Problem Puzzle

Directions: Read the short stories below. Circle the numbers you see and underline the 'clue words' that tell you what to do (add or subtract).

1. Sarah had 7 shiny stickers. Her friend gave her 3 more. How many stickers does Sarah have now?

   Numbers:
   
   
   
   Clue Words:
   
   
   

2. There were 9 colorful balloons at the party. 4 balloons popped! How many balloons are left?

   Numbers:
   
   
   
   Clue Words:
   
   
   

3. Tom collected 5 blue cars and 4 red cars. How many cars did Tom collect in all?

   Numbers:
   
   
   
   Clue Words:
   
   
   

Session 1 Script: Cracking the Code

Teacher: "Good morning, future math detectives! Welcome to our first session on becoming Word Problem Whiz Kids. Today, we're going to learn how to crack the code of word problems, especially the ones that only need one step. We'll be focusing on numbers within 100 for now."

Teacher: "Look at our first slide, Welcome, Word Problem Whiz Kids!. What do you think it means to unlock the secrets of story problems?" (Allow for student responses).

Teacher: "Exactly! Story problems are like little puzzles. Our job is to find the pieces we need to solve them. The first step is to always read the problem carefully. Then, we need to find the important numbers and look for special clue words."

Teacher: "Let's look at the next slide, Addition Action! (+). When a problem wants us to put things together, what operation do we use?"

Student: "Addition!"

Teacher: "That's right! And how do we know it's addition? We look for keywords like 'in all,' 'altogether,' 'total,' 'sum,' 'plus,' 'and,' or 'combined.' These words are like secret signals telling us to add. Let's try the example on the slide together: 'Sarah has 5 apples. Tom gives her 3 more. How many apples does Sarah have in all?' What are our numbers? What are our clue words?" (Guide students to identify 5, 3, and 'in all'.) "So, 5 + 3 equals...?"

Student: "8!"

Teacher: "Great job! Sarah has 8 apples in all."

Teacher: "Now, let's look at the next slide, Subtraction Solutions! (-). What if a problem asks us to take things away, or find how many are left, or find the difference? What operation do we use then?"

Student: "Subtraction!"

Teacher: "Fantastic! For subtraction, we might see words like 'left,' 'take away,' 'difference,' 'how many more/less,' 'minus,' 'fewer,' or 'remain.' These tell us to subtract. Let's try this example: 'David had 10 cookies. He ate 4 cookies. How many cookies does David have left?' What are the numbers here? What are the clue words?" (Guide students to identify 10, 4, and 'left'.) "So, 10 - 4 equals...?"

Student: "6!"

Teacher: "Excellent! David has 6 cookies left."

Teacher: "You've all done a wonderful job cracking these codes! Now, it's your turn to practice. I'm handing out the Session 1 Worksheet: Single-Step Solver. Remember to read carefully, circle the numbers, and underline those clue words! If you get stuck, think about what the story is asking you to do: put things together or take them away? I'll be walking around to help. You have about 5 minutes to get started."

Teacher: "Great effort everyone! We'll continue practicing our detective skills next time."

Single-Step Solver Challenge

Directions: Read each word problem carefully. Circle the numbers and underline the clue words. Then, write an equation and solve the problem.

1. There are 15 red balloons and 10 blue balloons at the party. How many balloons are there in all?

   Equation:
   
   
   
   Answer:
   
   
   

2. Maria has 24 stickers. She gives 8 stickers to her brother. How many stickers does Maria have left?

   Equation:
   
   
   
   Answer:
   
   
   

3. A farmer picked 32 apples in the morning and 17 apples in the afternoon. What is the total number of apples he picked?

   Equation:
   
   
   
   Answer:
   
   
   

4. There were 45 birds sitting on a tree branch. 12 birds flew away. How many birds remained on the branch?

   Equation:
   
   
   
   Answer:
   
   
   

5. Tom built a tower with 28 blocks. Sarah added 11 more blocks to the tower. How many blocks are in the tower altogether?

   Equation:
   
   
   
   Answer:
   
   
   

Estimation Station

Directions: Without solving, decide if the answer to the problem will be more or less than the given number. Circle your choice and explain your thinking.

1. A store had 180 comic books. They received 50 more. Will the total number of comic books be more or less than 200?

   More / Less
   
   
   
   Explain:
   
   
   
   
   
   

2. There were 325 people at the concert. 100 people left early. Will the number of people remaining be more or less than 250?

   More / Less
   
   
   
   Explain:
   
   
   
   
   
   

3. Sarah saved $450. She earned $75 more by doing chores. Will her total savings be more or less than $500?

   More / Less
   
   
   
   Explain:
   
   
   
   
   
   

Session 2 Script: Adding It Up

Teacher: "Welcome back, everyone! Last time, we started cracking the code of single-step word problems within 100. We learned to find numbers and look for keywords that tell us to add or subtract. Today, we're going to use those same amazing skills but with bigger numbers, focusing on single-step addition problems within 1000."

Teacher: "Let's start with our Session 2 Warm Up: Estimation Station. Take a few minutes to think about these problems and make your best guess. Remember, you don't need to solve them exactly, just estimate if the answer will be more or less than the given number. Be ready to share your thinking!" (Give students 5 minutes. Facilitate a brief discussion on their estimates and reasoning).

Teacher: "Great job with your estimations! It's an important skill to think about the size of our answers. Now, let's look at our Word Problem Whiz Kids Slide Deck again, starting with slide Adding Up to 1000!."

Teacher: "We're still doing addition, but with numbers up to 1000! What's important to remember when we add bigger numbers?" (Guide discussion to place value, lining up numbers, carrying over).

Teacher: "Exactly! Place value is super important. Let's look at the example on slide Let's Solve It Together!: 'A baker made 250 muffins. He then made 130 more. How many muffins did he make in all?' What are our numbers? What are our clue words? What operation?" (Guide students through identifying numbers, keywords for addition, and setting up the problem. Work through the addition process step-by-step, emphasizing place value).

Teacher: "So, the baker made 380 muffins in all. Did anyone get that? Wonderful! Now, let's try the challenge on slide Your Turn! Addition Challenge. You can work with a partner or on your own. Remember to use our strategies: read carefully, find numbers, look for keywords, and add with care!" (Give students time to work, circulating to provide support. Discuss the solution as a class).

Teacher: "You're all doing so well with these bigger numbers! Now, to practice even more, I have the Session 2 Worksheet: Addition Action for you. It has more single-step addition problems within 1000. Remember to show your work clearly. You have about 5 minutes to start, and we'll continue working on these next time if needed."

Teacher: "Excellent work today, everyone! Keep thinking like math detectives!"

Addition Action: Problems within 1000

Directions: Read each word problem carefully. Show your work and write your answer.

1. A bookstore sold 345 books in January and 210 books in February. How many books did they sell in total during those two months?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

2. A farmer planted 520 corn seeds and 175 bean seeds. How many seeds did he plant altogether?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

3. There are 618 red apples and 231 green apples in an orchard. What is the sum of the apples in the orchard?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

4. Maria saved $285. Her grandmother gave her $150 more. How much money does Maria have now?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

5. A zoo has 470 birds and 325 mammals. How many animals does the zoo have combined?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

Subtracting Stars

Directions: Look at each star. It has a number. Cross out the number of small stars that matches the number in the big star. Then, write how many small stars are left.

Star 1:

Big Star Number: 8
Small Stars: ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐

Cross out:



Left:

Star 2:

Big Star Number: 12
Small Stars: ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐

Cross out:



Left:

Star 3:

Big Star Number: 5
Small Stars: ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐ ⭐

Cross out:



Left:

Session 3 Script: Taking Away Troubles

Teacher: "Hello, math adventurers! In our last session, we conquered single-step addition problems with big numbers. Today, we're going to use our detective skills to tackle single-step subtraction problems within 1000. We'll be taking away troubles and finding out what's left!"

Teacher: "Let's begin with our Session 3 Warm Up: Subtracting Stars. This activity helps us visualize taking away. Take a few moments to cross out the stars and write how many are left. Remember to count carefully!" (Give students 5 minutes. Facilitate a brief discussion on their answers, focusing on the concept of 'taking away'.)

Teacher: "Excellent job with the Subtracting Stars! It's a great reminder of what subtraction means. Now, let's revisit our Word Problem Whiz Kids Slide Deck, specifically slide Subtracting to 1000!."

Teacher: "Just like with addition, the process for subtraction with bigger numbers is similar, but we need to be extra careful, especially if we need to borrow. What are some keywords we look for that tell us to subtract?" (Guide discussion to keywords like 'left,' 'take away,' 'difference,' 'fewer,' 'remained.')

Teacher: "You've got it! These are our subtraction signals. Let's look at the example on slide Let's Subtract This!: 'A farmer had 575 pumpkins. He sold 230 pumpkins. How many pumpkins does he have left?' What are our numbers? What are the clue words telling us to subtract?" (Guide students through identifying numbers, keywords for subtraction, and setting up the problem. Work through the subtraction process step-by-step, emphasizing borrowing if applicable.)

Teacher: "So, the farmer has 345 pumpkins left. Did anyone arrive at that answer? Fantastic! Now, for a quick challenge, let's try the problem on slide Your Turn! Subtraction Challenge. Work individually or with a partner. Remember to read carefully, identify the numbers and keywords, and subtract with precision!" (Give students time to work, circulating to provide support. Discuss the solution as a class.)

Teacher: "You're all doing a wonderful job tackling these subtraction problems! To continue building your skills, I have the Session 3 Worksheet: Subtraction Solutions for you. It has more single-step subtraction problems within 1000. Remember to show your work clearly. You'll have about 5 minutes to get started, and we can review any questions next time."

Teacher: "Keep up the amazing work, math detectives! You're becoming subtraction pros!"

Subtraction Solutions: Problems within 1000

Directions: Read each word problem carefully. Show your work and write your answer.

1. A school had 750 pencils. Students used 320 pencils during the school year. How many pencils are left?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

2. There were 890 birds in a forest. After a storm, 140 birds flew to another area. How many birds remained in the forest?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

3. A store had 635 video games. They sold 215 games during a sale. What is the difference between the number of games they had and the number they sold?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

4. Sarah had 920 beads. She used 480 beads to make a necklace. How many beads does Sarah have fewer now?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

5. A library has 580 mystery books. They have 260 adventure books. How many more mystery books does the library have than adventure books?

   Work:
   
   
   
   
   
   
   
   
   
   
   
   
   Answer:
   
   
   

Operation Organizer

Directions: Read each phrase. Write if it usually means ADDITION or SUBTRACTION.

1. In all
   
   
   
2. How many left
   
   
   
3. Total
   
   
   
4. Difference
   
   
   
5. Altogether
   
   
   
6. Take away
   
   
   
7. Sum
   
   
   
8. How many more
   
   
   

Session 4 Script: Decoding Double Trouble

Teacher: "Welcome back, math detectives! So far, we've become experts at solving single-step word problems. You know how to find the numbers and spot those crucial clue words for addition and subtraction. Today, we're going to level up! We're going to start decoding problems that have two steps."

Teacher: "Let's begin with our Session 4 Warm Up: Operation Organizer. This will help us quickly remember our keywords. Take a few minutes to complete it. Be ready to share your answers!" (Give students 5 minutes. Review answers as a class, reinforcing keywords.)

Teacher: "Fantastic review of our keywords! Now, open your minds to a new challenge. Sometimes, a story problem isn't just one operation. It's like a mini-story with two parts that each need a math step. Let's look at our Word Problem Whiz Kids Slide Deck, starting with slide Double the Fun: Two-Step Problems!."

Teacher: "This slide tells us that we need to do TWO math steps. The trick is to figure out the first question the problem wants you to answer, even if it doesn't say it directly. Then, you use that answer to solve the second part of the problem. It's like finding a hidden clue!"

Teacher: "Let's look at the example on slide Solving Two-Step Problems: 'Maria had 12 cookies. She baked 8 more. Then she gave 5 cookies to her friend. How many cookies does Maria have now?' What's the very first thing that happens in this story?" (Guide students to identify Maria baking 8 more cookies as the first event.) "So, what math step do we do first?" (Addition: 12 + 8 = 20.) "Great! Now Maria has 20 cookies. What happens next in the story?" (She gave 5 away.) "What math step is that?" (Subtraction: 20 - 5 = 15.) "Wonderful! So Maria has 15 cookies now. Notice how we used the answer from our first step to solve the second step?"

Teacher: "Now, let's try the challenge on slide Your Turn! Double-Step Challenge. Take your time, read carefully, and try to find the two steps in the problem. What's the first thing you need to figure out? And then, what's the second? You can work with a partner to discuss." (Give students time to work. Circulate and provide support, prompting them to identify the two distinct parts of the problem. Discuss the solution as a class, going through both steps.)

Teacher: "You're doing an amazing job with these double-step problems! It takes careful thinking, but you're all showing great progress. Now, to give you some hands-on practice, we're going to do the Session 4 Activity: Two-Step Challenge Cards. I'll divide you into small groups, and each group will get a set of cards. Work together to solve each problem, making sure to show both steps. You have about 5 minutes for this activity. Have fun, and keep those math brains working!"

Teacher: "Fantastic teamwork, everyone! We'll continue to build on these multi-step problem-solving skills in our next session. You're becoming true Word Problem Whiz Kids!"

Two-Step Challenge Cards

Directions: Work with your group to solve these two-step word problems. For each card, write down the two steps you need to take and the final answer. Show all your work!

Card 1

Maria had 25 colorful marbles. Her friend gave her 15 more marbles. Later, she lost 10 marbles in the park. How many marbles does Maria have now?

Step 1:

Step 2:

Answer:

Card 2

A baker made 120 chocolate chip cookies and 80 oatmeal cookies. He sold 90 cookies at the market. How many cookies does the baker have left?

Step 1:

Step 2:

Answer:

Card 3

There were 300 birds in a tree. 150 birds flew away. Then, 50 new birds came to the tree. How many birds are in the tree now?

Step 1:

Step 2:

Answer:

Card 4

John had $400 in his piggy bank. He spent $120 on a new video game. Then, he earned $75 by helping his neighbor. How much money does John have now?

Step 1:

Step 2:

Answer:

Problem-Solving Pathways

Directions: For each problem, circle the operation(s) you would use to solve it. You don't need to solve the problem!

1. There were 35 apples on a tree. 12 apples fell off. How many are left?

   ADDITION / SUBTRACTION

2. Sarah has 10 red flowers and 8 yellow flowers. She wants to know the total number of flowers.

   ADDITION / SUBTRACTION

3. A bus had 50 passengers. At the first stop, 15 people got off. At the second stop, 5 new people got on. How many passengers are on the bus now?

   ADDITION / SUBTRACTION / ADDITION & SUBTRACTION

4. John collected 200 stamps. He gave 75 to his friend. How many stamps does he have now?

   ADDITION / SUBTRACTION

Session 5 Script: Visualizing the Problem

Teacher: "Hello, everyone! You all did a fantastic job with those two-step problems yesterday. Decoding double trouble is a big step! Today, we're going to explore another powerful strategy that can help us solve word problems, especially when they feel a little tricky: drawing and modeling."

Teacher: "Let's start with our Session 5 Warm Up: Problem-Solving Pathways. This warm-up asks you to think about the operations before you solve. Take a few minutes to decide which operation or operations you would use for each problem. Be ready to explain your choices!" (Give students 5 minutes. Discuss answers, focusing on how keywords and the problem's structure guide their choice of operation.)

Teacher: "Excellent thinking about which operations to use! Now, sometimes, even after finding the keywords, a problem might still feel a bit abstract. That's when drawing a picture or using a model can be incredibly helpful. Let's look at our Word Problem Whiz Kids Slide Deck, specifically slide Draw It Out! Visualizing Problems."

Teacher: "When we draw, we're creating a visual representation of the story. Bar models, for example, are great because they help us see the 'parts' and the 'whole' of a problem. Let's look at the example on the slide: 'John has 15 stickers. He gives 7 to his sister. How many does he have left?' If I draw a long bar to represent all 15 stickers, and then I shade or cross out a part of it for the 7 stickers he gave away, what does the remaining part represent?" (Guide students to understand that the unshaded part is the answer.) "So, 15 - 7 = 8 stickers left."

Teacher: "Let's try another one on slide Let's Model This!: 'Sarah collected 24 seashells on Monday and 18 seashells on Tuesday. She used 10 seashells for a craft project. How many seashells does Sarah have left?' This is a two-step problem! How could we model the first step?" (Guide students to think about drawing two bars for 24 and 18, then combining them.) "Once we have the total, how would we model the second step?" (Guide students to think about taking away 10 from the combined total.) "Take a few minutes, individually or with a partner, to try drawing a picture or a bar model for this problem. Then, solve it!" (Give students time to draw and solve. Circulate and provide individualized support, encouraging different visual approaches. Discuss their models and solutions as a class.)

Teacher: "You're all doing a wonderful job bringing these problems to life with your drawings! Visualizing problems helps us understand them on a deeper level. To practice this strategy, you will now work on the Session 5 Worksheet: Model Mania. For each problem, I want you to first draw a simple picture or a bar model, and then solve it. Remember to show both your drawing and your work. You have about 5 minutes to get started."

Teacher: "Excellent effort today, everyone! Keep practicing those drawing skills – they're a powerful tool in your math detective kit!"

Model Mania: Drawing to Solve Word Problems

Directions: For each word problem, first draw a simple picture or a bar model to represent the problem. Then, write an equation and solve it. Show your work!

1. A zoo has 150 monkeys and 120 birds. How many animals does the zoo have in total?

   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   

   Equation:
   
   
   
   Answer:
   
   
   

2. There were 275 students in the cafeteria. 125 students finished eating and left. How many students are still in the cafeteria?

   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   

   Equation:
   
   
   
   Answer:
   
   
   

3. Sarah collected 40 red leaves and 35 yellow leaves. She then used 20 leaves for a school project. How many leaves does Sarah have left?

   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   

   Equation(s):
   
   
   
   Answer:
   
   
   

4. A farmer picked 320 apples. He sold 100 apples to a store and kept the rest. Then, his neighbor gave him 50 more apples. How many apples does the farmer have now?

   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   

   Equation(s):
   
   
   
   Answer:
   
   
   

Strategy Showcase

Directions: Look at the word problem below. Then, list at least two different strategies you could use to solve it. You don't need to solve it, just tell me how you would approach it!

Problem: A school fair had 420 visitors on Saturday and 350 visitors on Sunday. 100 of those visitors were volunteers. How many paying visitors attended the fair over the weekend?

Strategy 1:

Strategy 2:

Bonus: Which strategy do you think would be fastest or easiest for you to use for this problem? Why?

Session 6 Script: Choosing Your Tools

Teacher: "Hello, everyone! You're becoming incredible word problem solvers. We've learned about identifying keywords, breaking down two-step problems, and even drawing models. Today, we're going to put it all together and talk about how to choose the best tool from your math toolbox for each problem."

Teacher: "Let's start with our Session 6 Warm Up: Strategy Showcase. Read the problem and think about which strategies you would use. Remember, there's often more than one right way to solve a problem! Be ready to share your ideas." (Give students 5 minutes. Facilitate a brief discussion, asking students to explain their chosen strategies.)

Teacher: "Excellent job thinking about different ways to tackle that problem! It shows you're building a strong set of strategies. Now, let's look at our Word Problem Whiz Kids Slide Deck again, specifically slide Strategy Superstars!."

Teacher: "This slide reminds us of the different strategies we've learned: looking for keywords, drawing pictures or bar models, breaking down two-step problems, and writing an equation. Think about it: does every problem need a drawing? Does every problem need two steps? No! We need to pick the best strategy for that specific problem and for you."

Teacher: "Let's consider a simple problem: 'There are 25 students in the class. 5 students are absent. How many students are present?' For this, just looking for the keyword 'absent' and writing a simple subtraction equation might be the fastest. 25 - 5 = 20."

Teacher: "Now consider a trickier one, like the one we saw on the warm-up. It had more parts. For that, drawing a bar model to see the total visitors first, then taking away the volunteers, might be really helpful for some of us."

Teacher: "The goal isn't just to solve the problem, but to solve it efficiently and accurately. This means you get to be smart about choosing your strategy!"

Teacher: "Now, it's time for our Session 6 Discussion: Math Talk Time. This is your chance to share your problem-solving thoughts and listen to your classmates. There are no wrong answers here, just different ways of thinking!" (Lead the discussion as outlined in the Math Talk Time material.)

Teacher: "Wonderful discussion, everyone! I loved hearing all your different approaches. For the last few minutes, I want you to apply your chosen strategies to new problems. I'll give you a few practice problems to work on independently, picking the best tool from your toolbox."

Teacher: "Great work today, mathematicians! Knowing your strategies makes you powerful problem solvers!"

Math Talk Time: Our Problem-Solving Strategies

Discussion Questions:

1. What is your favorite strategy for solving a word problem? Why do you like it?
   
   
   
   
   
   
   

2. Can you think of a time when drawing a picture or a model really helped you understand a problem?
   
   
   
   
   
   
   

3. When you see a two-step problem, what's the very first thing you do to figure out how to solve it?
   
   
   
   
   
   
   

4. Sometimes a problem has lots of numbers, but you only need a few. How do you decide which numbers are important and which aren't?
   
   
   
   
   
   
   

5. If a friend was stuck on a word problem, what advice would you give them about choosing a strategy?
   
   
   
   
   
   
   

Error Hunt!

Directions: Read the problem and the student's solution. Can you find the mistake? Circle it and explain what went wrong.

Problem: A farmer had 350 chickens. He sold 120 chickens. Then, 50 new chickens hatched. How many chickens does the farmer have now?

Student's Solution:
Step 1: 350 - 120 = 230 chickens left.
Step 2: 230 - 50 = 180 chickens now.

What was the mistake?

How would you fix it?

Session 7 Script: Finding the Flaws

Teacher: "Welcome back, super problem solvers! You've learned so many ways to solve word problems, and that's fantastic! But even the best mathematicians sometimes make mistakes. Today, we're going to become error detectives, learning how to spot common mistakes and make sure our answers are correct."

Teacher: "Let's start with our Session 7 Warm Up: Error Hunt. I want you to look at the problem and the student's solution. Your job is to find the mistake and explain what went wrong. Don't worry, it's okay to find mistakes because that's how we learn!" (Give students 5 minutes. Facilitate a discussion on the warm-up, guiding students to identify the incorrect operation in the second step.)

Teacher: "Excellent detective work! Many of you correctly identified that the student subtracted when they should have added. This is a very common mistake! Sometimes, we rush, or we don't read the second part of a two-step problem carefully enough."

Teacher: "Today, we're going to talk about different kinds of mistakes we might make in word problems and how to catch them. We'll be looking at things like:

• Understanding the Problem: Did I read it carefully? Do I know what it's asking?
• Choosing the Right Operation: Did I add when I should subtract, or subtract when I should add?
• Calculation Errors: Did I make a mistake when adding or subtracting the numbers?
• Two-Step Order: Did I do the steps in the right order? Did I use the result of the first step correctly in the second step?

Teacher: "Let's look at an example. Suppose a problem says: 'There were 15 birds on a tree. 5 flew away, and then 3 new birds came.' If a student wrote 15 - 5 - 3 = 7, what would be their mistake?" (Guide students to identify that the last operation should be addition, not subtraction.)

Teacher: "Another common mistake is mixing up place values when adding or subtracting big numbers. That's why it's so important to line up your numbers carefully!"

Teacher: "Now, you'll get a chance to be error detectives yourselves with the Session 7 Worksheet: Spot the Mistake. Each problem has a mistake in it. Your job is to find it, circle it, and then solve the problem correctly. This will really help you think critically about your own work! You have about 5 minutes to start."

Teacher: "Fantastic work finding those flaws today! By learning to spot mistakes, you're becoming even stronger, more careful mathematicians!"

Spot the Mistake: Word Problem Detective

Directions: For each problem below, a student tried to solve it but made a mistake. Read the problem and the student's work. Circle the mistake, explain what went wrong, and then solve the problem correctly.

Problem 1

A toy store had 450 toy cars. They received a new shipment of 200 cars. Then they sold 100 cars. How many cars do they have now?

Student's Work:
Step 1: 450 + 200 = 650
Step 2: 650 + 100 = 750

Circle the mistake.

What went wrong?

Solve it correctly:

Problem 2

Maria had $300. She spent $125 on a new bike. Then, she earned $50 for helping her neighbor. How much money does Maria have left?

Student's Work:
Step 1: 300 + 125 = 425
Step 2: 425 + 50 = 475

Circle the mistake.

What went wrong?

Solve it correctly:

Problem 3

A library has 780 books. 250 are fiction and the rest are non-fiction. How many non-fiction books does the library have?

Student's Work:
780 + 250 = 1030

Circle the mistake.

What went wrong?

Solve it correctly:

Story Problem Starters

Directions: Finish these story starters to make a word problem. Don't solve it yet, just create the problem!

1. There were 150 birds in a park. Then 75 more birds...
   
   
   
   
   
   
   

2. Sarah had $200. She spent $80 on a new toy. Then...
   
   
   
   
   
   
   

3. A baker made 400 cookies. He sold some, and then he made more...
   
   
   
   
   
   
   

Session 8 Script: Crafting Your Own

Teacher: "Hello, creative mathematicians! You've been doing an incredible job solving word problems, finding mistakes, and choosing the right strategies. Today, we're going to use all that knowledge to become word problem authors! You're going to create your very own word problems."

Teacher: "Let's begin with our Session 8 Warm Up: Story Problem Starters. Take a few minutes to finish these story beginnings and turn them into full word problems. Remember to include numbers and a question. You don't need to solve them yet, just create the problem!" (Give students 5 minutes. Facilitate a brief sharing session, having students read their created problems.)

Teacher: "Wow, you already have some fantastic ideas! Creating your own problems is a great way to understand what makes a good word problem. When you create a problem, you have to think about what information is important, what operations are needed, and what question you want to ask."

Teacher: "Today, you'll be working on a special project: creating your own 'My Word Problem Book'! This book will include both single-step and double-step word problems that you write. You'll also need to solve your own problems and provide an answer key for them, just like I do for you."

Teacher: "Think about what makes a word problem interesting. Maybe it's about your favorite hobby, or animals, or toys. The more engaging your story, the more fun it will be for others to solve!"

Teacher: "I'm going to hand out the Session 8 Project Guide: My Word Problem Book. This guide has all the details about what your book needs to include. We'll spend the rest of this session planning your problems and getting started. You'll have some time in future sessions to continue working on it as well."

Teacher: "Remember to think about:

• Clear numbers
• Keywords that tell the operation
• A clear question
• For two-step problems, make sure there are two distinct parts to the story!

I'll be walking around to help you brainstorm and make sure your problems are clear and solvable. You have about 10 minutes to start planning your book and drafting your first problem."

Teacher: "Excellent creativity today! I can't wait to see your amazing word problem books!"

My Word Problem Book: Author & Solver

Objective: Create a small book of your own word problems, solve them, and provide an answer key.

Instructions:

1. Design Your Book (Pages 1-2):

   • Create a cover for your book with a creative title and your name as the author/illustrator.
   • On the next page, write a short introduction about your book.

2. Write Your Problems (Pages 3-7):

   • Write a total of 5 original word problems.
   • At least 2 of your problems must be single-step addition or subtraction problems within 1000.
   • At least 3 of your problems must be double-step addition and/or subtraction problems within 1000.
   • Each problem should be written clearly, include all necessary numbers, and end with a clear question.
   • You can draw a small illustration for each problem if you like!

3. Solve Your Problems (Pages 8-12):

   • On a separate set of pages (or on the back of each problem page), show your detailed work for each of your 5 problems.
   • Clearly label each step for the double-step problems.
   • Write your final answer for each problem.

4. Create an Answer Key (Final Page):

   • On the very last page, create an answer key listing the correct answer for each of your 5 problems.

Tips for Writing Great Problems:

• Think about things you enjoy (sports, animals, video games, food, etc.).
• Use clear and precise language.
• Make sure your problems are solvable!
• Check that your numbers make sense in the story.

Due Date: We will check on your progress in upcoming sessions.

Quick Check

Directions: Solve these single-step problems quickly. Show your work.

1. A library had 575 books. They received 125 new books. How many books do they have in all?
   
   
   
   
   
   
   
   
   
   

2. There were 420 students at the assembly. 110 students left early. How many students remained?
   
   
   
   
   
   
   
   
   
   

Session 9 Script: Review and Revisit

Teacher: "Good morning, everyone! You've been working so hard on understanding and solving word problems, from single-step to double-step, and even creating your own! Today, we're going to take a moment to review our single-step problem-solving skills before a quick quiz."

Teacher: "Let's start with our Session 9 Warm Up: Quick Check. This is just a short warm-up to get our brains thinking about single-step problems again. Work independently to solve these two problems. You have about 5 minutes." (Give students 5 minutes. Briefly review the answers and strategies used.)

Teacher: "Great job on the quick check! It looks like you're remembering those single-step strategies well. Before we take our quiz, let's quickly review a few key points for single-step problems:

• Read Carefully: Always read the problem at least twice.
• Identify Numbers: What numbers are important for solving?
• Look for Keywords: What words tell us to ADD (like 'in all,' 'total,' 'sum') or SUBTRACT (like 'left,' 'difference,' 'how many more')?
• Choose the Operation: Decide if it's addition or subtraction.
• Solve and Check: Do your math carefully, and does your answer make sense?

Teacher: "For example, if a problem says, 'Sarah had 50 apples and picked 30 more. How many does she have now?' What are the numbers? Keywords? Operation?" (Guide students to answer: 50, 30; 'more,' 'now'; Addition.) "And the answer would be 80. Simple!"

Teacher: "Now, it's time to show what you know on single-step problems. I'm going to hand out the Session 9 Quiz: Single-Step Superpowers. Remember all the strategies we've practiced. Read each problem carefully, underline keywords if it helps, and show your work. Do your best! You have 15 minutes to complete the quiz. Once you're done, please turn it in quietly. I will use the Session 9 Answer Key: Single-Step Superpowers Answer Key to grade these."

Teacher: "Good luck, everyone! I know you've got this!"

Session 9 Answer Key: Single-Step Superpowers

1. A baker made 365 cookies. He sold 140 cookies. How many cookies does he have left?

• Thought Process: The phrase "sold" and "left" indicates subtraction. We need to find the difference between the initial number of cookies and the number sold.
• Equation: 365 - 140 = 225
• Answer: 225 cookies

2. There are 215 red cars and 320 blue cars in a parking lot. How many cars are there in total?

• Thought Process: The phrase "in total" indicates addition. We need to find the sum of red and blue cars.
• Equation: 215 + 320 = 535
• Answer: 535 cars

3. A school has 680 students. 150 students are in the first grade. How many students are NOT in the first grade?

• Thought Process: "NOT in the first grade" implies finding the difference from the total number of students. This is a subtraction problem.
• Equation: 680 - 150 = 530
• Answer: A. 530

4. Sarah collected 483 seashells. Her brother collected 216 seashells. What is the sum of their seashells?

• Thought Process: The keyword "sum" directly indicates addition. We need to add the number of seashells Sarah collected to the number her brother collected.
• Equation: 483 + 216 = 699
• Answer: 699 seashells

5. John had 790 baseball cards. He gave 250 cards to his friend. How many cards does John have now?

• Thought Process: The phrase "gave... to his friend" implies a reduction in his total, and "now" refers to the remaining amount. This is a subtraction problem.
• Equation: 790 - 250 = 540
• Answer: A. 540

Double Trouble Warm-Up

Directions: Decide what two operations you would use to solve this problem. Write them in order, but don't solve it yet!

Problem: A farmer had 600 apples. He sold 250 apples in the morning. In the afternoon, he picked 150 more apples from his trees. How many apples does the farmer have now?

First Operation:

Second Operation:

Session 10 Script: Advanced Strategies

Teacher: "Welcome back, amazing mathematicians! You crushed that single-step quiz. Today, we're diving deeper into our double-step problems, applying some advanced strategies, and getting ready for our final challenge!"

Teacher: "Let's kick things off with our Session 10 Warm Up: Double Trouble Warm-Up. For this problem, I want you to identify the two operations needed and put them in the correct order. You don't need to solve it, just tell me the math steps!" (Give students 5 minutes. Discuss the operations and their order, ensuring students understand why.)

Teacher: "Excellent job identifying those operations! That's the first crucial step in any multi-step problem. Now, sometimes double-step problems can be a little more complex, perhaps with numbers that require more careful addition or subtraction, or where the wording is a bit trickier."

Teacher: "Let's look at an example of a slightly more advanced double-step problem: 'A librarian had 875 books. She bought 125 new books. Then, 250 books were borrowed by students. How many books are left in the library?'"

Teacher: "What's the first thing that happens?" (She bought new books.) "So, what operation is that?" (Addition: 875 + 125 = 1000.) "Great! Now she has 1000 books. What happens next?" (250 books were borrowed.) "What operation is that?" (Subtraction: 1000 - 250 = 750.) "So, 750 books are left. See how breaking it down, even with larger numbers, still helps us solve it?"

Teacher: "Another strategy we can use for complex problems is to rephrase the problem in our own words. If the sentence structure is confusing, try to simplify it. Or, draw a quick sketch to visualize the quantities changing."

Teacher: "You've been building so many great skills for these problems. Now, it's time to put those advanced strategies to the test in a fun challenge! We're going to play Session 10 Activity: Double-Step Race! I'll divide you into small teams. Each team will get a set of double-step problems. The goal is to solve them accurately and as quickly as possible, showing your work. The team with the most correct answers wins bragging rights! You have about 15 minutes for the race. Work together, and use all your amazing problem-solving tools!"

Teacher: "Fantastic effort and teamwork, everyone! You truly showed off your advanced problem-solving skills today. Keep practicing, and you'll be unstoppable!"

Double-Step Race!

Directions: Work with your team to solve these double-step word problems. For each problem, show your two steps clearly and write your final answer. The team with the most correct answers wins!

Race Card 1

A farmer collected 470 eggs on Monday. He sold 230 eggs at the market. On Tuesday, he collected another 150 eggs. How many eggs does the farmer have now?

Step 1:

Step 2:

Answer:

Race Card 2

There were 325 red balloons and 250 blue balloons at a party. During the party, 180 balloons popped. How many balloons are left?

Step 1:

Step 2:

Answer:

Race Card 3

Maria had $550 in her savings. She spent $175 on a new pair of shoes. The next week, her aunt gave her $100 for her birthday. How much money does Maria have now?

Step 1:

Step 2:

Answer:

Race Card 4

A school library had 780 fiction books. They received a donation of 120 more fiction books. Then, 200 fiction books were checked out by students. How many fiction books are remaining in the library?

Step 1:

Step 2:

Answer:

What's the Question?

Directions: Read the story below. Write two different questions that could be asked to make it a word problem. One question should make it a single-step problem, and one should make it a double-step problem.

Story: A bookstore has 560 books. They sold 120 books on Monday and received 75 new books on Tuesday.

Single-Step Question:

Double-Step Question:

Session 11 Script: Test Prep Pointers

Teacher: "Hello, incredible Word Problem Whiz Kids! Today is a big day! You've worked so hard learning all about single-step and double-step addition and subtraction word problems. You've learned strategies, found mistakes, and even created your own problems. Today, you'll show off everything you've learned on our final test, the Session 11 Test: Word Problem Master Challenge!"

Teacher: "Let's start with our Session 11 Warm Up: What's the Question?. This warm-up will get our brains thinking about how problems are formed. Take about 5 minutes to write two different questions for the story, one single-step and one double-step. Be ready to share!" (Give students 5 minutes. Discuss their creative questions, highlighting how adding a second question changes the problem type.)

Teacher: "Fantastic job creating your own questions! That shows you really understand how to break down a story. Now, before we start the test, let's go over some quick test-taking tips. These are pointers to help you do your very best:

• Read Each Problem TWICE (or even three times!): Make sure you truly understand what the problem is asking.
• Underline Keywords: Those clue words are still your best friends!
• Identify ALL Numbers: Don't miss any important information.
• One Step or Two Steps?: Carefully decide if you need to do one math operation or two. If it's two, what's the first step? What's the second?
• Draw if You Need To: If a problem feels confusing, a quick sketch or a bar model can help you visualize it.
• Show Your Work: Don't just write the answer! Show all your math steps so I can see your amazing thinking.
• Check Your Answer: Does your answer make sense in the context of the story? Is it a reasonable number?
• Don't Rush: Take your time. This is not a race. Focus on accuracy.

Teacher: "Remember, this test is a chance to show what you know. I am confident in all of your hard work and progress. You have all the tools you need to succeed!"

Teacher: "I will now hand out the Session 11 Test: Word Problem Master Challenge. You will have 15 minutes to complete it. Work quietly and independently. When you are finished, please turn your test in and you can work on your Session 8 Project Guide: My Word Problem Book until the cool-down. I will use the Session 11 Answer Key: Word Problem Master Challenge Answer Key to grade your tests."

Teacher: "Good luck, everyone! You've got this!"

Session 11 Answer Key: Word Problem Master Challenge

1. A baker made 475 chocolate chip cookies and 310 sugar cookies. How many cookies did he make in all?

• Thought Process: The phrase "in all" indicates addition. We need to find the total sum of both types of cookies.
• Equation: 475 + 310 = 785
• Answer: 785 cookies

2. There were 890 books in the library. Students checked out 240 books. How many books are left in the library?

• Thought Process: "Checked out" and "left" indicate subtraction. We need to find the difference between the initial number of books and the number checked out.
• Equation: 890 - 240 = 650
• Answer: 650 books

3. Maria had 350 stickers. She gave 120 stickers to her friend. Then, her mom bought her 75 new stickers. How many stickers does Maria have now?

• Thought Process: This is a two-step problem. First, Maria gave stickers away (subtraction). Then, she received new stickers (addition).
• Step 1: 350 - 120 = 230
• Step 2: 230 + 75 = 305
• Answer: C. 305 stickers

4. A school bus can hold 90 students. On the first trip, 85 students rode the bus. On the second trip, 70 students rode the bus. How many students rode the bus in total for both trips?

• Thought Process: This is a two-step addition problem. The information about the bus capacity (90 students) is extra information and not needed to solve the question. We need to find the total number of students from both trips.
• Step 1: 85 + 70 = 155
• Answer: 155 students (The capacity of the bus is extra information.)

5. John saved $210 in January and $180 in February. He then spent $150 on a new video game. How much money does John have left?

• Thought Process: This is a two-step problem. First, John saved money (addition). Then, he spent money (subtraction).
• Step 1: 210 + 180 = 390
• Step 2: 390 - 150 = 240
• Answer: $240

6. A zoo had 610 birds. 150 birds flew to another zoo. Then, 80 new birds were born. How many birds are at the zoo now?

• Thought Process: This is a two-step problem. First, birds left (subtraction). Then, new birds were born (addition).
• Step 1: 610 - 150 = 460
• Step 2: 460 + 80 = 540
• Answer: A. 540 birds

7. There were 700 people at a concert. 320 people arrived early, and the rest arrived later. How many people arrived later?

• Thought Process: To find "the rest," we need to subtract the number of early arrivals from the total number of people.
• Equation: 700 - 320 = 380
• Answer: 380 people

Reflection Rally

Directions: Think about our word problem unit. Write down one thing you found challenging and one thing you feel proud of accomplishing.

One challenge I faced was:

One accomplishment I am proud of is:

Session 12 Script: Celebrating Success

Teacher: "Welcome to our final session of Word Problem Whiz Kids! You have all come so far and learned so many amazing things about solving single-step and double-step addition and subtraction word problems. Today is all about celebrating your hard work and reflecting on your growth!"

Teacher: "Let's start with our Session 12 Warm Up: Reflection Rally. Take about 5 minutes to think about your journey through this unit. What was one thing you found challenging, and what is one accomplishment you are proud of?" (Give students 5 minutes. Facilitate a brief discussion, allowing students to share their reflections.)

Teacher: "Thank you for sharing your challenges and successes! It takes courage to acknowledge what was tough, and it's wonderful to recognize how much you've grown. Every one of you has made incredible progress in becoming more confident and skilled problem solvers."

Teacher: "I've seen so much improvement in how you read problems, identify keywords, break down multi-step problems, and even draw models to help you understand. You've learned to be math detectives, finding clues and putting them together to solve mathematical mysteries!"

Teacher: "Think about the beginning of this unit. Did single-step problems feel tricky? How about double-step problems? Now, you're not only solving them, but many of you are creating your own amazing problems for your Session 8 Project Guide: My Word Problem Book! That's a huge achievement."

Teacher: "Now, it's time for a larger discussion to really share our learning journey. This is our Session 6 Discussion: Math Talk Time where we can talk about what we've learned and how we feel about math problems now. I want everyone to participate and share their thoughts." (Lead the discussion using prompts from the discussion material, encouraging students to elaborate on strategies, confidence, and real-world applications of their new skills. This can be extended to 15 minutes.)

Teacher: "Thank you for such a rich and insightful discussion, everyone! I am so proud of each and every one of you and the hard work you've put in. You are truly Word Problem Whiz Kids!"

Teacher: "To wrap up our unit and reflect on your personal growth, please complete the Session 12 Cool Down: My Math Journey. This is a short exit ticket to help you think about your individual math journey. You have about 10 minutes to complete it."

Teacher: "Great job today, and throughout this entire unit! Give yourselves a pat on the back!"

My Math Journey: Word Problem Reflections

Directions: Please answer the questions below to reflect on your learning.

1. Before this unit, how did you feel about solving word problems?
   
   
   
   
   
   
   

2. What is one new strategy you learned that helps you solve word problems now?
   
   
   
   
   
   
   

3. What do you feel most confident about when solving word problems?
   
   
   
   
   
   
   

4. Is there anything about word problems you still find a little tricky, or want to practice more?
   
   
   
   
   
   
   

Problem Sort Challenge

Directions: Work with a partner. You will receive a set of problem cards. Sort them into two piles: Single-Step Problems and Double-Step Problems. Once sorted, choose 3 problems from each pile and solve them on a separate sheet of paper. Be ready to explain your sorting decisions!

Problem Card Examples:

Card A: Maria had 15 apples. She ate 3 apples. How many apples are left?

Card B: John had 20 toy cars. His friend gave him 5 more. Then, he lost 2 cars. How many cars does John have now?

Card C: A baker made 125 cupcakes. He sold 80 cupcakes. How many are left to sell?

Card D: Sarah collected 30 seashells on the beach. Her brother collected 25 seashells. They gave 10 seashells to their mom. How many seashells do they have now?

Card E: There were 450 people at the park. 120 people left. How many people are still at the park?

Card F: A school library had 500 books. They bought 150 new books. Then, 100 books were borrowed by students. How many books are in the library now?

Word Problem Bingo!

Materials: Bingo cards with answers (e.g., 25, 120, 300, 45, 175, 520, etc.), word problem cards.

How to Play:

1. Each student gets a Bingo Card.
2. The teacher reads a word problem from a Word Problem Card.
3. Students solve the problem. If their answer is on their Bingo card, they mark it.
4. The first student to get 5 in a row (horizontally, vertically, or diagonally) shouts "BINGO!"
5. Check their answers and problem-solving steps.

Example Word Problem Cards:

• Problem 1: A store had 150 pencils. They sold 30 pencils. Then, they got 50 more. How many pencils do they have now? (Answer: 170)
• Problem 2: Sarah had 200 stickers. She gave 50 to her friend. How many stickers are left? (Answer: 150)
• Problem 3: John saved $120. His dad gave him $30 more. How much does he have in total? (Answer: 150)
• Problem 4: There were 300 birds in a tree. 100 flew away. How many are left? (Answer: 200)
• Problem 5: A bus had 40 passengers. 15 got on, then 10 got off. How many are on the bus? (Answer: 45)

Bingo Card Example