# Key Words For Solving Word Problems

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Here’s a great article that explains the problem with keywords and includes a helpful exercise to help kids think about the situation.

Although each word problem includes the term “total,” they all require a different operation to solve it, forcing kids to think about the situation. Finally, looking for keywords is not practical advice for real world problem solving.

There are a few different templates here, so I hope you find one that will meet your needs!

The goal of these templates is to help kids draw a picture of the situation and use that to come up with a to solve.

In this lesson, students will take turns acting as "math coaches" who will assist other students in solving word problems by identifying key words that usually indicate specific mathematical operations. Uses a variety of strategies to understand problem situations (e.g., discussing with peers, stating problems in own words, modeling problem with diagrams or physical objects, identifying a pattern) 2.

Represents problems situations in a variety of forms (e.g., translates from a diagram to a number or symbolic expression) 3.Understands that some ways of representing a problem are more helpful than others 4.Uses trial and error and the process of elimination to solve problems 5.We don’t want kids to throw logic and reasoning out the window.We want to encourage them to make reasonable decisions and strategies as they work out solutions. Simply enter your email in the form below and the math word problem templates will be sent your way!\u201d\n The next step that you go to\n Is identify the pieces of the problem.\n I look out for the numbers, units and operations,\n I underline \u2019em: there, there,\n There, there, yeah.\n I scan for signal words, those will be used\n To help me know which operation to choose.\n I see \u201ceach,\u201d which usually means multiplication,\n\u201c Total\u201d is addition, that\u2019s the translation.\n Then, I look back to see what information I don\u2019t need,\n The party\u2019s Saturday; that\u2019s not important to me.\n It could be Tuesday, not gonna affect the cost,\n I take that line, and I cross it off.\n Next, I plan my strategy to solve it, see?Kendra is throwing a puppy wedding for her bulldog and her neighbor’s pug. The dog bones cost each, and the collars cost . \n\n Step one: we gotta read the whole problem,\n From the top to the bottom.\n Step two: identity the info and what the question is,\n I circle the question, so I'm not missing it.\n I circle, “ How much will Kendra spend on the wedding in total?”\n The next step that you go to\n Is identify the pieces of the problem.\n I look out for the numbers, units and operations,\n I underline ’em: there, there,\n There, there, yeah.\n\n Then, I look back to see what information I don’t need,\n The party’s Saturday; that’s not important to me.\n It could be Tuesday, not gonna affect the cost,\n I take that line, and I cross it off.\n Next, I plan my that it wants to be:\n25 (5 x 2) (5 x 8)\n Then I solve it, put my math to the test,\n My order of operations skills is getting flexed.\n I think you get it, I’m not gonna rap the rest,\n But you can see the problem getting solved, check, check.\n Kendra spent 75 bucks,\n I wonder how long it took her to save it up.\n Last, we check the work, ask: does it make sense?Uses a variety of strategies to understand problem-solving situations and processes (e.g., considers different strategies and approaches to a problem, restates problem from various perspectives) 3.Understands that there is no one right way to solve mathematical problems but that different methods (e.g., working backward from a solution, using a similar problem type, identifying a pattern) have different advantages and disadvantages 4.