Word problems seemed to go a lot smoother this year because I held off on them for the entire solving equations section. Typically I try to teach the word problems along with the solving the equation so they can make the real world connection, but they would sometimes be frightened by the thought. This time we started word problems after their second test and I almost hit the floor when the class agreed that they were easy. They can ALL tell me what the word problem is looking for and what key words are in the word problem. Their reflections on Friday stated that they thought word problems were difficult, but these were easy. What?! I love this method most, because my low level reading students and my ESL students can at least identify the important parts of the question. Sometimes they still struggle to translate the verbal expressions to equations, but they can at least talk me through what is needed for the equation. I love this unit because all of the mathematical practices are used. I can use that big word decontextualize with the students and they get it!
I have realized the kids pay attention more when you make the word problem about your students in the class. For example, my student Evan who calls himself DaKing was used in problem 2. The kids giggle at the thought of some of the word problems occurring, but I feel it helps them create a visual for the equation as well.
We did hit a road bump or two on the consecutive word problems, but I could see light bulbs going off after one-on-one sessions.
Hello, my name is Heather Padilla, I am math teacher and a mother of three. I strive to keep my class entertaining, because if I am bored, I know my kids in my class are ready to hit the snooze. I will try to stay on top of it and share my class wisdom that I have borrowed and turned into my own.
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