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In this lesson, students will take turns acting as "math coaches" who will assist other students in solving word problems by identifying key words that usually indicate specific mathematical operations. Uses a variety of strategies to understand problem situations (e.g., discussing with peers, stating problems in own words, modeling problem with diagrams or physical objects, identifying a pattern) 2.Represents problems situations in a variety of forms (e.g., translates from a diagram to a number or symbolic expression) 3.
Uses explanations of the methods and reasoning behind the problem solution to determine reasonableness of and to verify results with respect to the original problem Level III (Grades 6-8) 1.
Understands how to break a complex problem into simpler parts or use a similar problem type to solve a problem 2.
" If students are unsure, grab three quarters and explain that they are equal to 75 cents.
The problem then becomes a simple subtraction problem, so wrap it up by setting up the operation numerically on the board as follows: 75 cents – 54 cents = 21 cents.
However, notice the verb phrase in all the problems that reveals that the problems are join problems are: came on. How many kids were on the playground at the beginning?
This set of words can be acted out in a classroom, even as simply as using hand motions. SSU (Separate Start Unknown) There were some kids on the playground. Like the Join problems, these separate problems are best learned through identifying the action and placement of the unknown. Students cannot depend on keywords to solve word problems and instead need to learn how to identify the action of the problem and figure out the unknown in the problem or what is missing in the word problem.
In this blog post, I’m going to give you a few examples as to why teaching students how to look for keywords just doesn’t work and sets students up for failure in the long run.
A quick google search landed me on these definitions for addition and subtraction: Those are the most basic definitions I could find. How many kids were on the playground at the beginning?
My previous blog post gives you my purpose for doing removing the numbers. JCU (Join Change Unknown) There were ____ kids on the playground. Even second graders solve these type of problems, but with more difficult number combinations.
JRU (Join Result Unknown) There were _____ kids on the playground. Did you notice that none of the problems have traditional keywords?