C.U.B.E.S stands for circle the important numbers, underline the question, box the words that are keywords, eliminate extra information, and solve by showing work.

Go Formative has a feature where students can use their mouse to “draw” their work. Will definitely use it this year! Check stands for understand, plan, solve, and check.

2. Math word problems are packed full of words and every word means something to about the intent and the mathematics in the problem, especially in middle school and high school. I especially like your word problem graphic organizer that you created yourself! There are 7 strategies that are normally covered in our math challenge program: DRAW A PICTURE/DIAGRAM/MODEL. I am adopting it this week. So… basically everything.

I wanted to tell you how amazing and kind you are to share with all of us. 2. How about: “Make a Plan for the Problem”?

Y-You ask yourself: Did you answer the question? U-Underline key words and circle important numbers Especially, the “What I like/don’t like” comparisons. W ork

She authors Teacher Trap, a blog aimed at sharing her challenges, successes, and insights as a teacher.

Encourage conversation, use visual representations, and have students explain the difference in structure and operation. Update for 2020: Scroll down to the bottom to read how we address showing your work during distance learning. Thank you!!

And more than anything, word problems require decoding, eliminating extra information, and opportunities for students to solve for something that the question is not asking for. Students just need to work out what the events were that occurred previously.

Example #4 The use of a variable means that you will let the unknown be x, write and equation, and solve the equation. It doesn’t have a name yet nor an acronym, (so can it even be considered a strategy…?).

Maneuvering the Middle Strategy AKA K.N.O.W.S. N eed to find out LOOK FOR PATTERNS.

Sometimes the problem is too difficult to solve in one step. We should start by teaching the strategies one at a time by choosing problems that fit that strategy. The information that has been set out in the table will hopefully lead students to the correct solution. Using a table is a good way to sort out and organise the information that has been given in the question. One thing that Harvey Silver says is, “Unlike other problems in math, word problems combine quantitative problem solving with inferential reading, and this combination can bring out the impulsive side in students.” (The Strategic Teacher, page 90, Silver, et al.

I used to teach elementary math and now I run my own learning center, and we teach a lot of middle school math. I have adopted what I call a “no fear word problems” procedure because several of my students told me they are scared of word problems and I thought, “let’s take the scary out of it then by figuring out how to dissect it and attack it! 1 game Case 2: The 3rd person plays the 1st and 2nd i.e.

Ten of her students are great at word problems involving addition, and only 7 seem to understand subtraction word problems.

Make a table – In some cases the p… C.U.B.E.S. Mrs. Brack is setting up her second Christmas tree. Kids (and adults) are notoriously impulsive problem solvers. Hi Nora!

Does your answer make sense (mathematically).

This is summed up as follows: 1. Thanks so much for sharing with our readers!

Whoops! Here are some of the many possible math problem solving strategies. Word problems require problem solving strategies.

I did create a worksheet to make it easier for the students to follow the steps as well. 3.

ving them submit images of their work might be your best bet. Making a list is a strategy that will help students sort out the information that has been given in the problem. Here’s an example showing student work on two similar problems about monkeys. Thank you again. Anyone who has taught maths for any length of time will know how difficult it can be to teach pupils to solve maths problems out of context. Underlining the important information is also useful so you have all the important numbers/facts to hand. Once the pattern has been identified, the students can predict what will happen next and then continue the pattern to find the correct solution. Several of the comments and post are spot on!

Reading has to be done both at the literal and inferential levels to actually correctly determine what needs to be done and execute the proper mathematics. Just like in Guided Reading, you’ll want to give lots of practice with “just-right” problems and provide guided practice with problems just-above the students’ level. ACT IT OUT.

It’s flexible, “portable” for any problem, and DOES get kids to read and understand the problem by 1) summarizing what they know and 2) asking a question for what they don’t yet know — two key comprehension strategies!

Awesome freebies and resources for elementary educators sent to your inbox! ). Then, 20 - x is number of adult tickets Check the working out and make sure that your solution is actually answering the question.

Students who plan succeed at a higher rate than students who do not plan. UPDATE: IT DOES HAVE A NAME! However, in the same ways that we teach strategies for other areas of maths, we can also teach strategies to solve maths problems. Click here to download a blank copy of these problems. I completely agree with you that kids are not really reading the problem when using CUBES and only circling and boxing stuff then “doing something” with it without regard for whether or not they are doing the right thing (just a shot in the dark!). I am going to read everything you ahve given to us.

Once the students can see all of the possibilities for the solution, they can then attempt to solve the problem more easily. Thanks to our lovely readers, Wendi and Natalie! A Starter Guide to Math Intervention how to structure, implement, and find success in your math intervention class, © Copyright 2013 - 2020 • Maneuvering the Middle • All Rights Reserverd • Site Design by Emily White Designs. In the case of word problems, you have to go slow to go fast. WORK BACKWARD.

Carry out the plan and solve the problem.

Going off of your idea, Natalie, how about the following? Hi! Math Problem Solving Strategies 1. Read the problem carefully. Progression in Mathematics at Primary School, Creative Ways to Teach Money at Primary School. That’s the core of your rationale for using it, and I bet you’re already saying this all the time in class. By starting with a simple version, you allow students to focus on the problem itself, rather than becoming intimidated or frustrated. It step one has been done well, it should ease the job of choosing among the strategies presented here for approaching the problem solving step. I found that CUBES perpetuates the impulsive side of middle school students, especially when the math seems particularly difficult.

3.

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