# Brainstorm solutions to a problem | Students Compute like Computers to Solve Real Problems (Lesson 5 of 7) | K-2 ### Student Objective

Students will be able to:
1. Propose a solution to a problem they have identified and articulated by brainstorming using a digital tool (Padlet)

### Instructions

Materials Needed:

1. Students will each require a computer

### Step 1: Own It – “How do you solve problems?”

• Think-Pair-Share: Think of a problem you faced before.  How do you try to solve it?”
• I thought of more than 1 ways to solve it first
• Then I chose one of them I thought worked best
• Scaffold:
• Did you think of one way to solve the problem?
• Did you think of another?
• Did you try one of the ways you thought of?
• Push Thinking:
• How do you know if the solution you thought of would actually solve your problem?

### Step 2: Introduce the Essential Question

• Say: “Scholars, we continue to answer the question, ‘What steps do computers take to analyze numerical information and find problems that we can solve?'”
• Say: “Today, we will take the fifth step computers take: Brainstorm solutions to a problem”

### Step 3: Review key Terms and Define New Terms

1. Numerical – made up of numbers only
2. Situation – an event
3. Data – information that is usually made up of numbers only (numerical)
4. Bar Graph – a picture that represents our numerical data
5. Values – a number that describes the quantity of something
6. Solution – how  a problem is fixed
7. Brainstorm – providing ideas and ways of solving a problem (new)

### Step 4: Review the steps that students have taken so far

• Include an anchor chart with these steps (as this would represent algorithmic thinking)
• “Over the past few days, we’ve been thinking like computers and taking the steps computers take to find problems.”
• “First, we collected data on an event: the number of marbles students wanted and the number of marbles the teacher had”
• “and we we organized our numerical data”
• Second, we visualized our organized data and turned them into bar graphs”
• Third, we analyzed, or read, our bar graphs to make sure we understand what they’re saying”
• “Fourth, we compared two bar graphs representing an event to discover a problem” (from google slide #7 exemplar)
• We found:
• Students wanted 2 more green marbles than I had in class
• OR: I needed 2 more green marbles to make sure each student got the color marbled they wanted

[Check for understanding on the steps students have taken so far.  Cold call students to recite a step.]

### Step 5: introduce the Enduring Question

• “Now last lesson, we identified our problem” –> cold call a student –> stamp it (summarize) –>”So our problem is, ‘Students want 2 more green marbles than the teacher has to give”
• “Today, we ask ourselves the question, “Once I find a problem, how do I try to solve it?”

### Step 6: Introduce and Model brainstorming using a digital collaboration board (Padlet)

• Introduce brainstorming as part of the fifth step computer takes
• To solve a problem, the first step I take is to brainstorm different ways to solve a problem!
• Define brainstorm:
• Coming up with different ideas to solve a problem
• Model for students what brainstorming is, using the digital board, Padel
• After modelling, have students play around with the digital board to become familiar
• Give them a simple task:

### Step 7: Have students brainstorm

• “Our problem was, ‘Students want 2 more green marbles than the teacher has to give'” (show google slide 7 exemplar)
• “In a moment, you will brainstorm solutions with your partner.
• “Answer this question, ‘How could we solve our problem?'”
• You will post your ideas on the digital board.
• You have [ ]  minutes.  Go.

### Step 8: Select students to share out there ideas

• We are not evaluating the validity or feasibility of their responses at this moment

### Step 9: Have students independently brainstorm solutions to a problem (in activity)

• Provide students their own individualized google slide #8 with their own individual “problem”
• Have students answer the questions to uncover the problem
• Have students “brainstorm” at least 2 ideas on the right side
• Make sure to check in on each student to see that they are brainstorming solutions

### Step 10: Stamp the lesson and preview next lesson: Testing Solutions

• “Today, we took the 5th step computers make to analyze information and find problems that we can solve:
• we brainstormed solutions to a problem we identified from comparing two bar charts together
• “In the next lesson, we will take the second to last step!