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MATH PROBLEM? NO PROBLEM
For much of the GED Test students need to be able to perform math operations based on word problems. Word problems are often a huge challenge for students. Word problems require reading comprehension skills, knowledge of math vocabulary, and mathematical reasoning skills. One thing you can do to help students master word problems is to help students build their vocabulary around math. Help students define math terms (i.e. the denominator is the part of the fraction that tells us how many pieces are in the whole), and encourage students to use math terminology as you work together. Incorporate vocabulary from previous lessons to help students remember terms and see the connections between concepts. A math question may ask a student about number sentences, equations, expressions, and quotients. If students are using math vocabulary you remove one barrier for them.
The second thing you can do is help students dissect and understand word problems.
STEP 1
The first step in solving a word problem is understanding what you are being asked to find. Are you being asked to find the total, the number of boxes, how many more, etc.? Students often struggle with this. You may want to go through a word problems handout with the student once and JUST focus on identifying what the student is being asked to find without worrying about solving the problem. This gives them practice with understanding the problem without the pressure of finding the answer.
STEP 2
The second step is identifying the unit in which the answer should be provided. Is the question asking for feet, inches, ounces, people? This is important to note. Sometimes a word problem may involve multiple units (5 feet, 2 inches) in the question text, but only want the answer in inches, in which case converting from feet to inches might be necessary.
STEP 3
The third step is identifying the information that you already know.
- Often all the information a student needs is in the problem (Jen has 3 boxes. Each box has three donuts. How many donuts does she have in all?).
- Sometimes the problem contains unnecessary information. Help students look for this information and cross it out.
- There are also times when a question assumes you have prior knowledge (i.e. that there are 12 inches in a foot).
STEP 4
The next step is to determine what operation you need to find a solution. First, make sure that students understand what each operation means. For example, they should know that adding is putting things together and that the answer to an addition problem will be larger than the numbers you are combining. They should know that division is taking a large quantity and subtracting out a certain number of equal-sized groups. Sometimes students look for familiar relationships with numbers and then make assumptions about what operation they need. For example, if they see a 12 and 6 they may just divide 12 by 6. It might be helpful to draw pictures to help students visualize the problem and then decide what operation to use. If Jen has 3 boxes and each box has three donuts, drawing that out might help students visualize the operation they need.
STEP
Next students should do the calculations to find the answer.
STEP 6
Last, students should re-read the problem and their answer to make sure that it makes sense.
Using these tips should help students gain confidence and competence with solving word problems.
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