Word problems are a good way to teach students how to use math in real life.Many students think they are intimidating.Word problems should be introduced so that students understand why they are used.Explain how to use the CUBES approach to solve word problems.Students can practice the process on their own if you model it for them.
Step 1: Explain what word problems are.
Some students may view word problems as too complicated.They are intended to help students use math to solve real world problems, such as building a fence, buying enough food for a party, or adjusting a recipe.The way the problem is presented is more relevant to real life than the math.Ask students to work with a partner or group to figure out ways to use math in real life.They should turn the situation into a math-based story.They might say they use math when they divide into teams.If the class has 20 students and we need 2 teams to play, how many students will be on each team?
Step 2: Help students come up with a word problem.
To create a math story-problem specific to their life, have them follow the process above.This helps students feel relevant to the lesson.They are able to reach higher levels of learning.They should incorporate a hobby or favorite interest.They could write a problem about a sport they play or a favorite animal.Put their name in the problem.If Alex wants to score 10 soccer goals over the second half of the season and there are 5 more games left to play, how many goals should he score per game to stay on track?
Step 3: Students can focus on the question if the numbers are taken out.
It is hard for students to know if they will solve the problem.It is easy to get hung up on numbers.If you want students to determine what it is asking, ask them to rewrite a basic word problem.You may need to do this many times.Sarah is buying food for her slumber party.How can she estimate the number of pizzas she needs if she knows how many guests are coming?Sarah would need to know how many pieces of pizza her guests will eat on average to arrive at the answer.She could divide that number by the number of guests.She would divide the slices by the number of pizzas to get the total.
Step 4: Students are told to illustrate word problems.
Students can better understand the context by illustrating word problems.They can draw the action of the problem or the items depicted in it.The students could draw circles and stick figures to represent pizzas and guests at Sarah's slumber party.Stress that this is not a requirement for arriving at your answer, as some students may find it frustrating.It can help visual learners understand words.
Step 5: Students' language and math skills should be matched by the word problems.
In order to know what the problem is asking, students must be able to comprehend what is being said.They can't arrive at the answer unless they know how to do the math.Students who only add numbers should be given word problems that only require addition.
Step 6: The CUBES process should be summarized for students.
CUBES gives students an easy way to solve word problems that includes all of the relevant steps.It is easy for students to remember as it has a fun acronym.The letter C stands for Circle the numbers.The question is U-underline.The box has the words in it.Eliminate unneeded information.You should show your work.
Step 7: Students should circle all of the numbers, including those in word form.
Even if some numbers are written numerically, it is still common for word problems to include numbers in word form.It's easier for students to come back to them once they're done working on their solution.It is important for students to circle all of the numbers during this step.It is possible to eliminate unnecessary information later.You might have a problem like this, where 7 friends were asked to go to sleep on Friday, but only 4 could make it.She knows that she and her friends will eat 6 chicken nuggets and each bag of frozen nuggets contains 15.Students should circle the 7, 4, 6, and 15 to find out how many bags she will need.
Step 8: There is a question within the problem.
What is the problem that the student is being asked to solve?Once they finish working the problem, they should know what it is.They might need to know how much they need or how little they have left.The question should be at the end of the problem when students are first learning word problems.At the end, it will have a question mark.The question is, "How many bags will she need to make sure she has enough nuggets?"
Step 9: There are boxes around the words "total" or "all together".
The student should know what they are expected to do to solve the problem, such as add, subtract, multiply, or divide.A synonym of these words will be used.Students need to know how to identify these words so that they don't forget to use them.Students would draw boxes around "only", which would indicate subtracting, if they used the words "in total" or "all together."They draw boxes around "how many" and "enough" to suggest that they'll need to first divide and then multiply.
Step 10: Students can be shown how to get rid of unneeded information.
Word problems have information that complicates the process.There could be unnecessary numbers or extra information in the problem.Before they start working on a solution, students should cross out this information.There are extra numbers for the sample problem.She knows that she and her friends will eat 6 chicken nuggets and each bag of frozen nuggets has 15.The students could cross out the 7 if they wanted to arrive at the correct answer.
Step 11: Students are asked to show their work.
This will help students check their work and ensure they receive full credit.They can identify where they made mistakes if they get the wrong answer.Here's how we would solve the slumber party question: 4 friends are coming, plus one girl, each of them will eat 6 nuggets, 30 bags needed
Step 12: Allow students to follow along as you solve word problems.
Provide them with a list of problems.You should show them what they need to do and then ask them to copy what you write onto their paper.Take questions as they arise.You will need to work on several problems until your students comprehend the concepts.Make sure the problems you choose match the skills of the students.You can use a projector or a board.Diego is baking cookies for the bake sale.He made $100 last year to help his team.He wants his sales to reach $120.How many cookies will Diego need to bake?
Step 13: As you solve the problem, talk about your strategy.
Students can understand your thought processes if you explain each step in detail.They can get an idea of how you got there.I'm going to start by circling the numbers.Circle 100, 120 and 0.75."Now I'm going to emphasize this, since I know it's the question, how many cookies will Diego need to bake?"The problem isn't asking me about this, so I'm going to cross this out.Diego earned $100 last year.
Step 14: You should show your work.
Students need to understand how to do it themselves.Don't think about the math in your head, even if it's simple.Your students should be copying everything you write so that they can refer to it in the future.To make it easier for students to copy down the steps, write them down.Diego needs to make 120 dollars by selling cookies for 75 dollars, but he will need to bake 160 cookies.
Step 15: Take a look at the parts of the problem that could have tripped you up.
Students can see where you could have made errors after you arrive at your answer.If you included unnecessary numbers, you may have gotten tripped up.This shows students what to look out for and also shows them that mistakes can happen to anyone.It's not relevant to the question if you accidentally used the information about Diego earning $100 last year.
Step 16: Once students catch on, call them to identify the next step.
The students will start thinking on their own.Ask students to think about what they need to do next.Call a student.A different student can give the next step.If a student gets the answer wrong, ask someone else to help.James, say, "great enthusiasm!"We need to do something else first before we get to that step.Amy, could you help us out?
Step 17: Students should be allowed to work in groups or pairs while learning the process.
The students should be given practice problems to solve.Helping struggling students and helping students solidify their knowledge is provided by this.Make sure that they are on track by moving about the room.They should use CUBES to solve their problems.Students can be on track if you listen to what they are saying.Is it correct for them to explain the process?They seem to be confused.If you need to offer guidance, use your judgement.Praise groups are moving in the right direction.Excellent work!"I'm proud of the progress you're making!"
Step 18: Ask students to write their own problems.
This is a great way for students to understand word problems.Students can have fun with real word story questions that relate to their lives.It is a good idea to have them do this in groups, as it increases the quality of the questions.It will allow you to check the questions of each group before they switch papers.This is fun for students and encourages higher level learning.
Step 19: Students will be given practice problems to solve.
After watching you model the process and working in groups or pairs, students will be ready for individual practice.You can work with students who are having difficulty grasping the concept.Help them understand the CUBES process one-on-one until they grasp it.You can either download them for free or make up your own.Make sure the word problems you give them match their skills.It is best to work through the problems before you give the students the information they need to do their homework.Sports, pets, and food are topics your students will understand.If a student is struggling, you may want to tutor them.