They could underline the question and they could find the numbers.
Most of the time, my students just added the two numbers together without making sense of the problem. I am a big proponent of NOT teaching keyword lists.
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.
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.
Different number sets will lend themselves to different strategies and different models.
Use number sets that students have already practiced computationally.We create a list of actions or verbs and determine whether those actions are joining or separating something. Here are a few ideas: Join: put, got, picked up, bought, made Separate: ate, lost, put down, dropped, used in the problem and the result of the problem. These are all words we use when solving problems and we learn the structure of a word problem through the vocabulary and relationship of the numbers.In fact, using the same vocabulary across problem types helps students see the relationship of the numbers at a deeper level. Students are not solving a word problem to find “the answer”. My students can still explain, after instruction, that they A couple years ago, I came across this article about the need to help students develop adequate models to understand the relationship of the numbers within the problem. I needed to make a distinction between the students use to understand the relationship of the numbers in the problem and the strategies to solve the computation in the problem.The beauty of the blank spaces is that I can put any numbers I want into the problem, to practice the strategies we have been working on in class.At some point, we do create a list of words, but not a keyword list.Give your kids practice with elapsed time by encouraging them to figure out how long daily activities take.For example, the next time you order a pizza online or by phone, you'll probably be given an estimated delivery time.Students should also be able to create their own models.You’ll see how I sometimes gave students copies of the model that they could glue into their notebook and sometimes students drew their own model.The set contains two twelve-sided dice, one with numbers representing the hours and the other with numbers representing minutes. Each player should roll twice, then calculate the elapsed time between the two resulting dice times.My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever.