LEARN NC

K–12 teaching and learning · from the UNC School of Education

Building a paper bridge: An introduction to problem solving

This activity allows the student to explore problem solving strategies while working with a partner. This activity (building a paper bridge), requires students to question word definition and the application of those definitions. Through problem solving strategies, students discover the need for applying math skills.

A lesson plan for grade 8 English Language Arts and Mathematics

By Steve Walston

a foggy bridge

Credit

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Learning outcomes

Goal: The student is to build the longest non-supported single span bridge possible using one sheet of 8.5 × 11 paper.

Objectives:

  1. To explore a variety of ideas to solve a simple problem
  2. To creatively find means of measuring materials to construct a paper bridge

Teacher planning

Time required for lesson

45 Minutes

Materials/resources

Each student group will need the following:

  • 1 sheet of paper, 8.5 × 11 (although any size will work)
  • 12 inches of masking tape
  • 1 pair of scissors
  • a pencil

Pre-activities

Discuss problem solving strategies and the Ideal problem solving system.

Activities

  1. Pass out the handout titled Problem Solving Activity: To Build A Bridge.
  2. Go over the activity with the students.
  3. Group students into pairs.
  4. Students should begin sketching ideas on the bottom of the Problem Solving Activity page.
  5. Pass out to each group the following materials: 1 pair of scissors, 1 sheet of paper, 8.5 × 11, 12 inches of masking tape. Students should have their own pencil.
  6. As soon as students receive their materials they can begin construction of their bridge.

Assessment

  1. Review the problem statement. Ask students for the definition of key words such as span.
  2. Ask for students to display their bridge and show the span of their bridge. This is a good place to discuss the meaning of “longest non-supported single span”.
  3. Determine which group built the longest single span bridge.

Supplemental information

Teacher background knowledge of structural stress, tension, and compression would be helpful.

Comments

This activity came from a winter technology education workshop several years ago. I first tried this activity on a snow make up day several years ago. Students had lot of fun with the activity and learned about comparing the meaning of words to find a solution. The activity fit well into lessons introducing problem solving because it could be done quickly and students enjoyed it.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.

Mathematics (2004)

Grade 8

  • Goal 1: Number and Operations -The learner will understand and compute with real numbers.
    • Objective 1.01: Develop number sense for the real numbers.
      • Define and use irrational numbers.
      • Compare and order.
      • Use estimates of irrational numbers in appropriate situations.
  • Goal 2: Measurement - The learner will understand and use measurement concepts.
  • Goal 3: Geometry - The learner will understand and use properties and relationships in geometry.
    • Objective 3.01: Represent problem situations with geometric models.
    • Objective 3.02: Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems.
    • Objective 3.03: Identify, predict, and describe dilations in the coordinate plane.