Series: Educate Texas Professional Development Network

Using U-P-S to Collaborate and Solve Problems
Lesson Objective: Use the U-P-S process to understand, plan, and solve problems
Grades 9-12 / Math / Geometry

Thought starters

  1. How does the U-P-S process foster productive collaboration?
  2. What can you learn from Ms. Mickle about using writing in the math classroom?
  3. How does Ms. Mickle help students learn skills for success?
23 Comments
This is a great practice and will share with my colleagues.
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The transcript here isn't really a transcript, F.Y.I.
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I really like this strategy! I'm looking forward to implementing this in my Geometry classes for the upcoming school year.
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This video of techniques is very motivating. I'm going to try this out with my high school students.
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I love this strategy. I tried it for the first time with my 8th graders last year. It went well the student liked the UPS idea. Wish I had had better organized work sheets like in the video. Is there a UPS worksheet template?
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Transcripts

  • Using U-P-S to Collaborate and Solve Problems Transcript
    Instructor: TeRaze Mickle

    +++ 00:00:07 +++
    Card: Strategies: Assessment with

    Using U-P-S to Collaborate and Solve Problems Transcript
    Instructor: TeRaze Mickle

    +++ 00:00:07 +++
    Card: Strategies: Assessment with the UPS.
    TeRaze Mickle: Today we are going to use the UPS shake process again.

    Lower Third: TeRaze Mickle
    9th-10 Grade Geometry
    Cedar Hill Collegiate High School, Cedar Hill, Texas
    TeRaze Mickle: The UPS process is a strategy that I use. The U stands for understanding the problem first.
    Card: U = Understanding.
    TeRaze Mickle: The P stands for planning out the steps that you're going to use to solve the problem.
    Card: P = Planning.
    TeRaze Mickle: And the S stands for the solve part of the problem.
    Card: S = Solve.
    TeRaze Mickle: Giving the reasoning why you're doing your steps.

    Card: ? = Check

    +++ 00:00:39 +++
    TeRaze Mickle: And the check part checks for your reason to see if your answer's logical, your calculations are right.
    TeRaze Mickle: The challenge is on. Let's see, can you use the thinking the process, embedded with all the other strategies, in order to solve the problem?
    TeRaze Mickle: Doing the U process, I've noticed this: if a child can't articulate it in writing, they've probably got a reading comprehension issue.

    +++ 00:00:58 +++
    TeRaze Mickle: In this section of the planning, you're supposed to devise a plan in writing. I see the pictorial part, but where's the writing?
    TeRaze Mickle: The two, if they can't plan it, they can draw it and they can see it, then they can write it out a little bit better, but that helps me with knowing my visual learners and things like that.
    TeRaze Mickle: You're skipping all the steps in between. I'm going to need the work shown here. That came from the calculator, right?
    Student: Mm-hmm.
    TeRaze Mickle: So whatever tan was, put that there equal to x/100 and finish it out and then show me this part.

    +++ 00:01:28 +++
    TeRaze Mickle: The solve part, if they're just repeating some steps and don't know why, then that tells me I have to go back and explain why they did stuff. Go back over some more properties, some more rules, some more definitions, some theorems.
    TeRaze Mickle: Surface area?
    Student: Uh-huh.
    TeRaze Mickle: Wait a minute.
    Student: You would use volume.
    Student: Volume? Okay.

    TeRaze Mickle: Your volume is your inside. Your surface area is only the outside, so that would only the outside portion. So it has to be volume.
    TeRaze Mickle: And of course, they find a way of checking it, that means they really, really understand it.

    +++ 00:01:58 +++
    TeRaze Mickle: All of you all trying to check you work good job! Go on with that, yeah, good.

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104
Population: 1731

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TeRaze Mickle

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