Story Problems Made Interesting

After introducing students to story problem stategies, students will be asked to write their own story problem(s). The problems must deal with real life situations. Fantasy worlds and silly situations are not allowed. Each student must also be able to solve their own problem(s). If the problems are not entered into a computer and saved on a disk by the students, then the teacher will compile groups of problems for the students to solve. The author's name of each problem should be attached to the problem. If a student needs help solving a problem, he/she is only allowed to ask the author of that problem for assistance.

A lesson plan for grade 3 Mathematics

By Tim Galliher

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Related topics

• Learn more about mathematics.

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Learning outcomes

Students will generate a one- or two-step real life stiuation story problem using math procedures appropriate for their level.

Teacher planning

Time required for lesson

3.00 hours

Materials/resources

Paper, pencil, and/or computer

Story problem examples showing key words which clue students as to which math operation is appropriate.

Technology resources

Problems can be composed, edited, and even illustrated on a computer. Saving and compiling a list of problems would be much easier this way.

Pre-activities

Discuss story problems with students. Outline a plan for analyzing new story problems. One good example is the Problem Solving Plan given in the Scott-Foresman/Addison Wesley third grade math text (pages 18-19).

PROBLEM SOLVING PLAN

I. UNDERSTAND THE PROBLEM
- WHAT INFORMATION DOES THE PROBLEM GIVE YOU?
- WHAT DO YOU NEED TO FIND OUT?
II. PLAN THE OPERATION
- WHAT KEY WORD(S) TELL YOU WHICH OPERATION(S) TO USE?
III. SOLVE THE PROBLEM
- WRITE A NUMBER SENTENCE AND SOLVE IT.
IV. LOOK BACK
- LOOK AT YOUR ANSWER. DOES IT MAKE SENSE WITH THE PROBLEM?

Work through several problems with the class using guided practice. Stress the problem solving strategies! Insist that students analyze each problem carefully (steps I & II) before jumping right into the operation (step III).

Other problem solving strategies should be introduced and discussed with the students. These may include the following:
1. Draw a picture
2. Look for a pattern
3. Guess and check
4. Use logical reasoning
5. Make a list
6. Make a table
7. Work backwards

Activities

1. After the students are thoroughly familiar with a problem solving plan and various problem solving strategies, and after they have had ample guided practice using the plan, then the students are ready to generate their own story problems.
2. Word problems can be written and edited on paper or a computer. If a computer lab or a computer “center” in your classroom is available, then I would encourage composing the problems on a computer. Perhaps in some situations it would be best to compose and edit with paper and pencil. Then the students could transfer their problems onto a disk using a familiar word processing program. Encourage students to keep their problems simple, based on whatever level of difficulty is appropriate for your group. Remember, the students must be able to solve their own problems.

   Having the students put their own problems on the computer is not only good key-boarding and word processing practice for them, but it will also save you, the teacher, time later when compiling problems for the students to solve.

3. After problems have been written, edited, and put on the computer, then the teacher can “pull together” as many as is appropriate for students to solve independently. Be sure to have the student authors put their name with their problem. Distribute the problems to students. While students are working on the problems, I allow them to only seek help from the author of that particular problem (if they need help).

Assessment

Assessing problem solving skills can take place immediately after these activities…for example, the following day. However, problem solving is an on-going skill, and the assessment should be as well. As students hone their first-learned strategies and continually add new ones to their repertoire, assessment will need to move parallel with this process.

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