Word problems – from foe to friend

Anjana A.R.

Math has been regarded as an abstract subject in schools. When children begin to get more comfortable with numbers, the ‘word problem’ becomes their villain. Some find it difficult to read the problem and others find it difficult to understand whether they need to add, subtract, divide or multiply.

When it comes to word problems, language plays a major role in understanding and solving the problem. The math teacher thus needs to ensure that children not only understand numbers but also the words. In this class, a math teacher also becomes an English or language teacher to some extent.

There is always an argument as to why language is important in a math class. But language does have an important role to play! A change of one word can lead to a different meaning which will lead to getting us more than one answer.

Before getting into solving word problems in English, initially to make the topic friendlier, we can ask children to narrate or translate the problem into their mother tongue and then try solving them. This is only to put the students at ease.

Here are two techniques and either one or both can be used in the class to make the word problem class a little friendlier.

Technique 1
When given a word problem orally, students generally find it easier to solve and some are able to respond orally.

Word problems form the base for students to think logically as they move to higher classes when word problems become a major part of their study.

It is really important for teachers to ensure that students are able to put the numbers in the form of statement and vice versa which in turn will help them relate the math easily to life.

At the elementary level we can ask students to check for keywords like ‘total, left, sum, difference’ to identify whether to add or subtract. But what can be done at the secondary level, i.e., from grade VI and above apart from recognizing the key words?

I used a different yet simple technique. I created a set of clue cards for each word problem. The clue card contains one or two words and numbers of the problem. About four or five students were asked to choose one bundle and discuss among their friends and come up with the statements to solve the word problem. This process will enhance peer learning, team work and most importantly the idea to frame a word problem and its corresponding statement.

This is one way to teach how a word problem can be split into important clues before getting down to solving the problem. Even when they move to higher classes, it will become a habit for them to first split the question and then try and answer. This process will ensure that the child does not miss out any clue given and will also help him/her understand the question better.

Technique 2
Stories are not new to children. Children always like stories and as they grow up they love to enact the same. But as children grow up we feel that stories are not necessary anymore. However, stories and the interest towards stories never fades.

Now let’s see how stories can be used to make a child understand a word problem and the concept related to the topic.

Narrating a word problem in the form of a story can help a student imagine and students tend to imagine as they keenly listen or involve themselves in the story.

I took the topic ‘Area and Perimeter’ as the base for my storyboard. The story revolves around a man trying to lay a fence around his farm and create a pavement for a walking track. He meets his friend who helps him by explaining the need to measure both the area and the perimeter. The story includes questions, i.e., the friend asking him about the area and perimeter formula and also the appropriate measuring unit and instrument to be used in the process.

The storyboard printouts can be created in power point and used in the classroom.

Another way of taking this forward is by getting two or three students to enact the story after reading it. This way the actor and the audience comprising students will enjoy the process of learning and will be able to relate the concept to the real world scenario. This will ensure that the students remember the concept for a long time.

The author is a lesson plan co-ordinator at SUKRUPA Education Centre and is passionate about making the math learning process easier and friendlier. She can be reached at lathaanjana43@gmail.com.