Schema-based Strategies for Solving Math Word Problems

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Visual Representation <strong>for</strong>Proportion <strong>Problems</strong>• Duff can make 8 cakes with 24 eggs. If heonly has to make 2 cakes, how many eggswill he need?8÷ 4 = 2If…Then 24 4 x8 cakes 2 cakes24 eggs x eggs24 (2) = 8 (x)• Now we can solve with equivalent fraction orcross-multiplication strategy.
Barriers / Roadblocks• Curriculum doesn’t classify problems into types– Teachers need to identify typea of problemspresented and control which types are introduced• As types become more complex, so willproblem types and task of discriminating amongthem– Teachers and students need to practice identifyingtypes of problems and justifying their responses.Teacher need to practice how to model and givefeedback on problem types.
Page 3 and 4:
Recommendation 2Instructional mater
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Recommendation 4Interventions shoul
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Summary ofRecommendations• Provid
Page 9 and 10:
Typical Problem SolvingStrategies
Page 11 and 12:
Common Underlying Structureof Story
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Common Core State Standards forProb
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Critical Features• How did you di
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Addition and Subtraction ProblemsCr
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Addition and SubtractionStructure u
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Solving for Missing Values• Solvi
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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: What strategy can studentsuse to so
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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