Defining Simple Problems
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1st Grade Science › Defining Simple Problems
In the classroom, Sofia and Jamal notice name tags fall off cubbies. They check at the end of the day and find 6 tags on the floor. They touch the tape and say it feels weak. Their teacher says, “State the problem clearly before we build anything.” They want names to stay on cubbies. A new or improved object could help. Based on the information, what problem did they define?
The problem is that kids forget their names.
The problem is that cubbies are too small.
The problem is that we should use stronger tape right now.
The problem is that name tags fall off cubbies and land on the floor.
Explanation
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 name tags falling off cubbies, found 6 tags on the floor at day's end, noticed the tape feels weak, and want names to stay on cubbies. Based on this information, they defined the problem as: 'Name tags fall off cubbies and land on the floor.' This problem definition is clear, specific, based on their observation of weak tape causing tags to fall, and solvable with a tool like better fasteners or tag holders. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult (tags falling off and landing on floor); is based on information gathered: connects to finding 6 fallen tags and weak tape; identifies solvable problem: could be addressed with new/improved tool like stronger fasteners or tag holders; is appropriately simple: one clear problem about tags not staying attached. This matches their observation that weak tape causes tags to fall throughout the day. Choice C represents jumping to a specific solution ('use stronger tape right now') without properly defining the problem first. This error typically occurs when students want to immediately fix things instead of first clearly stating what's wrong. To help students define problems: Practice 'The problem is...' statements; contrast problem definition ('name tags fall off cubbies') with solution statements ('we should use stronger tape'); show how information leads to problem definition (found 6 fallen tags with weak tape, so problem is tags falling off); identify problems solvable with tools/objects (falling tags = need better attachment) vs. unrelated issues ('kids forget names'); use formula: Name tags can't stay on cubbies because the tape is too weak to hold them. Watch for: students who jump to solutions without defining problems, who state unrelated issues about cubbies or memory, who focus on causes ('weak tape') without stating the actual problem (tags falling), or who include their solution in what should be just a problem statement.
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?
The problem is some kids can’t reach the water fountain button.
The problem is kids are thirsty after recess.
The problem is kids should stop jumping in line.
The problem is we should drink more water every day.
Explanation
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.
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?
The problem is kids spilled milk on the floor.
The problem is we need to clean faster.
The problem is trays are hard to carry without spilling.
The problem is lunch is not yummy.
Explanation
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, Sofia and Marcus wash paint cups at the sink. They observe water splashes onto the floor. They count 5 splashes in one cleanup time. They see kids step in puddles and slip a little. Marcus says, “The cup tips when we pour.” Sofia says, “We need to state the problem first.” They define: “The problem is paint water spills when cups tip at the sink.” A new tool could keep cups steady. What problem could be solved with a new or improved object?
The problem is paint water spills when cups tip at the sink.
The problem is the floor is blue.
The problem is kids do not like cleaning up.
The problem is we should use less paint.
Explanation
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 Marcus observed water splashing 5 times, kids stepping in puddles and slipping, cups tipping when pouring. Based on this information, they defined the problem as: 'The problem is paint water spills when cups tip at the sink.' 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 C represents jumping to solution, including solution in definition. This error typically occurs when students want to jump to 'fixing it' without defining clearly. 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 gym, Emma and Chen watch balls during a game. They observe balls roll under the bleachers often. They count 7 times kids stop to crawl and get balls. A kid says, “It’s dark under there.” Another says, “My arm can’t reach far.” The teacher asks them to define one problem, not a solution. They decide: “The problem is balls roll under the bleachers and are hard to get.” A new tool could help reach balls. Which statement clearly defines the problem?
The problem is gym class is loud.
The problem is we need a long grabber tool.
The problem is balls roll under bleachers and are hard to get.
The problem is kids crawl under bleachers.
Explanation
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 Chen observed balls rolling under bleachers often, 7 times kids crawl to get them, it's dark, arms can't reach far. Based on this information, they defined the problem as: 'The problem is balls roll under the bleachers and are hard to get.' 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 pattern they noticed in their information. Choice C represents jumping to solution, including solution in definition. This error typically occurs when students want to jump to 'fixing it' without defining clearly, 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?
The problem is backpack straps slip off small hooks and fall.
The problem is backpacks are on the floor sometimes.
The problem is we should pick up backpacks right now.
The problem is students forget to listen.
Explanation
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.
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?
The problem is books are heavy because they are big.
The problem is reading is boring.
The problem is carrying many books makes them fall.
The problem is we should run faster to the rug.
Explanation
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, Amir and Maya look for pencils at writing time. They notice pencils, crayons, and markers are all in one bin. They count and find 9 pencils mixed under crayons. Maya asks, “Where do we put pencils when we’re done?” Amir says, “Anywhere in the bin.” The teacher says, “Use your observations to define one problem.” They decide: “The problem is pencils get mixed up, so we can’t find them fast.” A new object could sort supplies. Based on their observations, what is the problem?
The problem is we should make labels right now.
The problem is pencils get mixed up, so we can’t find them.
The problem is writing time is too long.
The problem is the teacher gives too much work.
Explanation
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, Amir and Maya observed pencils, crayons, and markers mixed in one bin, with 9 pencils under crayons, and no specific place to put them. Based on this information, they defined the problem as: 'The problem is pencils get mixed up, so we can’t find them fast.' 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 pattern they noticed in their information. 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, 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.
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?
The problem is kids pull the ropes.
The problem is we need to buy more jump ropes.
The problem is jump ropes tangle because there is no storage place.
The problem is the playground is busy.
Explanation
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.
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?
The problem is that the classroom is too loud.
The problem is that we should tape every marker down.
The problem is that markers roll off the table and get damaged.
The problem is that markers are fun to use.
Explanation
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.