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20 Effective Math Strategies To Approach Problem-Solving 

Katie Keeton

Math strategies for problem-solving help students use a range of approaches to solve many different types of problems. It involves identifying the problem and carrying out a plan of action to find the answer to mathematical problems.  

Problem-solving skills are essential to math in the general classroom and real-life. They require logical reasoning and critical thinking skills. Students must be equipped with strategies to help them find solutions to problems.

This article explores mathematical problem solving strategies, logical reasoning and critical thinking skills to help learners with solving math word problems independently in real-life situations. 

What are problem-solving strategies?

Problem-solving strategies in math are methods students can use to figure out solutions to math problems. Some problem-solving strategies: 

• Draw a model
• Use different approaches
• Check the inverse to make sure the answer is correct

Students need to have a toolkit of math problem-solving strategies at their disposal to provide different ways to approach math problems. This makes it easier to find solutions and understand math better. 

Strategies can help guide students to the solution when it is difficult ot know when to start.

The ultimate guide to problem solving techniques

Download these ready-to-go problem solving techniques that every student should know. Includes printable tasks for students including challenges, short explanations for teachers with questioning prompts.

20 Math Strategies For Problem-Solving

Different problem-solving math strategies are required for different parts of the problem. It is unlikely that students will use the same strategy to understand and solve the problem. 

Here are 20 strategies to help students develop their problem-solving skills. 

Strategies to understand the problem

Strategies that help students understand the problem before solving it helps ensure they understand: 

• The context
• What the key information is
• How to form a plan to solve it

Following these steps leads students to the correct solution and makes the math word problem easier .

Here are five strategies to help students understand the content of the problem and identify key information. 

1. Read the problem aloud

Read a word problem aloud to help understand it. Hearing the words engages auditory processing. This can make it easier to process and comprehend the context of the situation.

2. Highlight keywords 

When keywords are highlighted in a word problem, it helps the student focus on the essential information needed to solve it. Some important keywords help determine which operation is needed.  For example, if the word problem asks how many are left, the problem likely requires subtraction.  Ensure students highlight the keywords carefully and do not highlight every number or keyword. There is likely irrelevant information in the word problem.

3. Summarize the information

Read the problem aloud, highlight the key information and then summarize the information. Students can do this in their heads or write down a quick summary.  Summaries should include only the important information and be in simple terms that help contextualize the problem.

4. Determine the unknown

A common problem that students have when solving a word problem is misunderstanding what they are solving. Determine what the unknown information is before finding the answer.  Often, a word problem contains a question where you can find the unknown information you need to solve. For example, in the question ‘How many apples are left?’ students need to find the number of apples left over.

5. Make a plan

Once students understand the context of the word problem, have dentified the important information and determined the unknown, they can make a plan to solve it.  The plan will depend on the type of problem. Some problems involve more than one step to solve them as some require more than one answer.  Encourage students to make a list of each step they need to take to solve the problem before getting started.

Strategies for solving the problem 

1. draw a model or diagram.

Students may find it useful to draw a model, picture, diagram, or other visual aid to help with the problem solving process.  It can help to visualize the problem to understand the relationships between the numbers in the problem. In turn, this helps students see the solution.

Similarly, you could draw a model to represent the objects in the problem:

2. Act it out

This particular strategy is applicable at any grade level but is especially helpful in math investigation in elementary school . It involves a physical demonstration or students acting out the problem using movements, concrete resources and math manipulatives .  When students act out a problem, they can visualize and contectualize the word problem in another way and secure an understanding of the math concepts.  The examples below show how 1st-grade students could “act out” an addition and subtraction problem:

3. Work backwards

Working backwards is a popular problem-solving strategy. It involves starting with a possible solution and deciding what steps to take to arrive at that solution.  This strategy can be particularly helpful when students solve math word problems involving multiple steps. They can start at the end and think carefully about each step taken as opposed to jumping to the end of the problem and missing steps in between.

For example,

To solve this problem working backwards, start with the final condition, which is Sam’s grandmother’s age (71) and work backwards to find Sam’s age. Subtract 20 from the grandmother’s age, which is 71.  Then, divide the result by 3 to get Sam’s age. 71 – 20 = 51 51 ÷ 3 = 17 Sam is 17 years old.

4. Write a number sentence

When faced with a word problem, encourage students to write a number sentence based on the information. This helps translate the information in the word problem into a math equation or expression, which is more easily solved.  It is important to fully understand the context of the word problem and what students need to solve before writing an equation to represent it.

5. Use a formula

Specific formulas help solve many math problems. For example, if a problem asks students to find the area of a rug, they would use the area formula (area = length × width) to solve.   Make sure students know the important mathematical formulas they will need in tests and real-life. It can help to display these around the classroom or, for those who need more support, on students’ desks.

Strategies for checking the solution 

Once the problem is solved using an appropriate strategy, it is equally important to check the solution to ensure it is correct and makes sense. 

There are many strategies to check the solution. The strategy for a specific problem is dependent on the problem type and math content involved.

Here are five strategies to help students check their solutions. 

1. Use the Inverse Operation

For simpler problems, a quick and easy problem solving strategy is to use the inverse operation. For example, if the operation to solve a word problem is 56 ÷ 8 = 7 students can check the answer is correct by multiplying 8 × 7. As good practice, encourage students to use the inverse operation routinely to check their work. 

2. Estimate to check for reasonableness

Once students reach an answer, they can use estimation or rounding to see if the answer is reasonable.  Round each number in the equation to a number that’s close and easy to work with, usually a multiple of ten.  For example, if the question was 216 ÷ 18 and the quotient was 12, students might round 216 to 200 and round 18 to 20. Then use mental math to solve 200 ÷ 20, which is 10.  When the estimate is clear the two numbers are close. This means your answer is reasonable. 

3. Plug-In Method

This method is particularly useful for algebraic equations. Specifically when working with variables.  To use the plug-in method, students solve the problem as asked and arrive at an answer. They can then plug the answer into the original equation to see if it works. If it does, the answer is correct.

If students use the equation 20m+80=300 to solve this problem and find that m = 11, they can plug that value back into the equation to see if it is correct. 20m + 80 = 300 20 (11) + 80 = 300 220 + 80 = 300 300 = 300 ✓

4. Peer Review

Peer review is a great tool to use at any grade level as it promotes critical thinking and collaboration between students. The reviewers can look at the problem from a different view as they check to see if the problem was solved correctly.   Problem solvers receive immediate feedback and the opportunity to discuss their thinking with their peers. This strategy is effective with mixed-ability partners or similar-ability partners. In mixed-ability groups, the partner with stronger skills provides guidance and support to the partner with weaker skills, while reinforcing their own understanding of the content and communication skills.  If partners have comparable ability levels and problem-solving skills, they may find that they approach problems differently or have unique insights to offer each other about the problem-solving process.

5. Use a Calculator

A calculator can be introduced at any grade level but may be best for older students who already have a foundational understanding of basic math operations. Provide students with a calculator to allow them to check their solutions independently, accurately, and quickly. Since calculators are so readily available on smartphones and tablets, they allow students to develop practical skills that apply to real-world situations.  

Step-by-step problem-solving processes for your classroom

In his book, How to Solve It , published in 1945, mathematician George Polya introduced a 4-step process to solve problems. 

Polya’s 4 steps include:

• Understand the problem
• Devise a plan
• Carry out the plan

Today, in the style of George Polya, many problem-solving strategies use various acronyms and steps to help students recall. 

Many teachers create posters and anchor charts of their chosen process to display in their classrooms. They can be implemented in any elementary, middle school or high school classroom. 

Here are 5 problem-solving strategies to introduce to students and use in the classroom.

How Third Space Learning improves problem-solving 

Resources .

Third Space Learning offers a free resource library is filled with hundreds of high-quality resources. A team of experienced math experts carefully created each resource to develop students mental arithmetic, problem solving and critical thinking. 

Explore the range of problem solving resources for 2nd to 8th grade students. 

One-on-one tutoring 

Third Space Learning offers one-on-one math tutoring to help students improve their math skills. Highly qualified tutors deliver high-quality lessons aligned to state standards. 

Former teachers and math experts write all of Third Space Learning’s tutoring lessons. Expertly designed lessons follow a “my turn, follow me, your turn” pedagogy to help students move from guided instruction and problem-solving to independent practice. 

Throughout each lesson, tutors ask higher-level thinking questions to promote critical thinking and ensure students are developing a deep understanding of the content and problem-solving skills.

Problem-solving

Educators can use many different strategies to teach problem-solving and help students develop and carry out a plan when solving math problems. Incorporate these math strategies into any math program and use them with a variety of math concepts, from whole numbers and fractions to algebra. 

Teaching students how to choose and implement problem-solving strategies helps them develop mathematical reasoning skills and critical thinking they can apply to real-life problem-solving.

READ MORE : 8 Common Core math examples

There are many different strategies for problem-solving; Here are 5 problem-solving strategies: • draw a model  • act it out  • work backwards  • write a number sentence • use a formula

Here are 10 strategies of problem-solving: • Read the problem aloud • Highlight keywords • Summarize the information • Determine the unknown • Make a plan • Draw a model  • Act it out  • Work backwards  • Write a number sentence • Use a formula

1. Understand the problem 2. Devise a plan 3. Carry out the plan 4. Look back

Some strategies you can use to solve challenging math problems are: breaking the problem into smaller parts, using diagrams or models, applying logical reasoning, and trying different approaches.

Related articles

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13 Effective Learning Strategies: A Guide to Using them in your Math Classroom

Differentiated Instruction: 9 Differentiated Curriculum And Instruction Strategies For Teachers 

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Ultimate Guide to Metacognition [FREE]

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Check out this guide featuring practical examples, tips and strategies to successfully embed metacognition across your school to accelerate math growth.

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Problem Solving in Mathematics

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The main reason for learning about math is to become a better problem solver in all aspects of life. Many problems are multistep and require some type of systematic approach. There are a couple of things you need to do when solving problems. Ask yourself exactly what type of information is being asked for: Is it one of addition, subtraction, multiplication , or division? Then determine all the information that is being given to you in the question.

Mathematician George Pólya’s book, “ How to Solve It: A New Aspect of Mathematical Method ,” written in 1957, is a great guide to have on hand. The ideas below, which provide you with general steps or strategies to solve math problems, are similar to those expressed in Pólya’s book and should help you untangle even the most complicated math problem.

Use Established Procedures

Learning how to solve problems in mathematics is knowing what to look for. Math problems often require established procedures and knowing what procedure to apply. To create procedures, you have to be familiar with the problem situation and be able to collect the appropriate information, identify a strategy or strategies, and use the strategy appropriately.

Problem-solving requires practice. When deciding on methods or procedures to use to solve problems, the first thing you will do is look for clues, which is one of the most important skills in solving problems in mathematics. If you begin to solve problems by looking for clue words, you will find that these words often indicate an operation.

Look for Clue Words

Think of yourself as a math detective. The first thing to do when you encounter a math problem is to look for clue words. This is one of the most important skills you can develop. If you begin to solve problems by looking for clue words, you will find that those words often indicate an operation.

Common clue words for addition  problems:

Common clue words for  subtraction  problems:

• How much more

Common clue words for multiplication problems:

Common clue words for division problems:

Although clue words will vary a bit from problem to problem, you'll soon learn to recognize which words mean what in order to perform the correct operation.

Read the Problem Carefully

This, of course, means looking for clue words as outlined in the previous section. Once you’ve identified your clue words, highlight or underline them. This will let you know what kind of problem you’re dealing with. Then do the following:

• Ask yourself if you've seen a problem similar to this one. If so, what is similar about it?
• What did you need to do in that instance?
• What facts are you given about this problem?
• What facts do you still need to find out about this problem?

Develop a Plan and Review Your Work

Based on what you discovered by reading the problem carefully and identifying similar problems you’ve encountered before, you can then:

• Define your problem-solving strategy or strategies. This might mean identifying patterns, using known formulas, using sketches, and even guessing and checking.
• If your strategy doesn't work, it may lead you to an ah-ha moment and to a strategy that does work.

If it seems like you’ve solved the problem, ask yourself the following:

• Does your solution seem probable?
• Does it answer the initial question?
• Did you answer using the language in the question?
• Did you answer using the same units?

If you feel confident that the answer is “yes” to all questions, consider your problem solved.

Tips and Hints

Some key questions to consider as you approach the problem may be:

• What are the keywords in the problem?
• Do I need a data visual, such as a diagram, list, table, chart, or graph?
• Is there a formula or equation that I'll need? If so, which one?
• Will I need to use a calculator? Is there a pattern I can use or follow?

Read the problem carefully, and decide on a method to solve the problem. Once you've finished working the problem, check your work and ensure that your answer makes sense and that you've used the same terms and or units in your answer.

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How to Solve Math Problems

Last Updated: April 15, 2024 Fact Checked

This article was co-authored by Daron Cam . Daron Cam is an Academic Tutor and the Founder of Bay Area Tutors, Inc., a San Francisco Bay Area-based tutoring service that provides tutoring in mathematics, science, and overall academic confidence building. Daron has over eight years of teaching math in classrooms and over nine years of one-on-one tutoring experience. He teaches all levels of math including calculus, pre-algebra, algebra I, geometry, and SAT/ACT math prep. Daron holds a BA from the University of California, Berkeley and a math teaching credential from St. Mary's College. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 595,660 times.

Although math problems may be solved in different ways, there is a general method of visualizing, approaching and solving math problems that may help you to solve even the most difficult problem. Using these strategies can also help you to improve your math skills overall. Keep reading to learn about some of these math problem solving strategies.

Understanding the Problem

• Draw a Venn diagram. A Venn diagram shows the relationships among the numbers in your problem. Venn diagrams can be especially helpful with word problems.
• Draw a graph or chart.
• Arrange the components of the problem on a line.
• Draw simple shapes to represent more complex features of the problem.

Developing a Plan

Solving the Problem

Joseph Meyer

When doing practice problems, promptly check to see if your answers are correct. Use worksheets that provide answer keys for instant feedback. Discuss answers with a classmate or find explanations online. Immediate feedback will help you correct your mistakes, avoid bad habits, and advance your learning more quickly.

Expert Q&A

• Seek help from your teacher or a math tutor if you get stuck or if you have tried multiple strategies without success. Your teacher or a math tutor may be able to easily identify what is wrong and help you to understand how to correct it. Thanks Helpful 0 Not Helpful 0
• Keep practicing sums and diagrams. Go through the concept your class notes regularly. Write down your understanding of the methods and utilize it. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ Daron Cam. Math Tutor. Expert Interview. 29 May 2020.
• ↑ http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies
• ↑ http://tutorial.math.lamar.edu/Extras/StudyMath/ProblemSolving.aspx
• ↑ https://math.berkeley.edu/~gmelvin/polya.pdf

About This Article

To solve a math problem, try rewriting the problem in your own words so it's easier to solve. You can also make a drawing of the problem to help you figure out what it's asking you to do. If you're still completely stuck, try solving a different problem that's similar but easier and then use the same steps to solve the harder problem. Even if you can't figure out how to solve it, try to make an educated guess instead of leaving the question blank. To learn how to come up with a solid plan to use to help you solve a math problem, scroll down! Did this summary help you? Yes No

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What Is Problem Solving?

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5 Teaching Mathematics Through Problem Solving

Janet Stramel

In his book “How to Solve It,” George Pólya (1945) said, “One of the most important tasks of the teacher is to help his students. This task is not quite easy; it demands time, practice, devotion, and sound principles. The student should acquire as much experience of independent work as possible. But if he is left alone with his problem without any help, he may make no progress at all. If the teacher helps too much, nothing is left to the student. The teacher should help, but not too much and not too little, so that the student shall have a reasonable share of the work.” (page 1)

What is a problem  in mathematics? A problem is “any task or activity for which the students have no prescribed or memorized rules or methods, nor is there a perception by students that there is a specific ‘correct’ solution method” (Hiebert, et. al., 1997). Problem solving in mathematics is one of the most important topics to teach; learning to problem solve helps students develop a sense of solving real-life problems and apply mathematics to real world situations. It is also used for a deeper understanding of mathematical concepts. Learning “math facts” is not enough; students must also learn how to use these facts to develop their thinking skills.

According to NCTM (2010), the term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. When you first hear “problem solving,” what do you think about? Story problems or word problems? Story problems may be limited to and not “problematic” enough. For example, you may ask students to find the area of a rectangle, given the length and width. This type of problem is an exercise in computation and can be completed mindlessly without understanding the concept of area. Worthwhile problems  includes problems that are truly problematic and have the potential to provide contexts for students’ mathematical development.

There are three ways to solve problems: teaching for problem solving, teaching about problem solving, and teaching through problem solving.

Teaching for problem solving begins with learning a skill. For example, students are learning how to multiply a two-digit number by a one-digit number, and the story problems you select are multiplication problems. Be sure when you are teaching for problem solving, you select or develop tasks that can promote the development of mathematical understanding.

Teaching about problem solving begins with suggested strategies to solve a problem. For example, “draw a picture,” “make a table,” etc. You may see posters in teachers’ classrooms of the “Problem Solving Method” such as: 1) Read the problem, 2) Devise a plan, 3) Solve the problem, and 4) Check your work. There is little or no evidence that students’ problem-solving abilities are improved when teaching about problem solving. Students will see a word problem as a separate endeavor and focus on the steps to follow rather than the mathematics. In addition, students will tend to use trial and error instead of focusing on sense making.

Teaching through problem solving  focuses students’ attention on ideas and sense making and develops mathematical practices. Teaching through problem solving also develops a student’s confidence and builds on their strengths. It allows for collaboration among students and engages students in their own learning.

Consider the following worthwhile-problem criteria developed by Lappan and Phillips (1998):

• The problem has important, useful mathematics embedded in it.
• The problem requires high-level thinking and problem solving.
• The problem contributes to the conceptual development of students.
• The problem creates an opportunity for the teacher to assess what his or her students are learning and where they are experiencing difficulty.
• The problem can be approached by students in multiple ways using different solution strategies.
• The problem has various solutions or allows different decisions or positions to be taken and defended.
• The problem encourages student engagement and discourse.
• The problem connects to other important mathematical ideas.
• The problem promotes the skillful use of mathematics.
• The problem provides an opportunity to practice important skills.

Of course, not every problem will include all of the above. Sometimes, you will choose a problem because your students need an opportunity to practice a certain skill.

Key features of a good mathematics problem includes:

• It must begin where the students are mathematically.
• The feature of the problem must be the mathematics that students are to learn.
• It must require justifications and explanations for both answers and methods of solving.

Problem solving is not a  neat and orderly process. Think about needlework. On the front side, it is neat and perfect and pretty.

But look at the b ack.

It is messy and full of knots and loops. Problem solving in mathematics is also like this and we need to help our students be “messy” with problem solving; they need to go through those knots and loops and learn how to solve problems with the teacher’s guidance.

When you teach through problem solving , your students are focused on ideas and sense-making and they develop confidence in mathematics!

Mathematics Tasks and Activities that Promote Teaching through Problem Solving

Choosing the Right Task

Selecting activities and/or tasks is the most significant decision teachers make that will affect students’ learning. Consider the following questions:

• Teachers must do the activity first. What is problematic about the activity? What will you need to do BEFORE the activity and AFTER the activity? Additionally, think how your students would do the activity.
• What mathematical ideas will the activity develop? Are there connections to other related mathematics topics, or other content areas?
• Can the activity accomplish your learning objective/goals?

Low Floor High Ceiling Tasks

By definition, a “ low floor/high ceiling task ” is a mathematical activity where everyone in the group can begin and then work on at their own level of engagement. Low Floor High Ceiling Tasks are activities that everyone can begin and work on based on their own level, and have many possibilities for students to do more challenging mathematics. One gauge of knowing whether an activity is a Low Floor High Ceiling Task is when the work on the problems becomes more important than the answer itself, and leads to rich mathematical discourse [Hover: ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning environment].

The strengths of using Low Floor High Ceiling Tasks:

• Allows students to show what they can do, not what they can’t.
• Provides differentiation to all students.
• Promotes a positive classroom environment.
• Advances a growth mindset in students
• Aligns with the Standards for Mathematical Practice

Examples of some Low Floor High Ceiling Tasks can be found at the following sites:

• YouCubed – under grades choose Low Floor High Ceiling
• NRICH Creating a Low Threshold High Ceiling Classroom
• Inside Mathematics Problems of the Month

Math in 3-Acts

Math in 3-Acts was developed by Dan Meyer to spark an interest in and engage students in thought-provoking mathematical inquiry. Math in 3-Acts is a whole-group mathematics task consisting of three distinct parts:

Act One is about noticing and wondering. The teacher shares with students an image, video, or other situation that is engaging and perplexing. Students then generate questions about the situation.

In Act Two , the teacher offers some information for the students to use as they find the solutions to the problem.

Act Three is the “reveal.” Students share their thinking as well as their solutions.

“Math in 3 Acts” is a fun way to engage your students, there is a low entry point that gives students confidence, there are multiple paths to a solution, and it encourages students to work in groups to solve the problem. Some examples of Math in 3-Acts can be found at the following websites:

• Dan Meyer’s Three-Act Math Tasks
• Graham Fletcher3-Act Tasks ]
• Math in 3-Acts: Real World Math Problems to Make Math Contextual, Visual and Concrete

Number Talks

Number talks are brief, 5-15 minute discussions that focus on student solutions for a mental math computation problem. Students share their different mental math processes aloud while the teacher records their thinking visually on a chart or board. In addition, students learn from each other’s strategies as they question, critique, or build on the strategies that are shared.. To use a “number talk,” you would include the following steps:

• The teacher presents a problem for students to solve mentally.
• Provide adequate “ wait time .”
• The teacher calls on a students and asks, “What were you thinking?” and “Explain your thinking.”
• For each student who volunteers to share their strategy, write their thinking on the board. Make sure to accurately record their thinking; do not correct their responses.
• Invite students to question each other about their strategies, compare and contrast the strategies, and ask for clarification about strategies that are confusing.

“Number Talks” can be used as an introduction, a warm up to a lesson, or an extension. Some examples of Number Talks can be found at the following websites:

• Inside Mathematics Number Talks
• Number Talks Build Numerical Reasoning

Saying “This is Easy”

“This is easy.” Three little words that can have a big impact on students. What may be “easy” for one person, may be more “difficult” for someone else. And saying “this is easy” defeats the purpose of a growth mindset classroom, where students are comfortable making mistakes.

When the teacher says, “this is easy,” students may think,

• “Everyone else understands and I don’t. I can’t do this!”
• Students may just give up and surrender the mathematics to their classmates.
• Students may shut down.

Instead, you and your students could say the following:

• “I think I can do this.”
• “I have an idea I want to try.”
• “I’ve seen this kind of problem before.”

Tracy Zager wrote a short article, “This is easy”: The Little Phrase That Causes Big Problems” that can give you more information. Read Tracy Zager’s article here.

Using “Worksheets”

Do you want your students to memorize concepts, or do you want them to understand and apply the mathematics for different situations?

What is a “worksheet” in mathematics? It is a paper and pencil assignment when no other materials are used. A worksheet does not allow your students to use hands-on materials/manipulatives [Hover: physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics]; and worksheets are many times “naked number” with no context. And a worksheet should not be used to enhance a hands-on activity.

Students need time to explore and manipulate materials in order to learn the mathematics concept. Worksheets are just a test of rote memory. Students need to develop those higher-order thinking skills, and worksheets will not allow them to do that.

One productive belief from the NCTM publication, Principles to Action (2014), states, “Students at all grade levels can benefit from the use of physical and virtual manipulative materials to provide visual models of a range of mathematical ideas.”

You may need an “activity sheet,” a “graphic organizer,” etc. as you plan your mathematics activities/lessons, but be sure to include hands-on manipulatives. Using manipulatives can

• Provide your students a bridge between the concrete and abstract
• Serve as models that support students’ thinking
• Provide another representation
• Support student engagement
• Give students ownership of their own learning.

Adapted from “ The Top 5 Reasons for Using Manipulatives in the Classroom ”.

any task or activity for which the students have no prescribed or memorized rules or methods, nor is there a perception by students that there is a specific ‘correct’ solution method

should be intriguing and contain a level of challenge that invites speculation and hard work, and directs students to investigate important mathematical ideas and ways of thinking toward the learning

involves teaching a skill so that a student can later solve a story problem

when we teach students how to problem solve

teaching mathematics content through real contexts, problems, situations, and models

a mathematical activity where everyone in the group can begin and then work on at their own level of engagement

20 seconds to 2 minutes for students to make sense of questions

Mathematics Methods for Early Childhood Copyright © 2021 by Janet Stramel is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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K-5 Math Centers

K-5 math ideas, 3rd grade math, need help organizing your k-5 math block, math problem solving 101.

Have you ever given your students a money word problem where someone buys an item from a store, but your students come up with an answer where the person that bought the item ends up with more money than he or she came in with?

Word problem solving is one of those things that many of our children struggle with.  When used effectively, questioning and dramatization can be powerful tools for our students to use when solving these types of problems.

I came up with this approach after co-teaching a lesson with a 3rd grade teachers.  Her kids were having extreme difficulty comprehending a word problem she presented.  So we devised a lesson that would help students better understand problem solving.

The approach we took included the use of several literacy skills, like reading comprehension and writing. First, we started the lesson with a “think aloud” modeled by the teacher.We read and displayed the problem below but excluded ALL of the numbers. See the images below:

The purpose of reading the problem without the numbers is to get the students to understand what is actually happening in the problem.  Typically some students focus solely on keywords when solving word problems, but I do not advise using this approach exclusively.  With math problems, the context of the problem and actions in the problem determine how the child should go about solving it.

Read the Problem Without Numbers & Ask Questions:

After reading the problem (without numbers) to the students, I asked the following questions:

• Can you describe what is happening in your own words?
• What is the main idea of the problem?
• How could you act this out?

Make a Plan & Ask Questions:

After the students articulated what was happening in the problem, we made a plan to solve the problem.  I used the following guiding questions:

• Sample Answers include- We know that Kai has some goldfish. Kai donated or gave away some of the goldfish.
• Sample Answers include – We need to know how many goldfish Kai has.  We also need to know how many he gave anyway.  We also need to know how many bowls there are.
• Sample Answers include-   We need to find out how many fish belong in each bowl.

The class discussed the answers to the questions above. As we discussed the questions above the responses were written out on a problem solving template.

As part of this process, we clarified student understanding of the problem and determined what we needed to find and do to solve the problem.  Next, we walked the students through the process of showing their work using pictures.  Lastly, we checked our answers by writing an equation that matched the pictures to finally solve the problem.

Team Work Counts

After going through the process with the class, we decided to split the students into small groups of 3 and 4 to solve a math problem together.  The groups were expected to use the same process that we used to solve the problem.  It took a while but check out one of the final products below.

Benefits to Using this Process:

• Students understood what the problem is asking them to do
• Students are required to think and communicate as a team
• Students avoid making errors that can come with only using keywords
• Students are required to record their math reasoning using the problem solving template
• After using this process a couple of times, students get used to explaining and justifying their answers
• You become the facilitator of the learning by asking more questions, thereby making students independent thinkers

Things to Consider Include:

• This process in NOT quick.  It requires TIME.  You should not rush the process and expect to have it completed in 20 – 30 minutes in one day.
• This process is not a one time lesson.  Students may not get it the first time.  It should be seen a routine that can be used when solving word problems.

Be sure to let me know how this process works in your classroom in the comments below.

• Read more about: K-5 Math Ideas

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Word Problem: Rachel has 17 apples. She gives some to Sarah. Sarah now has 8 apples. How many apples did Rachel give her?

Simplified Equation: 17 - x = 8

Word Problem: Rhonda has 12 marbles more than Douglas. Douglas has 6 marbles more than Bertha. Rhonda has twice as many marbles as Bertha has. How many marbles does Douglas have?

Variables: Rhonda's marbles is represented by (r), Douglas' marbles is represented by (d) and Bertha's marbles is represented by (b)

Simplified Equation: {r = d + 12, d = b + 6, r = 2 �� b}

Word Problem: if there are 40 cookies all together and Angela takes 10 and Brett takes 5 how many are left?

Simplified: 40 - 10 - 5

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Teaching Problem Solving in Math

• Freebies , Math , Planning

Every year my students can be fantastic at math…until they start to see math with words. For some reason, once math gets translated into reading, even my best readers start to panic. There is just something about word problems, or problem-solving, that causes children to think they don’t know how to complete them.

Every year in math, I start off by teaching my students problem-solving skills and strategies. Every year they moan and groan that they know them. Every year – paragraph one above. It was a vicious cycle. I needed something new.

I put together a problem-solving unit that would focus a bit more on strategies and steps in hopes that that would create problem-solving stars.

The Problem Solving Strategies

First, I wanted to make sure my students all learned the different strategies to solve problems, such as guess-and-check, using visuals (draw a picture, act it out, and modeling it), working backward, and organizational methods (tables, charts, and lists). In the past, I had used worksheet pages that would introduce one and provide the students with plenty of problems practicing that one strategy. I did like that because students could focus more on practicing the strategy itself, but I also wanted students to know when to use it, too, so I made sure they had both to practice.

I provided students with plenty of practice of the strategies, such as in this guess-and-check game.

There’s also this visuals strategy wheel practice.

I also provided them with paper dolls and a variety of clothing to create an organized list to determine just how many outfits their “friend” would have.

Then, as I said above, we practiced in a variety of ways to make sure we knew exactly when to use them. I really wanted to make sure they had this down!

Anyway, after I knew they had down the various strategies and when to use them, then we went into the actual problem-solving steps.

The Problem Solving Steps

I wanted students to understand that when they see a story problem, it isn’t scary. Really, it’s just the equation written out in words in a real-life situation. Then, I provided them with the “keys to success.”

S tep 1 – Understand the Problem.   To help students understand the problem, I provided them with sample problems, and together we did five important things:

• read the problem carefully
• restated the problem in our own words
• crossed out unimportant information
• circled any important information
• stated the goal or question to be solved

We did this over and over with example problems.

Once I felt the students had it down, we practiced it in a game of problem-solving relay. Students raced one another to see how quickly they could get down to the nitty-gritty of the word problems. We weren’t solving the problems – yet.

Then, we were on to Step 2 – Make a Plan . We talked about how this was where we were going to choose which strategy we were going to use. We also discussed how this was where we were going to figure out what operation to use. I taught the students Sheila Melton’s operation concept map.

We talked about how if you know the total and know if it is equal or not, that will determine what operation you are doing. So, we took an example problem, such as:

Sheldon wants to make a cupcake for each of his 28 classmates. He can make 7 cupcakes with one box of cupcake mix. How many boxes will he need to buy?

We started off by asking ourselves, “Do we know the total?” We know there are a total of 28 classmates. So, yes, we are separating. Then, we ask, “Is it equal?” Yes, he wants to make a cupcake for EACH of his classmates. So, we are dividing: 28 divided by 7 = 4. He will need to buy 4 boxes. (I actually went ahead and solved it here – which is the next step, too.)

Step 3 – Solving the problem . We talked about how solving the problem involves the following:

• taking our time
• working the problem out
• showing all our work
• estimating the answer
• using thinking strategies

We talked specifically about thinking strategies. Just like in reading, there are thinking strategies in math. I wanted students to be aware that sometimes when we are working on a problem, a particular strategy may not be working, and we may need to switch strategies. We also discussed that sometimes we may need to rethink the problem, to think of related content, or to even start over. We discussed these thinking strategies:

• switch strategies or try a different one
• rethink the problem
• think of related content
• decide if you need to make changes
• check your work
• but most important…don’t give up!

To make sure they were getting in practice utilizing these thinking strategies, I gave each group chart paper with a letter from a fellow “student” (not a real student), and they had to give advice on how to help them solve their problem using the thinking strategies above.

Finally, Step 4 – Check It.   This is the step that students often miss. I wanted to emphasize just how important it is! I went over it with them, discussing that when they check their problems, they should always look for these things:

• compare your answer to your estimate
• check for reasonableness
• check your calculations
• add the units
• restate the question in the answer
• explain how you solved the problem

Then, I gave students practice cards. I provided them with example cards of “students” who had completed their assignments already, and I wanted them to be the teacher. They needed to check the work and make sure it was completed correctly. If it wasn’t, then they needed to tell what they missed and correct it.

To demonstrate their understanding of the entire unit, we completed an adorable lap book (my first time ever putting together one or even creating one – I was surprised how well it turned out, actually). It was a great way to put everything we discussed in there.

Once we were all done, students were officially Problem Solving S.T.A.R.S. I just reminded students frequently of this acronym.

Stop – Don’t rush with any solution; just take your time and look everything over.

Think – Take your time to think about the problem and solution.

Act  – Act on a strategy and try it out.

Review – Look it over and see if you got all the parts.

Wow, you are a true trooper sticking it out in this lengthy post! To sum up the majority of what I have written here, I have some problem-solving bookmarks FREE to help you remember and to help your students!

You can grab these problem-solving bookmarks for FREE by clicking here .

You can do any of these ideas without having to purchase anything. However, if you are looking to save some time and energy, then they are all found in my Math Workshop Problem Solving Unit . The unit is for grade three, but it  may work for other grade levels. The practice problems are all for the early third-grade level.

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What IS Problem-Solving?

Ask teachers about problem-solving strategies, and you’re opening a can of worms! Opinions about the “best” way to teach problem-solving are all over the board. And teachers will usually argue for their process quite passionately.

When I first started teaching math over 25 years ago, it was very common to teach “keywords” to help students determine the operation to use when solving a word problem. For example, if you see the word “total” in the problem, you always add. Rather than help students become better problem solvers, the use of keywords actually resulted in students who don’t even feel the need to read and understand the problem–just look for the keywords, pick out the numbers, and do the operation indicated by the keyword.

This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. There is no additional cost to you, and I only link to books and products that I personally use and recommend.

Another common strategy for teaching problem-solving is the use of acrostics that students can easily remember to perform the “steps” in problem-solving. CUBES is an example. Just as with keywords, however, students often follow the steps with little understanding. As an example, a common step is to underline or highlight the question. But if you ask students why they are underlining or highlighting the question, they often can’t tell you. The question is , in fact, super important, but they’ve not been told why. They’ve been told to underline the question, so they do.

The problem with both keywords and the rote-step strategies is that both methods try to turn something that is inherently messy into an algorithm! It’s way past time that we leave both methods behind.

First, we need to broaden the definition of problem-solving. Somewhere along the line, problem-solving became synonymous with “word problems.” In reality, it’s so much more. Every one of us solves dozens or hundreds of problems every single day, and most of us haven’t solved a word problem in years. Problem-solving is often described as  figuring out what to do when you don’t  know what to do.  My power went out unexpectedly this morning, and I have work to do. That’s a problem that I had to solve. I had to think about what the problem was, what my options were, and formulate a plan to solve the problem. No keywords. No acrostics. I’m using my phone as a hotspot and hoping my laptop battery doesn’t run out. Problem solved. For now.

If you want to get back to what problem-solving really is, you should consult the work of George Polya. His book, How to Solve It , which was first published in 1945, outlined four principles for problem-solving. The four principles are: understand the problem, devise a plan, carry out the plan, and look back. This document from UC Berkeley’s Mathematics department is a great 4-page overview of Polya’s process. You can probably see that the keyword and rote-steps strategies were likely based on Polya’s method, but it really got out of hand. We need to help students think , not just follow steps.

I created both primary and intermediate posters based on Polya’s principles. Grab your copies for free here !

I would LOVE to hear your comments about problem-solving!

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Do you tutor teachers?

I do professional development for district and schools, and I have online courses.

You make a great point when you mentioned that teaching students to look for “keywords” is not teaching students to become better problem solvers. I was once guilty of using the CUBES strategy, but have since learned to provide students with opportunity to grapple with solving a problem and not providing them with specified steps to follow.

I think we’ve ALL been there! We learn and we do better. 🙂

Love this article and believe that we can do so much better as math teachers than just teaching key words! Do you have an editable version of this document? We are wanting to use something similar for our school, but would like to tweak it just a bit. Thank you!

I’m sorry, but because of the clip art and fonts I use, I am not able to provide an editable version.

Hi Donna! I am working on my dissertation that focuses on problem-solving. May I use your intermediate poster as a figure, giving credit to you in my citation with your permission, for my section on Polya’s Traditional Problem-Solving Steps? You laid out the process so succinctly with examples that my research could greatly benefit from this image. Thank you in advance!

Absolutely! Good luck with your dissertation!

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What Does It Mean to "Make Sense of Problems and Persevere in Solving Them?"

If there is one mathematical practice that rules them all, this one is it. Perhaps that’s why it’s listed first. To me this practice is a short but accurate description of what mathematics is, and what we should strive for in our mathematics classrooms. First, we’ll offer some key descriptions of what it looks like to engage in MP1. Then, we’ll take some time to unpack several words and phrases in this practice so we can get a clear idea of what is meant, rather than repeating the somewhat nebulous phrase of “problem solving”. Let’s dig in.

Students who are proficient at MP1 learn to:

Interpret the meaning of the problem, including its constraints, relationships, and goals.

Look for entry points to a solution.

Plan a solution pathway.

Consider similar problems, simpler cases, and edge cases.

Connect information given in multiple representations or construct an alternate representation.

Identify what concepts or prior knowledge are relevant to the problem and how to leverage them to move toward a solution.

Use the results of an unfruitful attempt to plan a new attempt.

Check the reasonableness of their answers.

You may have noticed that some of these skills sound very similar to our lists from MP2 (Reason abstractly and quantitatively), MP7 (Look for and make use of structure) and MP8 (Look for and express regularity in repeated reasoning). This is because the 8 mathematical practices are actually nested. If MP1 is the main goal of mathematics, then MP2, MP7, and MP8 are the three major pathways to arrive there.

Unpacking MP1

“make sense”.

Note here that this phrase is being used as a verb. It represents an active process of students wrestling with ideas and working to connect them to things they already know. We often use this as an adjective, as in, ‘this question makes sense’ to denote that we understand something, or that it is logical . When we take the adjective perspective, we often assume that what we present to students should already make sense to them, because we taught them the appropriate procedure or algorithm, or because we gave a thorough explanation of why something works. They should look at a problem and know what to do. However, true problem solving is about actively making sense.

“Problem Solving”

Although not combined quite like this in the original phrasing, it is clear that this is at the heart of MP1. Problem solving has become such a buzzword that it can mean everything and nothing. Not every task done in a mathematics classroom can be considered problem solving. Before we become clear about what problem solving is, let’s establish what it is not.

It is not a synonym for “real world application.”

It is not a synonym for “answering questions” (like those you might assign out of a textbook or other resource).

It is not confined to the end of a unit to be used only when students already have a firm grasp of all the definitions, formulas, and procedures.

I have the following 3 criteria when it comes to identifying tasks that actually require problem solving.

Features a question students haven’t seen before or haven’t been asked in that way before. Students don’t immediately know what steps to take based on notes or worked examples.

Centered on conceptual understanding of the topic or background knowledge that allows students to make sense of the problem or manipulate the parts of the problem to try to find a solution.

Requires identifying what prior knowledge is relevant, i.e. what should I be thinking about to make sense of this problem?

When students immediately know what path to take to arrive at a solution, there is no problem solving involved. There is no problem at all, only an exercise. When the path to the destination is clear, there is no productive struggle .

When we breadcrumb students toward a solution with too much scaffolding, we rob them of opportunities for genuine problem solving. While scaffolding is helpful and necessary at times, as teachers we can inadvertently eliminate the problem solving aspect of a problem by telling students exactly what they should be thinking about to solve a problem. Consider the following problem.

Let’s suppose that students have never been given this combination of information before about a linear function, or perhaps not represented in this way (function notation, rather than a verbal description of the change in outputs and y-intercept). Students don’t have a worked example they can look at to find an answer.

Students who are problem solving will have to:

Understand the definition of a linear function. An equation for f(x) will be the equation of a line, which in its simplest form has a y-intercept and a slope.

Understand the properties of a linear function. There is a constant change in outputs over same size input intervals. If the function goes down 20 over 5 units, it will do so over the entirety of the graph. The choice of x=12 and x=17 might have been arbitrary, but it is sufficient information to calculate the constant rate of change.

Make sense of the function notation. They will have to identify that the first statement is telling them that the y-values at x=12 and x=17 are 20 units apart, and that the y-values are decreasing. They will have to identify that f(0)=2.5 is function notation for the y-intercept.

Notice how many times students are having to identify relevant information_ both from the problem and their own prior learning. The ideas about constant rate of change are conceptual ideas. Furthermore, identifying the expression f(17)-f(12) as one component of the rate of change (the change in y-values or outputs) and understanding how this expression can be used to determine the slope is highly conceptual.

Now consider this scaffolded version of the same question.

Return to the bulleted list above. What problem solving aspects do these scaffolds remove? How do these scaffolds tell students what they need to be thinking about?

I am not arguing that there is no place for using scaffolded questions to help students learn to navigate a complex task or prompt. But we should be hesitant to call this genuine problem solving because the aspects that are intrinsic to problem solving, like generating a solution path and accessing relevant prior knowledge, are missing.

“Persevere”

Perseverance is not the same as endurance. Endurance is about bearing something, getting through it, staying the course, like when someone endures watching a long, terrible movie. Endurance is what a student needs when they’re asked to solve 50 one-step equations. Perseverance is not just about sheer will or determination, but about courage to keep going even in the face of obstacles or hardship. Perseverance is what a student needs when they’ve tried 3 different strategies that didn’t work and need to go back to the drawing board yet again. We can teach students to persevere by giving them tasks that are challenging yet accessible, where an initial solution path might be apparent but not necessarily correct. The task should have an easy entry point and evolving complexity. This means the task itself is easy to explain and there is room for exploration. Perseverance is the friendly neighbor of productive struggle , and both are skills that must be taught! For an in-depth explanation of how to do this, we recommend reading “Productive Math Struggle” by John SanGiovanni, Kevin J. Dykema, and Susie Katt.

Problem Solving Can’t Be Taught with a Poster

I wholeheartedly agree with teachers’ desire to help their students learn how to become effective problem solvers. But allow me to let the cat out of the bag and tell you that a poster with the “five steps of problem solving” that is some combination of circling the question and underlining the important numbers is not going to cut it. Problem solving can be taught in as far as it can be developed . It is not something that we can check off a list of standards as something that students have mastered or have not yet mastered. Problem solving takes time and is learned by doing , not merely by observing.

How might you incorporate more true problem solving into your own classroom?

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4 Math Word Problem Solving Strategies

5 Strategies to Learn to Solve Math Word Problems

A critical step in math fluency is the ability to solve math word problems. The funny thing about solving math word problems is that it isn’t just about math. Students need to have strong reading skills as well as the growth mindset needed for problem-solving. Strong problem solving skills need to be taught as well. In this article, let’s go over some strategies to help students improve their math problem solving skills when it comes to math word problems. These skills are great for students of all levels but especially important for students that struggle with math anxiety or students with animosity toward math.

Signs of Students Struggling with Math Word Problems

It is important to look at the root cause of what is causing the student to struggle with math problems. If you are in a tutoring situation, you can check your students reading level to see if that is contributing to the issue. You can also support the student in understanding math keywords and key phrases that they might need unpacked. Next, students might need to slow their thinking down and be taught to tackle the word problem bit by bit.

The challenges students face when confronted with math word problems can be multifaceted. Identifying the root cause of difficulty is crucial. Common signs include:

• Reading comprehension issues
• Difficulty in identifying relevant information
• Trouble translating words into mathematical expressions
• Lack of a structured problem-solving approach
• Anxiety or negative attitudes towards math word problems

How to Help Students Solve Math Word Problems

Focus on math keywords and mathematical key phrases.

The first step in helping students with math word problems is focusing on keywords and phrases. For example, the words combined or increased by can mean addition. If you teach keywords and phrases they should watch out for students will gain the cues needed to go about solving a word problem. It might be a good idea to have them underline or highlight these words.

Encourage students to:

• Highlight keywords such as “sum,” “difference,” “product,” and “quotient.”
• Underline phrases that indicate operations, like “combined” for addition or “decreased by” for subtraction.

Cross out Extra Information

Along with highlighting important keywords students should also try to decipher the important from unimportant information. To help emphasize what is important in the problem, ask your students to cross out the unimportant distracting information.  This way, it will allow them to focus on what they can use to solve the problem.

Teach students to:

• Cross out irrelevant information to focus on what’s important.
• Highlight essential data to streamline the problem-solving process.

Encourage Asking Questions

As you give them time to read, allow them to have time to ask questions on what they just read. Asking questions will help them understand what to focus on and what to ignore. Once they get through that, they can figure out the right math questions and add another item under their problem-solving strategies.

Fostering a habit of asking questions can enhance comprehension:

• Allow time for students to ask questions about the problem.
• Encourage them to clarify uncertainties before attempting to solve.

Draw the Problem

A fun way to help your students understand the problem is through letting them draw it on graph paper. For example, if a math problem asks a student to count the number of fruits that Farmer John has, ask them to draw each fruit while counting them. This is a great strategy for visual learners.

Visualization helps in understanding and solving complex problems:

• Use graph paper for drawing diagrams.
• Translate the problem into a visual format, which can simplify abstract concepts.

Check Back Once They Answer

Once they figured out the answer to the math problem, ask them to recheck their answer. Checking their answer is a good habit for learning and one that should be encouraged but students need to be taught how to check their answer. So the first step would be to review the word problem to make sure that they are solving the correct problem. Then to make sure that they set it up right. This is important because sometimes students will check their equation but will not reread the word problem and make sure that the equation is set up right. So always have them do this first! Once students believe that they have read and set up the correct equation, they should be taught to check their work and redo the problem, I also like to teach them to use the opposite to double check, for example if their equation is 2+3=5, I will show them how to take 5 which is the whole and check their work backwards 5-3 and that should equal 2. This is an important step and solidifies mathematical thinking in children.

Verification ensures accuracy:

• Review the word problem to confirm understanding.
• Recheck calculations and use inverse operations to verify results.
• Teach students to redo the problem and compare answers for consistency.

Mnemonic Devices

Mnemonic devices are a great way to remember all of the types of math strategy in this post. The following are ones that I have heard of and wanted to share:

CUBES Word Problem Strategy

Cubes is a mnemonic to remember the following steps in solving math word problems:

• C ircle the numbers.
• U nderline the question.
• B ox in the key words.
• E liminate the extra information.
• S olve the problem and show your work.

RISE Word Problem Strategy

Rise is another way to explain the steps needed to solve problems:

• R ead and reread the problem.
• I llustrate the problem.
• S olve by writing equations.
• E xplain your thinking.

COINS Word Problem Strategy

C: Comprehend the questions

O: Observe the data

I: Illustrate the problem

N: Write the number sentence (equation)

Understand -Plan – Solve – Check Word Problem Strategy

This is a simple step solution to show students the big picture. I think this along with one of the mnemonic devices helps students with better understanding of the approach.

• Understand : Ensure comprehension of the problem. What is the question asking? Do you understand all the words?
• Plan : Formulate a reasonable approach. What would be a reasonable answer? In this stage students are formulating their approach to the word problem. 
• Solve : Apply appropriate strategies and show all steps. What strategies will I use to solve this problem? Am I showing my thinking? Here students use the strategies outlined in this post to attack the problem.
• Check : Verify if the solution makes sense and answers the question. Students will ask themselves if they answered the question and if their answer makes sense. 

If you need word problems to use with your classroom, you can check out my word problems resource below.

Teaching students how to approach and solve math word problems is an important skill. Solving word problems is the closest math skill that resembles math in the real world. Encouraging students to slow their thinking, examine and analyze the word problem and encourage the habit of answer checking will give your students the learning skills that can be applied not only to math but to all learning. I also wrote a blog post on a specific type of math word problem called cognitively guided instruction you can read information on that too. It is just a different way that math problems are written and worth understanding to teach problem solving, click here to read .

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5 Easy Steps to Solving Word Problems

Word problems strike fear into the hearts of many students, and the trauma can even carry into adulthood. This is why word problems are the topic of many education jokes.

“If two trains start at the same station and travel in opposite directions at the same speed, when will the bacon be ready for breakfast?”

This is obviously a silly scenario, but it shows how word problems are regarded by many: a mangle of confusion that doesn’t make sense and can’t be solved!

Why Are Word Problems Difficult for Children?

Why can word problems be so confusing and scary? There are a few possible reasons.

• Word problems are often introduced to us at an age before our skills of abstract thinking are fully developed. However, a student’s imagination is a great asset to use in understanding word problems!
• Word problems are sometimes simply included as the “harder problems” at the end of homework assignments and the student is never really taught how to approach them.
• It is sometimes ignored that a student’s math and reading ability come into play when word problems are assigned. But if the second grade math student is still only reading on a first-grade level, he will have difficulty solving word problems even if he is otherwise good at math! It can thus be helpful to assess both a student’s math and reading ability to set him up for success. The tutoring service provided by masterygenius.com is a great option since both math and reading skills can be addressed.

A quick tip before we get started…

Explain to students that the word “problem” really means “question.” A word problem is just asking a question to which the students must find an answer. Show them that you need to identify the question before you even worry about which math operations are going to be used. Word problems can be treated like mysteries: the students are the detectives that are going to use the clues in the question to find the answer!

So what are the five easy steps to solving word problems? Let’s take a look!

Five Easy Steps to Solving Word Problems (WASSP)

• Write (or draw) what you know.
• Ask the question.
• Set up a math problem that could answer the question.
• Solve the math problem to get an answer.
• Put the answer in a sentence to see if the answer makes sense!

Let’s look at an example word problem to demonstrate these steps.

Matt has twelve cookies he can give to his friends during lunchtime. If Matt has three friends sitting at his table, how many cookies can Matt give to each of his friends?

1. Write (or draw) what you know.

It is important to convince students that they do not have to immediately know what math operation is required to solve the problem. They first need only understand the scenario itself. In this example, the student could simply write down “12 cookies” and “3 friends,” or draw Matt with 12 cookies sitting at a table with three other children.

2. Ask the question.

Again, we don’t need to know what the math operation is yet! We just need to identify what is actually being asked. What do we NOT know?

The student could write, “How many cookies can each of Matt’s friends have?”

Alternatively, the student could draw a question mark over each friend’s head, maybe with a thought bubble of a cookie!

3. Set up a math problem that could answer the question.

• It can be a good idea to teach students “clue” words or phrases in problems which can identify what math operation may be needed. However, this should not be the student’s only skill for deciding what math operation to use, because these “clue” words can sometimes be confusing. For example, the phrases “how many in all” and “how many more” seem very similar to a student, but the first phrase indicates addition and the second phrase indicates subtraction!
• It is good for a student to also be able to reason what math operation is needed based on understanding the scenario itself (which is a better builder of true critical thinking skills). This is why the first two steps (write what you know and ask the question) are so important. The student that has a true understanding of the scenario will be better equipped to reason what math operation is needed.

In this example, the “clue” word (if you are using that method of reasoning) would be “each,” which indicates division. Or, the student could understand that Matt has to split, or divide, the cookies among his friends. Thus a division problem is needed!

Dividing 12 cookies among 3 friends means 12 is divided by 3.

4. Solve the problem.

It is important to note that using units can be a good idea . Otherwise, the answer could be misunderstood. Is it 4 cookies, or 4 friends, or something else?

12 cookies ÷ 3 friends = 4 cookies per friend

5. Put the answer in a sentence to see if the answer makes sense.

“Each of Matt’s friends can have four cookies.”

Does this answer make sense? It seems reasonable. How could this step help identify an incorrect answer?

What if the student had decided this was a multiplication problem?

12 cookies × 3 friends = 36 cookies per friend

If the student then writes a sentence using the answer, he may realize the answer can’t be right.

“Each of Matt’s friends can have 36 cookies.”

How would that be possible if Matt only had 12 cookies to start with? This must not be a multiplication problem. Let’s try again!

Practice the Five Easy Steps for Word-Problem Success!

Steps 1 and 2 ( Write what you know and Ask the question) help the student gain an understanding of the scenario.

Steps 3 and 4 ( Set up the math problem and Solve the problem) can be more easily navigated with critical thinking once the scenario is understood.

Step 5 ( Put the answer in a sentence) can help the student decide whether the answer makes sense.

Now your student is ready for word-problem success!

Make sure to start at the student’s level of understanding so he can experience success and build confidence, moving on to more challenging problems as appropriate. Customized curriculum is always best, which again makes masterygenius.com a great option if tutoring is needed. Students are assessed and then matched with a curriculum that strikes balance between building confidence and tackling challenges, leading to topic mastery.

AI achieves silver-medal standard solving International Mathematical Olympiad problems

AlphaProof and AlphaGeometry teams

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Breakthrough models AlphaProof and AlphaGeometry 2 solve advanced reasoning problems in mathematics

Artificial general intelligence (AGI) with advanced mathematical reasoning has the potential to unlock new frontiers in science and technology.

We’ve made great progress building AI systems that help mathematicians discover new insights , novel algorithms and answers to open problems . But current AI systems still struggle with solving general math problems because of limitations in reasoning skills and training data.

Today, we present AlphaProof, a new reinforcement-learning based system for formal math reasoning, and AlphaGeometry 2, an improved version of our geometry-solving system . Together, these systems solved four out of six problems from this year’s International Mathematical Olympiad (IMO), achieving the same level as a silver medalist in the competition for the first time.

Breakthrough AI performance solving complex math problems

The IMO is the oldest, largest and most prestigious competition for young mathematicians, held annually since 1959.

Each year, elite pre-college mathematicians train, sometimes for thousands of hours, to solve six exceptionally difficult problems in algebra, combinatorics, geometry and number theory. Many of the winners of the Fields Medal , one of the highest honors for mathematicians, have represented their country at the IMO.

More recently, the annual IMO competition has also become widely recognised as a grand challenge in machine learning and an aspirational benchmark for measuring an AI system’s advanced mathematical reasoning capabilities.

This year, we applied our combined AI system to the competition problems, provided by the IMO organizers. Our solutions were scored according to the IMO’s point-awarding rules by prominent mathematicians Prof Sir Timothy Gowers , an IMO gold medalist and Fields Medal winner, and Dr Joseph Myers , a two-time IMO gold medalist and Chair of the IMO 2024 Problem Selection Committee.

“ The fact that the program can come up with a non-obvious construction like this is very impressive, and well beyond what I thought was state of the art.

Prof Sir Timothy Gowers, IMO gold medalist and Fields Medal winner

First, the problems were manually translated into formal mathematical language for our systems to understand. In the official competition, students submit answers in two sessions of 4.5 hours each. Our systems solved one problem within minutes and took up to three days to solve the others.

AlphaProof solved two algebra problems and one number theory problem by determining the answer and proving it was correct. This included the hardest problem in the competition, solved by only five contestants at this year’s IMO. AlphaGeometry 2 proved the geometry problem, while the two combinatorics problems remained unsolved.

Each of the six problems can earn seven points, with a total maximum of 42. Our system achieved a final score of 28 points, earning a perfect score on each problem solved — equivalent to the top end of the silver-medal category . This year, the gold-medal threshold starts at 29 points, and was achieved by 58 of 609 contestants at the official competition.

Graph showing performance of our AI system relative to human competitors at IMO 2024. We earned 28 out of 42 total points, achieving the same level as a silver medalist in the competition.

AlphaProof: a formal approach to reasoning

AlphaProof is a system that trains itself to prove mathematical statements in the formal language Lean . It couples a pre-trained language model with the AlphaZero reinforcement learning algorithm, which previously taught itself how to master the games of chess, shogi and Go.

Formal languages offer the critical advantage that proofs involving mathematical reasoning can be formally verified for correctness. Their use in machine learning has, however, previously been constrained by the very limited amount of human-written data available.

In contrast, natural language based approaches can hallucinate plausible but incorrect intermediate reasoning steps and solutions, despite having access to orders of magnitudes more data. We established a bridge between these two complementary spheres by fine-tuning a Gemini model to automatically translate natural language problem statements into formal statements, creating a large library of formal problems of varying difficulty.

When presented with a problem, AlphaProof generates solution candidates and then proves or disproves them by searching over possible proof steps in Lean. Each proof that was found and verified is used to reinforce AlphaProof’s language model, enhancing its ability to solve subsequent, more challenging problems.

We trained AlphaProof for the IMO by proving or disproving millions of problems, covering a wide range of difficulties and mathematical topic areas over a period of weeks leading up to the competition. The training loop was also applied during the contest, reinforcing proofs of self-generated variations of the contest problems until a full solution could be found.

Process infographic of AlphaProof’s reinforcement learning training loop: Around one million informal math problems are translated into a formal math language by a formalizer network. Then a solver network searches for proofs or disproofs of the problems, progressively training itself via the AlphaZero algorithm to solve more challenging problems.

A more competitive AlphaGeometry 2

AlphaGeometry 2 is a significantly improved version of AlphaGeometry . It’s a neuro-symbolic hybrid system in which the language model was based on Gemini and trained from scratch on an order of magnitude more synthetic data than its predecessor. This helped the model tackle much more challenging geometry problems, including problems about movements of objects and equations of angles, ratio or distances.

AlphaGeometry 2 employs a symbolic engine that is two orders of magnitude faster than its predecessor. When presented with a new problem, a novel knowledge-sharing mechanism is used to enable advanced combinations of different search trees to tackle more complex problems.

Before this year’s competition, AlphaGeometry 2 could solve 83% of all historical IMO geometry problems from the past 25 years, compared to the 53% rate achieved by its predecessor. For IMO 2024, AlphaGeometry 2 solved Problem 4 within 19 seconds after receiving its formalization.

Illustration of Problem 4, which asks to prove the sum of ∠KIL and ∠XPY equals 180°. AlphaGeometry 2 proposed to construct E, a point on the line BI so that ∠AEB = 90°. Point E helps give purpose to the midpoint L of AB, creating many pairs of similar triangles such as ABE ~ YBI and ALE ~ IPC needed to prove the conclusion.

New frontiers in mathematical reasoning

As part of our IMO work, we also experimented with a natural language reasoning system, built upon Gemini and our latest research to enable advanced problem-solving skills. This system doesn’t require the problems to be translated into a formal language and could be combined with other AI systems. We also tested this approach on this year’s IMO problems and the results showed great promise.

Our teams are continuing to explore multiple AI approaches for advancing mathematical reasoning and plan to release more technical details on AlphaProof soon.

We’re excited for a future in which mathematicians work with AI tools to explore hypotheses, try bold new approaches to solving long-standing problems and quickly complete time-consuming elements of proofs — and where AI systems like Gemini become more capable at math and broader reasoning.

Why Some Olympic Swimmers Think About Math in the Pool

In a sport where gold and silver can be separated by a fraction of a second, many of the world’s top swimmers now scour data for even the smallest edge.

Kate Douglass of the United States often wears a device in training that measures her movement through the water. Credit... Al Bello/Getty Images

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By Jenny Vrentas

• July 29, 2024

Kate Douglass, a statistics graduate student and the second-fastest swimmer in the world this year in two Olympic swimming events, has always been good with numbers. But before she enrolled at the University of Virginia, she never considered that swimming itself was a math problem that she could try to solve.

That changed when she realized the concepts she was studying in the classroom could be used in her sport. These days, Douglass often gets into the pool while wearing a belt that holds an accelerometer, the same device found in smartphones and fitness watches. As she swims, the sensor measures her movement in three spatial directions 512 times per second.

“That’s helped me to figure out areas of my stroke where I can be more efficient,” said Douglass, 22. So far, so good: On Saturday, she began a busy Olympics schedule by winning a silver medal in the 4x100 freestyle relay.

The swimmers at the Paris Olympics all have the same challenge: to swim as fast as they can by moving through the water in a way that maximizes the force propelling them toward the finish line, while minimizing the force that slows them down. Elite swimmers use familiar tricks to reduce the resistance known as drag, like shaving before big meets and wearing swimsuits made from the same material as Formula 1 racing cars.

Though the sport has long relied on a swimmer’s feel in the water or a coach’s eye from the pool deck, Douglass and several of her U.S. Olympic teammates are exploring a new competitive frontier. Under the direction of a Virginia mathematics professor, Dr. Ken Ono, they are measuring and analyzing the forces they create as they swim, to optimize the way they move through the water. Details as seemingly small as Douglass’s head position in her underwater breaststroke pullout, or how her left hand enters the water on her backstroke, have been focal points as she has worked to trim the hundredths of a second that make the difference between medals in the sport.

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