# Grade 2 Problem Solving Questions

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.Start your instruction with specific models and then allow students to choose one to use. Be purposeful in the numbers that you choose for your word problems.Different number sets will lend themselves to different strategies and different models.You’ll see how I sometimes gave students copies of the model that they could glue into their notebook and sometimes students drew their own model.They need to be responsible for choosing what works best for them. Teach the strategies first through the use of math fact practice, before applying it to word problems so that students understand the strategies and can quickly choose one to use. Once students have some fluency in a few strategies, have them choose strategies that work for different problems.When I teach word problems, I give students problems with blank spaces and no numbers. We identify whether something is being added to or taken from something else. We identify what we have to solve and set up the equation with blank spaces and a square for the unknown number ___ ___ = unknown Do you want a free sample of the word problems I use in my classroom? Only after we have discussed the problem do I give students numbers. At the beginning of the year, we all do the same numbers, so that I can make sure students understand the process.After students are familiar with the process, I start to give different students different numbers, based on their level of mathematical thinking.

Students should be solidly using one model before transitioning to another.

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.

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.

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

(The prefix “homo” means something like the “same” in Greek.) For example, researchers might ask whether stress reaction or the tendency to become easily distressed by the normal challenges of life exhibits homotypic stability from age 25 to age 45.

After getting an overview of the essay, you will be in a better position to choose a more relevant topic.