1st Grade Science Quiz: Defining Simple Problems
20 questions · exam conditions
0:00
Defining Simple ProblemsQuestion 1 of 20

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?

The problem is that bottles tip over on the slanted bench.
The problem is that water is wet.
The problem is that we should tell everyone to be careful.
The problem is that Emma is thirsty.
← Back to quizzes

1st Grade Science Quiz

1st Grade Science Quiz: Defining Simple Problems

Practice Defining Simple Problems in 1st Grade Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Defining Simple Problems, giving you a quick way to practice the rules, question types, and explanations that matter most for 1st Grade Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

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?

  1. The problem is that bottles tip over on the slanted bench. (correct answer)
  2. The problem is that water is wet.
  3. The problem is that we should tell everyone to be careful.
  4. The problem is that Emma is thirsty.
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 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.

Question 2

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?​

  1. The problem is that lunch food tastes bad sometimes.
  2. The problem is that kids are hungry at lunchtime.
  3. The problem is that lunch trays are too heavy and tip easily. (correct answer)
  4. We should make everyone drink water, not milk.
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 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.

Question 3

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?

  1. The problem is that cubbies are too small.
  2. The problem is that name tags fall off cubbies and land on the floor. (correct answer)
  3. The problem is that we should use stronger tape right now.
  4. The problem is that kids forget their names.
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.

Question 4

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?

  1. The problem is kids are thirsty after recess.
  2. The problem is some kids can't reach the water fountain button. (correct answer)
  3. The problem is we should drink more water every day.
  4. The problem is kids should stop jumping in line.
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.

Question 5

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?

  1. The problem is trays are hard to carry without spilling. (correct answer)
  2. The problem is lunch is not yummy.
  3. The problem is kids spilled milk on the floor.
  4. The problem is we need to clean faster.
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.

Question 6

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?

  1. The problem is paint water spills when cups tip at the sink. (correct answer)
  2. The problem is the floor is blue.
  3. The problem is we should use less paint.
  4. The problem is kids do not like cleaning up.
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.

Question 7

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?

  1. The problem is backpacks are on the floor sometimes.
  2. The problem is backpack straps slip off small hooks and fall. (correct answer)
  3. The problem is we should pick up backpacks right now.
  4. 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.

Question 8

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?

  1. The problem is the art room is messy.
  2. The problem is markers roll off the table and get lost. (correct answer)
  3. The problem is we should buy new markers today.
  4. The problem is students talk during art time.
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 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.

Question 9

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?

  1. The problem is carrying many books makes them fall. (correct answer)
  2. The problem is reading is boring.
  3. The problem is we should run faster to the rug.
  4. The problem is books are heavy because they are big.
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.

Question 10

In the library, Amir and Yuki share a table with book bins. They observe name tags fall off the bins. They check and find 3 bins with missing labels. Kids ask, "Where do picture books go?" The librarian says, "Use what you saw to define the problem." Amir says, "Without labels, books go in the wrong bin." They define: "The problem is bin labels fall off, so books get mixed up." A better label tool could help. Based on the information, what is the problem?

  1. The problem is books are fun to read.
  2. The problem is bin labels fall off, so books get mixed up. (correct answer)
  3. The problem is we should make new labels with glitter.
  4. The problem is kids read too slowly.
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 Yuki observed name tags falling off bins, 3 bins missing labels, kids unsure where to put books, leading to mixing. Based on this information, they defined the problem as: 'The problem is bin labels fall off, so books get mixed up.' 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, 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.

Question 11

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?

  1. The problem is writing time is too long.
  2. The problem is pencils get mixed up, so we can't find them. (correct answer)
  3. The problem is we should make labels right now.
  4. 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.

Question 12

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?

  1. The problem is jump ropes tangle because there is no storage place. (correct answer)
  2. The problem is the playground is busy.
  3. The problem is we need to buy more jump ropes.
  4. The problem is kids pull the ropes.
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.

Question 13

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?

  1. The problem is that lunch is yummy and everyone eats.
  2. The problem is that students spill milk because trays are hard to carry. (correct answer)
  3. The problem is that students should drink water instead.
  4. The problem is that some students do not like milk.
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 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.

Question 14

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?

  1. The problem is that supplies get mixed up without separate holders. (correct answer)
  2. The problem is that the art room is not fun.
  3. The problem is that crayons are colorful.
  4. The problem is that they should buy new crayons today.
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 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.

Question 15

In the classroom, Emma and Jamal investigate pencil losses. They check the floor after math and count 9 pencils on the ground. They also find 3 pencils under the rug. Students say, "My pencil falls and I can't find it." The class uses the counts to define the problem. A new object could help pencils stay in one place. Based on the investigation, what problem did they define?

  1. The problem is that pencils fall and get lost on the floor. (correct answer)
  2. The problem is that math is hard.
  3. The problem is that students should write with pens.
  4. The problem is that pencils are yellow.
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 investigated pencil losses, checked the floor after math and counted 9 pencils on the ground plus 3 under the rug, and heard students say their pencils fall and can't be found. Based on this information, they defined the problem as: pencils fall and get lost on the floor. 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.

Question 16

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?

  1. The problem is that napkins are too high for kids to reach. (correct answer)
  2. The problem is that kids should be taller.
  3. The problem is that we need more napkins.
  4. The problem is that lunch is too loud.
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 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.

Question 17

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?

  1. The problem is that art time is too short.
  2. The problem is that crayons roll off tables and get lost. (correct answer)
  3. The problem is that we should make a crayon box today.
  4. The problem is that Jamal does not listen in art.
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 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.

Question 18

On the playground, Marcus and Yuki see balls roll into the parking lot. They watch for recess and count 5 times a ball rolls past the fence gap. They ask, "Where does it roll out?" and point to one open space. The teacher says, "Use your information to state the problem." They want to keep balls in the play area. A new or improved object could help fix it. What problem did they define?

  1. The problem is that recess is always too noisy.
  2. The problem is that balls roll out through a fence gap. (correct answer)
  3. The problem is that we should stop playing with balls.
  4. The problem is that Marcus runs faster than Yuki.
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 balls rolling into the parking lot, counted 5 times a ball rolled past the fence gap, identified one open space where balls roll out, and want to keep balls in the play area. Based on this information, they defined the problem as: 'Balls roll out through a fence gap.' This problem definition is clear, specific, based on their observations of the gap location, and solvable with a tool like a fence panel or barrier. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult (balls escaping through gap); is based on information gathered: connects to observations of 5 balls rolling out through identified gap; identifies solvable problem: could be addressed with new/improved object like fence panel or net; is appropriately simple: one clear problem about the fence gap. This matches their observation of one specific open space causing the ball loss problem. Choice A represents too vague a problem not based on their observations - they didn't gather information about noise levels, only about balls rolling out. This error typically occurs when students state general complaints instead of specific observed problems. To help students define problems: Practice 'The problem is...' statements; contrast vague complaints ('recess is noisy') with specific observed problems ('balls roll out through fence gap'); show how information leads to problem definition (saw 5 balls escape through gap, so problem is gap in fence); identify problems solvable with tools/objects (fence gap = need barrier) vs. behavioral solutions ('stop playing with balls'); use formula: Balls can't stay in play area because there's a gap in the fence. Watch for: students who state general complaints unrelated to observations, who jump to extreme solutions ('stop playing with balls') without defining the actual problem, who focus on irrelevant details (who runs faster) instead of the observed difficulty, or who don't use their specific observations (location of gap) to define a clear, solvable problem.

Question 19

In the library, Emma and Chen try to carry 4 books back to their table. Emma drops one book, and Chen drops two. They say the books slide in their arms when they walk. The librarian asks, "What is the clear, specific problem?" They want to move books without dropping them. A new or improved object or tool could help. Based on their experience, what is the problem?

  1. The problem is that carrying many books is hard and they drop. (correct answer)
  2. The problem is that books are boring.
  3. The problem is that we should build a book cart now.
  4. The problem is that Chen should read faster.
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 tried carrying 4 books, Emma dropped one and Chen dropped two, they noticed books slide in their arms when walking, and want to move books without dropping them. Based on this information, they defined the problem as: 'Carrying many books is hard and they drop.' This problem definition is clear, specific, based on their experience of books sliding and dropping, and solvable with a tool like a book bag or carrier. Choice A is correct because it clearly defines the specific problem: states exactly what's difficult (carrying many books causes dropping); is based on information gathered: connects to their experience of 3 books dropping due to sliding; identifies solvable problem: could be addressed with new/improved tool like book carrier or bag; is appropriately simple: one clear problem about book carrying difficulty. This matches their observation that books slide in arms causing drops. Choice C represents jumping to a solution ('build a book cart') without properly defining the problem first. This error typically occurs when students want to skip ahead to 'fixing it' without clearly stating what needs to be fixed. To help students define problems: Practice 'The problem is...' statements; contrast problem definition ('carrying many books is hard and they drop') with solution statements ('we should build a book cart'); show how information leads to problem definition (dropped 3 books from sliding, so problem is difficulty carrying); identify problems solvable with tools/objects (can't carry books = need carrier) vs. opinion problems ('books are boring'); use formula: Students can't carry books safely because multiple books slide in their arms. Watch for: students who state opinions ('books are boring') instead of observed problems, who jump to solutions without defining problems, who focus on irrelevant personal issues ('Chen should read faster'), or who confuse stating solutions with defining problems - remember we define problems BEFORE creating solutions.

Question 20

In the gym, Jamal and Sofia see jump ropes in a big pile. They count 12 ropes on the floor after class. They ask, "Do we have a place for each rope?" and the coach says, "No." The coach says, "Use what you found to define the problem." They want cleanup to be quick. A new or improved object could help. Which statement clearly defines the problem?

  1. The problem is that the gym is messy.
  2. The problem is that there is no place to store jump ropes. (correct answer)
  3. The problem is that we need to hang ropes on hooks.
  4. The problem is that kids do not like gym.
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 jump ropes in a big pile, counted 12 ropes on the floor after class, asked if there's a place for each rope and learned 'No,' and want cleanup to be quick. Based on this information, they defined the problem as: 'There is no place to store jump ropes.' This problem definition is clear, specific, based on their finding that no storage exists, and solvable with a tool like a rope holder or storage rack. Choice B is correct because it clearly defines the specific problem: states exactly what's difficult (no storage place exists); is based on information gathered: connects to coach confirming 'No' place for ropes exists; identifies solvable problem: could be addressed with new/improved object like storage rack or hooks; is appropriately simple: one clear problem about missing storage. This matches their discovery that ropes pile up because there's nowhere designated to put them. Choice A represents too vague a problem - 'messy' doesn't specify what's wrong, while 'no place to store' clearly identifies the missing element. This error typically occurs when students use general descriptive words instead of specific problem statements. To help students define problems: Practice 'The problem is...' statements; contrast vague descriptions ('gym is messy') with specific problems ('there is no place to store jump ropes'); show how information leads to problem definition (coach said no storage exists, so problem is lack of storage); identify problems solvable with tools/objects (no storage = need rack) vs. jumping to solutions ('hang ropes on hooks'); use formula: Ropes can't be put away properly because there's no storage place for them. Watch for: students who use vague descriptive words, who jump to specific solutions without defining the problem, who state unrelated problems ('kids don't like gym'), or who don't use the specific information gathered (coach saying 'No' storage exists) to define a clear, tool-solvable problem.