Personal Copy - Research Lesson Study Paper

Running head: A.T.T.A.C.K.!
A.T.T.A.C.K.!
Maureen Bali, Krysten Caraang, Mehelanie Fernandez, Briana Nagasawa, Erna Mae Rasay
Student Teaching Seminar/Spring 2020
University of Hawaii- West Oahu

Abstract
A student’s inability to perform multi-step word problems is due to a lack of reading
comprehension skills, an inadequate amount of time spent on key vocabulary, and insufficient
effort needed to identify and work through sequential steps in order to solve a word problem.
Many of these difficulties come from the language used in word problems because word
problems are often of higher literacy levels than of the students’ comprehension levels, or may
be due to unfamiliarity with the terminology used in math. Our team identified that these issues
exist at each of our field placements. After conducting a research of the literature that addresses
this topic, we decided to teach a lesson using the A.T.T.A.C.K. strategy. The A.T.T.A.C.K.
strategy teaches students the specific skills necessary to solve multi-step word problems. This
paper focuses on the research question - “What impact does the A.T.T.A.C.K. strategy have on
elementary students’ ability to solve word problems in math?” and discusses details of the lesson
study process that we used to create a plan for implementing the A.T.T.A.C.K. strategy in a
fourth grade class. The paper concludes with our findings and its impact of the A.T.T.A.C.K.
strategy on students’ ability to solve word problems.

Literature Review:
Defining a Problem
Making sense of a problem and persevering to solve them is a necessary skill for students
to not only understand mathematics, but also life. When it comes to solving word problems,
students face the complexity of mixing mathematics with literacy skills. According to Skinner,
Pearce, and Barrera IV, “Many researchers agree, arguing that students’ success solving
mathematical word problems is predicated on their ability to translate the language of English
into the language of mathematics” (Skinner et al., 2016, p. 34). Solving word problems can be
confusing for students because word problems are an assortment of descriptive language and
numbers. “When word decoding skills are weak, words are likely to be misidentified and fewer
cognitive resources can be devoted to the processing of meaning.” Word problems sometimes
contain extra information that has nothing to do with the context of the problem. Solving a word
problem is not just a matter of pulling numbers to solve an equation, but also requires that
students make sense of what is being asked by the question.
A portion of math standardized tests are word problems. Skinner et al. (2016) explains
that, “with the current increase of literacy demands for both math textbooks and standardized
math tests, teachers of mathematics cannot ignore the connection between literacy-related skills,
solving mathematical word problems, and achievement in mathematics” (Skinner et al., p. 30).
Not only do students need a precise understanding of key vocabulary unique to mathematics, but
also, it is necessary for them to understand its connection with other everyday languages. For
instance, add is a vocabulary term in math and more than is a specialized everyday phrase that
takes on the same meaning. It is important for there to be some kind of step-by-step problem
solving plan for students to use in math when solving a world problem. By introducing problem
solving strategies, students can work on processing each part of a word problem separately
before collectively solving.
Variety of Problem Solving Strategies
As mentioned previously, the vocabulary in the mathematics classroom is sometimes
difficult for students to fully understand a concept. When it comes to math word problems, there
seems to be a battle between mathematics concepts and literacy skills. To help with this problem,
researchers believe that mnemonic strategies could serve as an aid. According to Nelson, Burns,
Kanive, and Ysseldyke (2013), “Mnemonics strategies typically refer to words, sentences, or
rhymes designed to enhance storage and recall of facts or processes, and they have a long history
of demonstrated effectiveness for struggling learners” (Nelson et al., 2013, p. 660). The authors
make the assertion that mnemonics strategies do have a place in the classroom to aid and support
students. Lombardi and Butera states, “when a mnemonic is incorporated in a learning strategy,
students remember the strategy and subsequently can use it for strengthening their thinking
skills… and problem solving” (Lombardi and Butera, 1998, pp. 284-285). Lombardi and Butera
assert that mnemonics can activate the thinking process for students who do use them. When
using mnemonic strategies, Nelson et al. (2013) suggest a Model-Lead-Test approach (p. 660).
This means that the strategies should happen in three steps. First, it should be modeled for
students by the instructor. Next, a guided practice should be allowed. Lastly, students may
practice on their own with feedback from the teacher.
There are various mnemonic-based learning strategies designed to help students in
solving math word problems. SOLVE and PIES are strategies similar to the A.T.T.A.C.K.
strategy that others have done research on to examine its effectiveness in solving math word
problems. SOLVE is a mnemonic that stands for Study the problem, Organize the facts, Line up
a plan, Verify the problem, Examine your results and helpful hints for solving word problems
(Freeman-Green, O’Brien, Wood, and Hitt, 2015, p. 78). This was written on a cue card, which
gives the students a step-by-step process that allows them to continually think about the problem
as they work through it. This strategy also “involves explicit instruction, promotes metacognition
in the context of problem solving, and follows a similar problem solving process as other
successful mathematical mnemonic strategies which align to suggestions based on previous
research on problem solving” (Freeman-Green et al., 2015, p. 77). This serves as reiterating the
idea that mnemonic-based learning strategies are helpful aids for students as they are working
towards solving their word problems. However, based on the article, “Effects of the SOLVE
Strategy in the Mathematical Solving Skills of Secondary Students with Learning Disabilities”,
there is not sufficient evidence or data that supports the effectiveness of the SOLVE Strategy
(Freeman-Green et al., 2015).
Another mnemonic strategy is called PIES. The mnemonic PIES is used to describe a
4-step process for solving word problems in which the acronym is described as “P” for Picture
(draw a simple sketch) , “I” for Information (circle key words in the problem and write next to
the picture), “E” for Equation (find an equation that fits the information), and “S” for Solve
(solve the equation to produce an answer) (Heater, Howard, and Linz, 2013, p. 15). This strategy
aids the students to visually understand the word problem, as well as finding the relation between
the mathematical keywords to their everyday language. Based on the results of the study, using
the PIES strategy along with rewarding points for each step of the process has been found
successful (Heater et al., 2013, p. 20). The points are used as a positive reinforcement that
encourages the go through each letter in the strategy.
As mentioned above, SOLVE and PIES are mnemonic strategies that can be used to aid
students with solving math word problems. Each letter represents a task to do or complete as
they are solving a word problem. In the study where students use the mnemonic strategy SOLVE
to solve math word problems, explicit instruction was used. It found that for this strategy to be
effective, “consistent, intensive, explicit instruction and support were key components for
instructional success” (Freeman et al., 2015, p. 114). This further supports that these strategies
can be effective if taught explicitly and modeled first.
Effect of Problem Solving Strategies
Understanding and implementing the different problem solving strategies in the
classroom are an important part of students excelling in mathematics. According to Swanson,
Moran, Lussier, and Fung (2014), the purpose of the study was to: “Investigate the effectiveness
of explicit, direct, and generative strategy training and working memory capacity (WMC) on
mathematical word problem-solving accuracy in elementary school children” (Swanson, Moran,
Lussier, and Fung, p. 111). This study was completed by randomly assigning 2-4 students to
various groups. The first was the Modeling phase of the lesson, which consisted of the tutor
modeling the specific problem-solving strategy. The second treatment condition, the Relevant
condition, targeted the paraphrasing of three parts: the question, goal, and relevant information
and numbers. The third treatment condition, the Complete condition, instructed the child to
restate the question, as well as, both the relevant and irrelevant propositions. Their findings
indicated that generative strategies, in which students are instructed to demonstrate paraphrasing,
were the most beneficial to those students with a high-level WMC (working memory capacity).
On the other hand, those students who have low-level WMC (working memory capacity),
paraphrasing does not lead to better problem solving, and other strategies should be taught and
carried out that way instead. The study revealed that, “the results are consistent with the notion
that knowing how to recognize and represent relational statements is significantly correlated with
a student’s problem-solving performance as well as WMC skill (Swanson et al., 2008, p. 119).”
A.T.T.A.C.K. Mnemonic
With there being little to show for the effectiveness of PIE and SOLVE, we decided to try
a different mnemonic approach to aid in solving word problems called the A.T.T.A.C.K.
strategy. “An attack strategy is an easy-to-remember series of steps students use to guide their
approach to solving word problems. A helpful attack strategy spans across schemas and grade
levels. Researchers have determined that students’ use of an A.T.T.A.C.K. strategy is effective
for improving word-problem performance (Powell & Fuchs, 2018).” Attack strategies address
the first and vital phase of word-problem solving, which is interpreting the word problem, or
understanding what the problem is asking. Powell and Fuchs (2018) state that many students skip
this phase, and go straight to trying to solve the problem by picking numbers from the word
problem and using keywords to identify which operation to use. For the chosen attack strategy to
work, it is critical that the teacher explicitly models the strategy while explaining how it works.
As the student continues to use the attack strategy in their math learning journey, the teacher
must scaffold them by slowly decreasing the guidance and support given. Ultimately, for the
attack strategy to be effective, the teacher must provide numerous opportunities for the student to
practice the attack strategy with feedback from peers and teachers.
Description of Lesson Study

According to Christopher Masullo Professor of Mathematics, “Word problems tend to be
complicated in part because of their descriptive language. Students often don't understand what
exactly they're being asked, especially when the problem includes abstract concepts. Other issues
arise when students lack the fundamentals of math and cannot formulate a plan for solving or
separate an equation's steps” (Masullo, 2017, p. 4). This suggests that there are many other
reasons students struggle with solving word problems, rather than just understanding or
comprehending the problem. Using mnemonics is a strategy that could help students improve
their ability to solve word problems. “Mnemonics takes concrete associations and links them
with abstract symbols making math instruction cohesive and relevant” (Tate, 2009, p. 66). The
use of mnemonics in the classroom helps students refer to their schema, and what they learned
previously, to help them make sense of the abstract math language in word problems. In turn,
this makes the word problem more understandable and relevant to their lives. Shortly after, we
reviewed our research and decided that the A.T.T.A.C.K. strategy could meet the needs of
elementary students in math. A.T.T.A.C.K. stands for Always read the problem first, Then
underline the question, The key information is circled, All operations are solved, Check your
work, and Keep answers labeled. We proceeded to formulate an open-ended research question
that focuses on the impact of the A.T.T.A.C.K. strategy on student learning.
The Common Core Math Standard that we focused on was “4.OA.A.3: Solve multistep
word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted” (Common Core State
Standards Initiative, n.d.). Our learning target and success criteria are: I am learning how to solve
multi-step, whole number division word problems and I can solve multi-step division word
problems using the A.T.T.A.C.K. strategy, along with various other strategies (number bonds,
area model, long division), respectively. Next, we planned for different teaching strategies and
methods to use for the lesson. We also kept in mind how we would differentiate instruction for
our students by modifying classroom elements that are important to differentiating; this included
the content, process, and product (Tomlinson, 2013, pp. 4-5). By the sixth class period, we
discussed the lesson study plan and received feedback from Dr. Kamai and Mrs. Jones. With the
feedback, there were adjustments made before the lesson was taught.
On February 20, 2020, the lesson was taught to fourth graders at Kaimiloa Elementary
School. The lesson opened up with an explanation of the learning target and success criteria.
Next, was the I Do, We Do, You Do method. We did this because research suggests a model lead
approach first when using the mnemonic A.T.T.A.C.K. The I Do, We Do, You Do is a “gradual
release of responsibility instructional framework” (Fisher and Frey, 2013, p. 2). This framework
creates a learning environment that starts with focused instruction (I do), then, guided instruction
(we do), next, collaborative learning (you do it together) and lastly, independent learning (you do
it alone). The students were shown a model of how to use the A.T.T.A.C.K. strategy first, then
did it together as a class. To get more practice using the A.T.T.A.C.K. strategy, we moved on to
you do it together, where the students were broken up into groups to solve one word problem.
The students were split up by reading levels because understanding word problems also requires
the ability to comprehend and dissect the text. Students were in four groups of six; with one high
reading level student, two medium level, and three low level. Each student was given a letter to
focus on while using the A.T.T.A.C.K. strategy and solving the word problem. For example,
someone was given the letter “A” and had to read the problem to the group. Although each
student was given a different part, they were still expected to help each other, even if their part
was done. There were two groups who presented their work to the class. After their
presentations, we went over the A.T.T.A.C.K. strategy once more and asked for a thumbs-up,
thumbs-down temperature check on how they feel about using it. There were no thumbs-down,
which indicated that students were comfortable with using the A.T.T.A.C.K. strategy. We
continued with another you do which was performed individually by each student. This served as
the post assessment. Students were given two word problems to answer and were reminded to
use the A.T.T.A.C.K. strategy to help them in answering. They could look at the board or in their
math journal for reference. After the lesson, we reflected on things we observed, questions that
were asked, comments that were made, positives about the lesson, and suggestions for next time.
Data Collection, Observations and Considerations:
Data Collection
In order to collect data when teaching the lesson, our group created a lesson study
feedback guide that would be used to write down observations, questions being asked, or
comments that were made in the classroom (see Appendix C). The guide was broken into
sections of the lessons, which are as follows: direct instruction, I Do, We Do, You Do in groups,
group presentation on word problems, and you do individually. During each section, our group
members would take notes about what they saw and heard. These observations were useful to
show the relevancy on the research we did, the lesson, and results would answer our research
question.
Prior to teaching the lesson, our group decided to give a pre-assessment test (see
Appendix I) to the students to gain understanding of their thinking process on how to solve a
word-problem, as well as, different strategies that they may already have. A formative
assessment that took place during the lesson was group work (see Appendix D-G). The students
were given time to work together to solve a word problem using the A.T.T.A.C.K. strategy. Each
student was assigned a letter to work on to ensure student participation and to eliminate one
student doing all the work. This also prompts the students to recall what they learn either through
memory or reference to their notebooks which includes the A.T.T.A.C.K. strategy that was
introduced and modeled during direct instruction (see Appendix H).
To assess the students' individual learning, they were given a worksheet with two
multi-step word problems based on their reading and comprehension level and math level. We
decided to differentiate their summative assessment, as the students struggle with their reading
and comprehension skills, which hinders them from attempting to solve the word problem. Not
only was the language and vocabulary differentiated by reading and comprehension level, but the
numbers used in the low, medium, and high assessments were different as well. Students who
struggle with math received word problems with one to two digit numbers. Medium level
students received word problems with two to three digit numbers, while higher level students got
word problems with three to four digit numbers. The differentiated assessment caters to the
students learning abilities to successfully demonstrate what they learned.
Observations
We closely observed and took notes on any occurrence during the time of delivering the
lesson and implementing the A.T.T.A.C.K. strategy. Overall, there were multiple observations of
different aspects of the lesson plan. It was important to keep in mind our research question,
“What impact does the A.T.T.A.C.K. Strategy has on elementary students’ ability to solve word
problems?” when making these observations. In addition to already having the A.T.T.A.C.K.
strategy available on the board, the students were instructed to glue a copy of it in their
notebooks. Whether it was during direct instruction, group work, or in the individual assessment,
we observed that the students continuously referred to either their notebooks or the board for the
A.T.T.A.C.K. strategy and performed the necessary steps to solve their word problems. Some
students' comments we overheard in relation to the A.T.T.A.C.K. strategy was “What’s A?”
That’s operations” (All operations are solved). This displayed students’ usage and awareness of
the steps in the A.T.T.A.C.K. strategy as they were diligently working through the process to
help them solve the problem. Additionally, in some groups there would be a student who took
initiative as the leader. It is important to remember that the groupings were heterogeneous and
this student would typically be considered the high level student. Likewise, that particular
student would instruct their group members on what step to do next, while in reference to the
A.T.T.A.C.K. strategy. During group presentations, the students did not identify what role they
were given in the A.T.T.A.C.K. strategy, however, they still were able to present in order. Due to
time constraints, not all groups were able to present. The students were eager to continue with
the lesson after lunch, indicating that this was a lesson they enjoyed participating in. Towards the
end of the lesson, a student pointed out that the letters of the A.T.T.A.C.K. strategy on the board
were out of order. This was a substantial observation because it exhibits that this student can
correctly identify the A.T.T.A.C.K. strategy. As students were taking their post assessment
independently, we saw the whole class using the A.T.T.A.C.K. strategy on their assessment.
Many students either had their notebook open or were looking up at the board to reference the
strategy. Even if they were not referring to notes, we can see the work that they did on the
assessment that shows they were using the A.T.T.A.C.K. strategy. As a final assessment,
students were given a final thumbs up/down temperature check with no thumbs down indicating
that students were able to understand the strategy we taught.
Considerations
After the lesson study was completed, the group had a lengthy discussion on what went
well, how the students responded, and what could have been improved. As we have continued
our research, we have come to these considerations from reading website articles that discussed
teaching new material to our students. According to Principles of Instruction: Research Based
Strategies That All Teachers Should Know, “Successful teachers taught by giving a series of
short presentations using many examples. The examples provided concrete learning and
elaboration that were useful for processing new material” (Rosenshine, 2012, p. 14). We
suggested to our group members that having students complete more examples or having more
time to digest and take apart a problem, would promote students to try the new strategy. In
addition to that, the article stated, “A worked example is a step-by-step demonstration of how to
perform a task or how to solve a problem. The presentation of worked examples begins with the
teacher modeling and explaining the steps that can be taken to solve a specific problem. The
teacher also identifies and explains the underlying principles for these steps.” In the beginning of
the lesson with direct instruction of the class we suggested that the teachers could have skipped a
letter in the A.T.T.A.C.K. strategy or used the letter in the A.T.T.A.C.K. strategy out of order to
see if it affected the answers that the students got. This way, students would know the
importance of following the strategy in order and to not skip any letter to get the correct solution
to the problem. It is also important to note that this was their first time having a strategy for
solving any type of math word problem, which was in conjunction with high levels of student
engagement. Students were excited to participate in the group work and word problem
presentations. Due to time constraints, some groups were unable to present. Despite the “aww”
in their feedback, their disappointment towards not being able to present still showed their
learning progress and engagement from the lesson. With using a strategy like this being a new
concept to the students, we also want to consider that with more steady and constant practice and
implementation, we will see more improvement and correct usage of the A.T.T.A.C.K. strategy
among the students.
Data Analysis and Interpretation
Appendix I. Example of pre-assessment given to students.
Before learning about the A.T.T.A.C.K. strategy, when solving word problems students
did not underline key information, details, or use any type of strategy to help them understand
and interpret the word problem. The pre-assessment was given to three students; high, medium
and low, and out of all three, the high student was the only one who underlined and annotated the
text, but there was very little that helped the high student answer the question correctly (see
Appendix I). After learning about the A.T.T.A.C.K. strategy, students used it to help them break
down and understand each of the two word problems that were given on the assessment sheet.
The work samples shown in Appendix J, K and L are from high, medium, and low students.
Students were organized by high, medium and low based on their reading comprehension and
reading levels, along with their previous performance scores in math.
Appendix J. Student A low student work sample.

After examining student A’s work, we found that he used all of the letters of the
A.T.T.A.C.K. strategy, which led him to be successful in getting both word problems correct.
For students that struggle with comprehension, we noted the importance of defining each word
of the A.T.T.A.C.K. strategy in our direct instruction. By doing so, it helped to clear up
misconceptions that he had with understanding the strategy and he was able to annotate each step
into his own words and understanding. The A.T.T.A.C.K. strategy helped student A perform
steps that he tends to forget to do, such as checking his work, and labeling his answer. With more
practice using this strategy, this can ensure that it will help not only him, but all students,
remember the importance of certain steps, like letters “C” and “K”, whenever answering any
word problems. Since student A was able to correctly answer and solve both math problems
independently, it shows us that this A.T.T.A.C.K. strategy is easy to comprehend and easy to
follow along with.

Appendix K. Student B medium student work sample.
Student B attempted to use the A.T.T.A.C.K. strategy, which led her to get the correct
answers on both problems. For the first problem, the student got the correct answer, however,
she forgot to label her answer (letter “K” from the strategy). For the second problem, the student
got the right answer, however, she did not check her answer (letter “C”) and label her answers
(letter “K”). For this particular student, checking her answer is vital because she plugged in the
correct numbers and used the right operations, but her work showed miscalculation on her
multiplication. In the second problem, she did “3x6=12”, which shows us that she made a minor
miscalculation, either due to attempting to complete the problems quickly, or because of needing
to strengthen her multiplication facts. This resulted in her coming up with the division sentence
“102 ÷ 4.” Although she got the correct answer, she broke up her division into “100 ÷ 4” and “2
÷ 4.” For “2 ÷ 4,” she got the answer 2, which is incorrect. She was able to get the correct answer
for the problem, which is 27, but her work shows us that she does not fully understand the
concept of division. She may think that alternating the position of the numbers in the problem
does not affect the answer. For example, she applied the same rules used in multiplication and
addition, like 4 x 5 = 20, 5 x 4 = 20. Before continuing with the lesson, we would have to clear
up her misconception so that she understands that manipulating the position of the numbers in a
division equation affects the answer. We would do this with manipulatives, such as drawings,
diagrams, or blocks, so that she can see that 2 ÷ 4 is not the same as 4 ÷ 2. It is essential that
students know the importance of checking their answers because it can show any errors or
mistakes that might have occured. Lastly, labeling her answers, following the letter “K”, would
help her go back to the problem and know what she is solving for. The A.T.T.A.C.K. strategy
was effective because the terms were explained in our instruction and were easy to follow.
Having the A.T.T.A.C.K. strategy to refer back to in their notebooks and on the board helped
lead them to successfully solve their math problems because they could always refer back to
each step.
Appendix L. Student C high student work sample.
Student C did all the letters of the A.T.T.A.C.K. strategy, except for the letter “C,” which
is checking your work. Because student C is fluent in his multiplication and division facts, he
was able to get his answer correct without checking his work. For future reference, it would
benefit student C to see an example of what happens if work is not checked and how rushing
through the problems can result in miscalculations and wrong answers.

In a future lesson, we would model what happens when letter “C” is skipped, since it is a
trend amongst the students to skip checking their work. We would have to teach students that
although being confident in yourself and your skills is great, it is important to double check their
calculations to prevent any errors in the future. Going forward with the A.T.T.A.C.K. strategy,
teachers should consider skipping the letter “C” so that students can see how skipping the letter
can have consequences on their score and the ability to solve a word problem. Student C’s work
is exemplary because in letter “K” he was able to go a step further and represent his answer in a
sentence, which clearly shows that he understands what the question is asking.
Appendix M. Post assessment data. Key: C = used the strategy, X = did not use the strategy; The
first letter = question 1, second letter = 2nd question (Ex: C/C, C/X); H = High, M = Med, L =
Low.
The post-assessment data has been compiled to show which part of the A.T.T.A.C.K
strategy the students used and did not use when solving their word problems. In the data table,
the letter “C” is used to represent the student using the strategy and the letter “X” represents the
student not using the strategy. Column A lists the students’ names and next to it are their
performance levels based upon their reading and comprehension levels, along with math
performance levels from their scores in math (“H” indicated a high level student, “M” indicated a
medium-level student, and “L” indicated a low-level student). Column B through G is the
acronym A.T.T.A.C.K. in that respective order. The “C/C” or “C/X” represents the first and
second question; the first letter being the first question and the second letter being the second
question. The total represents how many students used the acronym in the first and second word
problem. For example, column “C” (letter “T” on the A.T.T.A.C.K. strategy) shows 20/19 (see
Appendix M). This means that 20 students used the letter “T” for the first problem and 19
students used the letter “T” on the second problem. Column H shows the results of the students’
answers for the two word problems, indicating which of the questions they answered correctly or
not. The color coding on column H is as follows, black shows students getting one out of two of
the problems correct, red shows students getting both problems wrong, and pink shows that the
students got both problems correct.
Based on the students’ process, wrong answers are due to miscalculations or writing the
wrong answers. Although they did all the steps on the strategy, mistakes such as using the wrong
operations from the beginning or missing an operation, and plugging in the wrong number or
putting the numbers in the wrong order in an equation can occur. The students also struggled
with identifying which operations to use, which might be due to the lack of recognizing and
understanding vocabulary or keywords that indicates the type of operation to use.
The overall class data shows that the majority of the students are skipping step “C,”
which is checking their answer. This step is an important part of the strategy because it allows
the students to verify their answers and/or errors. Being able to check their work is a valuable
skill to have in elementary, so that they can review and reflect on their thinking. It also shows the
students’ willingness to go back and revise their answer, therefore practicing the habit of
checking their work to prevent any errors before submission. Some of the students that checked
their answers got the problem correct and some who did use it got the problem wrong because of
their developing math fluency and skills. For these students, we would need to provide more
time and practice to strengthen their multiplication and division skills.
Lastly, 16 out of 22 students labeled their answer, which fulfills the last step in the
strategy. In future lessons, we would teach our students that labeling answers “give students the
opportunity to become aware of their thinking process while problem solving. Additionally,
students are afforded the opportunity to reduce or eliminate mistakes.” (Denman, 2013, p. 17)
Keeping answers labeled can not only reduce the mistakes being made, but also helps students to
understand what they are solving for in the problem.
Recommendations
Based on the results of our research project, we have gained many insights and positive
outcomes of teaching the A.T.T.A.C.K. strategy to our students. As math word problems are
difficult for many students in the classroom, this has been proven to be useful. This brings
further consideration on how this strategy could potentially improve students performance in
mathematics word problem solving.
Based on our lesson study research, we have come to an agreement that teaching this
strategy is most effective if it is followed by continuous practice of using the strategy. According
to Saphier, Haley-Speca and Gower, “it is [a teacher’s] responsibility to create a balance between
students’ time receiving information and practicing skills” (2008, pg. 2013). It is crucial to do
this so students are able to practice what they have learned and incorporate this into their word
problem solving methods. In addition to that, the use of this strategy is not only limited to their
current grade level but that it is applicable to the future with any problem solving method not
only for now in their current grade level, but the future as well. One recommendation for
teaching this strategy is to teach it directly and then “mistakenly” switch up the letters when
visually showing the mnemonic to the students. This ensures students to understand that the
strategy will not work if it is done out of order and incorrectly. A second suggestion would be to
keep track of time. It is important to“strike a balance between whole class, small group, paired,
and individual learning time” (Saphier, Haley-Speca and Gower, 2008, p. 65). Teaching
something new can be difficult, therefore, having an adequate amount of time for each part of the
lesson is important for students to deepen their understanding of the strategy. Spending too much
time on direct instruction and less time for practice is not ideal in teaching this lesson. If students
have more time on group and individual work, it allows for the teacher to address
misconceptions. Being able to identify where students may encounter errors allows us to develop
the following lesson to strengthen areas in which they need more guidance. In order to meet all
students’ needs, and to ensure success when using this strategy, it is important for the teacher to
define and annotate the vocabulary used in each letter of the A.T.T.A.C.K. mnemonic. By having
students annotate, it helps them understand each step in their own words and will help them
know exactly what to do when solving word problems. As teachers, we always want to see our
students succeed. By including a fun and easy to follow mnemonic strategy, like the
A.T.T.A.C.K. strategy, for future lessons, this helps in providing more opportunities for students
to be successful and to be able to “attack” word problems head on.
Conclusion
As mentioned in our research, we know that the A.T.T.A.C.K. strategy can address a vital
phase of word-problem solving, which is interpreting the word problem, or understanding what
the problem is asking. Understanding this has led us to develop a lesson plan that centers on
solving multi-step word problems, while using the A.T.T.A.C.K. strategy. Through our
observations and data collection, we have concluded that there are positive impacts of using the
A.T.T.A.C.K. strategy to support elementary students’ ability to solve word problems. Overall,
we found that the A.T.T.A.C.K. strategy helped students to organize their thinking when solving
word problems by giving them a step-by-step process on how to “attack” word problems head
on. Based on our data, we see that students use most letters of the A.T.T.A.C.K. strategy, while
skipping letter “C.” This resulted in students getting the wrong answer because they skipped this
letter, which in turn led to miscalculations and errors that could have been avoided if they
followed A.T.T.A.C.K. letter by letter. As with any strategy, it is important that students are
given multiple opportunities to practice the strategy over time. We will continue to use this
strategy in the classroom, so that the students may tackle word problems more effectively, and so
that they will become more familiar with each step of the A.T.T.A.C.K. strategy. The use of the
A.T.T.A.C.K. strategy has proven beneficial to our students’ learning process. While this
specific mnemonic worked well with our students, it still is not conclusive to suggest that this is
the ideal method of problem solving. Different mnemonics yield various results, as shown with
our students and previous studies. This serves to suggest that incorporating mnemonics as a
problem solving method aids in student comprehension, and serves as a guide to ensure students
working in the right direction towards answering word problems correctly.

References
Denman, G. (2013). Think it, show it mathematics: strategies for explaining thinking. Huntington
Beach, CA: Shell Education.
Fisher, D., & Frey, N. (2014). Chapter 1: Learning, or not learning, in school. In L. Bova (Ed.),
Better Learning Through Structured Teaching: A Framework for the Gradual Release of
Responsibility, (pp. 1-18). Alexandria, VA: Association for Supervision and Curriculum
Development.
Freeman, G. S. M., O’Brien, C., Wood, C. L., & Hitt, S. B. (2015). Effects of the SOLVE
strategy on the mathematical problem solving skills of secondary students with learning
disabilities. Learning Disabilities Research & Practice (Wiley-Blackwell), 30(2), 76–90.
https://doi-org.libproxy.westoahu.hawaii.edu/10.1111/ldrp.12054
Common Core State Standards Initiative (n.d.). Grade 4 Operations & Algebraic Thinking.
Corestandards. Retrieved March 19, 2020, from
http://www.corestandards.org/Math/Content/4/OA/
Heater, Mary Jane; Howard, Lori A.; and Linz, Ed. (2013). Solving word problems: as easy as
PIES! Journal of Science Education for Students with Disabilities, 1 6(1), 15-20. DOI:
10.14448/jsesd.05.0002 https://files.eric.ed.gov/fulltext/EJ1169663.pdf
Lombardi, T., & Butera, G. (1998). Mnemonics: strengthening thinking skills of students with
special needs. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 71(5), 284–286. doi: 10.1080/00098659809602725
Masullo, C. (2017). What’s the Problem With Word Problems? Education Week. Retrieved
March 19, 2020, from

https://www.edweek.org/tm/articles/2017/12/04/whats-the-problem-with-word-problems.
html
Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a math fact
rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of
School Psychology, 51(6), 659–667. doi: 10.1016/j.jsp.2013.08.003
Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: using schemas to
facilitate mathematical reasoning. Teaching Exceptional Children, 51(1), 31–42.
doi:10.1177/0040059918777250
Rosenshine, Barak. (2012) Principles of Instruction: Research-Based Strategies That All
Teachers Should Know. Aft. Retrieved March 19, 2020, from
https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Saphier, J., Haley-Speca, M., Gower, R. (2008). Chapter 2: Teacher Beliefs. The Skillful
Teacher: Building Your Teaching Skills, (pp. 11-16). Acton, MA: Research for Better
Teaching.
Saphier, J., Haley-Speca, M., Gower, R. (2008). Chapter 6: Time. The Skillful Teacher: Building
Your Teaching Skills, (pp. 49-66). Acton, MA: Research for Better Teaching.
Skinner, K., Pearce, D. L., & Barrera IV, E. S. (2016). Literacy difficulties of elementary
students when solving mathematical word problems. Literacy Practice & Research,
41(2), 29–36.
Swanson, H. L., Moran, A., Lussier, C., & Fung, W. (2014). The effect of explicit and direct
generative strategy training and working memory on word problem-solving accuracy in

children at risk for math difficulties. Learning Disability Quarterly, 37( 2), 111–123.
https://doi-org.libproxy.westoahu.hawaii.edu/10.1177/0731948713507264
Tate, M. L. (2009). Mathematics worksheets don’t grow dendrites: 20 numeracy strategies that
engage the brain, PreK-8. Thousand Oaks, CA: Corwin Press.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: strategies and
tools for responsive teaching. Alexandria, VA: Association for Supervision and
Curriculum Development.
Appendix
Appendix A, Lesson Plan:
Name: Maureen Bali, Krysten-Joy Caraang, Date: February 20, 2020 @ 9:20 am - 10:45 am
Mehelanie Fernandez, Briana Nagasawa, Erna
Rasay
Lesson Title:
Multi-step Division Word Problems
Provide a rationale for why you chose to teach this lesson at this time. Where is the lesson located
within the unit (in relation to previously studied topics and ideas to be studied in the future)?
Students are currently learning different strategies on solving division problems. After getting together
as a group and looking at our data from iReady, we realized that our students struggle with word
problems. From researching, we found the A.T.T.A.C.K. strategy that can be used as a resource/strategy
to help with breaking down/understanding word problems. This lesson will be taught close to the end of
the division module in Stepping Stones and a few days away from a division formative that they will be
taking. The A.T.T.A.C.K. strategy can be applied to any math word problem, but since the students are
currently focusing on division, we chose to focus on division word problems. Our goal is to see how
effective the A.T.T.A.C.K. strategy is when solving word problems.
A pre-assessment will be conducted by Krysten the day prior to this lesson. (2/19/20) see
pre-assessment below
Grade Level: 4 Standard(s):

4.OA.3: Solve multistep word problems posed with
Subject: whole numbers and having whole-number answers
Math using the four operations, including problems in which
remainders must be interpreted.
What are the primary learning goals?
● Students will be able to use the A.T.T.A.C.K. strategy to solve multi-step division word problems.
Learning Target: I am learning how to solve multi-step, whole number division word problems.
Success Criteria: I can solve multi-step division word problems using the A.T.T.A.C.K. strategy, along
with various other strategies (number bonds, area model, long division)
Differentiation Strategies: (Content, Process, Product)

● Meeting a variety of learning styles:
○ I do, we do, you do (Visual and auditory)
○ Hands-on activity (Kinesthetic)
Teaching Targets (timing, activity types, purpose, kinds of grouping)
Time: (the increments Teaching Strategy - Purpose - the why Method - the how (whole
of time depend on the the what group, small groups,
age of students) partners, individual, etc.)
9:20 am-9:25 am Direct Instruction Explaining the whole group
learning target and
success criteria
Krysten Setting expectations

9:25 am - 9:35am I do, we do Our research suggests whole group
a model lead
approach first using
the mnemonic
A.T.T.A.C.K.
Showing/modeling
how to use the
A.T.T.A.C.K. strategy
Maureen to ss (students)
9:35 am - 10:00 am you do in groups by We decided to split small groups
reading levels the ss up by reading
levels because
understanding word
problems also
requires the ability to
comprehend and
dissect the text. Ss
Maureen & Krysten will be split into 4
providing support and groups of 6; with 1
monitoring high (on grade level,
or 5th grade level)
reading level student,
2 medium (early
grade level or late 3rd
grade), and 3 low
(early 3rd grade or
lower) ss.
10:00 am - 10:15 am ss present word Groups will come up small group/individually
problems and present. Each
student in the group
*each group will be will take one letter
given a different word from the mnemonic
problem (see word strategy: A.T.T.A.C.K.
problems below) and explain how they
used it to understand
Krysten and solve the word

problem.
10:15 am - 10:20 am going over the big Restating the learning whole group
idea target, goals, going
over the purpose of
Maureen the lesson,
performing informal
assessments to see if
we can move on, or if
we need to slow
down/go over
misconceptions, etc.
10:20 am - 10:40 am you do individually exit slip, see if ss can individual
do it independently
*ss will be given without guidance
different word from teachers/peers
problems based off of
their math level
Krysten
With any extra time Independent work ss will work on individual
left, or if ss finish early prodigy or iReady
math, or be receiving
small group support
from one of the
teachers
Materials/Handouts: Tangible items used to Extensions: Ways to reinforce academic skills, etc.
implement the lesson
● Word problems ● Cross-concepts: applying division skills and
● glue the A.T.T.A.C.K. strategy in future
● dry erase markers lessons/math topics like fractions, decimals
● Pencil/eraser ● Applying skills to real life: in dance/drama,
● Math notebook when ss have to quickly line themselves up
● Elmo/Projector into equal groups/lines, they can use division
● Laptop/laptop connector for projector and comprehension to understand the
● Learning target/success criteria real-life “word problem,” and use their
● ATTACK Strategy handout (print) strategies and division skills to group
● Pre-assessment themselves
● Summative exit slip
Resources: What you used to prepare to teach
the lesson.
● Word Problems:
https://docs.google.com/document/d/
1P4393athINbVAjyJ6fqAABBmUO_MRg
_ZCzGiqRzJURQ/edit?usp=sharing
● Pre-assessment:
https://docs.google.com/document/d/
1rJDxhlPL-q2oVHEX4iV_pY5YLDLx4R_Kj
6ikM3RTUOA/edit?usp=sharing
● Teachers pay Teachers
● Quicksteps
● Research:
○ Powell, S. R., & Fuchs, L. S. (2018).
Effective Word-Problem
Instruction: Using Schemas to
Facilitate Mathematical
Reasoning. Teaching exceptional
children, 51(1), 31–42.
doi:10.1177/0040059918777250
○ Effects of the SOLVE Strategy on
the Mathematical Problem Solving
Skills of Secondary Students with
Learning Disabilities.
○ Solving Word Problems: As Easy as
PIES!
○ Mnemonic strategies: Evidence
based practice and practice-based
evidence.
○ The Effect of Explicit and Direct
Generative Strategy Training and
Working Memory on Word
Problem-Solving Accuracy in
Children at Risk for Math
Difficulties
○ Enhancing school success with
mnemonic strategies.
○ Putting Mnemonic Strategies to
Work in an Inclusive Classroom.
○ Mnemonic strategies and
classroom learning: a twenty-year
report card.
○ Models of teaching
Reflection:
Appendix B, Word Problems Given:
1. Clayton and Anu bought roblox hats together. Clayton paid $40 and Anu paid $20. If
each hat is $10, how many hats did they buy together?
2. Anu has 114 Pokemon cards. He kept 10 cards and shared the rest evenly among his 8
friends. How many Pokemon cards did each friend get?
3. While playing Fortnite Ms. Krysten defeated 5 enemies. When she defeats an enemy she
earns up to 3,012 points for defeating each enemy. If she traded in all her points for 3
extra lives, how many points is it per life?
4. Dayton and Danica are having a huge party. There is a limited amount of tables and
chairs reserved for their guests attending. There are 21 tables with 6 chairs on each table.
How many guests can Dayton and Danica each invite equally?
5. A donation center had filled up 44 small bins with canned food with each bin containing
24 cans. They plan to send the cans out to 4 food banks but want to give each food bank
the same number of cans. How many cans should they give to each food bank?
6. Rainier baked 3 trays of cookies. Each tray had 36 cookies. After they cooled, he divided
the cookies evenly into 4 bags. How many cookies did Rainier put into each bag?
7. Viv likes to take pictures on her new iPhone 11. She already has 175 photos and just got
the phone 5 days ago. She deletes 5 photos. If she took the same amount of photos each
day, how many photos did she take?
8. At the swap meet, Jayden found 6 buckets of LEGOs with each bucket containing 368
LEGO pieces. If he wanted to split the LEGO pieces into 4 piles, how many pieces
should he put into each pile?
Appendix C, Lesson Study Feedback Guide:

Lesson Study
Kaimiloa Elementary
February 20, 2020
Krysten, Maureen, Briana, Mehe, Erna
9:20-9:25 Direct Instruction: Start time: _______ End time: _______
Explain learning target and success criteria (Krysten)
Questions:
-Do we write this? Student questions
Comments:
-started late
-clear instructions/students copied notes
-repeating strategy-Related to experiences
-Could’ve printed out learning targets and criteria, to save time..instead of writing.
Setting Expectations (Krysten)

Questions:
Comments:
-did not see it
9:25-9:35 I do, we do Start time: _______ End time: _______
Showing/modeling how to use the ATTACK strategy to ss (Maureen)
Questions:
Comments:
-Started late and lasted longer than anticipated
-I do: some students were raising their hand and wanted to participate. Went to fast
-no i do
-we do - change word problem
-circling key information could vary
-different color for each letter
-temp. Check: proximity (walking around)
-engagement was on point
-informal checks (tapping your partner)
-all operations were solved is confusing but got it
-liked how Maureen asked the definitions of the words
-A little fast...students wanted to participate
-as we went through the word problem...labeled ATTACK letter we were at
-Not everyone was participating
-Write down on their paper and not copy what was on the board, made sure to solve
9:35-10:00 You do in groups Start time: _______ End time: _______
Split into groups by reading level (Maureen & Krysten)
Questions:
What division strategy can we use? (mehe)
Comments:
Different color for each member
Group 1 Observations:
-skipped through the problem
-“This is not important”
-not follow directions
-parenthesis
-mentally did the problem in his head
-Straight solved the problem
-3 other students solved problem
-reminded
-2 took the lead..and sat back after their part was done
-”stop solving the question”
-circling entire sentence
-confusion on who does what part
-one person being the leader (guiding group mates)
-referring back to book
-not skipping (setting expectations important)
-brought journal
-sophie took charge
-all operations are solved
-reread the questions
-Sophia took charge
10:00-10:15 Present word problems Start time: _______ End time: _______
Groups will present, take one letter from the ATTACK strategy (Krysten)
Only 2 groups presented

Ran out of time to present
High and medium word problem
Group 1 Feedback/Concerns/Misunderstandings:
-not referring back to strategy
-temp. check (thumbs up)
-reinforce using attack strategy
-letters to work on
-high student get two letters
-low student get the somewhat hard part (operations/check)
Group 4: Feedback/Concerns/Misunderstandings:
Closing:
- Went over each letter to make sure they are on track
-Thumbs up for temperature Check :)
10:20-10:40 You do individual Start time: _______ End time: _______
Exit Slip, independent (Krysten)
Questions:
Comments:
-too long
-2 students left working at 10:35
-more time given to presentation
-referring back to the board or their notebook, journals open
-wrap up: “it can help you to do this”, “you don’t get confused”
-no thumbs down
-sophia help around since done early.
-“Do we have to use the strategy?”
-Skipping the circling and solving
-Not going in order
Maureen:
-Was fast
-Modeling could’ve been taken out
-Like the we do…
-Students asked questions
-Anu circled and the classmates helped him along
-Input from students helped him to move along
-Wrote in complete sentences, but it’s ok
You do in groups:
- Students knew what the role was with the strategy

-Sophia re-red and guided the questions
-Didn’t do roles because of experience
Presenting word problems:
-The groups presented in order without identifying who is supposed to go next

-Talking softly, can’t hear
-Excited to present
Closing
-Which students need more help?

-Why did they think that was important
-How could we rephrase questions
-temperature check, no thumbs down
Exit Slip
-Differentiation with word problems

-Task to do after
-Most of the students were referring back to the strategy..
-One student asked about what to do next.
-Defined words in a sentence
Krysten:
-Liked the strategy

-All used the strategy in assessment

-Keep using it so that we can see how they do with it.
-Set expectations.
-They were participating and tried their best, especially low students
Appendix D, You Do in Groups (A)
Appendix E, You Do in Groups (B)

Appendix F, You Do in Groups (C)

Appendix G, You Do in Groups (D)
Appendix H, A.T.T.A.C.K Handout for Students

Appendix I, Pre-Assessment
Appendix J, Post-Assessment Student Sample (A)-Low

Appendix K, Post- Assessment Student Sample (B)-Medium

Appendix L, Post-Assessment Student Sample (C)-High

Appendix M, Post-Assessment Data

Appendix N, Lesson Study Timeline

Personal Perspectives
I remember at the very beginning of my student teaching journey I was asked “What is
one thing that you’re afraid of?” My immediate answer was “failing student teaching” At that
time I lacked the confidence and was terrified of making it this far only to end up failing. As I
am reflecting and writing this personal perspective, I wish I could tell my early student teaching
self that everything will be fine because I’ll have a supportive group sticking with me along the
way called The Fantastic 4th!
When I found out who my group members were going to be I was excited because based
off of previous semesters, I knew the kind of excellence these individuals were capable of. I also
had a hint of nervousness going into this group work because even though I have known these
individuals since the beginning of the program, I personally have not interacted closely with
them. Eventually all my worries began to settle down the more we got into the semester and
worked together. Everytime we sat down as a group, our discussions of what our next steps
would be came out almost naturally. Every group meeting was not wasted because we knew
exactly what needed to be done and what needed to be done next. We utilized each other’s
strengths in creating, teaching, and completing this lesson study. The level of communication
and support The Fantastic 4th gave to each other was the reason I believe we were able to
become “the pioneers”. We were deemed “the pioneers” by Dr. Kamai for being the group that
always got things done first and early. At first I did not know if being deemed the “pioneers” was
a good or bad thing because it was like we were jumping into every part of this assignment
blindly. I feel so lucky that my group was able to teach our lesson in the classroom to actual
students, especially during this current covid-19 pandemic we did all we needed to do in the
classroom right before going into a state of lock down and it would not have happened if we did
not work so well with each other.
It’s surreal to know that we entered the program together in Fall 2018 and we are exiting
the program together now closer than ever all because of this lesson study that brought us
together. All I needed from the start was a support group and I found one with The Fantastic 4th!

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Running head: A.T.T.A.C.K.!

Student Teaching Seminar/Spring 2020

University of Hawaii- West Oahu

A student’s inability to perform multi-step word problems is due to a lack of reading

strategy on students’ ability to solve word problems.

students make sense of what is being asked by the question.

before collectively solving.

Variety of Problem Solving Strategies

As mentioned previously, the vocabulary in the mathematics classroom is sometimes

practice on their own with feedback from the teacher.

There are various mnemonic-based learning strategies designed to help students in

successful mathematical mnemonic strategies which align to suggestions based on previous

(Freeman-Green et al., 2015).

encourages the go through each letter in the strategy.

can be effective if taught explicitly and modeled first.

Effect of Problem Solving Strategies

Understanding and implementing the different problem solving strategies in the

classroom are an important part of students excelling in mathematics. According to Swanson,

mathematical word problem-solving accuracy in elementary school children” (Swanson, Moran,

Description of Lesson Study

According to Christopher Masullo Professor of Mathematics, “Word problems tend to be

that focuses on the impact of the A.T.T.A.C.K. strategy on student learning.

Data Collection, Observations and Considerations:

introduced and modeled during direct instruction (see Appendix H).

students learning abilities to successfully demonstrate what they learned.

that students were able to understand the strategy we taught.

among the students.

Data Analysis and Interpretation

Appendix I​. Example of pre-assessment given to students.

reading levels, along with their previous performance scores in math.

Appendix J.​ Student A low student work sample.

follow along with.

Appendix K.​ Student B medium student work sample.

Appendix L​. Student C high student work sample.

through the problems can result in miscalculations and wrong answers.

students got both problems correct.

understanding vocabulary or keywords that indicates the type of operation to use.

time and practice to strengthen their multiplication and division skills.

understand what they are solving for in the problem.

mathematics word problem solving.

to be successful and to be able to “attack” word problems head on.

working in the right direction towards answering word problems correctly.

Beach, CA: Shell Education.

disabilities. ​Learning Disabilities Research & Practice (Wiley-Blackwell)​, ​30​(2), 76–90.

Corestandards. Retrieved March 19, 2020, from

Ideas,​ 71(5), 284–286. doi: 10.1080/00098659809602725

March 19, 2020, from

School Psychology,​ 51(6), 659–667. doi: 10.1016/j.jsp.2013.08.003

facilitate mathematical reasoning. ​Teaching Exceptional Children​, 51(1), 31–42.

Rosenshine, Barak. (2012) Principles of Instruction: Research-Based Strategies That All

Teachers Should Know. Aft. Retrieved March 19, 2020, from

generative strategy training and working memory on word problem-solving accuracy in

engage the brain, PreK-8​. Thousand Oaks, CA: Corwin Press.

Appendix A, Lesson Plan:

Grade Level: ​4 Standard(s):

Differentiation Strategies: (Content, Process, Product)

Teaching Targets (timing, activity types, purpose, kinds of grouping)

Krysten Setting expectations

Krysten and solve the word

Appendix I. Example of pre-assessment given to students.

Appendix J. Student A low student work sample.

Appendix K. Student B medium student work sample.

Appendix L. Student C high student work sample.

disabilities. Learning Disabilities Research & Practice (Wiley-Blackwell), 30(2), 76–90.

Ideas, 71(5), 284–286. doi: 10.1080/00098659809602725

School Psychology, 51(6), 659–667. doi: 10.1016/j.jsp.2013.08.003

facilitate mathematical reasoning. Teaching Exceptional Children, 51(1), 31–42.

engage the brain, PreK-8. Thousand Oaks, CA: Corwin Press.

Grade Level: 4 Standard(s):

9:20-9:25 Direct Instruction: Start time: _ End time: _

9:25-9:35 I do, we do Start time: _ End time: _

9:35-10:00 You do in groups Start time: _ End time: _

10:20-10:40 You do individual Start time: _ End time: _