Resources and Tools for Elementary Math Specialists and Teachers
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Guess-Check-Improve Strategy: 2.5

This webpage from the state of Victoria, Australia, discusses the problem solving strategy of guess-check-improve. It illustrates the importance of working systematically, record-keeping, and using information gained from initial guesses to improve subsequent guesses. The page includes teaching strategies, sample problems, and a link to an article about problem solving strategies.
Contributed by: State of Victoria (Department of Education and Early Childhood Development), Publisher
This resource is included in the following PD Collection(s):
CCSS Practice Standard 8The resources in this collection are intended to help educators understand and implement the eighth Mathematical Practice Standard of the CCSS. You will find informative presentations, lesson plans, and problem sets that will help establish mathematical habits of mind that support this standard. You'll also find many problem tasks for use with students in the companion classroom collection.
Math TopicNumber Sense, Basic Operations, Number Concepts, Mathematical Practices, Mathematical Processes
Grade Level2, 3, 4, 5
Resource TypeActivity, Instructional Strategy

  • Additional Information
    • AudienceEducator
    • LanguageEnglish (Australia)
    • Education TopicTeaching strategies
    • Interdisciplinary Connection
    • Professional DevelopmentYes
    • ContributorState of Victoria (Department of Education and Early Childhood Development), Publisher
    • Publication Date2009-11-12
    • RightsCopyright (c) 2007 State of Victoria (Department of Education and Early Childhood Development)
    • AccessFree access
  • Standards
    • Common Core State Standards for Mathematics

      Select a standards document:

  • User Comments
    • 5
      A powerful problem solving strategy
      By cmead on 04/17/2013 - 21:16
    • This article makes several good points. Good record keeping and paying attention to intermediate results can often lead to greater understanding of the math concepts in a problem than a direct approach can.