*Most of the time, my students just added the two numbers together without making sense of the problem. I am a big proponent of NOT teaching keyword lists.It just doesn’t work consistently across all problems.*

Our students need even more practice with those types of problems because the relationship of the numbers is more abstract.

I’m going to leave that for another blog post, though.

I also change numbers throughout the year, from one-digit to two-digit numbers.

The beauty of the blank spaces is that I can put any numbers I want into the problem, to practice the strategies we have been working on in class.

They may even use two at the same time while they work out the similarities between the models.

Students should also be able to create their own models.

My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever.

They could underline the question and they could find the numbers.

In fact, using the same vocabulary across problem types helps students see the relationship of the numbers at a deeper level. Students are not solving a word problem to find “the answer”. My students can still explain, after instruction, that they A couple years ago, I came across this article about the need to help students develop adequate models to understand the relationship of the numbers within the problem. I needed to make a distinction between the students use to understand the relationship of the numbers in the problem and the strategies to solve the computation in the problem.

Although the answer helps me, the teacher, understand whether or not the student understood the relationship of the numbers, I want students to be able to explain their process and understand the depth of word problems. Those two things work in tandem but are very different.

## Comments Easy Way To Solve Word Problems

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