*For more information, and to get started manipulating your own Excel 2007 worksheets, watch this free video guide. You can also select to add a border, and change the orientation of your cells.*If you use Microsoft Excel on a regular basis, odds are you work with numbers. Statistical analysis allows you to find patterns, trends and probabilities within your data.

When I set up students to understand the context of a problem. I emphasize that students are looking for the action of a problem and an unknown. Some students may actually subtract for the last two problem types, but I’d bet that most of my students would count up from the start for the JCU problem. Number lines are one of the best tools I have found for teaching word problems. (Again, change out more for fewer)In all the examples above, can you pick out which keywords were used? Another good book on the top is John Van De Walle’s Teaching Student-Centered Mathematics (affiliate).

When students can identify the action of the problem (which is the operation) and the unknown (what they are solving for) they are set for success. SCU (Separate Change Unknown) There were ___ kids on the playground. Students can physically act out the math on a large number line or draw their own open number lines for larger numbers. Manipulatives are a great resource for part-part-whole problems. RU There are ___ more boys than girls on the playground. There are several books, some for K-2 and some for 3-5.

Keep them in mind as we explore some addition and subtraction problems. JSU (Join Start Unknown) Some kids were on the playground. All of the above problems are join problems, which means that the operation is adding, although the unknown is in different places in each problem.

Like I do for my classroom, I’m going to remove the numbers in the word problems so that you can concentrate on the words in the problem. The first two are the most basic problems that you would introduce to kindergarten and first graders.

However, notice the verb phrase in all the problems that reveals that the problems are join problems are: came on. How many kids were on the playground at the beginning?

This set of words can be acted out in a classroom, even as simply as using hand motions. SSU (Separate Start Unknown) There were some kids on the playground. Like the Join problems, these separate problems are best learned through identifying the action and placement of the unknown. Students cannot depend on keywords to solve word problems and instead need to learn how to identify the action of the problem and figure out the unknown in the problem or what is missing in the word problem.SRU (Separate Result Unknown) There were ___ kids on the playground. WU There are ___ boys on the playground and ___ girls on the playground. BAU (this is possible combinations, which is not often taught) There are ___ kids on the playground. As students begin to understand that one color of an object represents one part and another color another part, they can see how the parts come together and get broken apart. It’s the same type of problem but gives students a chance to practice different vocabulary. If you’re a second and third-grade teacher I highly recommend checking out both books because you have kiddos that will spend the grad levels.How many could be boys and how many could be girls? Compare problems are the most difficult for students as it is all about comparing the relationship of the numbers. DU There are ___ boys and ___ girls on the playground. CQU There are __ more boys than girls on the playground. In this blog post, I’m going to give you a few examples as to why teaching students how to look for keywords just doesn’t work and sets students up for failure in the long run.A quick google search landed me on these definitions for addition and subtraction: Those are the most basic definitions I could find. How many kids were on the playground at the beginning?My previous blog post gives you my purpose for doing removing the numbers. JCU (Join Change Unknown) There were ____ kids on the playground. Even second graders solve these type of problems, but with more difficult number combinations.JRU (Join Result Unknown) There were _____ kids on the playground. Did you notice that none of the problems have traditional keywords?Now to get rid of this feature go to the file menu and then to the options menu. How about a tip so mind-blowingly useful as to qualify as a magic trick? In this MS Excel tutorial from Excel Is Fun, the 592nd installment in their series of digital spreadsheet magic tricks, you'll learn how to extract word that occurs most frequently from a column of survey results that contain customer preferences for a product using the INDEX, MATCH, MAX and COUNTIF functions. How about a tip so mind-blowingly useful as to qualify as a magic trick? In this MS Excel tutorial from Excel Is Fun, the 529th installment in their series of digital spreadsheet magic tricks, you'll learn how to create a pass-fail grading formula using the IF and AND and VLOOKUP functions.In the options window that pops up go to the proofing sub menu and there is a button for auto correct options. If you use Microsoft Excel on a regular basis, odds are you work with numbers. Statistical analysis allows you to find patterns, trends and probabilities within your data. How about a tip so mind-blowingly useful as to qualify as a magic trick? In this MS Excel tutorial from Excel Is Fun, the 375th installment in their series of digital spreadsheet magic tricks, you'll learn how to copy non-contiguous columns of data and then paste all the columns at once. This is a way to get the MODE for data that is made up ... If you use Microsoft Excel on a regular basis, odds are you work with numbers. Statistical analysis allows you to find patterns, trends and probabilities within your data.When I first started teaching, I used to display lists of keywords that students could use to solve word problems. Give students something to look for when reading word problems to know when to add, subtract, multiply or divide. I learned that students should be taught how to understand the context of a word problem not to look for keywords. Five years later, I learned about problems types and got deep into the work of Children’s Mathematics: Cognitively Guided Instruction (affiliate).

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