Schema-based Strategies for Solving Math Word Problems

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Group, Change, or Compare?• Dillon leaped 32 inches. Marcus leaped 27inches. How many more inches did Dillon leap?(Everyday <strong>Math</strong> 4)• Uranus has 11 rings. Neptune has 4 rings. Howmany rings do they have altogether? (SF/AW 3)• There are 18 ducks. Then 5 more swim over.How many ducks are there now? (<strong>Math</strong> Expressions 1)• Kelly bought 4 apples and 3 oranges. Howmany pieces of fruit did Kelly buy? (SF/AW 3)
Critical Features• How did you differentiate the type ofproblem?• What were the “critical features” thattipped you off?Think Pair Share
Page 3 and 4: Recommendation 2Instructional mater
Page 5 and 6: Recommendation 4Interventions shoul
Page 7 and 8: Summary ofRecommendations• Provid
Page 9 and 10: Typical Problem SolvingStrategies
Page 11 and 12: Common Underlying Structureof Story
Page 13: Common Core State Standards forProb
Page 17 and 18: Addition and Subtraction ProblemsCr
Page 19 and 20: Addition and SubtractionStructure u
Page 21 and 22: Solving for Missing Values• Solvi
Page 23 and 24: Visual Representations forGroup Pro
Page 25 and 26: Visual Representation forChange Pro
Page 27: Visual Representation forChange Pro
Page 30 and 31: Recommendation 3Instruction during
Page 32: Step 1: Problem Identification1. Pr
Page 35 and 36: Step 2: Problem RepresentationChang
Page 37 and 38: Your turnStep 2: Problem Representa
Page 39 and 40: Your turnStep 2: Problem Representa
Page 41 and 42: Step 3: Problem Solutionfor Change
Page 43 and 44: Your turnStep 3: Problem Solution1.
Page 45 and 46: Your turnStep 3: Problem Solution
Page 47 and 48: What other strategies can studentsu
Page 49 and 50: Adding Distractors• There are 18
Page 51 and 52: Unit Conversions• Dillon leaped 2
Page 53 and 54: Common Underlying Structureof Story
Page 55 and 56: Underlying Structure forMultiplicat
Page 57 and 58: Critical Features forMultiplication
Page 59 and 60: Strip Diagram forMultiplication/Div
Page 61 and 62: Strip Diagram forMultiplicative Com
Page 63 and 64: Visual Representation for EqualGrou
Page 65 and 66:
Schema-based strategyinstruction (J
Page 67 and 68:
Common Core State Standardsfor Prob
Page 69 and 70:
Your turn - use a strip diagram tov
Page 71 and 72:
Your turn - use a strip diagram tov
Page 73 and 74:
Another Visual Representationfor Pr
Page 75 and 76:
What strategy can studentsuse to so
Page 77 and 78:
Barriers / Roadblocks• Curriculum
Page 79 and 80:
BIG IDEAS• Provide explicit and s
Page 81:
College of EducationCenter on Teach
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Schema-based Strategies for Solving Math Word Problems

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