Schema-based Strategies for Solving Math Word Problems

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Word Problem Structures forAddition/SubtractionMissing Value can be A, B or CABKelly bought 4 apples and 3 oranges. How many pieces offruit did she buy? (Missing value = )CKelly bought 7 pieces of fruit that included 4 apples and someoranges. How many oranges did she buy? (Missing value = )Kelly bought 7 pieces of fruit that included some apples and 3oranges. How many apples did she buy? (Missing value = )
Solving for Missing Values• Solving with addition or subtraction depends onwhich value is missing!AKelly bought 4 apples and 3 oranges. How many pieces offruit did she buy? (Add: A+B= C)CKelly bought 7 pieces of fruit that included 4 apples and someoranges. How many oranges did she buy? (Subtract: C-A=B)Kelly bought 7 pieces of fruit that included some apples and 3oranges. How many apples did she buy? (Subtract: C-B=A)B
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 and 14: Common Core State Standards forProb
Page 15 and 16: Critical Features• How did you di
Page 17 and 18: Addition and Subtraction ProblemsCr
Page 19: Addition and SubtractionStructure u
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
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What strategy can studentsuse to so
Page 77 and 78:
Barriers / Roadblocks• Curriculum
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BIG IDEAS• Provide explicit and s
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College of EducationCenter on Teach
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Schema-based Strategies for Solving Math Word Problems

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