Grades 3-5 Math Problem Solving in Action_ Getting Students to Love Word Problems

154 ◆ Assessment

The next question in Figure 11.6 gives another example of using a
designated model (the number line).

Figure 11.6

1. Ken ran 2/10 of a mile in the morning. He ran 5/10 of a mile in the
   afternoon. He ran 1/10 of a mile in the evening. How far did he run alto-
   gether? Did he run a full mile?
   A. Model your thinking with the number line.

012345678910

B. Write an equation with a symbol for the missing number.

_____________________________________________________

C. Answer: _______________________

Here is an example from a Fifth Grade Midyear Word Problem Bench-
mark (see Figure 11.7). Notice in this test the students are required to pose
a problem. They need to contextualize the numbers.

Figure 11.7

1. The answer is^5 ⁄ 6 of a pie. Write a word problem about this.
   a. Problem:
   b. Model your thinking:
   c. Answer: __

Many Parts

There are many different aspects of answering word problems that should
be considered when writing and giving word problem assessments. Teach-
ers should be concerned with more than just getting a correct answer. The
answer is necessary but not sufficient. We have to know if students can
model their thinking, communicate their understanding, show what they
know in more than one way, discuss their strategies, use the correct math
vocabulary, persevere and answer all the parts of the problem, and reason
about the numbers.
Sometimes what happens is students can answer the question but can’t
model their thinking or discuss their strategies. This means that the answer