A problem-based approach to solving mathematical task has many entry points and thus is able to accomodate the diversity and range of students found in a classroom. 
With many entry points or levels, students are able to get to the answer or solved the problem through different ways or methods. 

The task that my group has created from the environment, which is the supermarket, provides for many entry levels.  The task can be solved by students using different combinations of products, found in the supermarkets, to come to a total of 5. 

For a child to be able to problem solved, he or she needs to be given opportunities and time to solve problem.  Teacher should not give in to temptation to tell the answer but to give hints or suggestions.  If all these fail, the teacher might consider giving a simpler task or regrouping the students to scaffold the children.

A problem-based approach to solving mathematical task has many entry points and thus is able to accomodate the diversity and range of students found in a classroom. 
With many entry points or levels, students are able to get to the answer or solved the problem through different ways or methods. 

The task that my group has created from the environment, which is the supermarket, provides for many entry levels.  The task can be solved by students using different combinations of products, found in the supermarkets, to come to a total of 5. 

For a child to be able to problem solved, he or she needs to be given opportunities and time to solve problem.  Teacher should not give in to temptation to tell the answer but to give hints or suggestions.  If all these fail, the teacher might consider giving a simpler task or regrouping the students to scaffold the children.