The Jamboard incorporates scaffolded handouts. The compare problems has two separate scaffolded sections. The first is to unpack the concepts of difference and compare, followed by writing a math sentence.

Here is an introductory Jamboard to help students visualize and conceptualize change situations. Here is a video you can show to help students see movement and to get an idea of how to implement.

Note: this Jamboard is static to allow me to use the image from Clever Cat Creations.

Dakota helped her father bake cookies. They baked 9 sugar cookies and 3 chocolate chip cookies. How many cookies did they bake total?

When solving word problem the focus is often on following steps, e.g. read the problem and identify important information. There is also a focus on identifying key words, e.g. “total.” The problem with both is they rely on rote memorization. How do we identify “important” information? Focusing on the word such as total does not address the concept of total but is more of a signaled command like “sit.” Students see “total” and they know they are supposed to add. The problem is they often don’t understand why.

The entry point to word problems should be a focus on the underlying concepts.Â For example, present the word problem with cutouts of the actual cookies and physically demonstrate “total” by pulling all the cookies together. Similarly, you can have cutouts of the tadpoles and demonstrate the concept of how many are left.

Words are symbolic representations of ideas. Same with math symbols (below). Addressing the concepts, vocabulary and the process with this approach is a concrete-representational-approach (CRA). The equations below would not be addressed until the conceptual understanding was developed. When word problems presented do not include the term “total” the student can process the context as opposed to being reliant on the signal.