A child cannot find a library book and works backward through where it was last used instead of searching randomly.
CT-012
Problem Solving
Also known as: Solving Problems · Finding Solutions · Working Through Problems
What Does It Mean?
Problem solving means understanding a problem, thinking of possible ways to solve it, and using information to choose, test, and improve a solution.
See It in Real Life
A group discovers that materials for a project will not fit on one table and compares several ways to reorganize the workspace.
Common Confusion
Problem solving is not simply choosing the first idea that might work. Strong problem solving begins by understanding the actual problem, considers more than one possible response when appropriate, and changes course when evidence shows that the first approach is not working.
Includes
- Defining a problem
- identifying what is known and unknown
- recognizing constraints
- generating possible solutions
- testing or comparing solutions
- adjusting when a solution does not work
- using information and evidence to move toward a workable result
Find It in Tandem Tales
Practice together
For Educators
These activities require children to actively practice problem solving through real decisions, tests, comparisons, revisions, or problem-solving tasks.
CT-012-E01Fix the Setup
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- Skill in Action
- Children encounter a practical classroom setup that does not meet stated requirements and must define the problem, generate solutions, test one, and improve it.
- Recommended Ages
- 6–12
- Group Size
- 10+ children; teams of 3–5.
- Preparation Time
- 15–20 minutes.
- Activity Time
- 30–40 minutes.
- Materials
- Safe classroom objects; requirement cards; planning sheet; measuring tools if appropriate.
- Preparation
- Prepare several small setup challenges, such as arranging materials within a limited space, moving objects under stated rules, or organizing stations so all requirements are met.
Instructions
- Give each team a setup and a Requirement Card.
- Before touching anything, teams state the problem in one sentence.
- Students list at least two possible solutions.
- Teams choose one solution and explain why it might work.
- Students physically test the solution.
- If it fails a requirement, teams identify exactly what did not work and revise the plan.
- Teams demonstrate the final solution and explain what changed between the first and final attempts.
Example in Action
Timmy's team must arrange six activity bins on a small table while keeping the emergency-information folder visible and leaving a clear space for returned materials. Timmy suggests stacking everything. Jane points out that this would hide the folder. Carlos proposes placing four bins beneath the table, but the Requirement Card says all bins must remain reachable without bending under furniture. The team tests a two-row arrangement, discovers the return space is too small, and then turns two bins sideways. The educator asks the team to identify which requirement forced each revision.
Educator action: The educator asks students to explain the reasoning behind their action, connect it to the available information, and identify what should remain or change after seeing the result.
What this demonstrates: Children encounter a practical classroom setup that does not meet stated requirements and must define the problem, generate solutions, test one, and improve it.
Educator Prompts
- What is the actual problem?
- What must a successful solution accomplish?
- What are two possible approaches?
- What did the test tell you?
- What should change rather than starting over randomly?
Reflection
Ask students to describe how a failed attempt can provide useful information for the next attempt.
Real-World Connection
Connect the activity to organizing spaces, building projects, fixing routines, planning events, troubleshooting, and everyday situations where a solution must satisfy several conditions.
Adaptations
For younger students, use one clear requirement and two possible arrangements. For older students, add constraints such as time, space, materials, or competing requirements.
What Successful Practice Looks Like
Students define the problem accurately, consider alternatives, test a solution against requirements, and use the result to improve rather than merely repeat an unsuccessful approach.
CT-012-E02The Limited Materials Challenge
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- Skill in Action
- Children solve a hands-on construction or transport problem using only specified safe materials and must adapt when a constraint changes.
- Recommended Ages
- 7–14
- Group Size
- 10+ children; teams of 3–5.
- Preparation Time
- 15 minutes.
- Activity Time
- 35–45 minutes.
- Materials
- Paper, index cards, cups, craft sticks, string, tape, or other safe classroom materials; Challenge Cards; optional ruler.
- Preparation
- Prepare simple non-hazardous challenges such as building a paper structure that supports a lightweight object, moving a cotton ball across a marked space without touching it by hand, or creating a freestanding sign using limited materials.
Instructions
- Give each team the same Challenge Card and limited materials.
- Teams identify the goal and constraints before building.
- Students sketch or describe at least two possible approaches.
- Teams choose one and build or test it.
- After the first test, announce one reasonable constraint change, such as removing one material or reducing available space.
- Teams decide what part of their solution can be adapted rather than beginning blindly.
- Run a final test and compare different successful approaches across teams.
- Discuss why more than one solution can satisfy the same problem.
Example in Action
A team must build a freestanding paper sign visible from both sides using five index cards and 30 centimeters of tape. Timmy wants to tape the sign to the table, but Mia notes that “freestanding” rules that out. Their first folded base tips over. After the educator removes one index card as the planned constraint change, Jane suggests widening the base instead of making the sign taller. The revised design stands. The educator asks which observation from the failed test guided the change.
Educator action: The educator asks students to explain the reasoning behind their action, connect it to the available information, and identify what should remain or change after seeing the result.
What this demonstrates: Children solve a hands-on construction or transport problem using only specified safe materials and must adapt when a constraint changes.
Educator Prompts
- What is the goal?
- What limits what you can do?
- Which part of the first attempt worked?
- What can be changed without losing what already works?
- Did another team solve the same problem differently?
Reflection
Ask students whether the most complicated solution was necessarily the best one.
Real-World Connection
Relate the activity to engineering, household repairs, packing, planning, games, limited budgets, and situations where available resources or conditions change.
Adaptations
Use very simple paper-and-cup challenges for younger students. For older students, add measurable requirements or require teams to compare efficiency as well as success.
What Successful Practice Looks Like
Students work within constraints, generate and test possible solutions, use failure as information, and adapt a workable idea when conditions change.
CT-012-E03Solve a Real Classroom Problem
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- Skill in Action
- Children apply the problem-solving process to a genuine low-stakes classroom, library, club, or group issue and propose a solution that can be tried and reviewed.
- Recommended Ages
- 8–14
- Group Size
- 10+ children; teams of 4–6.
- Preparation Time
- 10–20 minutes.
- Activity Time
- 30–45 minutes plus optional follow-up after testing.
- Materials
- Problem-planning sheet; chart paper; pencils; information relevant to the selected issue.
- Preparation
- Choose a real, non-sensitive group problem such as materials taking too long to distribute, books being returned to the wrong bin, congestion around a supply station, or difficulty remembering a routine.
Instructions
- Present the real problem without proposing a solution.
- Teams identify what is happening, who or what is affected, and any constraints.
- Students gather or review simple relevant information, such as timing the current routine or observing where congestion occurs.
- Teams generate several possible solutions.
- Each team selects one proposal and predicts how it would improve the problem.
- Compare proposals and choose one safe solution to test, following organization rules.
- After the test period, review what improved, what did not, and what should be revised.
Example in Action
Ms. Rivera's class loses several minutes because students crowd around one pencil-sharpening station before independent work. Timmy proposes banning sharpening during class. Jane notes that students still need sharp pencils. Carlos suggests placing a small supply of sharpened pencils at each table, while Mia suggests a before-class check. The class times the current routine, tests the table supply for three days, and finds the crowd nearly disappears but returned pencils are not always replaced. The educator asks students to solve that new part rather than declaring the plan a failure.
Educator action: The educator asks students to explain the reasoning behind their action, connect it to the available information, and identify what should remain or change after seeing the result.
What this demonstrates: Children apply the problem-solving process to a genuine low-stakes classroom, library, club, or group issue and propose a solution that can be tried and reviewed.
Educator Prompts
- What exactly is causing the problem?
- What information could help us understand it?
- Which solution addresses the cause rather than only the symptom?
- How will we know whether the solution helped?
- What should we revise after the test?
Reflection
Ask students how testing a real solution differs from simply arguing about which idea sounds best.
Real-World Connection
Connect the activity directly to school, clubs, sports teams, family routines, community projects, and other settings where people can improve a process through thoughtful testing.
Adaptations
For younger students, let the educator narrow the problem and offer three possible solutions to compare. For older students, have teams define a simple measure of success before testing.
What Successful Practice Looks Like
Students define a real problem, use relevant information, propose multiple solutions, test a reasonable option, and revise the solution based on what actually happens.
Practice in everyday life
For Parents & Families
These activities are designed for natural everyday practice with an individual child, siblings, or a small family group.
What's the Real Problem?
Best For: Ages 5+
Where to Try It: During ordinary household frustrations, missing items, delays, or planning problems
What to Do: Before suggesting fixes, ask the child to describe the problem in one clear sentence. Then think of two possible solutions.
What to Ask: What are we trying to fix? What could we try? How would we know it worked?
Why It Helps: Children learn that defining a problem prevents random or mismatched solutions.
Try, Check, Change
Best For: Ages 5+
Where to Try It: During puzzles, building, cooking, organizing, games, or simple repairs with adult supervision
What to Do: Let the child try a reasonable solution, check the result, and decide what should change if it did not work.
What to Ask: What part worked? What part didn't? What can we change next?
Why It Helps: This makes unsuccessful attempts useful evidence rather than reasons to quit.
Family Fix-It Meeting
Best For: Ages 7+
Where to Try It: For a small recurring family routine problem
What to Do: Choose a low-stakes problem, gather everyone's ideas, test one solution for a few days, then review it together.
What to Ask: Did it improve the problem? What new problem appeared? Should we keep, change, or replace the solution?
Why It Helps: Children practice the complete problem-solving cycle in real life.
Practice Through Games
- Name the Real Animal →
Seven questions. One final guess.
- The Code →
Create the pattern. Break the Code.
A future opportunity
Create Your Own
Have another hands-on way for children to practice Problem Solving? Educators will be able to create a real-world activity using the same format as Tandem Tales lessons and submit it for consideration. Selected activities may become an Official Tandem Tales Critical-Thinking Lesson.
Lesson submissions are not open yet.