*To balance the equation, they can then subtract 7 from 89.Suppose students must find the difference of 567 and 153.*

Introduce a problem to students that is complex and might be easier to solve if it were simplified.

For example: On your way to visit a friend, you leave your house at P. and travel 1 3/4 miles to the train, 12 1/2 miles on the train, and 3/4 mile to your friend's house from the train station.

Most will feel that 500 is a simpler number than 567.

So, they just have to take away 67 from the minuend — 567 — and the subtrahend — 153 — before solving the equation.

Simplifying a mathematics problem is a strategy that often is used along with other problem-solving strategies.

When a problem is too complex to solve in one step, it often helps to divide it into simpler problems and solve each one separately.

If you are consistently getting every problem in a class correct, you shouldn’t be too happy—it means you aren’t learning efficiently enough. The problem with not being challenged sufficiently goes well beyond not learning math (or whatever) as quickly as you can.

I think a lot of what we do at Ao PS is preparing students for challenges well outside mathematics.

Creating a simpler problem from a more complex one may involve rewording the problem; using smaller, simpler numbers; or using a more familiar scenario to understand the problem and find the solution.

For example, consider the problem: The answer can be found by simplifying the ratio of to 2:3, and then cross-multiplying to find the total number of games in the second season, 24 games.

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