problem solving challenges ks1

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Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. -Oscar Wilde

Outdoor Maths Activities KS1 -Maths Outdoor Learning

Outdoor Maths Activities KS1  -Maths Outdoor Learning

The following is a list of some of my favourite outdoor maths learning activities for KS1 (Key stage 1 – ages approximately 5-7).  Maths in outdoor and outside learning is a fun way for children to use maths in real, hands-on situations. It also promotes making connections between different areas of maths learning.

Younger children, in particular, need the experience of manipulating real-life materials and exploring mathematical thinking.   These experiences help them to develop an understanding of the value of numbers, and later, what happens during arithmetic operations. Children need to have a wide variety of opportunities to practice counting and problem solving using tangible objects.  It allows them to develop a deep understanding of numbers, number facts and the changes that take place during various operations (Anghileri, 2006).  It does take children longer to learn through exploration and hands-on methods rather than learning by rote. However, they will gain a deeper understanding, including how and why they work, rather than just the process (Carruthers & Worthington, 2004).  In the long-term, this will help them to build confidence in maths, as well as allow them to apply their knowledge in problem-solving.

Outdoor Maths Activities KS1

I have grouped theses outdoor maths activities based on different areas of learning for KS1.  They are primarily for children ages 5-7, but they can be adapted for younger and older children. You can also see my post on Outdoor Maths for KS2 or Outdoor Maths for EYFS for more ideas.

*Please note that this post on Outdoor Maths Activities for KS1- Outdoor Learning contains affiliate links to help with the running cost of this website. Thank you for your support so that we can keep writing!

Number & Place Value (including counting)

• Counting objects from nature   –  This might include doing nature hunts for a certain number of objects and even  counting objects with number frames or numicon for support. Collecting objects provides many opportunities for counting and learning maths in the outdoors.

• Number rocks  or number logs – Children can practice ordering numbers, and then may go on to practice ordering/counting by 2s, 5s (e.g. skip counting).

• Number games – Children may play number games with rocks – ex.  Swapping numbers  or  missing number games .
• Nature number line – Hang rope between trees (or along the fence if concerned about children running into the rope) and provide pegs. Children can hang up and order numbers to make a number line. Children might collect things like leaves to pin to correspond with the value. Which number comes first? Which number is bigger (has a larger value)? How do you know?

• Place Value – Place value frame (e.g. tens and ones) with sticks or rocks- Children can practice representing tens and ones using, for example, 1 stick for each 1 and a bundle of 10 sticks for each ten (or children may swap a large rock to replace a bundle of 10 sticks).  Ex. 35 can be shown by 3 bundles of sticks and 5 sticks or 3 large rocks and 5 sticks (or even pebbles). Which is greater? Which is less? Can you prove it?

• Number bonds – Practice number bonds to tens with sticks or rocks.  Children can find all the ways to add two numbers together to make 10 (and even all numbers 1-10).  For even deeper learning children can explore combining 3 or more values to add up to 10 (or numbers to 10) (see below in arithmetic). Is there a way to check you have found all the number bonds? Can you record them? Show me…
• Greater or less than – Children can practice representing greater than or less than with sticks.  They can see this visually by fitting in rocks (see example below) to see which is bigger or smaller < >. Which is greater? Which is less? How can you prove it?

• 100 square – Make a massive 100 square outdoors on the pavement with chalk.  Children can fill in the 100 square using number rocks or number log slices, or even writing numbers onto the square with chalk. Which number comes first? Do you notice anything about the hundred square? What happens when you count up /down 10?
• Counting picture – Children can work collaboratively to create a picture using 10/20/30 objects they find in nature. Children have to work together to find the objects and make sure they have the exact number of objects.
• Number hunt  – children can search for numerals, written out words for numbers, and/or dice or other value representations of numbers hidden outside.  They can then match different representations of the same number together (and even order them). How many different ways can you make 5? Children may use things such as a tens frame or numicon to help them represent the numbers.

• Number writing – Children can practice writing numbers with chalk or tracing over chalk numbers by painting with water.
• Parachute or Circle games with numbers – Children can be given a number and then children swap (or run in / out of the parachute or swap places in the circle depending on if the statement is true or falls). For example, the teacher might say odd numbers, even numbers, numbers less than 5, numbers greater than 5, numbers for counting by 2 or by 5, etc.  
• Minibeast Counting – Go on a minibeast hunt and have children count and keep track of what they find with tally marks or tally chart. You may want to discuss why tally marks work well for this (rather than writing down numbers). You could come together as a large group at the end and create a pictograph using their findings.
• Skip counting – Children can use number rocks to practice skip counting (e.g. practice counting in 2’s, 5’s and 10’s).  Children may want to pair the numbers with the corresponding numicon . What do you notice about the numbers when counting in 2’s? What about in 5’s or 10’s?
• Counting in groups – They can use number rocks and natural objects to count out objects in 2’s (or 5’s or whatever they are counting by) and then match with the numeral for each group (e.g. first group of 2 seashells with a number 2, second group of 2 seashells with a number 4, third group of 2 seashells with a number 6, etc.).

• Using leaves for multiplication – Children can practice repeating addition as a way to help them understand multiplication. They can count the blades on the leaves to help them do this. For example, maple and horse chestnut leaves have 5 blades each so children can use them to count in 5’s. Buttercup and clover leaves have 3 blades so children can use them to count in 3’s. What do you notice about counting in 2’s, 3’s, 5’s etc?

• 100 square problem solving – Children can make a large number line or 100 square using rock numbers or chalk (described above in number and place value section). Children can use this to help them solve addition and subtraction problems. As they count up or back along the number line (to add or subtract) they might even step along it (if it is big enough).   *As children become confident with adding, they can practise counting on and even counting up in 10’s when adding and subtracting double-digit numbers. What do you notice when you count up or down in 10?
• Nim – Nim is a mathematical strategy game where two players take turns removing objects from a pile. Each player must take at least one object per turn. The goal is to either get or avoid taking the last object from the pile. Children can play nim with a pile of sticks or rocks.
• Number bonds – Children can practice making all the number bonds for numbers 1-10 using sticks or rocks (see above in number and place value). Is there a way to keep track an record your number bonds?

• Counting sets – Children can throw a set number of rocks towards a hula hoop laying on the ground /circle drawn on the ground (this is a way to create number bonds). Then they can count how many rocks land inside and outside of the hoop (as well as count the total). It will help them see that no matter how many different ways they land (e.g. number bonds), the total will stay constant. Similarly, children can explore playing around with a set number of rocks on a number frame to see that it is the same value even when it looks different. Is it still 7? How can you check?

• Skittles & bowling – Children can play games such as skittles , bowling and other target games . They can identify numbers on the games, count the number of skittles or targets that are hit, add up points, take away how many objects have been knocked over, and see how many are left. There are lots of opportunities for counting, adding and subtracting with these types of garden games.

• Garden counting – As children pick tomatoes or other fruits or vegetables from the garden, get them to count how many they picked from each plant. Then how many have they picked altogether?
• Sharing garden crops – As children pick flowers, strawberries, or other things from the garden help them practice using different types of division (e.g. sharing & grouping). For example – [Sharing] if you’ve picked 12 tomatoes how many will we each get (e.g. you & me)? If another child comes along – now how can we share them between us?  [Grouping] If we are selling baskets with 6 tomatoes in each basket, how many baskets can we make to sell? How many apples do you need to make a pie?… How many pies can you make with the number of apples you have picked? You might also get into remainders if there are some leftover.

• Drawing fractions – Children can draw a large square on the pavement (or in the sand) and then find different ways to shade in ½. This is a great way for them to see that ½ can look different, but it always must add up to the same amount. As children advance, they can see how many different ways they can make ¼ or 1/8. How do you know its ½ or ¼? Is there a way you can prove it?
• Fractions with sticks – Using sticks can be a great way to introduce children to see fractions visually. If you cut sticks so there is one that is whole, 2 that are ½ , and 4 that are ¼ they can see visually how fractions are divided up. It also makes it easy to see how 2(½) = 1 and ½ = 2(¼).

Measurement

• Ordering objects by length  – children usually find it easy to compare two objects but may need more practice when comparing 3 or more objects. I have a post –  ordering sticks by length , which reviews common misconceptions, ways to help children to learn this and questions to ask. Which is longer? Which is the longest? How can you prove it?

• Measuring with non-standard units – Children can practice measuring objects with non-standard units (e.g. how many stones long is the stick). This is the next step after comparing lengths, but before measuring with standard units such as cm or inches. How many pinecones long is your toy bus? Which is shorter? How do you know?

• Measuring height – Children can measure their height in rocks, pinecones or sticks (e.g. non-standard units) by laying down on the ground.  Children can then count to see how many pinecones, sticks, or rocks tall they are. Who is taller? How do you know? Is there another way to show this?
• Measuring natural objects – Children can measure natural objects, such as plants, with a ruler.  They can also go on a ‘meter hunt’ or ‘foot hunt’ to see if they can find things in nature that are a foot or meter.
• Meter or foot with natural objects – Children can try making a meter or foot using sticks, rocks pinecones or other natural objects. How many sticks/rocks/pinecones did it take to make a meter?
• They may measure the circumference of a tree.
• Plant measuring – They may also practice measuring the height of plants (e.g. non-standard to start – e.g. 5 sticks high, then with a ruler for standard units).
• Measuring growing – Children can use measuring to help them plant seeds or seedlings.  They may use a stick that is 12 inches to help them measure the distance between plants with nonstandard units.  Children may then move on to using a ruler to help them measure the recommended distance between seeds or seedlings. 
• Chalk clocks – Children may make clocks with sticks and chalk or with rocks, numbers and chalk to practice showing time.

• Counting 1 minute – Children can practice counting how many times you can jump, skip, or hop, or how far you can walk, etc. in one minute. How many did you do? Did you do fewer or more than last time? If you did more/less does that mean you are getting faster or slower? Can you find a way to keep track of how many hops, skips you do in a minute? What else do you think you can do in a minute?
• Timing – They may also time themselves to see how long it takes to run from one point to another, to bicycle 1 mile, to hop 20 times, etc.  How can you tell if you are getting faster or slower?
• Potions – Children can make up or follow potion recipes. They can follow instructions to measure (with standard or non-standard units) and combine ‘ingredients.’ Children might also compare relative measurements such as full, half-full, empty, etc. You can challenge children – which container will hold the most potion? How do you know? Can you figure out how to order the containers by which will hold the least to which will hold the most?

• Weighing – Children can use balance scales to compare the weights of different objects. How many horse chestnuts are equal to the weight of your rock? Can you prove which object is the heaviest?
• Measuring garden crops – There are lots of opportunities for measuring when picking fruit and vegetables from your garden. What is the volume of the containers you filled with raspberries? How much do the apples or squash weigh? Which is the longest courgette? Can you order them by length? Can you measure them with your ruler? If you sell some of your crops or are, instead, getting your vegetables at a “pick your own farm”, there are opportunities to discuss money as well. If we have 2 pounds of tomatoes, how much will that cost (ex. at £0.50 per £)?  
• Snail Races – see how far a snail can go in one minute. Children can help you think of ways to best measure the snail’s movement. This is also a way for children to help count 1 minute and get an idea of how lone one minute feels like.
• Sorting and ordering – Children can sort / order (gradient) natural objects (e.g. leaves, rocks) by a specific feature (ex. Shape, size, colour, or other features).
• Dam building / Den building  – Children use materials such as sticks and rocks to build a fort/den or to block off or dam a stream. They could also build obstacle courses and use directional language to help each other get through it. This is an excellent opportunity for children to practice estimating length and using spatial rotation to help them construct.

• Nature symmetry – Children may explore symmetry in nature. They may use a mirror to help and even make their own creations (see mandalas below).
• Symmetry transient art – They can make symmetrical pictures or  mandalas with natural objects .

• Making Patterns – Children can make patterns with natural objects. This might mean repeating patterns, or it might mean making more complicated patterns such as (x+1) or 2x or x2 etc.
• Shapes – Children can make shapes out of sticks, rocks, etc.  They can copy over ones drawn in chalk or create their own freehand. To take this further, if children are using objects that are very similar in size/length (e.g. rocks or leaves) they can use them to do a non-standard unit measure of the perimeter – e.g. the rectangle is 1 leaf wide and 3 leaves long. It’s a great way to see the difference between squares and rectangles visually.

• String shapes – Children can use loops of string or large bands to make shapes (this can be done in partners/groups) and see how manipulating them changes the way the shape looks or may turn it into a different shape. How do you make a triangle or a square? Can you show me different ways to make a triangle?

• Shape pictures – Children can draw pictures (in chalk) using 2D shapes. What shapes did you use to make a house, car, etc?
• Shape hunt – Children may go on 2D and 3D shape hunts in nature. Which shape is it? How do you know?

Data Handling

• Pictographs – Children may organise natural objects such as leaves or flowers by features such as colour, size, type, etc. on a  pictograph.

• Venn Diagrams  – Using hula-hoops to sort objects by two different features (e.g. leaves by colour and size, etc.)

I hope you find this list of outdoor maths activities for KS1 helpful.  They can provide a great way to enhance and complement the learning that children do in class.  If you decide to try out some maths outdoor learning, let me know how you get on!

References – Outdoor Maths Activities KS1 -Maths Outdoor Learning

Carruthers, E. and Worthington, M. (2004).  ‘Young children exploring early calculation’.  Mathematics Teaching , (187), 30-34.

Anghileri, J. (2006).  Teaching number sense , (Ch. 4, pp. 49-70).  London: Continuum.

Arithmetic , Data, Patterns & Sorting , Geometry , Maths , Measurement , Natural , Number & Place Value , Preschooler , Rocks , School Age , Sticks

Dirt , flowers , hands-on learning , Learning Outdoors , Leaves , numerals , numicon , Nuts , outdoor learning , Rocks , Sand , Sticks , Water

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Addition and Subtraction Word Problems- Year 1- DIFFERENTIATED

Subject: Mathematics

Age range: 5-7

Resource type: Worksheet/Activity

Last updated

22 February 2018

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Mathematical Challenges for Able Pupils in Key Stages One and Two

This book of challenges for more able students from the National Numeracy Strategy contains puzzles and problems. These are accessible to a wide range of students. There are four separate files covering Years One and Two , Years Three and Four , and Years Five and Six  and the solutions.

The problems are intended to challenge students and extend their thinking. While some of them may be solved fairly quickly, others will need perseverance and may extend beyond a single lesson. Students may need to draw on a range of skills to solve the problems. These include: working systematically, sorting and classifying information, reasoning, predicting and testing hypotheses, and evaluating the solutions.

Many of the problems can be extended by asking questions such as: ‘What if .....?’. Problems can also be extended by asking students to design similar problems of their own to give to their friends or families.

Learning objectives appropriate to each problem are indicated so relevant problems can be integrated into the main teaching programme.

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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Group Size: Multiple Groups of 4 – 6 Key Stage: KS1, KS2, KS3, KS4, KS5 Team Building Skills: Creativity; Verbal Communication; Decision Making Equipment: Newspapers; Cellotape Download Activity PDF The Sky is the Limit –  AKA: Newspapers Towers,  This activity is a great team building exercise where the equipment of old newspapers and

Free Team Problem Solving Activity – Back To Back aka Sketch It

Back to Back – Sketch it. Students will work in pairs and sit back to back. They will take it in turns to be the describer and the sketcher. The describer will describe a shape without saying the name whilst the sketcher will try to draw the described shape as

Free Team Building Activity – Alphabet Hunt

A great fun yet inexpensive team building activity. All that is required is some scissors a newspaper a piece of A4 paper and a glue stick or cellotape per team. We suggest that this activity is run in teams of 2-6. However larger teams will work. The aim of the

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I See Reasoning - KS1

The ebook i see reasoning - ks1 gives 281 thought-provoking images and questions linked to all areas of the ks1 maths curriculum. tasks help to build children's conceptual understanding, promoting non-counting calculation and providing opportunities for reasoning and talk. there are rich tasks for deepening learning every day.

I See Reasoning - KS1 Addition  is a free sample section from the resource. Visual prompts help children to see likely mistakes, notice similarities between questions and develop new strategies for calculating. Techniques such as  Read the Pictures, Explain the Mistakes  and  Which Answer?  draw attention to key learning points and help to generate focused talk. For order enquiries, please read the Frequently Asked Questions .

There are prompts that open up mathematical investigations, for example the  Different Ways  tasks.  True or False? questions draw children's attention to key differences between correct and incorrect responses. There are also different question types that are specific to particular areas of the curriculum, like the  Missing Hand questions in the time section. There are answers too!

I See Reasoning - KS1 Addition  gives a free copy of one of the sections from the resource. Please use and share it!

The 281 tasks of  I See Reasoning - KS1  cover all areas of the Year 1&2 mathematics curriculum. There are many other question types that display maths concepts visually, including the use of bar models. All of the tasks encourage meaningful mathematical talk and challenge children to apply their understanding flexibly. This helps pupils to develop mastery in KS1 mathematics.

I See Reasoning - KS1  corresponds to US grade levels K and grade 1, and Australian school years 1&2. The sale price is  £15  When ordered, the PDF file is emailed direct to your inbox for your use. To purchase, click on the link below:

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Felicity Bradstock

Felicity Bradstock is a freelance writer specialising in Energy and Finance. She has a Master’s in International Development from the University of Birmingham, UK.

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Premium content, solving nuclear energy's biggest problem.

• New methods like recycling in fast neutron reactors and geological disposal in facilities like Finland's Onkalo are being explored.
• Reprocessing spent fuel in closed fuel cycles can significantly reduce waste volumes.
• Geological repositories like Onkalo offer hope for safe, long-term nuclear waste disposal.

As we go into a new nuclear energy era, there are renewed concerns about what to do with the waste generated from nuclear plants. Nuclear waste is toxic and can remain radioactive for around 10,000 years, meaning that it needs to be disposed of appropriately to ensure people and the environment are kept safe. Despite the challenges involved, several countries around the globe are pursuing new nuclear power agendas in support of a green transition and coming up with innovative ways to dispose of the radioactive waste produced at nuclear facilities.

The generation of nuclear energy results in the production of waste products. There are three types of nuclear waste: low-, intermediate-, and high-level radioactive waste. Most of the waste produced at nuclear plants consists of lightly contaminated items, such as tools and work clothing, with a level of around 1 percent radioactivity. High-level waste is made up of spent fuel, which accounts for around 3 percent of the total volume of waste from nuclear energy production, although it contains 95 percent of the radioactivity.

The nuclear industry is responsible for safely disposing of waste materials through the construction of disposal facilities. One of the positive things about nuclear power production is that it generates very little waste compared to other energy sources. Nuclear fuel is very energy-dense, meaning little is required to generate large quantities of electricity. Therefore, it produces little waste, around 5 grams of high-level waste for the provision of a person’s annual energy needs . A conventional 1,000 MW nuclear plant, which can supply over one million people with electricity, produces around three cubic meters of vitrified high-level waste per year, which is far lower than that produced in coal plants.

Nuclear energy companies must store spent fuel in either wet or dry facilities to be either recycled or disposed of. Spent fuel that comes out of the reactor is hot and radioactive, and storing it in water allows it to cool and the radioactivity levels to diminish. Several countries, including the U.S., treat this used fuel as waste. However, many countries recycle their spent fuel, including France, Japan, Germany, Belgium and Russia. Around 97 percent of spent fuel can be reused in certain types of nuclear reactors.

High-level nuclear waste can be used in fast neutron reactors operating in a closed fuel cycle. These reactors can extract between 60 to 70 times more energy than natural uranium than thermal reactors, which helps to boost efficiency and reduce radioactive waste. Mikhail Chudakov, the Deputy Director General and Head of the Department of Nuclear Energy at the International Atomic Energy Agency (IAEA) explains , “When using fast reactors in a closed fuel cycle, one kilogram of nuclear waste can be recycled multiple times until all the uranium is used and the actinides — which remain radioactive for thousands of years — are burned up. What then remains is about 30 grams of waste that will be radioactive for 200 to 300 years.”

While some countries are recycling their nuclear waste, using special reactors, others are looking for safe ways to dispose of it. Finland has plans to bury its spent nuclear fuel in the world’s first geological tomb, where it can be stored for 100,000 years. The project is viewed as groundbreaking for the nuclear energy industry, which has long been searching for a safe method of long-term waste disposal. If successful, it could be replicated in several areas of the world. In 2025 or 2026, the finish company Posiva hopes to begin packing spent nuclear waste into watertight copper canisters to deposit it in bedrock at a depth of 400 metres below the forests of southwest Finland. The long-term disposal facility, known as Onkalo, is located next to three nuclear reactors on the island of Olkiluoto.

Pasi Tuohimaa, the head of communications at Posiva, said that several nuclear energy companies had contacted Posiva to learn more about the project. Tuohimaa stated , “Having a solution for the final disposal of spent fuel was like the missing part of the sustainable lifecycle for nuclear energy.”

Gareth Law, professor of radiochemistry at the University of Helsinki, explained “There are many countries in the world that are still very much in the planning stages and even just trying to find somewhere to put the waste. So, the fact that Finland [has] built a repository now and in the next year or two we’re going to be operating it and start the disposal process … I don’t want to call it a miracle, but it wouldn’t be a bad way of framing it in the global context.”

Several countries around the globe, including the U.K. and the U.S. have long been searching for options for the safe, long-term disposal of nuclear waste, with limited success. The Onkalo project offers hope to the industry, with other countries expected to develop similar disposal methods in the future. In addition, in support of a global green transition, more countries are likely to invest in recycling schemes to reuse and reduce nuclear waste before seeking out disposal methods for the remaining waste.

By Felicity Bradstock for Oilprice.com

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5 Tips for Facing Common Travel Problems: Lessons from a Lost Passport

September 8, 2024

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Traveling often brings lots of excitement, but it can also bring nervousness and anticipation of the things that can go wrong. Unfortunately, unexpected mishaps while traveling can happen at any point. I am no stranger to this fact. While I was still living in my college town, my passport and Spanish visa were delivered to my mom’s house, and my family lost them. I found this out about three weeks before my scheduled arrival in Madrid for my  CIEE Teach Abroad orientation — and the night before I took the LSAT to get into law school!

I had to drive up to Chicago (again) to get a  same-day passport and beg the Spanish consulate to rush my visa application. My passport and visa arrived on a Wednesday, and I flew to Spain four days later. I did end up making it to my orientation on time, and everything worked out. From this experience, and experience with other travel problems like missing a flight and getting sick while living abroad, I have learned a few lessons about how to approach your mindset and reduce stress while traveling. So, here are five tips for facing some of those common travel problems that may arise.

1. Take a Deep Breath

Don’t panic! — this sounds like great advice in theory, but it probably won’t help much right in the moment you’ve realized that something went wrong. My best advice for this is to feel your feelings, cry it out if need be, but give yourself a time limit.

It is absolutely valid to be frustrated and scared when something doesn’t go your way. But, you still have some sort of problem you now need to face, so take a deep breath (or two or three) and try to keep moving forward. One of my personal favorite things to do when stressed is look at pictures of my dogs. But, if your stress starts to cross the line into full-blown  travel anxiety , Cleveland Clinic has some advice for  managing your symptoms.

2. Start Problem Solving

Once you’ve taken a deep breath and are ready, start figuring out what you need to do to solve your problem. In the case of my lost passport, I had to make an appointment with the U.S. Department of State’s  Passport Agency in Chicago. If I had lost my passport while I was already abroad, I likely would have  visited the nearest U.S. embassy or consulate .

A quick Google search can likely point you in the right direction. Depending on your situation, it is unlikely that you are the first person to ever face your current problem. If you are going abroad through a CIEE program, I highly recommend getting in touch with your program contact, as they will also be able to support you.

3. Remember You’re Not Alone

Like I said above, you likely aren’t the first person to ever face the issue you’re having. This is very helpful to remember because it can help make your problem feel more solvable. It can also be helpful to seek support from friends and family.

In the summer of 2022, I went to Argentina for  CIEE’s Summer Intensive Spanish Language Program . I was flying out of Indianapolis for a connection to Miami, then to Buenos Aires. My flight out of Indianapolis left super late because of a mechanical issue, and I missed my connection in Miami.

The soonest flight from Miami to Buenos Aires was around 11pm the next day. I ended up being a day late to my orientation, but I wasn’t even the only person in my program to arrive late. One of the other students in my program also had a flight delay, so we were able to meet at the airport in Buenos Aires and take a cab together. Travel problems are an unfortunate fact of life, so you’re not alone.

4. Be Polite to the People Helping You

It is easy to be frustrated when you’re facing a difficult situation, but being kind and respectful to the people helping you find a solution will make the process easier for everyone involved. In my experience, they probably already feel some sympathy for you and your situation. Politely explain your situation, and they are likely to do what is within their power to help you.

When I was in Buenos Aires, I got a cold. At that point I spoke some Spanish, but not quite enough to explain to a pharmacist exactly what I needed. Thankfully, the pharmacist was understanding, and I used a translator to look up words I didn’t know but needed to communicate my symptoms.

Being understanding in general is also a very important part of cross-cultural communication. You may be in a country where you do not speak the language, and you can’t always expect the people helping you to speak English. Try to meet each other in the middle.

5. Have a Little Treat

And finally, possibly my favorite tip: have a little treat. Travel problems are stressful, and self care is important when facing stressful situations. This could be something you buy, like ice cream or a coffee, or it could be something you do to destress.

When I had to go to Chicago for my same-day passport appointment, I had some free time before I had to pick my new passport up. I took a walk, and eventually sat at the edge of Lake Michigan for about 45 minutes just taking deep breaths.

Travel problems are stressful, but coping strategies can help you feel more relaxed and prepared to take on any problem you may face. My best advice is: 1. Take a deep breath; 2. Start problem solving; 3. Remember you’re not alone; 4. Be polite to the people helping you; 5. Have a little treat. Everything will work out in the end.

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