Making Sense of Problems

MathematicsMathematical ThinkingAges 5–6

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

Teach this topic

Share and support

Teaching Table

Set out your lesson

Say what the question asks, represent it, then check the answer against the story.

Activity

Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.

Policy

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.

Share teaching feedback Continue to your family plan

Entire curriculum

1590 concepts · 8 subjects

Compare teaching approaches

Teaching approaches

Gakuva’s recommended starting approach is selected. You can still compare every option.

1 approach

Selected Default Gakuva

Say what the question asks, represent it, then check the answer against the story.

Family records and proof options

Keep a record of your learning

Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.

Start Family ($12/mo) See sample proof packet

Learning resources

External links for extra practice. They do not replace Gakuva’s teaching approach.

No additional resources are listed for this topic.

The teaching approach appears above.

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