('tell everyone to be careful') rather than defining the environmental problem. This error typically occurs when students think about warnings or rules instead of identifying physical problems that tools can solve. To help students define problems: Practice 'The problem is...' statements; contrast problem definition ('bottles tip over on slanted bench') with behavioral directions ('tell everyone to be careful'); show how information leads to problem definition (saw 3 spills on slanted bench, so problem is bottles tipping); identify problems solvable with tools/objects (tipping bottles = need holder) vs. stating obvious facts ('water is wet'); use formula: Bottles can't stay upright because the bench is slanted and bottles have round bottoms. Watch for: students who suggest warnings instead of defining problems, who state obvious unrelated facts, who focus on individual issues ('Emma is thirsty') instead of the environmental problem, or who don't use their specific observations about physical causes (slanted bench) in their problem definition.
- In the cafeteria, Sofia and Chen carry lunch trays to their table. They watch 8 kids walk with trays and count 3 spills. They ask, "Why did it spill?" Kids say, "The tray is too heavy and wobbly." They also see milk cartons slide on the tray. Sofia says, "Spills make a big mess." Chen says, "A tool could help hold food steady." They define: "The problem is trays are hard for kids to carry without spilling." Which statement best defines the problem?
Answer: The problem is trays are hard to carry without spilling.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Sofia and Chen observed 3 spills out of 8 kids carrying trays, with kids saying trays are too heavy and wobbly, and milk cartons sliding. Based on this information, they defined the problem as: 'The problem is trays are hard for kids to carry without spilling.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice C represents too vague, just observation without problem definition, not tool-solvable problem, too broad. This error typically occurs when students describe what they see without identifying it as a problem, state problems too generally without specifics, confuse observations with problem statements. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the art room, Emma and Jamal watch crayons roll off the table. They ask, "How many fall?" and count 6 crayons on the floor in 10 minutes. They notice the table is smooth and crayons are round. Ms. Lee says, "Use your observations to define the problem." They agree the crayons keep rolling away and get lost under shelves. They do not want to keep stopping art to pick them up. The problem could be solved with a new or improved object or tool. Based on the information, what problem did they define?
Answer: The problem is that crayons roll off tables and get lost.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed crayons rolling off tables and counted 6 crayons on the floor in 10 minutes, noticed the table is smooth and crayons are round, and recognized crayons get lost under shelves. Based on this information, they defined the problem as: 'Crayons roll off tables and get lost.' This problem definition is clear, specific, based on their observations, and solvable with a tool like a crayon holder or table edge guard. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult (crayons rolling and getting lost); is based on information gathered: connects to their observations of 6 crayons falling and getting lost under shelves; identifies solvable problem: could be addressed with new/improved tool or object like a crayon holder; is appropriately simple: one clear problem about crayons rolling away. This matches the observations they made showing crayons rolling off smooth tables due to their round shape. Choice A represents too vague a problem that isn't based on their observations - they didn't gather information about art time length. This error typically occurs when students state problems too generally without connecting to specific observations they made. To help students define problems: Practice 'The problem is...' statements; contrast vague ('art time too short') with specific ('crayons roll off tables and get lost'); show how information leads to problem definition (counted 6 fallen crayons, so problem is crayons rolling away); identify problems solvable with tools/objects (rolling crayons = need holder) vs. other problems (short time = need schedule change); use formula: Crayons can't stay on table because they're round and table is smooth. Watch for: students who describe observations but don't define problem, who jump to solutions ('we should make a crayon box') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help (like Jamal not listening), or who think defining problems is same as solving them.
- In the cafeteria, Amir and Marcus watch kids carry lunch trays. They ask, "What happens when you carry two things?" Three students say, "My milk falls." They count 5 spills in one lunch time. The floor gets slippery near the table. Their teacher says, "Use what you found to define the problem." They think a new tray tool could help. Based on their questions, what is the problem?
Answer: The problem is that students spill milk because trays are hard to carry.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed kids carrying lunch trays, asked what happens when carrying two things, heard three students say their milk falls, and counted 5 spills in one lunch time making the floor slippery. Based on this information, they defined the problem as: students spill milk because trays are hard to carry. This problem definition is clear, specific, based on information, and solvable with a tool. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice A represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- After recess, Carlos and Keisha line up to get a drink. They notice the water fountain button is high. Carlos stretches and still cannot press it. Keisha asks three kids and two say, "I can't reach." They watch and see some kids jump to reach the button. The teacher says, "State the problem clearly." They define: "The problem is some kids can't reach the water fountain button." A new tool could help kids reach safely. Based on the information, what problem did they define?
Answer: The problem is some kids can't reach the water fountain button.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Carlos and Keisha observed the water fountain button is high, some kids can't reach even stretching, two out of three asked couldn't reach, and kids jumping to press it. Based on this information, they defined the problem as: 'The problem is some kids can't reach the water fountain button.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice C represents jumping to solution, not tool-solvable problem, including solution in definition. This error typically occurs when students want to jump to 'fixing it' without defining clearly, confuse cause with problem. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- At the library, Marcus and Yuki try to carry books to the reading rug. They observe that many kids carry 4 books at once. They count 5 times books fall on the walk over. Yuki says, "My hands are too small to hold them." Marcus says, "Books slide and drop." They talk about making a tool to help carry books. They define: "The problem is carrying many books makes them fall." Which describes the problem that could be solved with a new tool or object?
Answer: The problem is carrying many books makes them fall.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Marcus and Yuki observed kids carrying 4 books at once, with books falling 5 times, hands too small to hold them, and books sliding. Based on this information, they defined the problem as: 'The problem is carrying many books makes them fall.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches what their data revealed as the core problem. Choice B represents wrong problem, irrelevant to information, not tool-solvable problem. This error typically occurs when students identify problems that tools couldn't help, think any difficulty is equally valid problem even if not supported by information. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the classroom, Sofia and Chen see pencils mixed with markers in one bin. They look inside after centers and find 9 pencils and 8 markers all jumbled. They ask classmates where to put pencils, and many say, "I don't know." The teacher says, "Let's use this information to define one clear problem." They want supplies easy to find during work time. A new or improved object could help. Which statement best defines the problem?
Answer: The problem is that supplies get mixed up in one bin.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed pencils mixed with markers in one bin (9 pencils and 8 markers jumbled together), asked classmates where to put pencils and many said 'I don't know,' and recognized they want supplies easy to find. Based on this information, they defined the problem as: 'Supplies get mixed up in one bin.' This problem definition is clear, specific, based on their observations of mixed supplies, and solvable with a tool like separate containers or dividers. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult (supplies getting mixed up); is based on information gathered: connects to observations of 9 pencils and 8 markers jumbled together; identifies solvable problem: could be addressed with new/improved tool like separate bins or organizers; is appropriately simple: one clear problem about supply organization. This matches their observation that classmates don't know where to put pencils because everything is mixed together. Choice B represents too broad a problem not supported by their observations - they didn't gather information showing there are too many supplies, just that existing supplies are mixed up. This error typically occurs when students state problems too generally without specifics from their observations. To help students define problems: Practice 'The problem is...' statements; contrast vague ('too many supplies') with specific ('supplies get mixed up in one bin'); show how information leads to problem definition (saw mixed pencils and markers, so problem is supplies getting jumbled); identify problems solvable with tools/objects (mixed supplies = need organizer) vs. other problems (personal preferences = not tool-solvable); use formula: Students can't find supplies quickly because pencils and markers are mixed in one bin. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need to buy new markers') without defining problem first, who state problems too vaguely, who identify problems unrelated to their observations (like Chen's preferences), or who think any difficulty is equally valid even if not supported by information.
- On the playground, Keisha and Chen watch the jump ropes. They observe ropes get tangled in a big pile. They count and find 6 ropes in one knot. Kids pull hard and the knot gets tighter. Keisha says, "We waste time fixing ropes." Chen says, "A tool could keep ropes separate." They define: "The problem is jump ropes tangle because there is no place to store them." Which statement best defines the problem?
Answer: The problem is jump ropes tangle because there is no storage place.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Keisha and Chen observed ropes tangled in a pile, 6 in one knot, kids pulling making it tighter, wasting time fixing. Based on this information, they defined the problem as: 'The problem is jump ropes tangle because there is no place to store them.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice B represents too vague, too broad, irrelevant to information. This error typically occurs when students state problems too generally without specifics, think any difficulty is equally valid problem even if not supported by information. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- On the playground, Keisha and Carlos see kids line up for the water fountain. They notice shorter kids stretch but still cannot reach the button well. They ask 5 kids to try, and 3 cannot press it easily. The teacher says, "A clear problem helps us make a tool." Carlos says, "We want everyone to get water by themselves." Keisha defines it: "The problem is some kids cannot reach the water fountain button." They think a new object could help reach. Which statement best defines the problem?
Answer: The problem is some kids cannot reach the fountain button.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed shorter kids stretching but unable to reach the fountain button well, asked 5 kids to try and found 3 cannot press it easily. Based on this information, they defined the problem as: 'The problem is some kids cannot reach the water fountain button.' This problem definition is clear, specific, based on their observations, and solvable with a reaching object. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult (some kids can't reach button); is based on information gathered: connects to testing showing 3 out of 5 kids struggle to press button; identifies solvable problem: could be addressed with new object to help reach; is appropriately simple: one clear problem about button height. This matches their observation that shorter kids cannot easily press the button even when stretching. Choice D represents just observation without problem definition. This error typically occurs when students describe what they see ('kids stand close to fountain in line') without identifying it as a problem that needs solving or stating what's difficult. To help students define problems: Practice 'The problem is...' statements; contrast vague ('water is hard to get') with specific ('some kids can't reach fountain button'); show how information leads to problem definition (3 of 5 can't press easily, so problem is button reach); identify problems solvable with tools/objects (can't reach button = need step or button extender) vs. other problems (kids need water = not the access problem); use formula: [Some kids] can't [get water independently] because [cannot reach the button]. Watch for: students who describe observations but don't define problem, who jump to solutions ('move the fountain') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information about button access, 2) Look at information to see pattern of height difficulty, 3) State problem clearly: some kids can't reach button, 4) Make sure it's solvable with reaching tool, 5) Then create solutions.
- At the library, Yuki and Keisha try to put books back. The top shelf is above Yuki's head. They watch 4 students tiptoe to reach it. Two books fall to the floor. Ms. Grant says, "Tell the problem in one clear sentence." They say a new tool could help reach safely. Based on their observations, what is the problem?
Answer: The problem is that students cannot reach the top shelf safely.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed trying to put books back on a high shelf, watched 4 students tiptoe to reach it, and saw two books fall to the floor. Based on this information, they defined the problem as: students cannot reach the top shelf safely. This problem definition is clear, specific, based on information, and solvable with a tool. Choice C is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice A represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the cafeteria, Yuki and Amir see kids reach for napkins. They watch and notice many kids stand up because the napkins are high. They ask 5 kids, and 4 say, "I can't reach." The teacher says, "Use the answers to define the problem." They want napkins easy to get. A new or improved object could help. What problem did they learn is the one to solve?
Answer: The problem is that napkins are too high for kids to reach.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed kids reaching for napkins with many standing up, asked 5 kids and 4 said 'I can't reach,' noticed napkins are placed high, and want napkins easy to get. Based on this information, they defined the problem as: 'Napkins are too high for kids to reach.' This problem definition is clear, specific, based on their survey showing 4 out of 5 kids can't reach, and solvable with a tool like a lower dispenser or step stool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult (napkins too high to reach); is based on information gathered: connects to 4 out of 5 kids saying they can't reach; identifies solvable problem: could be addressed with new/improved tool like lower holder or reaching aid; is appropriately simple: one clear problem about napkin height. This matches the data they collected showing most kids have this reaching difficulty. Choice B represents blaming the kids ('should be taller') rather than identifying a solvable problem. This error typically occurs when students think about what people should be like instead of identifying environmental problems that tools can fix. To help students define problems: Practice 'The problem is...' statements; contrast tool-solvable problems ('napkins are too high') with people-changing statements ('kids should be taller'); show how information leads to problem definition (4 of 5 can't reach, so problem is height of napkins); identify problems solvable with tools/objects (too high = need lower placement) vs. impossible changes (making kids taller); use formula: Kids can't get napkins because they're placed too high to reach. Watch for: students who blame people instead of identifying environmental problems, who suggest getting more of something instead of fixing access, who state unrelated problems ('lunch is too loud'), or who don't use their specific data (4 out of 5 kids) to support their problem definition.
- In the art room, Emma and Jamal watch markers during drawing time. They notice markers roll off the table a lot. They count and see 6 markers fall in 10 minutes. They also see markers get stepped on when they fall. Emma says, "The table is smooth, so they roll." Jamal says, "We keep losing markers under shelves." They agree: "The problem is markers roll off the table and get lost." It could be solved with a new tool or object to hold markers. Based on the information, what problem did they define?
Answer: The problem is markers roll off the table and get lost.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, Emma and Jamal observed markers rolling off the table 6 times in 10 minutes, getting stepped on, and lost under shelves because the table is smooth. Based on this information, they defined the problem as: 'The problem is markers roll off the table and get lost.' This problem definition is clear, specific, based on information, and solvable with a tool. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice A represents too vague, just observation without problem definition, not tool-solvable problem, too broad. This error typically occurs when students state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- At lunch, Amir and Maya watch kids carry trays to the table. They ask, "How many spills happen?" and count 4 spills today. They notice the milk slides on the tray when kids walk. Ms. Ruiz says, "Now define the problem using your observations." They want lunch to be safer and easier to carry. A new or improved object or tool could help. Based on their observations, what is the problem?
Answer: The problem is that cups slide on trays and spill.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed kids carrying trays and counted 4 spills today, noticed milk slides on the tray when kids walk, and want lunch to be safer and easier to carry. Based on this information, they defined the problem as: 'Cups slide on trays and spill.' This problem definition is clear, specific, based on their observation of sliding milk causing spills, and solvable with a tool like tray dividers or cup holders. Choice C is correct because it clearly defines the specific problem: states exactly what's difficult (cups sliding and spilling); is based on information gathered: connects to observations of milk sliding when kids walk causing 4 spills; identifies solvable problem: could be addressed with new/improved tool like tray with cup holders; is appropriately simple: one clear problem about cups sliding. This matches the pattern they noticed that milk slides on smooth trays leading to spills. Choice A represents a problem not based on their observations - they didn't gather information about food taste, only about spills from sliding cups. This error typically occurs when students state unrelated problems instead of focusing on what their observations actually showed. To help students define problems: Practice 'The problem is...' statements; contrast unrelated problems ('food tastes bad') with specific observed problems ('cups slide on trays and spill'); show how information leads to problem definition (counted 4 spills from sliding milk, so problem is cups sliding); identify problems solvable with tools/objects (sliding cups = need holders) vs. behavioral problems (walking speed = not tool-solvable); use formula: Kids can't carry lunch safely because cups slide on smooth trays. Watch for: students who describe unrelated problems, who suggest behavioral changes ('walk slower') instead of identifying tool-solvable problems, who state problems about preferences ('drink juice not milk') rather than observed difficulties, or who don't connect their problem statement to the specific information they gathered about sliding and spilling.
- At the classroom sink, Yuki cannot reach the soap pump. She stretches but her hand is too low. Keisha watches and sees 5 students ask for help. The teacher says, "Use what you saw to state the problem." They agree a new tool could help kids reach. Based on the information, what is the problem?
Answer: The problem is that students cannot reach the soap pump by themselves.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed inability to reach the soap pump, saw Yuki stretch but fail, and watched 5 students ask for help. Based on this information, they defined the problem as: students cannot reach the soap pump by themselves. This problem definition is clear, specific, based on information, and solvable with a tool. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice A represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
- In the art room, Amir spills water from his paint cup. He notices the cup tips when someone bumps the table. Marcus sees two more cups tip over that day. They wipe the table each time and lose painting time. Their teacher asks them to define the problem before making anything. They think an improved cup holder tool could help. What is the problem they want to solve?
Answer: The problem is that paint cups tip over and spill easily.
This question tests the 1st grade skill of defining a simple problem that could be solved with a new or improved object or tool, based on observations and information gathered (K-2-ETS1-1: Define a simple problem that can be solved through the development of a new or improved object or tool). Defining a problem means stating clearly and specifically what is wrong or difficult, based on information we've gathered. A good problem definition is: (1) Clear and specific (says exactly what's difficult), (2) Based on observations and information (not just guessing), (3) Simple (one main problem, not many at once), (4) Solvable (especially with a tool or object we could create or improve). Problem definition is different from observing (observing = noticing what happens; defining = stating the problem based on observations) and different from solving (defining = what's wrong; solving = fixing it). We define problems AFTER gathering information and BEFORE creating solutions. In this scenario, students observed paint cups tipping over when the table is bumped, saw two more cups tip that day, and noted they had to wipe the table each time, losing painting time. Based on this information, they defined the problem as: paint cups tip over and spill easily. This problem definition is clear, specific, based on information, and solvable with a tool. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult; is based on information gathered: connects to observations made; identifies solvable problem: could be addressed with new/improved tool or object; is appropriately simple: one clear problem, not too complex. This matches the observations they made showing this specific difficulty. Choice B represents too vague, just observation without problem definition, jumping to solution, not tool-solvable problem, too broad, wrong problem, irrelevant to information, dismissing value of defining, confusing cause with problem, including solution in definition. This error typically occurs when students describe what they see without identifying it as a problem, want to jump to 'fixing it' without defining clearly, state problems too generally without specifics, confuse observations with problem statements, think any difficulty is equally valid problem even if not supported by information, don't distinguish between problems solvable with tools vs. other problems. To help students define problems: Practice 'The problem is...' statements; contrast vague ('messy') with specific ('supplies mixed up, no containers'); show how information leads to problem definition (gathered data shows X, so problem is Y); identify problems solvable with tools/objects (can't reach = need step stool) vs. other problems (don't understand math = need teaching); use formula: [Who] can't/doesn't [what] because [specific reason]. Watch for: students who describe observations but don't define problem, who jump to solutions ('we need X') without defining problem first, who state problems too vaguely, who identify problems that tools couldn't help, or who think defining problems is same as solving them. Key sequence: 1) Gather information, 2) Look at information to see pattern or main difficulty, 3) State problem clearly and specifically, 4) Make sure it's solvable with tool/object, 5) Then create solutions.
