Schema-based Strategies for Solving Math Word Problems

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Step 2: Problem Representation1. Show students how to organize thein<strong>for</strong>mation onto a visual representation i.e.schematic diagram, strip diagram, or graphicorganizer.– Increases student conceptual understanding of theunderlying structure of the problem.2. Verbalize your thought process.– Tell how you determine beginning and endingvalues.– Tell how you determine whether the change is anincrease (add) or decrease (subtract).
Step 2: Problem RepresentationChange <strong>Problems</strong>• There are 18 ducks. Then 5 more swimover. Now there are 23 ducks.Beginning18Change5= Ending23
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 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 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

Schema-based Strategies for Solving Math Word Problems

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