The focus of the unit is on helping students realize the efficiency of using algebraic equations as they work through progressively more complex word problems using both an arithmetic approach and a procedural algebra approach. This unit works to fully engage students from different cultures and levels of skill, using word problems to flush out and address the many misconceptions and gaps in prerequisite skills and at the same time to help students construct deep conceptual understanding of the procedures of algebra. The purpose of this curricular unit is to improve my students’ performance in solving linear equations and word problems by teaching the two topics simultaneously so that they can have a more positive and successful experience in high school math classes. The combination of this confusion and misunderstanding comes to the surface in many different ways, expected and unexpected, when they are faced with multi-step one variable equations. They also lack a robust understanding of equality and equivalence. They lack a formal understanding of the Rules of Arithmetic, which interferes with simplifying expressions. Many students do not have a clear understanding of the many facets of variables. Many of them lack the conceptual understanding from previous grade standards. Thus elementary and middle school teachers have an important responsibility to teach students to feel more comfortable and gain confidence with solving word problems.Īnother major concept that my 8 th graders struggle with is solving multi-step linear equations. In fact, many high school teachers in Algebra 2 and Calculus notice similar misgivings from their students. Their apprehension does not dissipate as they enter higher math classes. Neither good number sense, nor flexibility with number relationships exempts students from having negative views on word problems. Their avoidance of taking on the challenge and the reflexive belief of their inability of solving word problems are present at all skill levels. Many students shut down and literally say “I don’t do word problems”.

It feels as if a massive impenetrable steel wall separates my students from engaging with word problems. Whenever word problems are introduced, many of my students react the same way: blank faces and groans. Making Sense of Solving Equations Through Word Problems by Sally Yoo Overviewīased on my fourteen years of teaching Algebra to 7 th and 8 th graders in public middle schools in Oakland and Berkeley, I can confidently say that word problems are the part of the subject that is least liked by the students.

Finding x word problems