Hands-On Problem Solving is an easy-to-use resource that helps teachers plan and implement best practices for teaching problem solving throughout the school year.
Hands-On Problem Solving for Grade 2 is divided into three sections: routine, non-routine, and extended explorations.
I talk more in depth about why it doesn’t work in The Problem with Using Keywords to Solve Word Problems.
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.
Once kids have the tools, they need to be able to apply those tools to a variety of problems and come up with effective solutions.
Through Math Game Time’s free problem solving videos, children learn how to solve word problems and apply their math skills to other scenarios.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.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.Learning math isn’t just about mastering the basics.The larger goal of math instruction is to help children develop problem-solving skills.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.