Finding A Pattern: Key Words

Finding a Pattern
The finding a pattern strategy is when students look for patterns in order to solve the problem.
Students would read the problem, then look for any numbers, items, or series of events that are
repeated throughout that problem. Young students usually discover this strategy when they are
learning their multiplication tables. They notice that 2 x 4 is the same as 4 x 2, and so on. They also
notice the patterns when they look at a hundreds chart. They can see that one column has all zeros,
etc.
To teach students the finding a pattern strategy, you can start by putting students into cooperative
learning groups. Give each group a word problem to solve, and show them they can use this
strategy by completing this steps.
1. The first step is for students to identify the key pieces of information in the problem.
2. Next, they must be sure that a pattern exists in the problem.
3. Students must now try to solve the problem. They can use manipulatives, a table, draw
pictures, or use a graphic organizer. You may want each group to use a different
manipulative and then have them compare which affected the solution.
4. Next, students will check their problem and determine if they used the best strategy to solve
it.
5. Finally, each group must explain their answer and the process they went through to get it.
Choosing the Operation Strategy

This strategy involves deciding which mathematical operation students will use (addition,
subtraction, multiplication, division, or a combination of operations). When choosing a mathematical
operation, students will need the ability to understand the literal meaning of the sentence, as well as
understand how to express the meaning mathematically. In other words, in order to successfully find
a solution to the problem, students will need both their reading and mathematical skills.
Understanding how to choose an operation can be difficult for many students, especially for students
who struggle with reading. The easiest way to teach students how to choose an operation is to teach
them to identify key words. Consider writing this chart below on your front board and have students
copy it into their problem solving notebooks.
Key Words
Addition – sum, total, in all, combined, together, how many, altogether, perimeter.
Subtraction – left, less, minus, fewer, remains, difference, how much more, how many more.
Multiplication – times, total, area, twice, rate, in all groups.
Division – divided equally, how many each.
To teach students how to use this strategy effectively, give them the following math problem and
have them write down in their own words exactly how they would work through the problem. Then,
have students take turns reading their answers and how they got their answers.
Example: Brady took $10 to the movie theater with him. He bought a candy bar for $2 and a popcorn
for $4. How much did he have left?
Students may write that they added two plus four because it said “$2 and $4” so they thought that it
meant to add. So that was $6. Then, they subtracted $6 from $10 because it said the word “How
much” and “Left” and that is how they came to answer of $4.
It is also important to encourage students to read the entire problem once through before they
choose an operation. This is because sometimes they may think it is one thing, when it’s actually
another. The best way for students to practice this is to give them some tricky problems that have
too much information in them, and they have to weed out the bad information to find the real
information.
Problem-Solving Tips
The two strategies listed above are just two problem-solving strategies students can use. There are
many, many more. In order for students to become great problem solvers, it is suggested that
students keep a problem-solving notebook. In this notebook students should keep important
information that they can refer to, like the “Key words” mentioned earlier, as well as these tips:
 Read the problem carefully.

 Cross out any unnecessary information that is not relevant.
 Think about what strategy you want to use.
 Make sure that the strategy makes sense.
 Read the problem once through and decide if that is the strategy you want to use.
 Draw a picture or use manipulatives to help you solve the problem.
 Write in your own words how you solved the problem.
Lesson
Introduction (10 minutes)
 Create a scenario to introduce the concept of word problems. Example: I am going to the local
zoo and I plan on bringing 11 students with me. Six more students want to join us. How many of
us are going to the zoo?
 You can have students come to the front of the class in these denominations if you would like.
 Go over the answer to your created problem.
 Repeat the activity with a different word problem.
 Call on different students to answer the problem to promote class participation.
 Tell students they became a part of a word problem. Ask students to reflect on what word
problems are and have a class discussion. Remind the class that a word problem is a situation
explained in words that can be solved using math.
Explicit Instruction/Teacher Modeling (10 minutes)

 Read You Can, Toucan, Math aloud.
 During the read aloud, have students identify the operations that are being used for individual
word problems. Ask students what clues from the text led them to their answer.
 Write these word clues on the board. Example: addition = join, together, more; subtraction =
difference, went away, less.
 Present and read aloud the following word problem: “Six second graders turned in their
homework early. Five more students rushed to the homework bin and turned it in. How many
second graders turned in their homework?”
 Ask students to identify the mathematical operation in the word problem and to identify the clue
word that led them to their answer.
 Repeat with a subtraction word problem example.
Guided Practice/Interactive Modeling (10 minutes)

 Give each student a sheet of lined paper.
 Display the following word problem: "11 new library books were added to the bookshelf. 4 of
the books were checked out by the end of the day. How many new library books remain?"
 Ask students to solve the following word problem on their paper. Have students explain in
writing how they solved the problem. Review student explanations.
 Display a second word problem: "Four students were waiting in the nurse’s office, and three
more students came in. Two were treated by the nurse and returned to class. How many students
are waiting to see the nurse?"
 Have students solve and explain word problem #2 on their paper. Review student explanations.
 Remind students to look for clue words and important details when solving word problems.
 Ask students to write their own addition or subtraction word problem. Allow students to share
aloud and provide student feedback.
Independent Working Time (10 minutes)

 Pass out the Carnival Count worksheet.
 Ask students to show their thinking when completing the worksheet.
 Monitor students while they are working, and assist students who need extra support.
Extend
Differentiation
 Enrichment: For students who need an extra challenge, provide the Math Ninja worksheet.
 Support: For students needing support, provide and go through the Monster Word Problems
worksheet in a small group setting.
Review
Assessment (10 minutes)
 To check for understanding, monitor the classroom as students are solving and writing their own
word problems.
 Check the correctness of student worksheets.
 Assign the Multi-Step Addition worksheet to assess your students' understanding.
Review and Closing (10 minutes)

 At the end of the lesson, check and review the in class assignment.
 Review any missed problems, and show how to solve for better understanding.
 Ask students to share what they learned in today’s lesson.
 Introduce the Fish Bowl Addition game to students as a way to practice solving word problems
at home.
Start Lesson Guided Lesson: Addition 3

Guided Lessons are a sequence of interactive digital games, worksheets, and
other activities that guide learners through different concepts and skills. They
keep track of your progress and help you study smarter, step by step.
This year, second graders will be introduced to the concept of multiplication using
repeated addition. For example, they will learn that 5+5+5+5+5 is the same thing as
saying 5x5. This guided lesson will use manipulatives to teach kids about repeated
addition and give them plenty of opportunities to practice addition within 100. Download
and print the accompanying worksheets for even more addition practice.
Math story word problems
Learning Objectives
Students will be able to use addition and subtraction to solve and create word problems.
Lesson
Introduction (5 minutes)
 Tell students that today they will be solving math problems using word problems, or short
stories about math.
 Let them know that after they solve some word problems on a worksheet, they will create their
own for another student to complete.
 Answer any questions students may have.
Explicit Instruction/Teacher Modeling (5 minutes)

 Model how to do a word problem with the class.
 Tell students they will come across the key terms in all, which implies that addition is needed for
the problem, and left, which lets you know that subtraction is needed.
Guided Practice/Interactive Modeling (5 minutes)

 Show students the worksheet and explain how you would try to solve each problem.
 Remind them to look for the key terms in all and left.
 Tell students when they have completed their worksheet that they will come up with their own
word problem and write it down for another student to solve.
 Emphasize that they need to use one of the key terms in their word problem.
Independent Working Time (15 minutes)

 Give students the worksheet to complete and allow them time to work on it.
 Hand out paper for students to write down their own word problems and allow them time to
write.
 Have students partner up and trade word problems to solve.
Extend
Differentiation
 Enrichment: Students may make more than one word problem using both of the key terms.
 Support: Students may partner up with another student to get help completing the tasks.
Review
Assessment (5 minutes)
 Students will be assessed by the correctness of their worksheet and their creation of a math word
problem.
Review and Closing (5 minutes)

 Allow students to share their created math word problems with the class.

Finding A Pattern: Key Words

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Finding a Pattern

2. Next, they must be sure that a pattern exists in the problem.

Choosing the Operation Strategy

Multiplication – times, total, area, twice, rate, in all groups.

Division – divided equally, how many each.

 Read the problem carefully.

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (10 minutes)

Start Lesson Guided Lesson: Addition 3

Explicit Instruction/Teacher Modeling (5 minutes)

Guided Practice/Interactive Modeling (5 minutes)

Independent Working Time (15 minutes)

Review and Closing (5 minutes)

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