Addition And Subtraction Problem Solving

The examples above are mainly for join and separate problems.It’s no wonder our students have so much difficulty with compare problems since we don’t teach them to the same degree as join and separate problems.

The examples above are mainly for join and separate problems.It’s no wonder our students have so much difficulty with compare problems since we don’t teach them to the same degree as join and separate problems.

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Younger students will act out problems, draw out problems with representations, and draw out problems with circles or lines. As the numbers get larger, the model needs to represent the relationship of the numbers Here is a student moving from drawing circles to using an inverted-v.

Students should be solidly using one model before transitioning to another.

My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever.

They could underline the question and they could find the numbers.

If you’re working on addition without regrouping, use those number sets.

The more connections you can make between the computation and the problem-solving the better.It’s a shortcut that leads to breakdowns in mathematical thinking.I talk more in depth about why it doesn’t work in The Problem with Using Keywords to Solve Word Problems.If you're seeing this message, it means we're having trouble loading external resources on our website.If you're behind a web filter, please make sure that the domains *.and *.are unblocked.The most important thing about models is to move away from them. You spend so long teaching students how to use models and then you don’t want them to use a model.Well, actually, you want students to move toward efficiency.Use number sets that students have already practiced computationally.If you’ve taught make 10, use numbers that make 10.You’ll see how I sometimes gave students copies of the model that they could glue into their notebook and sometimes students drew their own model.They need to be responsible for choosing what works best for them. Teach the strategies first through the use of math fact practice, before applying it to word problems so that students understand the strategies and can quickly choose one to use. Once students have some fluency in a few strategies, have them choose strategies that work for different problems.