Solving Problems Step by Step
Students learn to apply the five-step problem-solving process to a real classroom or social problem, generate at least three possible solutions, use evidence to decide which solution will probably work best, try the chosen solution and record what happened including surprises, and evaluate the outcome and explain what they'd change at a specific step next time.
Lesson Overview
What students will be able to do after this lesson: Students will be able to apply a five-step problem-solving process to a real classroom or social problem, generate at least three genuinely distinct solutions, evaluate those solutions using specific evidence, try their chosen solution and record what actually happened including surprises, and identify the one step they would change next time.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Learning the Steps and Generating Options | RDM-PRB-3-1 · RDM-PRB-3-2 |
| 2 | Evaluating With Evidence | RDM-PRB-3-3 |
| 3 | Try It, Record It, Improve the Process | RDM-PRB-3-4 · RDM-PRB-3-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| RDM-CHO-3-1 | Listing pros and cons for each solution option is part of evaluating which one will work best — students draw on this naturally in Segment 2. |
| SM-ADP-3-2 | Diagnosing what isn’t working is part of naming the problem clearly in Step 1 — and evaluating the outcome in Step 5 requires the same diagnostic attention. |
Key Vocabulary
- Problem-solving process — a step-by-step plan for working through a problem carefully so you can figure out what to do
- Solution — something you try to fix or improve a problem
- Evidence — information from things you have seen or experienced that helps you make a decision
- Outcome — what actually happens when you try your plan
- Evaluate — to look carefully at what happened and decide what it tells you about what to do next
Materials
- Whiteboard or chart paper and markers for modeling each segment
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment below has an I Do (teacher models the skill with a realistic scenario) and a We Do (class practices together with your guidance). Independent practice — the You Do — lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 3 quick set-ups before the I DoNaming a problem vs. venting about a problem · Three solutions means three genuinely different ideas · Evidence is something you know — not something you hope
- Rescue planIf students are significantly behind
This section opens when Grade 3 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 3 launches.
Learning the Steps and Generating Options
- What’s inside
- I do: 4 teacher modelsTextbook example: what both steps look like when done well · Wrong version → fix: venting instead of naming the problem · Wrong version → fix: three variations of the same idea · Non-conflict scenario: the skill in an ordinary planning moment
- We do: 4 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 3 launches.
Evaluating With Evidence
- What’s inside
- I do: 3 teacher modelsTextbook example: using specific evidence to evaluate · Wrong version → fix: preference vs. evidence · Non-conflict scenario: evaluating options for an ordinary choice
- We do: 4 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 3 launches.
Try It, Record It, Improve the Process
- What’s inside
- I do: 4 teacher modelsTextbook example: record the outcome including a surprise, then name the step to improve · Wrong version → fix: “it worked” without recording anything unexpected · Wrong version → fix: “I’d change everything” vs. naming one specific step · Non-conflict scenario: recording and reflecting when the plan mostly works
- We do: 4 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 3 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Round 1 — Problem definition and generating options
- Round 2 — Evaluating solutions with evidence
- Round 3 — Trying the plan and reflecting
- Land the key idea
This section opens when Grade 3 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Responsible Decision-Making resources for Grade 3, ready to use today.
