Schema-based Strategies for Solving Math Word Problems

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Step 3: Problem Solution1. Present problems with an unknownvalues.2. Explicitly model proficient problem solving.– Model and guide students in representingproblems with unknowns (x).– Model and guide how to translate the diagraminto a mathematical equation and solve.3. Verbalize your thought process.
Step 3: Problem Solution<strong>for</strong> Change <strong>Problems</strong>• There are 18 ducks. Then 5 more swimover. How many ducks are there now?Beginning (part)18Change (part)5= Total x“Now that I have my strip diagram filled out I can solve theproblem. When I know the parts, I can solve the problem byadding the parts to find the total. 18 + 5 = 23. So my answer is23 ducks.”
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 35 and 36: Step 2: Problem RepresentationChang
Page 37 and 38: Your turnStep 2: Problem Representa
Page 39: Your turnStep 2: Problem Representa
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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