![]() ![]() If your students are having a hard time with word problems, you may be interested in reading more about Why Your Students Struggle with Word Problems and what you can do about it. I have dedicated posts for Addition & Subtraction Word Problem Types and Multiplication & Division Word Problem Types. We focus on the context of the word problem to build understanding. Student dialogue is incredibly beneficial in math.Īs we solve, we identify the equation to be solved, and how that equation was determined. I find the power with our Word Problem of the Day being in students’ independent practice and oral explanations of their work. Every now and then, and to help keep students engaged, I have students work in partners, or explain their work in partners. Students work through the problem independently following our 3 Reads Strategy for Successful Problem Solving that I teach at the beginning of the year. You can read more about Why I Do a Word Problem of the Day I’ve done the same structure in 1st grade and 2nd grade as I had originally done in 3rd and I find it very beneficial. Typical curriculums don’t give students enough practice, and do not spiral through the standards in word problems. My first year in the classroom I quickly realized that my teaching of problem solving for one day at the end of the unit, or as a unit itself, just was not enough practice for my kids. ![]() The beginning of our math block is *always* a Word Problem of the Day- even if it’s a bit earlier in the day. Now let’s take a deeper look into each of the components within my math block. Here’s a look at how our typical 90-minute math block is scheduled in this format. However, I teach the lesson differently with both groups based on the level of scaffolding they need. For our core instruction, I split the class in half and teach the lesson to both of them. Some years, however, I am not able to have the length of a math block I want due to varying schedules, and these pieces easily move to different times of the day. ![]() My math block typically begins with our Word Problem of the Day and Number of the Day. My kids were engaged and I was able to differentiate for them in smaller groups to meet their needs. I split my students in half and taught my lessons twice. But then I found what did work for me in my math block. It wasn’t giving me enough time to work with my below level students who need more support. I also tried just doing 1 group each day and students rotating through during the week, but I didn’t feel like it was enough time for me to see my students working on their math skills. I just didn’t feel like what I had students doing during that time was meaningful enough, and warranted half of the math block. It was difficult spending 45 minutes of my block (half of it essentially) all in centers. I often had students do their independent practice while I was nearby so I could keep an eye on what they were doing. I could see students in action every other day, but I struggled with what I had students do independently on the day they weren’t with me. This was the best set up that I tried at the time, but something just felt “off” to me. While not all of the math centers changed each day, some of them did, and it was a lot of planning and effort. I tried 3 centers each day for about 45 minutes and the students would rotate to the other 3 the next day. For a year and a half I tried various different models and groupings for my math block trying to find what worked for me, and, I couldn’t. I tried teaching whole group, but too many students struggled to stay engaged and I struggled to see the work they were doing to provide feedback and support. I hated it and didn’t feel like I had enough time to teach my students. I tried teaching what I thought was Guided Math to my small groups. ![]() For my first several years of teaching, I struggled with teaching math. ![]()
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