## Cube strategy for word problems

## Cubes problem solving worksheet

As part of a New York City initiative to improve math achievement, I was paired with Ms. Hartwell (and others in her school). The aim was to teach “Tier 1” schools conceptual math. Tier 1 schools were those that outperformed the rest of the city in three categories. The students with the lowest income, the lowest test scores, and the highest number of students of color are in this class.

Other teachers in the program had explained the term “literacy” to me. It was also logical. Why were the students struggling on the exam, which had a lot of word problems, if they understood the math?

She moved about the room while the students played. Some people wondered where the decimal could go. Others had difficulty lining up the long division subtraction section. Some students worked in groups of two, with one doing the calculations and the other copying.

The word “scaffolding” comes from Lev Vygotsky’s work. The word “Zone of Proximal Growth” was coined by him. Items that are only out of control for a learner are included in the ZPD. They won’t be able to do it on their own, but with help, they can. We may ‘scaffold’ these skills into a learner’s core skill set by ‘scaffolding.’

## Cubes word problem strategy printable

Math word problems are a source of frustration for students all over the world. I, as a math teacher and tutor, sometimes have difficulty with word problems. What is the reason for this? Since it necessitates a high degree of understanding. Rather than mathematical symbols, there are terms or phrases that must be deciphered. CUBES has proven to be extremely beneficial to my students.

Make a circle around the numbers and their units. Students are frequently not required to write down the related units by their teachers. This is something I’ve done before. However, in math, units are an essential detail. I am a true believer in paying attention to detail. Many educators mistakenly refer to this as Attending to Precision, but there is a significant difference between the two.

### Cubes math strategy worksheet

How many times have you been teaching a term that your students are comfortable with just to have them totally shut down when they are presented with a word problem? The response is far too numerous for me to count. Word problems necessitate problem-solving techniques. Word problems, however, necessitate decoding, the elimination of unnecessary details, and the opportunity for students to solve for something that the query does not require. There are many opportunities for students to make mistakes! Let’s talk about some problem-solving techniques that can assist in guiding and motivating students!

This problem-solving technique has been implemented with students, and it has gone well. When I gave them the boxes to fill out (see below), there were no heavy sighs that I was asking them to display their work. #mathteacherachievement

Here’s where I usually have trouble with problem-solving techniques: 1) modeling the technique in my own classroom after showing students how to do it, and 2) enforcing students to use it. So… pretty much everything. This could explain why I haven’t been able to stick to a plan year after year.

### Cubes math strategy examples

A few years ago, the district where I worked said we shouldn’t use C.U.B.E.S. I didn’t know much about the plan at the time, so I didn’t pay attention to the logic behind the why. Fast forward to my first year as an instructional instructor last year, and I now understand why C.U.B.E.S aren’t appropriate for most classrooms.

C.U.B.E.S. is a technique that works well for students who already know how to solve word problems. Students are based on completing steps rather than what the issue requires by using this technique. For many students, word problems cause anxiety, and to get an answer, they will complete every math problem using the operation they are most comfortable with.

Let’s be frank, when you first learned about word problems this year, I’m guessing you wanted to include all of the numbers in the problem. This is the operation that students depend on the most, regardless of grade level. Students who use C.U.B.E.S. often “fake” their way through the technique and still add the numbers.