The first step in examining a problem is to understand what problems need to be evaluated. The second step is to isolate that evaluation into discrete parts. The third step is to make sure that the evaluation is easy to summarize.

The four steps are: determine, classify, observe, and test. When you break down each of these steps, they are made up of two separate categories: design and analysis. This gives you the opportunity to examine the design and analysis from a number of different angles.

When students are presented with a problem, their first step is to decide what problem it is. There are many different ways to find out which problem is being faced by the students, such as asking how many problems that they are working on right now, what percentage of the class has these problems, or even how many problems they have solved. The next step is to find out what type of problem the students are facing.

Identify the problem that the students are facing. Determine whether it is a need or a want problem. A need problem involves a positive situation (a need for a specific item or action), whereas a want problem involves a negative situation (a lack of a specific item or action). Usually, a need problemcan be solved by an external source such as getting the item or obtaining the action. However, a want problem cannot be solved by any external source because the conditions needed for success are missing.

Class size is one of the most important factors to consider when looking at a problem. Sometimes, the class is too small. This means that there is no solution to solve the problem. Sometimes, the class is too big and the problem is too complex to solve. This means that there is not enough time for all the students to solve the problem.

The solution to any problem is to fit it into one’s class. So, the solution to a small need problem is to make sure that there is always time for small group discussions so that all the students can ask questions and get answers. The solution to a large want problem is to make sure that there is enough time for students to discuss and solve problems together.

Analyze the problem. Before applying any solution, we need to understand what exactly is causing the problem. This helps us determine what model solution to use.

The class size has been determined. This is the most important step. There is no point in solving a problem if there is not enough time to do it. However, a large number of students will take more time to solve problems and it might be more difficult to apply a solution that is applied on a small number of students.

Students are given a copy of the solutions and various models. It will be necessary to check the details before applying the solutions. With this, students are able to see how similar or dissimilar the solution is to the solution that was available. They can also examine the similarities and differences between the solutions. Finally, they areprovided with the solutions and are able to apply them themselves, especially if they are the ones who formulated the model solutions.

The next step is to evaluate the results. The evaluation will help us evaluate the results of each model and the results can vary, depending on the requirements of the problem. For example, a problem might require for each student to solve all the solutions, so it is important that the student solve the model to see whether they can create a solution or if it is feasible.