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Use number sets that students have already practiced computationally.
If you’re working on addition without regrouping, use those number sets.
The more connections you can make between the computation and the problem-solving the better.
You can read more about the Addition & Subtraction Word Problems Resource that I use in my classroom in this blog post. Removing the distraction of the numbers helps students focus on the situation of the problem and understand the action or relationship of the numbers.
Below are five math problem-solving strategies to use when teaching word problems using any resource. It also keeps students from solving the problem before we talk about the relationship of the numbers.
Practicing math with the help of these worksheets will be a valuable homework activity.
As mentioned above, you will also find many free math worksheet generators here and they will provide limitless questions along with answers. Just click the blue text links to open the document containing the worksheet.Younger students will act out problems, draw out problems with representations, and draw out problems with circles or lines. As the numbers get larger, the model needs to represent the relationship of the numbers Here is a student moving from drawing circles to using an inverted-v.Students should be solidly using one model before transitioning to another.The examples above are mainly for join and separate problems.It’s no wonder our students have so much difficulty with compare problems since we don’t teach them to the same degree as join and separate problems.They may even use two at the same time while they work out the similarities between the models.Students should also be able to create their own models.It’s a shortcut that leads to breakdowns in mathematical thinking.I talk more in depth about why it doesn’t work in The Problem with Using Keywords to Solve Word Problems.When I teach word problems, I give students problems with blank spaces and no numbers. We identify whether something is being added to or taken from something else. We identify what we have to solve and set up the equation with blank spaces and a square for the unknown number ___ ___ = unknown Do you want a free sample of the word problems I use in my classroom? Only after we have discussed the problem do I give students numbers. At the beginning of the year, we all do the same numbers, so that I can make sure students understand the process.After students are familiar with the process, I start to give different students different numbers, based on their level of mathematical thinking.