What Is a Problem?

Overview

Unit: Curious Thinkers in Action — Lesson 1 of 30 Grade: 3 | Class: 30 students | Time: 50 minutes

Students explore the idea that a problem is a challenge or situation that needs attention and may have more than one possible solution. Through a story, classroom scenarios, collaborative discussion, and a small action, students begin developing creative and respectful problem-solving habits.

Learning intentions

• Students will identify a problem in a story or familiar situation.
• Students will explain that some problems have more than one possible solution.
• Students will share ideas, listen to others, and choose a reasonable solution.
• Students will try a solution and reflect on what happened.

Success criteria

• I can describe what the problem is.
• I can suggest more than one possible solution.
• I can explain why a solution might help.
• I can listen respectfully and help my group try an idea.

Curriculum links

• Oral communication: listening, speaking clearly, taking turns, and responding appropriately.
• Reading: making connections, identifying important information, and making simple inferences from a story.
• Writing: recording ideas and communicating a short reflection.
• Social-emotional learning and health: recognizing challenges, considering choices, cooperating, and identifying actions that support positive relationships.

Lesson structure (50 minutes)

1. 0–5 minutes — Welcome and learning intention Arrange students in a circle. Open with the introduction and question slide and ask: “When someone says, ‘I have a problem,’ what might that mean?” Accept examples without judging whether they are “big” or “small.” Explain that today they will learn how thinkers notice problems and look for possible solutions.

2. 5–13 minutes — Story hook: The Crowded Coat Rack Read or tell the short story from the story slide: “At the end of the day, many coats are piled on the floor because the hooks are full. Students need to leave safely, but no one knows what to do.” Pause to ask:

• What is the problem?
• Who is affected?
• What information do we know?
• What information might we still need? Clarify that a problem is a challenge or situation that needs attention—not necessarily something caused by a person.

3. 13–20 minutes — Think, pair, share Display the problem-versus-solution teaching slides. Model the difference between a problem and a solution: “The coats are on the floor” is the problem; “Use a basket for extra coats” is one possible solution. Students think quietly, discuss with a partner, and share at least two possible solutions to the coat-rack problem. Record ideas using neutral language and emphasize that different solutions may work in different ways.

4. 20–32 minutes — Group scenario exploration Form six groups of five. Give each group one classroom scenario from the problem-solving scenarios worksheet. Examples include: two students want the same classroom resource; a group has many ideas but cannot agree; a quiet student cannot be heard; or the class has five minutes to tidy but materials are spread out. Groups identify the problem, brainstorm at least two solutions, and choose one to try. Assign or invite roles such as reader, recorder, idea collector, timekeeper, and reporter. Encourage students to use the discussion behaviours shown on the group discussion poster.

5. 32–41 minutes — Try and review a solution Groups act out or practically test their chosen solution for two or three minutes. For example, they may practise taking turns, organize a quick tidy-up plan, or demonstrate how everyone can contribute an idea. Circulate and ask: “What are you trying to improve?” “How will you know if your solution helps?” and “Could another solution work too?” Groups briefly report the problem, their solution, and what happened.

6. 41–47 minutes — Whole-class reflection Revisit the discussion and reflection slides. Invite students to complete these stems orally:

• “A problem is…”
• “One problem can have…”
• “A solution is helpful when…”
• “Our group listened well when…” Highlight that problem solving often involves noticing, asking questions, sharing ideas, trying, and revising.

7. 47–50 minutes — Individual exit reflection Distribute the individual reflection section. Students draw or write one problem, two possible solutions, and the solution they would try first. Collect responses as an exit check. Preview that the next lesson will focus on asking useful questions before choosing a solution.

Resources

• Projector or interactive whiteboard
• the Curious Thinkers introduction, story, teaching, activity, and reflection deck
• the problem-solving scenarios and reflection worksheet
• the group discussion poster
• Chart paper or whiteboard
• Markers and pencils
• Six group work areas
• Optional classroom materials for testing solutions, such as baskets, books, or folders

Assessment

• Listen during circle and partner talk for students who can distinguish a problem from a solution and suggest more than one option.
• Observe group work using the criteria: identifies the challenge, contributes an idea, listens respectfully, and helps test a solution.
• Review the exit reflection for accurate identification of a problem, two possible solutions, and a reasonable first choice.

Differentiation

• Provide oral rehearsal, picture cues, sentence starters, and adult scribing for students who need support: “The problem is…,” “Another idea could be…,” and “We chose this because…”
• Read scenarios aloud and allow students to draw, dictate, role-play, or write their responses.
• Pair students strategically and give clearly defined roles; allow extra processing time before whole-class sharing.
• Extend learning by asking students to compare two solutions, predict possible consequences, and explain how they might revise a solution that does not work.