Problem of the Week
Class Size
Individual
Time
Weekly
Technology
Basic
Domain
Cognitive
Difficulty
Beginner
Delivery
Face-to-Face, Online, Hybrid
Overview
Problem of the Week (POW) is a challenging, non-routine math problem that students work on over a week. It is not homework but an extended problem that requires persistence, multiple strategies, and creative thinking.
Educational Purpose
Routine math problems develop fluency but not problem-solving. POWs develop persistence, creative thinking, and the ability to tackle problems without a clear path. This mirrors real-world mathematical thinking.
Educational Psychology Behind It
Research on non-routine problem-solving shows that extended engagement with challenging problems develops mathematical disposition and perseverance better than many routine problems.
Why It Works
Research on non-routine problem-solving shows that extended engagement with challenging problems develops mathematical disposition and perseverance better than many routine problems.
When to Use It
Use as a weekly challenge in Math, Grade 3 and up. Post on Monday, discuss on Friday. Optional or required. Can differentiate by offering multiple problems of varying difficulty.
When NOT to Use It
Avoid POWs that are just harder routine problems. Avoid problems that require concepts students haven't learned. Do not provide the solution too quickly -- the struggle is the point.
Best Grade Levels
Grades Grade 3 to Grade 10
Best Subjects
Math, Science
Step-by-Step Classroom Guide
- 1Post the problem on Monday. It should be challenging, non-routine, and have multiple solution paths.
- 2Students work on it throughout the week during free time or designated problem-solving time.
- 3Encourage multiple strategies and collaboration.
- 4Provide hints only if students are truly stuck, not just struggling.
- 5Friday: Students share solutions and strategies.
- 6Discuss: What strategies worked? What was challenging? What did we learn about problem-solving?
Classroom Scenario
Ms. Bautista posts a POW for Grade 6: 'A farmer has 100 meters of fencing to enclose a rectangular field. What dimensions give the largest area?' Students try different rectangles: 25x25 gives 625 sq m. 20x30 gives 600 sq m. 10x40 gives 400 sq m. The square is the largest! One student tries non-whole numbers and finds that the closer to a square, the larger the area. On Friday, strategies are shared. One student used a table, another used graphs, another used algebra. The POW teaches optimization, a concept they'll revisit in high school, through accessible exploration.
Sample Dialogue
Advantages
- Develops problem-solving and persistence
- Non-routine problems build mathematical thinking
- Multiple strategies are valued and shared
- Can be differentiated by difficulty
- Builds mathematical disposition over time
Limitations
- Finding good non-routine problems is time-consuming
- Some students may give up without support
- Can be seen as extra work if not integrated
- Weekly discussion requires managing multiple solutions
Common Mistakes
- Providing solutions too quickly, removing the productive struggle
- Using harder routine problems instead of truly non-routine ones
- Not sharing and discussing strategies
- Making it mandatory for all students at the same difficulty
Variations & Adaptations
Adjust the problem complexity, manipulative types, and group structures based on students' mathematical readiness.
Technology Integration
Enhance with digital tools: use Google Slides for presentations, Jamboard for collaborative brainstorming, or quiz apps like Kahoot for engagement.
Assessment Ideas
Assess through observation of participation, quality of math, and formative checks such as exit tickets or quick writes.
Reflection Questions
🤔 What did you learn from this activity?
🤔 What was the most challenging part?
🤔 How could you use this strategy in a different subject?
🤔 What would you do differently next time?
References & Further Reading
- Schoenfeld, A. (1985). Mathematical Problem Solving. Academic Press.