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Sign in nowJoin nowWord problems allow students the opportunity to apply their math skills in authentic situations. All too often, children who are able to solve numeric problems find themselves at a loss when faced with a word problem. Some of the best problems to work with are those in which the unknown factor is located in either the beginning or the middle of the problem. For example, instead of saying, I have 29 balloons and the wind blew eight of them away, and then asking How many do I have left? try something like this instead: I had a lot of balloons but the wind blew eight of them away. Now I only have 21 balloons left. How many did I have to begin with? Or, I had 29 balloons, but the wind blew some away, and I only have 21 now. How many balloons did the wind blow away? kali9 Getty ImagesAs teachers and parents, were often very good at creating or using word problems in which the unknown value is located at the end of the question. Unfortunately, this type of problem can prove too challenging for young children. By changing the position of the unknown you can create problems that are easier for beginning math students to solve.Another type of problem thats great for young learners is a two-step problem, which requires them to solve for one unknown before solving for another. Once young students have mastered basic word problems, they can practice two-step (and three-step) problems to work on more challenging concepts. These problems help students learn how to process and relate complex sets of information. Here are some examples:Each case of oranges has 12 rows of 12 oranges. The school principal wants to buy enough oranges to make sure that every student gets an orange. There are 524 students in the school. How many cases does the principal need to buy?A woman wants to plant tulips in her flower garden. She has enough room to plant 24 tulips. The tulips can be purchased in bunches of five for $7.00 per bunch, or they can be purchased for $1.50 each. The woman wants to spend as little money as possible. What should she do and why?The 421 students at Eagle School are going on a trip to the zoo. Each bus has 72 seats. There are also 20 teachers going on the trip to supervise the students. How many buses are needed to make sure that all of the students and teachers are able to go to the zoo?Students will often need to re-read a question to make sure they have all of the information they need. They should also be encouraged to read the question again to be certain that they actually understand what the question is asking them to solve for. This worksheet features several basic word problems for young math students. This worksheet features a set of intermediate word problems for young students who have already mastered basic skills. To solve these problems, students will need to have an understanding of how to count money. This worksheet features several multi-step problems for advanced students. Improve your students math skills and help them learn how to calculate fractions, percentages, and more with these word problems. The exercises are designed for students in the seventh grade, but anyone who wants to get better at math will find them useful.The sections below contain two-word problem worksheets for students, in section Nos. 1 and 3. For ease of grading, identical worksheets, including the answers, are printed in section Nos. 2 and 4. More detailed explanations of some of the problems are also provided within the sections. Find out what birthday cakes, grocery stores, and snowballs have in common with these fun word problems. Practice calculating fractions and percentages with problems such as:When the birthday cake was about to be served, you were told you could have 0.6, 60%, 35, or 6%.Which three of the choices will give you the same size portion?Explain to students that the correct answer is .6, 60%, and 35 because all of these equal 60 percent, or six out of 10, or 60 parts out of 100. By contrast, 6 percent means just that: only six pennies out of 100, six parts out of a 100, or six tiny slivers of cake out of 100. Find the solutions to the word problems that students tackled in the first math worksheet. The second problem, and answer, state:Problem: 47 of the birthday cake was eaten on your birthday. The next day your dad ate 12 of what was left. You get to finish the cake, how much is left?Answer: 314If students are struggling, explain that they can easily find the answer by multiplying fractions as follows, where C stands for the portion of cake that is left. They first need to determine how much cake was left after the birthdayThen they need to see what fraction was left the next day after dad gobbled up some more of the cake:C = 37 x 12C = 3 x 1 7 x 2C = 3 14So 314 of the cake was left over after dad had a snack the next day. Have students learn how to calculate a rate of return and how to divide a large area into smaller lots with these math problems. To help students, go over the first problem as a class:Sam loves basketball and can sink the ball in the net 65% of the time. If he takes 30 shots, how many will he sink?Explain to students that they simply need to convert 65% to a decimal (0.65), and then multiply that number by 30. Find the solutions to the word problems students have tackled in the second math worksheet. For the first problem, demonstrate how to work out the solution if students are still having difficulty, where S equals shots made:So Sam made 19.5 shots. But since you cant make half a shot, Sam made 19 shots if you dont round up.Normally, youd round up decimals five and greater to the next whole number, which would be 20 in this case. But in this rare case, youd round down because, as noted, you cant make half a shot.
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