Hands down numberless word problems have changed the way my students approach word problems. Do you want your students to enjoy math word problems? Do you want them to have the grit to try multiple strategies instead of just sitting there waiting to be told what to do? Keep reading to learn the top 3 things about numberless word problems that have transformed my math classroom.
#1 Removing Numbers Isn't Enough
This might sound obvious, but simply removing the numbers from word problems and then revealing the numbers to students is not enough. We have to slowly and systematically help students visualize word problems so they can understand them on a conceptual level. Once they can understand the context of the word problem, they will be more successful in solving it. Check out the chart below for the steps I take when reading a numberless word problem with my students.
#2 Teach All Problem Contexts
Using numberless word problems effectively means that we ensure we are teaching all of the problem types. This FREE website includes 10 word problems for each problem type. Click to visit Numberless Word Problems. You can edit the slides to use numbers that fit the level of your students. Not sure where to start? Join and Separate Result Unknown are usually the easiest for novice problem solvers. Then I move onto change unknown and finally start unknown. You know your students best so feel free to start wherever fits their learning needs!
#3 Build Their Strategy Toolbox
Have you ever had students just sit and stare after you read a word problem? Students need time to learn and practice a variety of strategies such as drawing models, writing equations, and using open number lines. Every Wednesday we do Word Problem Wednesday in my class. This allows us to take 10-15min at the start of class to work on numberless word problems and practice our strategies. We do this whole class if I am introducing a new problem solving strategy. If I want students to choose their strategy or practice one we have already learned, I will partner them up or let them work alone. After they solve I’ll have students come up and share their strategy with the class. Through whole class teaching and student strategy shares, students can build their word problem solving toolbox.
Mia had 12 balloons for her birthday party. 4 were red, 3 were blue, the rest were green. How many balloons are green?
Here students model 12 balloons with circles. Then they use the first letter of each color to figure out how many green balloons there are. Modeling and labeling can help when students are struggling with multi-step word problems.
Sam had some pieces of candy. He ate 7. Now he has 3 pieces left. How many pieces did he have to start with?
Here students use a ? to stand for the unknown. Then they can use their understanding of part-part-whole relationships to see how they’re missing the whole and can add the 2 parts to find it. Using small numbers and combinations students are familiar with can help.
Maria had 27 gummy bears. She bought some more at the store. Now she has 45 gummy bears. How many did she buy?
Here students use an open number line to figure out how many gummy bears were added. These can help students find unknowns when the numbers in the problem are larger.
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Have more questions about numberless word problems? Don’t ever hesitate to email me at jenny@foremanfun.com to chat more!