Turn Word Problems into Pictures

Instruction Problem:

Students are having difficulty solving word problems.

One possible instructional strategy -
Group Work – Divide the students into groups of three. Give each group a word problem. Instruct the students to brainstorm ways to act out the problem. Then give the group a sheet of paper to write the word problem at the top of the page and then draw a storyboard of the action in the word problem. (Note: The teacher needs to model each step of the instructional process before asking the students to perform the task.)

Individual Accountability –
1. All participate in brainstorming.
2. All participate in the presentation.
3. One member reads the word problem to the group and class.
4. One member takes notes during brainstorming session.
5. One member draws the storyboard based on ideas provided by the group.

Presenting the work - Each group reads their word problem, posts their storyboard on the wall, and then acts out the word problem. The groups presentation is not about getting the right answer, the focus is on the processes for solving the word problem. Following the presentation, students may solve the problem independently using the storyboard posted on the wall as a resource.

Assessing student work - Evaluate each student and group on their ability to describe the process for solving the problem and the clarity of the presentation and storyboard.

Note: Using a rubric is an effective way to measure student work. Student should receive a copy of the rubric at the beginning of the activity (students can be involved in creating the rubric). There are many resources available online which can be adapted based on your learning objectives and students abilities/needs. The following are two website that may help you in planning a lesson.

http://www.exemplars.com/resources/rubrics/nctm.html
http://www.sasked.gov.sk.ca/docs/elemath/probsol.html

This strategy includes all three learning modalities – visual (reading and creating storyboard), auditory (group conversation and narrative), and kinesthetic (presentation). Groups can be organized in a variety of ways to meet the unique needs of your students. Groups needing to be challenged could be given higher level problems or problems involving multiple steps. Also groups that finishes early can be encouraged to find more than one way to solve their word problem or demonstrate ways to check their answer for accuracy.

Final thoughts: When faced with instructional challenges the best source for information is your colleagues. It is rewarding for you and your colleague. You gain new information and your colleague has a opportunity to reflect on their practice. Ask your colleagues questions like: How do you help your students – “solve word problems?”, “identify main idea?”, or "apply the scientific method?”. Important follow-up questions may include: "What does rigorous student work look like?" "What is the most effective way to group students?" "What student procedures do I need to maintain instructional momentum?"

Source: Dr. Doug Miller, HRD Program Facilitator