Kilgo's
Seven-Step Mathematics Process

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Recommended Grade Levels: K-12

Title:

Margaret Kilgo's 7-Step Math Process. (The 8th step is highly recommended)

Purpose:

The state’s tested curriculum has undergone significant changes since the introduction of TEKS. Students are required to use higher-level thinking and reasoning skills to successfully select the correct answers. Teachers must alter their teaching strategies to properly prepare their students for these tests. Margaret Kilgo has put forth an asserted effort to keep up-to-date with TEKS and how these affect changes in TAAS. She has created the "7-Step Mathematics Process" to incorporate these changes into everyday teaching practices.

Definition:

Process or steps for solving mathematics word problems.

Resources:

Every campus has a teacher that has been trained by Margaret Kilgo to assist you with these strategies. This person can help you with any questions you may have.

Teacher Procedures:

Steps: (Recommendation: Steps 1-4 daily, steps 1-8 a minimum of once a week.)

Draw and interpret a graphic representation, picture, or model that represents a complex problem situation.

Use the model in #1 to decide which operation to use. Explain your operation decision.

Write an equation (number sentence) that represents the operation you decided to use. Solve the equation and check for reasonableness.

Write 4 additional (2 at High School level) equations that could be used to represent this model (problem). (In grades K-2, use fact families – all fact families may not necessarily represent the problem.) The unknown should not ALWAYS come after the equal sign. The unknown should be represented by a empty box at the elementary level and a variable at the secondary level. Solve the equations.

Describe in words how to solve this complex problem situation.

Identify the bit of critical information (data) in the problem and explain why the problem cannot be solved if this data is missing.

Change the problem situation to an estimation problem. Always Round first and then estimate the range for the answer without going over. Teachers will give range choices, which students will use to select the range that is closest without exceeding the answer.

Given the equation you wrote in #3, ___________________ create a new problem that could be represented by this equation. (This step has been added by KISD Teachers and is highly recommended.)

Short Order:

picture

operation (answered with "-tion" word)

equation & solve

four more equations

directions

critical data

estimates & ranges

creative problem

Example Click here for example of first grade blueprint.
Click here for example of junior high blueprint.
_{Submitted
by Nora Brantley and Lissa Peters}

Title:	Margaret Kilgo's 7-Step Math Process. (The 8th step is highly recommended)
Purpose:	The state’s tested curriculum has undergone significant changes since the introduction of TEKS. Students are required to use higher-level thinking and reasoning skills to successfully select the correct answers. Teachers must alter their teaching strategies to properly prepare their students for these tests. Margaret Kilgo has put forth an asserted effort to keep up-to-date with TEKS and how these affect changes in TAAS. She has created the "7-Step Mathematics Process" to incorporate these changes into everyday teaching practices.
Definition:	Process or steps for solving mathematics word problems.
Resources:	Every campus has a teacher that has been trained by Margaret Kilgo to assist you with these strategies. This person can help you with any questions you may have.
Teacher Procedures:	Steps: (Recommendation: Steps 1-4 daily, steps 1-8 a minimum of once a week.) Draw and interpret a graphic representation, picture, or model that represents a complex problem situation. Use the model in #1 to decide which operation to use. Explain your operation decision. Write an equation (number sentence) that represents the operation you decided to use. Solve the equation and check for reasonableness. Write 4 additional (2 at High School level) equations that could be used to represent this model (problem). (In grades K-2, use fact families – all fact families may not necessarily represent the problem.) The unknown should not ALWAYS come after the equal sign. The unknown should be represented by a empty box at the elementary level and a variable at the secondary level. Solve the equations. Describe in words how to solve this complex problem situation. Identify the bit of critical information (data) in the problem and explain why the problem cannot be solved if this data is missing. Change the problem situation to an estimation problem. Always Round first and then estimate the range for the answer without going over. Teachers will give range choices, which students will use to select the range that is closest without exceeding the answer. Given the equation you wrote in #3, ___________________ create a new problem that could be represented by this equation. (This step has been added by KISD Teachers and is highly recommended.) Short Order: picture operation (answered with "-tion" word) equation & solve four more equations directions critical data estimates & ranges creative problem
Example	Click here for example of first grade blueprint. Click here for example of junior high blueprint. _{Submitted by Nora Brantley and Lissa Peters}

Kilgo's Seven-Step Mathematics Process

Kilgo's
Seven-Step Mathematics Process