Children who struggle converting a word problem into a math equation will find it reassuring (confidence builder) to revisit the same verbal clues with different numbers, so consider printing a couple regenerations of each problem.
Some of the best problems to work with are those in which the unknown factor is located in either the beginning or the middle of the problem.
For example, instead of saying, "I have 29 balloons and the wind blew eight of them away," and then asking "How many do I have left? " Or, "I had 29 balloons, but the wind blew some away, and I only have 21 now. " As teachers and parents, we're often very good at creating or using word problems in which the unknown value is located at the end of the question.
These problems help students learn how to process and relate complex sets of information.
Here are some examples: Students will often need to re-read a question to make sure they have all of the information they need.
Another type of problem that's great for young learners is a two-step problem, which requires them to solve for one unknown before solving for another.
Once young students have mastered basic word problems, they can practice two-step (and three-step) problems to work on more challenging concepts.
Word problems allow students the opportunity to apply their math skills in authentic situations.
All too often, children who are able to solve numeric problems find themselves at a loss when faced with a word problem.
The Boardwalk Fun problem requires students to use a logic grid to figure out what each kid wants to do at the boardwalk.
An organized clue-by-clue solution is provided for help in using this logic grid for teachers who are not familiar with these kinds of logic problems.