Making Sense of Problems
Make sense of a problem by identifying what is being asked, choosing concrete objects or pictures to represent the situation, and explaining a pathway to the solution
Share and support
Teaching Table
Set out your lesson
Say what the question asks, represent it, then check the answer against the story.
Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.
Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.
Use large counters or drawn marks; read stories aloud without suggesting the operation. Open S first, G together, then T alone; put S and G away before T. Keys stay adult-only. No purchase or printing is required; an unavailable physical observation remains pending, not passed.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Make sense of a problem by identifying what is being asked, choosing concrete objects or pictures to represent the situation, and explaining a pathway to the solution
One missing-addend story and two models; broad independent problem-solving persistence not established.
- partial: When given a word problem within 10, explain what the problem is asking before attempting to solve
One missing-addend story and two models; broad independent problem-solving persistence not established.
- partial: Choose objects, fingers, or drawings to represent a problem situation
One missing-addend story and two models; broad independent problem-solving persistence not established.
- partial: After finding an answer, check it makes sense (e.g. re-count objects to verify a total)
One missing-addend story and two models; broad independent problem-solving persistence not established.
- partial: When {{name}} gets a maths problem they don't immediately know how to solve, do they stop and think about what the question is asking — maybe drawing a picture — before diving in?
One missing-addend story and two models; broad independent problem-solving persistence not established.
One missing-addend story and two models; broad independent problem-solving persistence not established.
Compare teaching approaches
Teaching approaches
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1 approach
Say what the question asks, represent it, then check the answer against the story.
Say what the question asks, represent it, then check the answer against the story.
Family records and proof options
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Learning resources
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The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- When given a word problem within 10, explain what the problem is asking before attempting to solve
- Choose objects, fingers, or drawings to represent a problem situation
- After finding an answer, check it makes sense (e.g. re-count objects to verify a total)
“When your child gets a maths problem they don't immediately know how to solve, do they stop and think about what the question is asking — maybe drawing a picture — before diving in?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 5–6