Story problems for kids is one of the addition games that teachers use in school and parents use at home to teach their kids how to solve the mathematical problems they might receive and at the same time understand the mathematical vocabulary that is found out there.
At the beginning of their journey, kids will be learning math through the easier ways that include playing with games to count and make simple additions before they move forward to the point where they will start to multiply and divide (https://www.youtube.com/watch?v=roMEZv1OObc).
Growing up takes the kid to another stage even when it comes to maths and this includes the harder ways that would teach them to add. The story problems for kids is one of the mathematical methods used to open the mind of the child and give him/her the chance to think and try to solve the problem.
In this educational video, the focus is on the addition for kids and the story problem provided is mainly focusing on the math vocabulary that would let the kid count and bring the final answer to the world. One of the famous techniques that Michelle uses and depends on when it comes to story problems is the RUCSAC which stands for Read, Understand, Choose, Solve, Answer and Check.
To solve any mathematical problem, the kid should first read the story problem with paying close attention to it and while reading, the kid should understand what the passage is trying to say in order to choose the words and other elements in it that are of any importance and thus will help in solving the problem and knowing what is needed for answering it, and at the end the kid should check the answer one more time by going through the whole thing quickly once again.
Story problems for kids are sometimes tricky and deceptive and that is one reason why the kids should pay close attention and focus on what they are reading. In this educational video, the story problem was focusing on addition which was translated through the usage of the word "altogether" and this means that the two numbers coming in the story should be added together in order to finally bring the final answer.
There are different methods used in addition and this will depend on the kid and which one of them he prefers or considers the easiest for him/her. The one mostly known is adding the two numbers through counting but if they consist of two digits then they should be first separated into tens and units, but there are lots of other mathematical ways used as well.
The other part of the story problems for kids which will help them generally in maths is giving them the numbers and letting them be the ones responsible for placing the story problems themselves. The story could be written in the form of words, it could be drawn in shapes, and the kids could even come up with other techniques if they could, and eventually all of them are acceptable.
One of the different important things that kids learn through the story problems is problem solving, they become more able to let their minds work and think about the most suitable solution for the problem they have. This will also reflect on the different problems they might face generally in their life, they will become more able to handle them and know what they are supposed to do and how they are supposed to solve them.
There are lots of other ways to teach kids addition other than the story problems and they will usually depend on the age of that kid. There are some mental math addition for kids and strategies which they could use (https://www.youtube.com/watch?v=zWE2AzEsgU4), there are some addition games that could be played with toys or other tools that you could find at home (https://www.youtube.com/watch?v=06BSCCDb2rw), there are also some magic math tricks related to problem solving which Michelle has shared before (https://www.youtube.com/watch?v=v0bp1K3IswY) and there is also the number line game for kids which is another helpful and exciting method to be used when it comes to teaching kids how to add (https://www.youtube.com/watch?v=Wn2YBpCIzis).
There are lots of addition methods and games, just come over and you will find them all :-)!
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Welcome to Learning More.
Today we're thinking about addition for kids.
Thinking about those different steps that your child might go through
in order to be able to apply those addition skills to different situations later on in their mathematical journey.
We're going to look at story problems.
Now story problems are all about applying those skills.
So these will be introduced after your child actually does understand the concept of addition
and will be able to then put it into practice.
And we really want to use those real life contexts.
I would say if you can, get problems or stories that your child is interested in.
So if they're interested in Pokemon, use Pokemon.
If they're interested in My Little Pony, use My Little Pony.
Because children will enjoy it more if they're actually dealing with subjects that they're interested in.
So a very simple basic addition problem.
Mark has 13 cards.
He buys 7 more.
How many cards does he have altogether?
Now I am a firm believer in this rucksack model.
I've used it a lot.
Initially I saw it in Twinkle.
I don't know if they were the ones to create it initially.
But it is a really, really good model.
And I talk to the children about getting on their problem solving rucksack.
And this actually gives them steps that they can take off and a process to go through.
So they're not just stabbing blindly at solving a problem.
So you've got your rucksack which is read, understand, choose, solve, answer and check.
And I will talk through each one of those steps as we go through solving this problem.
And it can be used from the simplest problems to the more complex ones.
And I would actually be inclined to really get the children into this routine using these steps.
So that they can apply it to every situation.
And as the challenges get more difficult, children will have a process.
And something that they can actually go back to and tick off.
And know that they have completed all set.
So my first section in rucksack is to read.
So I'm going to read the problem.
Marcus 13 cards.
He buys 7 more.
How many cards does he have altogether?
My U means understand.
So that's where I'm pulling out my key information.
I'm going through my problem.
I need to know what is important to me.
So that I can actually understand what I am doing.
So I actually at this stage encourage children to get a different colour pen, highlighter, whatever they want.
And to highlight the key points.
This is a big discussion point because children will sometimes highlight things that are not important.
And it's really, really important that you talk through what is important.
How they know it's important.
And all that use of mathematical language which is going to give them the clues.
So they can understand what they're doing.
So I'm going to know that 13 is important.
The fact that it's cards, not important.
It could be dogs.
It could be sweets.
It could be bananas.
Not important.
He buys 7 more.
So again that's important.
And I'm actually going to ring buy as well.
Because buy sometimes can have an effect on what we're doing in our problem.
How many cards does he have altogether?
Again I'm going to ring the altogether and the how many.
Because this is telling me immediately altogether.
I know generally altogether is a word that is usually related to multiplication or addition.
So already I'm starting to get some clues.
And I've also highlighted my key numbers in there as well.
So I'm starting to understand what I need to do.
Choose is now to choose your operation.
Choose the calculation.
Choose what you're actually going to do to solve this.
So I'm looking back and thinking altogether is probably telling me to add in this scenario.
And I've got my numbers 13 and 7.
Doesn't really matter what way I do my calculation.
I would also say actually more is very important there.
Because you want to show that that is adding.
The number is getting bigger.
So I'm going to write my calculation down.
So I'm going to say 13.
He has 13.
He actually goes into the shop.
He buys 7 more.
So I've now chosen my operation.
My next step is to solve.
So I want to solve this.
So I'm using my known facts.
I'm using my number line.
I'm using my number square.
Whatever is suitable for your child.
And in a way that they find comfortable.
So I might already use my known facts.
And I might already say straight away.
Well I know that 3 and 7 is 10.
And I've got another 10 here.
So it's going to be 10 plus 10.
Which is equal to 20.
Another child might want to use a number line.
So they will draw their number line.
They will put 13 at the beginning.
Because they're going to draw a blank number line.
And they're going to do their 7 jumps.
They're going to do 13.
1, 2, 3, 4, 5, 6, 7.
And then count on 13, 14, 15, 16, 17, 18, 19, 20.
So do encourage your child to use whatever tools they feel is necessary.
In the beginning stages of solving story problems.
Another way, an alternative way of exploring story problems.
And one which I love.
Because it gives the children a wee bit of ownership.
And allows them to really think about the language that's being used in story problems.
And it really gives them a chance to think about the relevant detail.
Is to actually give your child a number.
And allow them to make up the story problem.
So I might say your number is 7.
And that is then the challenge.
To turn it on its head.
And your child has to go and think of a story problem.
So they might go away.
This can also be done visually.
If your child is not at the stage where they can write.
They can draw pictures.
It's no problem at all.
So I might have a child that says write.
Well I have 3 sweets.
So I draw my 3 little sweeties.
Excuse my drawing.
I'm definitely not an artist.
So my 3 sweets.
And it's absolutely fine to allow your child to do visual representation as well.
It really is what your child is comfortable with.
And it allows them to understand.
Because that's the key of story problems.
It's their understanding and being able to apply.
And then they might say I've got 3 sweets.
And my granny takes me to the shop.
And she buys me 4 more sweets.
Here's my 4 more sweets.
How many sweets do I have all together?
And it can be as simple as that.
Or as complicated as they like.
It's also a good way of actually allowing children to make up story problems for other children.
Although I would say that it's important that they are able to solve it themselves.
And that they have the answer written down in their book or their whiteboard.
Before they actually challenge somebody else.
So it has to be something that they can do.
So that obviously other children can solve it.
But do have fun with story problems.
Make them relevant.
Make them fun.
And actually really do allow children to focus on these different steps.
And allow them to have a method and a process to help them solve them.
