COGMET and SOLVE IT Montague 1992 states that

COG-MET and SOLVE IT! • Montague (1992) states that the results of her research, “suggest that cognitive and metacognitive strategies for mathematical problem solving may be more effective as an instructional package for middle school students with LD than either cognitive or metacognitive strategy instruction alone. ”

READ • SAY: Read the Problem. If I don’t understand the question read it again. • ASK: Have I read the problem? Do I understand it? • CHECK: Continue to check for understanding while solving the problem

PARAPHRASE • SAY: Summarize. State the problem in my own words. Underline ant important words. • ASK: Did I underline the important information? What is the question? What should I be looking for? • CHECK: If my underlined information fit with the question.

VISUALIZE • SAY: Draw a picture of the problem • ASK: Does my drawing accurately represent the information from the problem? • CHECK: Confirm that the information is properly represented in the drawing

HYPOTHESIZE • SAY: Think about the problem. Decide how many steps it will take to complete. Write down the symbols for the operations I will use • ASK: If I do…, what will happen? If I do…, what will I do next? • CHECK: Make sure that the plan makes sense

ESTIMATE • SAY: Round the numbers and do the problem in my head. Write my estimate down. • ASK: Did I round up or down? Did I write my estimate down? CHECK: Confirm that I used all t the important information from the problem.

COMPUTE • SAY: Do all the operations in the correct order • ASK: How does this answer compare with my estimate? Does my answer make sense? Did I place the decimals correctly? • CHECK: Make sure that I performed all the operations in the correct order.

CHECK • SAY: Check all the computations again • ASK: Have I double checked all the steps? Do I think that my answer is correct? • CHECK: Make sure everything is correct. If needed, go back and do the problem again. Ask for help if I need it.