A Structured Word Problem Routine that Teaches Students to Analyze the Problem

Do your students struggle to solve world problems?  I am a big proponent of helping students understand the context of the word problem and solve the problem while understanding what is going on in the problem.  Below is a word problem routine that I ran across a couple of years ago and was able to integrate in how I teach students to solve word problems.

This structured routine easily integrates with my Addition & Subtraction Word Problems Grouped by Problem Type and just adds another layer to the process.

Components of this Word Problem Routine

This word problem routine makes explicit several features of word problems, including the numbers, the question, the equation, a model, and the “answer”.

Can you can see the three numbers above, 1, 2, and 3.  Those delineate the problem, the work and the answer.  Within the work section, students create a four-square to outline the numbers, question, equation, and model.

How do I use this word problem routine in the classroom?

I introduced this routine part way through the year, meaning we had already done quite a bit of work with analyzing word problems with blank spaces for the numbers.  My students knew how to read a word problem and find the action, but we were starting to use larger numbers and some of them needed a more concrete structured system.

Set up the Work Area

To begin, I have students glue the problem in their journals and draw a four square and a line across the bottom.  We number sections, 1, 2, 3 and make explicit that the sections are the problem, the work and the answer.

Read and Analyze the Problem

We read the problem and analyze the action in the problem to create the equation. In this problem, the character gave something to someone.  Gave is a verb that denotes subtraction.

At this point, we write down the question and the equation, leaving blank spaces for the numbers.  We determine the unknown in the problem.

Although not written on the above copy, we do discuss the start, change and result to determine which of those is unknown.  This is not a new concept for students as we started using that vocabulary on day one of solving word problems.

Give Students the Numbers

I give students the numbers for the word problem, adjusting numbers for specific students who need a little easier work or who need more of a challenge.  Students write the numbers in the problem, in the first box, in the equation, and then use the numbers to determine an appropriate model.

Most often, I will model a problem using a number line, but students are free to choose their own models as long as they can explain their thinking using the model.

Solve the Problem

Students are then given time to solve the problem and work through the model.  I circulate to help students as needed and encourage a few to try a different strategy of the work is too easy or to challenging.

Write about the Process

This structured word problem routine gives students the ability to write about the problem and analyze their process.  By breaking down the “work” area into numbers, question, equation and model, students are able to see how the process moves through stages rather than them just “knowing” the answer.  Students are able to use the routine to write about each stage of the process.

Variations

The work area is not set in stone.  The boxes can be changed around to fit your classroom and the way you teach students to solve word problems.  One area that I change is the question box. I sometimes make it an “action” box where students write in the word or phrase that tells them the operation.  In this instance, it would be the word gave.

Do you want a free sample of the word problems I use in my classroom?  

I love scaffolding learning for students and helping them to figure out how they’re learning something.  Below are some products and blog posts about solving word problems.