This page is designed to provide with support, strategies and resources to help your child understand math concepts and skills.
Strategies for Solving Word Problems (Addition or Subtraction)
Problem Solving Steps
Other strategies include:
Types of Word Problems
*Result unknown: You don't know the answer and you are trying to figure this out. (ex. I have 5 apples and I get 2 more, how many do I have? OR I have 8 apples, I eat 3, how many do I have?)
*Change unknown: This means that you are searching for the number that will change what you started with and will give you the result. (Eric has 9 golf balls. He finds some more in the basement. Now Eric has 13 golf balls. How many golf balls did Eric find in the basement? OR Kristin had 5 apples. How many more apples will she need to have 11 apples all together?)
*Start unknown: You don't know what number you start with (ex. Clifford has some bones. Emily gave him 3 more bones. Now Clifford has 12 bones. How many bones did Clifford have to start with?
Combinations of Numbers
Common Core Standards require students to fluent with numbers to ten. What does that means? students need to be able to know combinations of 10 and use these "friendly numbers" to solve other problems. Below are resources and links to support you and your child.
The use of ten frames is a great way to build number fluency to 10. Below are activities you can use with ten frames to build your child's fluency with numbers to 10.
Tens Frame Cards and Homework Activities.pdf
Fluency to 10- Click here to read about fluency to 10 and find activities and printables to support.
Strategies for Solving Word Problems (Addition or Subtraction)
Problem Solving Steps
Other strategies include:
- Use your fingers
- Make tallies or pictures
- Use a ten frame or hundreds chart
- Use a number line
- Count on/Count back
- Write a number sentence
- Count the objects
- Know It!
Types of Word Problems
*Result unknown: You don't know the answer and you are trying to figure this out. (ex. I have 5 apples and I get 2 more, how many do I have? OR I have 8 apples, I eat 3, how many do I have?)
*Change unknown: This means that you are searching for the number that will change what you started with and will give you the result. (Eric has 9 golf balls. He finds some more in the basement. Now Eric has 13 golf balls. How many golf balls did Eric find in the basement? OR Kristin had 5 apples. How many more apples will she need to have 11 apples all together?)
*Start unknown: You don't know what number you start with (ex. Clifford has some bones. Emily gave him 3 more bones. Now Clifford has 12 bones. How many bones did Clifford have to start with?
Combinations of Numbers
Common Core Standards require students to fluent with numbers to ten. What does that means? students need to be able to know combinations of 10 and use these "friendly numbers" to solve other problems. Below are resources and links to support you and your child.
The use of ten frames is a great way to build number fluency to 10. Below are activities you can use with ten frames to build your child's fluency with numbers to 10.
Tens Frame Cards and Homework Activities.pdf
Fluency to 10- Click here to read about fluency to 10 and find activities and printables to support.