Solving Math Problems Step-by-Step!

Math Grades 1st Grade 4:34 Video
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Lesson Description

Learn how to break down tricky word problems into smaller, easier steps! Just like Kiley does, we'll use what we know about adding, subtracting, and keywords to find the answers.

Video Resource

How to Simplify Problems

Miacademy Learning Channel

Duration: 4:34
Watch on YouTube

Key Concepts

  • Breaking down word problems
  • Identifying keywords (e.g., 'each,' 'altogether')
  • Performing multiple steps in a math problem (multiplication, addition, subtraction)

Learning Objectives

  • Students will be able to identify the steps needed to solve a multi-step word problem.
  • Students will be able to use keywords to determine the correct operation (addition, subtraction, multiplication).
  • Students will be able to solve a two-step word problem by breaking it down into smaller, manageable steps.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students if they ever feel overwhelmed by long math problems. Explain that this lesson will teach them a trick to make these problems much easier!
  • Video Viewing (5 mins)
    Play the 'How to Simplify Problems' video from Miacademy Learning Channel. Encourage students to pay close attention to how Kiley breaks down the problem.
  • Discussion (5 mins)
    After the video, discuss the steps Kiley took to solve the problem. Emphasize the importance of identifying what the problem is asking and looking for keywords.
  • Guided Practice (10 mins)
    Work through a similar word problem together as a class. Guide students through each step, asking questions like: 'What are we trying to find out?', 'What information do we need?', 'What keywords can help us?'
  • Independent Practice (10 mins)
    Provide students with a worksheet containing 2-3 similar word problems. Have them work independently or in pairs to solve the problems, using the strategies they learned.
  • Wrap-up (5 mins)
    Review the answers to the independent practice problems. Reiterate the key concept of breaking down problems into smaller steps. Praise their clever problem solving.

Interactive Exercises

  • Keyword Sort
    Create a chart with the headings 'Add,' 'Subtract,' and 'Multiply'. Write different keywords (e.g., 'altogether,' 'left,' 'each') on individual cards. Have students sort the cards under the correct heading.
  • Problem Breakdown
    Write a word problem on the board. Have students work together to identify the steps needed to solve it. Write each step on a separate piece of paper and have them arrange the steps in the correct order.

Discussion Questions

  • What are some words that tell us to add numbers together?
  • What are some words that tell us to subtract?
  • Why is it helpful to break a big problem into smaller steps?
  • Can you think of a time when you used this strategy outside of math class?

Skills Developed

  • Problem-solving
  • Critical thinking
  • Reading comprehension
  • Addition and subtraction fluency
  • Multiplication

Multiple Choice Questions

Question 1:

What does it mean to simplify a problem?

Correct Answer: To make it easier to understand

Question 2:

What is a good first step when solving a long word problem?

Correct Answer: Find out what the problem is asking

Question 3:

What does the word 'each' usually tell us to do?

Correct Answer: Multiply

Question 4:

What does the word 'altogether' usually tell us to do?

Correct Answer: Add

Question 5:

What does it mean to receive 'change'?

Correct Answer: To get some money back after paying for something

Question 6:

If you know the total cost of some items and how much money you gave the cashier, what should you do to find your change?

Correct Answer: Subtract

Question 7:

You bought 2 apples that cost $1 each. How much did you spend in all?

Correct Answer: $2

Question 8:

You had $10 and spent $4. How much money do you have left?

Correct Answer: $6

Question 9:

What should you do if a word problem seems confusing?

Correct Answer: Break it into smaller steps

Question 10:

Breaking a problem down makes it...

Correct Answer: Easier to solve

Fill in the Blank Questions

Question 1:

Sometimes word problems have a lot of ___________.

Correct Answer: information

Question 2:

Breaking a big problem into ____________ steps can help.

Correct Answer: smaller

Question 3:

The word ___________ tells us to multiply.

Correct Answer: each

Question 4:

The word __________ tells us to add.

Correct Answer: altogether

Question 5:

If you get money back after you pay, that is called __________.

Correct Answer: change

Question 6:

$1 + $1 + $1 = $__________.

Correct Answer: 3

Question 7:

If you have $5 and spend $2, you have $__________ left.

Correct Answer: 3

Question 8:

Simplify a problem to simplify the ___________.

Correct Answer: solution

Question 9:

Reading carefully helps find the ___________ words.

Correct Answer: key

Question 10:

Thinking about the ____________ helps to solve the problem.

Correct Answer: steps

Educational Standards

CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.B.3:Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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