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Math: The Dreaded Word Problem

The Dreaded Word Problem

We had a parent ask about how to help her son with word problems. Our response is based on the variety of issues we’ve seen kids have with word problems.

There are some general strategies that help just about everyone:
– Draw a picture (don’t worry about how long they take to draw it)
– Make a chart of what the problem tells you, what it’s asking, and what you know
– Use different color highlighters to highlight what you know and what you’re figuring out

Beyond that, there are several components to a word problem, and any number of them can make it difficult. A student needs to be able to read accurately, understand what he’s reading, connect a mathematical concept to the question and then compute the answer correctly.

Typically students with dyslexia will struggle with the first and last examples and kids with ADHD or ASD will struggle with the middle areas. It’s always best to check area though because if you’re targeting the wrong skill area it can be very frustrating for everyone involved!

1) Try reading a word problem to your child. If he has a really easy time with it, then chances are the issue is more connected to reading. Sometimes the effort that goes into reading is so draining that there’s not a lot left over for thinking about what it means or for the math part. In that case, working on reading will improve his ability to do word problems.

2) If he’s is reading easily and accurately and easily, and there’s a comprehension issue, you’ll see it when the picture is being drawn. The picture won’t make sense or he won’t know how to draw it. In that case, you have to ask lots of questions about what the problem says.

“Is it about pink flamingos?”

“ No, it’s about trees.”

“ Oh! How many trees?”

” Three.”

“Okay, draw three trees.”

Etc…until he has drawn a picture that correctly represents the problem.

From there, you will be able to tell if he understand how to connect mathematical concepts to the picture and is able to get the right answer.

3) There is an issue with math concepts if he draws the picture but have no idea what math concept goes with it. In that case, lots of hands-on math activities and connecting what those activities have to do with math will help.

4) And, finally, sometimes kids can do all of the above, but they just can’t figure out the answer correctly. In which case, they may just need more practice with computation or there may be some underlying issues that need to be addressed – either conceptual or processing issues.

Beth Powell has worked in the field of education for over 15 years. After completing her BA degree in Math and her MA in Transformative Leadership with a focus on math education, she developed the Math with Ease® Program. She worked at Lindamood-Bell and has been trained in Slingerland. She has given talks at many events, including the California Mathematics Council’s Asilomar conference, the Cupertino Union school district and for SELPA. Beth is also a musician and plays in a sailor band at historical recreation events.

 

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