A As its name suggests, a large letter “Q” divides the page into various functional areas. Details are written within the circular portion, strategies are demonstrated in the large open region to the right, and sentences are written both above and below the tail of the “Q.” A math problem (in paragraph form—a “story” problem) may appear at the top of the page. For very young students, the paragraph may consist of only a couple of sentences.

A Assignments using “The Big Q” may include daily work, homework, quizzes, and tests (including district-developed benchmarks). CFISD’s grade-averaging software includes options for all these categories. As with other assignments, grades may be taken for individuals or for partnerships/groups. Experienced teachers are already familiar with all these grading scenarios.

A Since TAKS has no items that are straight computation, a method such as “The Big Q” is highly applicable to such a testing situation. Click here to see a sampling of problems—actual TAKS items from Spring, 2003, and Spring, 2004—on which students had to demonstrate their understanding of math concepts. If you have additional questions regarding “The Big Q,” please contact your child’s math teacher.

A This problem-solving method consists of four steps. As students work through each step, they use the “Q” to organize their ideas, provide evidence of their mathematical thinking, and show their computation. In this step, the student is a reader, a thinker, and an analyzer. First, the student reads over the problem and finds any proper nouns (capitalized words).

A The four-step method existed previously, but the graphic organizer itself was developed in-house by curriculum experts in CFISD’s math department, including the elementary math coordinator and helping teachers, incorporating feedback from classroom teachers to refine the instrument during Summer, 2005.

A One component of CFISD’s teacher training on “The Big Q” was to introduce a rubric for evaluating student work. The instrument describes expectations for students’ responses and guides teachers in giving feedback. Rubrics may be used in many subjects in school, especially for reviewing students’ written compositions in language arts.

A The two methods are very similar, with the district’s former approach—Survey/Question, Read/Question, Choose/Question—having only three steps, as opposed to “The Big Q,” which employs four steps.

A Using this approach should reduce the number of problems students are assigned. Completing a “Big Q” problem should take only a few minutes. As students become familiar with this graphic organizer, they will be able to increase the pace of their work. Students can save time by writing only the main idea in Step 1 (instead of copying the entire problem) and by using words or phrases in Step 4 (instead of complete sentences).

A One of the method's major benefits to students is that it forces them to operate at high levels of thinking. Teachers, using the tried-and-true Bloom’s Taxonomy to describe levels of thinking, want to bring students beyond the lower levels and help them reach the upper levels. Doing so requires students to record their thinking about three steps in the process, in addition to actually "working the problem.

A Although the TEKS for elementary math do not mention a graphic organizer for problem-solving, they do require that students in grades 1-5 learn and do the following things in the area of “Underlying Processes and Mathematical Tools.” The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school.

A Use of a common graphic organizer at all schools would greatly benefit our ever-shifting population of students—not only those whose families move often, but also those affected by boundary changes we continue to experience as we grow. Districtwide staff development has occurred to acquaint all elementary math teaching staff with “The Big Q,” outlining expectations for students’ problem-solving knowledge and skills outlined in the TEKS at each grade-level.

A No, all elementary students in grades 1-5 are expected to use “The Big Q”. This graphic organizer is appropriate for all ability-levels—at-risk, to on-level, to gifted.

A Although middle school students do employ a multi-step problem-solving process that requires students to explain and justify their process and their answer, they do not (yet) use “The Big Q” as a graphic organizer. The “Problem-solving Board” used currently by CFISD middle school students actually has seven components. See completed examples of the “Problem-solving Board” here . A No, unless others have adopted the idea from CFISD.

Students will participate in whole-class discussion and completion of “Big Q” pages as the teacher explains math problems to the group. To guide students through the steps, teachers may place a “Big Q” transparency on the overhead, affix a “Big Q” visual aid to the white board, use a “Big Q” poster, or simply draw a “Big Q” on the board to fill in the areas of the graphic organizer so that students observe how to solve the problems.

A Homework should reinforce skills already learned in class, and it should provide the practice and repetition of the problem-solving process, which will help students establish long-term memory of the concepts learned.

A Students can expect to see “The Big Q” used in all phases of math instruction, including assessments. Depending on students’ level of experience with the skill, the teacher may provide “Big Q” sheets or may ask the students to construct their own “Big Q” diagrams on a blank piece of paper.

Analysis of student work revealed that many students were not using SQ-RQ-CQ as it was intended. Instead of carefully figuring out the important parts needed to solve the problem, students merely underlined, circled, and crossed out numbers and words in problems in an unthinking, mechanical fashion. Often, the only evaluation was an answer from a multiple-choice list.

A Teachers will use a variety of techniques as they instruct students regarding “The Big Q.” They will model use of the “Big Q” graphic organizer as they guide students through the four-step problem-solving process; For success with “The Big Q,” talking must occur prior to writing. Students will be shown how to bridge the span between math and language to express their reasoning in a way that uses logical sequences and proper math vocabulary terms.

your student works on a “Big Q” homework problem, be a “discussion partner” as you listen to the ideas that he or she expresses while thinking through the parts, weighing options, and making decisions during the steps of the problem-solving process. After your student has completed a “Big Q” problem, check for understanding by having the child explain Step 4 to you.

A The district’s expectation is that students will ultimately use “The Big Q” for all story problems, unless directed otherwise. Improved student achievement comes in classrooms that routinely and consistently use the process.

For beginners, a “Big Q” with prompts is helpful, because students are reminded where to write the four different parts of their response. a next step, students who have mastered the use of this graphic organizer may transition to a blank version of “The Big Q” (without prompts). The ultimate goal is that students learn to draw their own “Q” instead of using a pre-printed form.

The reasons for recent increase in computer injuries are many. One major reason is that computers are now allowing us to do more office tasks which formerly allowed us to change activity or take breaks. For example, a typewriter at one time required using a return carriage, "white out" for mistakes, breaks for paper installation, and getting up to file papers in a cabinet. Computer word-processing now eliminates these "microbreaks".

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