Helping Students Think Through Word Problems

SOL 2.21

SOL 2.21 Teacher NotesThe numbers & the template is found in Curriculum Management

There were 6 yellow candles on Marty’s cake. She put 4 pink candles on the same cake. How many candles are on her cake?

Mark has 10 candles on his cake. Six of his

candles are yellow. The rest of them are blue. How many blue candles are on Marty’s cake?

Marty has some yellow candles on her cake. When she places 4 pink candles on her cake she

has a total of 10 candles. How many yellow candles are on Marty’s cake?

Karl had 9 seashells. He gave his sister 2 seashells. How many seashells did Karl keep?

Karl had some seashells. He gave 2 of them away and still had 7 seashells left. How many seashells did Karl have before he gave some of them away?

Karl had 9 seashells. After he gave his sister some seashells, he still had 7 seashells left. How may seashells did he give his sister?

Our Task is Twofold

• First, coach comprehension of word problems.

• Next, value students’ ways of solving word problems.

• Let them explore• Listen to their explanations• Clear up misconceptions• Share (don’t force) additional strategies.• Let them create word

problems.

Before students create….

• They need a variety of experiences that involve reading and understanding word problems.

• Let them explore• Listen to their explanations• Clear up misconceptions• Share (don’t force) additional

strategies.• Whole Group? Small Group?

Questions to Consider:1. What can you do to coach understanding of

the problem types so that you and your team is ready to teach these six types of problems? How can I help?

2. What types of learning experiences can you plan to excite your students about word problems and their problem-solving ability?

3. How can this skill be infused weekly beginning the first week of school?

4. What can 1st grade do to help you? Think vertical team planning?