#A BETTER WORD FOR ISSUES HOW TO#
#A BETTER WORD FOR ISSUES SERIES#

Be sure to recognize and respect all problem-solving strategies that lead to the correct answer. Finally, they share their answer and methods with their partner and the class. In round three, kids use those plans to solve the problem individually. Then, have students work with a partner to plan how they’ll solve it. Start by reading the problem as a group and sharing important information. Put all those word problem strategies and skills together with this whole-class activity. Learn more: The Routty Math Teacher and Alyssa Teaches 14. Visit both of the links below for excellent tips on adding rigor to your math word problems.

#A BETTER WORD FOR ISSUES SERIES#

A series of problems should be varied, using different operations and situations when possible, and even include multiple steps.

It should allow for different ways to solve it and be open for discussion. A rich math word problem is accessible and feels real to students, like something that matters.

Add rigor to your word problemsĪ smart way to help kids conquer word problems is to, well… give them better problems to conquer. This helps students make certain they’re actually answering the question being asked… part of justifying their answer. Word problems are presented in complete sentences, so the answers should be too. When you think about it, this one makes so much sense. That’s why teachers have been asking students to “show their work” for decades now. If students can explain how they came to their conclusion, they’re much more likely to get the answer right. One of the quickest ways to find mistakes is to look closely at your answer and ensure it makes sense. Each successive problem can be a little more difficult, but kids will see they can use the same method regardless of the numbers themselves. For instance, instead of jumping right to subtracting 4 digit numbers, make the numbers smaller to start. For those cases, try working your way up to the skill at hand. Sometimes students get so distracted by numbers that look big or scary that they give up right off the bat. Differentiate word problems to build skills Learn more: Solving Word Problems With Jennifer Findlay 10.

#A BETTER WORD FOR ISSUES HOW TO#

Get a free printable chart and learn how to use this method at the link. It’s worth taking the time to dig deeper into what the problem is really asking. Some key words, like “total,” can be pretty vague. Instead of (or in addition to) key words, have kids really analyze the situation presented to determine the right operation(s) to use. Determine the operation for the situation You might just consider this one more trick to keep in your toolbox for students who need it.

Others feel it’s outdated, and prefer to teach word problems using context and situations instead (see below). Those who like it feel it offers kids a simple tool for making sense of words and how they relate to math. This is one of those methods that some teachers love and others hate. Learn more: Teaching With Jennifer Findlay 8. They use Visuals or models to help plan and list any and all Equations they’ll use. Using this method, kids Label numbers and other key info, then explain Our thinking by writing the equation as a sentence. Here’s another fun acronym for tackling word problems: LOVE. Learn more: Teaching With a Mountain View 7. By taking the time to circle, box, and underline important information, students are more likely to find the correct answer to the question actually being asked. This is a tried-and-true method for teaching word problems, and it’s really effective for kids who are prone to working too fast and missing details. Learn more: Where the Magic Happens Teaching 6. If the numbers were removed from the sheep/shepherd problem above, students would have no choice but to slow down and read more carefully, rather than plowing ahead without thinking. It seems counterintuitive … math without numbers? But this word problem strategy really forces kids to slow down and examine the problem itself, without focusing on numbers at first. That tells us kids really need to be trained to identify the actual question being asked before they proceed. Only 25% of them realized they didn’t have the right information to answer the actual question the other 75% gave a variety of numerical answers that involved adding, subtracting, or dividing the two numbers. Make sure they identify the actual questionĮducator Robert Kaplinsky asked 32 eighth grade students to answer this nonsensical word problem. Learn more about this method and get free printable templates at the link. Try acting the problem out if possible, and draw pictures, diagrams, or models. Encourage students to think of word problems as an actual story or scenario.

A better word for issues