About this resource
Word problems combine reading and maths. This guide gives students five steps, read, find, choose, solve and check, with icons and a template that walks them through a problem.
Purpose
To give students a consistent process for word problems.
Who it is for
Primary profession: Educators and school support staff. Also relevant for speech pathologists.
Client or participant group: Primary and lower secondary students.
Practice setting: Classrooms and homework.
Suggested uses
- Maths lessons
- Homework support
- Students with language difficulties
- Intervention groups
Instructions for practitioners
- Model the steps aloud.
- Pre-teach maths vocabulary.
- Use the template until steps become automatic.
- Encourage drawing.
Instructions for clients or participants
- Follow the five steps.
- Draw if it helps.
- Check your answer.
Accessibility considerations
Read problems aloud. Allow drawing and concrete materials.
Scope and limitations
A classroom resource.
Research basis
Explicit, systematic instruction is an evidence-based approach for students who find maths difficult. Structured problem solving (problem-solving therapy) is an effective treatment for depression.
- Bell, A. C., & D'Zurilla, T. J. (2009). Problem-solving therapy for depression: A meta-analysis. Clinical Psychology Review, 29(4), 348–353. https://doi.org/10.1016/j.cpr.2009.02.003
- Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research, 79(3), 1202–1242. https://doi.org/10.3102/0034654309334431
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Symbols are original line drawings created for Practitioner Plus.
