1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in Problem Solving
Critical Point –
Build understanding of how we can help our students become problem solvers.
Materials:
Computer/projector
Manipulatives for direct Modeling (2 color counters, color tiles, etc)
Ziploc bags for to organize different sets of cards and allow for parents to easily take home
Copy for each family:
Addition Subtraction Problem Structure Chart
Problem Solving Deck
Equation Cards (pre-cut)
Multi-Step cards and sorting chart (pre-cut cards)
CAP 2nd Grade Problem Solving Handout
Problem Solving Progression Handout

2. Mathematics Florida Standards Focus
Grade 2
MAFS.2.OA.1.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MAFS.2.MD.3.8 Solve one- and two-step word problems involving dollar bills … or coins … using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction and equal groups situations.
Critical Point
Show parents how problem solving is connected to our math standards.
Step by step directions
Read the first sentence of each standard. These are just 2 of the many standards that address problem solving in 2nd grade. While we will focus on the standards listed here, we want parents to realize that problem solving is not limited to addition/subtraction or even to math, but problem solving is something we engage in everyday.
You can visit for a complete list of standards

3. Learning Progression:
Problem Solving Involving Addition and Subtraction
Critical Point
Show how problem solving progresses from earlier grades to future grades.
Step by step directions-
Read The standard that is in the box.
There is more information on each standard that is not displayed due to space. All standards can be found at
Share the progression starting with kindergarten through 3rd grade. Let parents know, if their child is struggling with the current grade level content standard they can look at the previous learning for support.
Parents should have a full page copy of the progression(copy before training)
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4. Write an Addition Word Problem.
How many of you wrote a problem like this. . .
Gavin had 2 cookies. Cora gave him 3 more. How many cookies does Gavin have now?
2 + 3 = ?
This is the most common type of word problem called result unknown.
There are many other types of addition problems.
Critical Point: As parents and teachers we are more comfortable writing result unknown problems. We need to provide a variety of problem types to students.
Step by Step Directions
Have parents write an addition word problem. We anticipate that most parents will write a result unknown problem because that is what they are most familiar with and the type of problem they were likely exposed to in school.
Click to reveal the result unknown problem. Let parents know most of them also wrote an result unknown problem. Tell parents there are many other types of problems we are now going to learn about and that are referenced in our standards.
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5. Addition/Subtraction Problem Structures
Gavin had some cookies. Cora gave him three more. Now Gavin has 5 cookies. How many cookies did Gavin start with? ? + 3 = 5 Start Unknown
Gavin had 2 cookies. Cora gave him some more. Now Gavin has 5 cookies. How many cookies did Cora give Gavin?
3 + ? = 5 Change Unknown
Critical Point – Expose parents to other problem structures by having them change their word problem into start unknown and change unknown problem types.
Step by Step Directions
Discuss the start unknown example. Ask parents “Can you change your problem to make it a Start Unknown problem?”
Allow time for parents to rewrite their problem.
Click to show the change unknown problem. Ask parents “Can you change your problem to Change Unknown problem?”
Say “Addition and subtraction problems can be posed in many different ways. Students must be able to solve problems of any situation.” Click to show chart of situations on next slide.
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6. Step by Step Directions
Critical Point
Familiarize parents with the problem types their students must be able to solve.
Step by Step Directions
Pass out problem structures chart. Say “ In fact these are all the problem types listed in our MAFS standards. Notice how it is organized by rows: Add to, Take From, Put Together/Take Apart, and Compare. Look through the chart. Be ready to share an A-ha or something new you learned by looking at the problem types”
Lead a discussion about something new they learned from the problem structures chart. If participants don’t bring up these points you can add them to the discussion:
-Notice “both addends unknown” How is this different from the other problem types?– multiple correct answers.
-Most students struggle with Compare problems – Why? We rarely ask questions like this.
-Important for students to have strong foundation in how addition and subtraction are related in order to solve different problem types.
Trainer Note:
This chart is in the glossary as table 1 in the MAFS. It is specifically referenced in the 2nd grade standards.
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7. Do key words help students problem solve?
How do I help my child with problem solving?
Do key words help students problem solve?
Critical Point:
Transition slide - connect problem types to ways we can help our children solve these types of problems.
Step by Step Directions:
Say “We have looked at a variety of problem types. Now you are probably thinking….”How can I help my child solve all these different problem types?”
Click to show key words question.
“How about teaching key words? …. Will this help our children? In the next three slides will take a closer look at key words?”
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8. Do key words help students problem solve?
1. Key words are misleading. Some key words typically mean addition or subtraction. But not always.
Consider: There were 4 jackets left on the playground on Monday and 5 jackets left on the playground on Tuesday. How many jackets were left on the playground?
"Left" in this problem does not mean subtract.
-SanGiovanni
Critical Point: Understand why we should avoid teaching key words as a problem solving strategy.
Step by Step Directions.
Read Slide 1. Key words are misleading. Some key words typically mean addition or subtraction. But not always.
Click to show: Consider: There were 4 jackets left on the playground on Monday and 5 jackets left on the playground on Tuesday. How many jackets were left on the playground?
Ask” How can key words be mislead students in this problem?” Lead a discussion.
Click to show:
"Left" in this problem does not mean subtract.
When we teach key words we find students that “number shop” instead of making sense of the problem. A student would see the word “left” and think– that means subtract. Shop for some numbers … 4 and 5. So 5-4=1. “I’m done!”
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9. Do key words help students problem solve?
2. Many problems have no key words. For example, How many legs do 7 elephants have? A 2nd grader should be able to solve the problem by thinking and drawing a picture or building a model. -SanGiovanni
Critical Point: Understand why we should avoid teaching key words as a problem solving strategy.
Step by Step Directions
Read Slide 2. Many problems have no key words. For example, How many legs do 7 elephants have? does not have a key word.
Ask … How do you think a student would solve this problem? Have parents solve the problem.
Click to show: A 2nd grader should be able to solve the problem by thinking and drawing a picture or building a model.
Additionally this problem only has one number. Students that “number shop” would be forced to read and make sense of the problem.
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10. Do key words help students problem solve?
3. It sends a bad message. 
The most important strategy when solving a problem is to make sense of the problem and to THINK.
Why would teaching key words not encourage students to make sense of the problem?
Key words encourage students to ignore meaning and look for numbers and words in isolation.
Mathematics is about meaning (Van de Walle, 2012).
Critical Point: Understand why we should avoid teaching key words as a problem solving strategy. Step by Step Directions:
Read Slide.
Click to show question “Why would teaching key words not encourage students to make sense of the problem?
Facilitate a discussion
Click to show why key words don’t help make sense of problem solving.
Trainer Notes:
Students that “number shop” and use key words and are not making sense of problems. Additionally we want students to take their “answer” and put it back in the problem situation. Does this answer make sense? It is all about thinking.
Parents have the best intentions when teaching key words, they want to make it “easier” for their child. Instead of making it easier we want to develop problem solvers that think and make meaning.
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11. How do I help my child make sense of problem solving?
Critical Point:
Transition slide - We explained why to avoid key words, now we want to provide strategies for how parents can help students make sense of problem solving and be a thinker!
Step by Step Directions:
Say “We have looked at a variety of problem types. And discussed why we want to avoid key words. Now you are probably thinking….”How can I help my child make sense of problem solving?”
“The reminder of the training will focus on strategies and activites to encourage our students to think about problem solving!”
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12. How do our students make sense when problem solving?
1. Direct modeling is when the student uses manipulatives or drawings and counting to directly model what is happening in the problem.
Make sure students focus on the actions happening in the problem to help them determine what operation they will use.
Critical Point: Instead of key words, students use direct modeling and focusing on the action of the problem to make meaning and determine the operation.
Step by Step Directions:
Read the slide.
Parents will apply the strategies in the next two slides
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13. How do our students make sense when problem solving?
Try Direct Modeling
Rita has 3 fewer pencils than Peggy. Rita has 7 pencils. How many pencils does Peggy have?
Critical Point:
Allow parents to see the value of direct modeling.
Step by Step Directions:
Ask parents to solve this problem using a direct model (manipulatives or pictures).
Circulate and Observe how parents are solving. (Look for a model that shows 7 objects to represent Rita’s Pencils. Peggy’s pencils would be represented with the same number as Rita plus 3 more b/c Rita has 3 fewer than Peggy)
Ask a parent if you can show their model and have them explain.
Ask “How would direct modeling help a student make sense of this problem?” Facilitate a discussion.
Discuss how direct modeling can help avoid common mistakes. A common mistake is for students to see fewer and then take 7-3 = 4 Does it make sense for Peggy to have 4 pencils and Rita to have 7 pencils? No the problem says that Rita has 3 fewer pencils than Peggy?

14. How do our students make sense to problem solve?
Focus on the Action
Ten alligators went down to the river. Three of them laid eggs. They laid 5 eggs each. A snake ate 8 eggs. How many eggs are left?
Critical Point:
Allow parents to see the value of focusing on the action.
Step by Step Directions
Ask parents to solve this problem by focusing on the action. Encourage them to think like their child and use manipulatives or pictures.
Circulate and Observe how parents are solving.
Ask a parent if you can show their model and have them explain how they focused on the action.
Ask “How would focusing on the action help a student make sense of this problem?” Facilitate a discussion.

15. Equation Cards Direct model the problem to find the matching equation.
Critical Point: Students need to be able to represent a word problem with an equation (decontextualize) as well as take an equation and represent it in a word problem (contextualize).
Solving Problems Relies on Thinking and Making Sense. Context Helps Make Meaning. Context helps students make meaning to solve problems.
Step by Step Directions
Equation cards and problem cards should be pre-cut.
This slide shows a few examples of the cards the participants will have.
Ask participants to get out their cards and work with a partner to match problems with equations. They may notice more than one equation could be matched to a problem.
Discuss the value of this type of activity. Students can’t relay just on the numbers in the problem. They have to focus on what is happening in the problem and the question that is being asked.
Options:
You could choose to use the two step problem solving sort instead of or in addition to the one step equation cards.

16. Problem Solving …. Everyday!
Problem Solving is not an isolated standard. It is part of all the mathematics content. For example students problem solve with money, measurement and data. Consider …
The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
Critical Point:
Realize that problem solving is not limited to addition or subtraction or even to math, but problem solving is something we engage in everyday.
Step by Step Directions:
Can you think of problem solving your engage in today? Have parents share.
Click to show an example of problem solving as related to the money content standard.
Have parents solve the problem.
Ask “How can direct modeling or focusing on the action of the problem help students make sense of and solve the problem?”

17. More than Words
Solving problems goes beyond mathematics presented as a word or story problems. Problem solving is the act of finding a solution when a method for the solution is not obvious. It can be story problems or simply open-ended questions.
Check out the problem solving deck. How could you use this with your child?
-SanGiovanni
Critical Point: Problem solving is not an isolated activity. It doesn't occur every Friday. Instead problem solving is a skill that favors every mathematics lesson. Problem solving is more than just one-step word problems. Problem solving should feature risk tasks, authentic purposes, and multiple ways to be solved.
Step by step directions.
Read Slide
If time: Have parents look through the problem solving deck. Select three problems you would like to use with your child. Turn to your shoulder partner, share the problems you chose and why you would like your child to solve them.
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18. Busy Family? Check out problem solving on TV
 ODD SQUAD agents investigate weird and unusual phenomena around them and use math to put things right.
The show is designed to help children build critical math skills such as problem-solving, resilience and collaboration.
PBSKIDS.ORG
Critical Point
All kids watch TV , why not have them watch a show that will expose them to problem solving!
Step by Step
Read slide
If time click on odd squad icon to link to pbskids.org/video. Then click on the image of the odd squad characters to play a sample of an odd squad video.
Children can watch Odd Squad on PBS on TV or online.
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19. Take it Home and Try It! DO TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Equation Cards – take this activity on the road by giving your child an equation and asking him/her to tell you a story problem that could match. You can also try two-step story problems!
Problem Solving Deck – turn one over each night before bed and solve together. Put a card in your child’s lunch box or leave a card by your child's breakfast or dinner plate for him or her to solve.
Critical Point: Provide ideas for how parents can easily utilize the activities in the training at home with their child.
Step by Step Directions:
Read Slide
If you have time you can invite parents to try out the multi-step problem sort at this time.
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20. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

21. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.