3 Reads Strategy for Successful Problem Solving in Math
Word Problems are often the hardest part of our math instruction. They can visually overwhelm students. They often contain extraneous information or multiple steps for completion. Students often struggle to persevere through complex problems. But, ultimately, it is through these complex problems that we are able to truly see our students’ understanding of math concepts and proficiency with the standards. Our students are expected to persevere through solving them, to demonstrate understanding, and to use a variety of strategies. I detail my experience with difficulties with story problems in my post Why Your Students Struggle with Word Problems . I use a modified 3 Reads Strategy in my classroom to help students make sense of complex word problems during our Word Problem of the Day . I connect it to the Close Reading we do during E/LA.
We have to read the problem closely to truly understand what is being asked of us as mathematicians.
The 3 Reads Strategy is a series of steps that helps students make sense of word problems. It’s focused on understanding the context. There are a variety of interpretations of the protocol. I have found my students have been increasingly successful following the 3 Read protocol daily. We do it during our Word Problem of the Day routine so we practice nearly every single day. At the beginning of the year, I walk my students through the 3 reads and we talk about the steps with each read. As the weeks go on, my scaffolding decreases as I expect students to apply the same steps independently. I often, especially with more complex word problems, do the first reading orally to provide access for all students. Here are the steps we take during our 3 Reads Routine.
3 Reads Strategy for Word Problems
1st read: read for gist.
The purpose of the first read is to get the gist of the word problem. Students should be able to answer what the problem is about; the context . Students should be able to retell, in their own words, what is happening in the word problem.
2nd Read: Read for the Unknown
The second read is focused on the unknown ; what is being solved for. Identifying the unknown helps students identify important and necessary information for solving during the third read. This helps them parse extraneous information out. It also helps students ensure they’re solving for what is actually being asked. I have my students underline important information in the question and also write a sentence frame for the solution.
3rd Read: Read for Quantities
In this read, students identify the quantities and relevant units. During this read, I have students circle the numbers and underline the key words (most often the units) for solving. It’s important to note that I do not mean keywords that are typically words relating to operations such as more. In this read, we focus on what is known ; the information given. With the unknown already being identified. Students then write an equation or expression to solve. They may also draw a picture if it’s helpful understanding the steps needed for solving.
Make a Plan
The last step in the 3 read protocol is to make a plan for solving. Now that students have identified what is being asked, the information that’s given to them, and what they are solving for, the last step is to actually solve. That may include modeling the problem with base ten blocks. It may also include using the standard algorithm to solve. Whatever strategy students feel they need, they do.
After students have worked through the problem, we share solutions and strategies. The focus is on so much more than a correct solution! I have students show their work and explain their thinking. Through our conversation we may critique someone else’s work to identify their mistake. We may share a variety of strategies for solving the equation. We may compare equations or expressions that were written for the problem. Because I’m walking around while students are working independently, I’m able to give on the spot support to some kids, while also identifying things I want to highlight for the group. This routine, and our steps after, go through so many of the Standards for Mathematical Practice!
It’s great to have a 3 Reads anchor chart or poster for student reference. A co-created anchor chart constructed with students while solving a complex problem would be great! I also have free black & white 3 Read Strategy posters that are perfect for printing on colored Astrobrights paper and made into a bulletin board. There’s also a 1-page 3 Reads Math Routine Poster that’s designed for student use.
Download the 3 Reads Routine posters here .
After students work to solve, we go over the problem. I scaffold the routine at the beginning of the year so we do each piece together. But as the weeks go on, I expect my students to become more and more independent in using the 3 Reads strategy. If they aren’t doing it independently when we’re working together, they’re not going to be using it independently in their work. Much of the power of our work comes from the discourse around the problem AND how students solved it. Depending on the problem, there can be value in focusing on the context and unknown. For others, the computation and strategies for solving may be the focus. I vary what our math discourse looks like. Some days, students talk with a partner as they work. Others, they talk with a partner after. Many times, it’s a whole class discussion.
These Math Talk posters help remind students of how they can engage in the classroom discourse around our word problem. They’re the perfect supplement to the 3 Reads Strategy because they refer back to the steps students followed based on the context of the problem. You can get My Math Talk posters for free in your inbox by filling out the form below.
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We use our 3 Reads Strategy during our Word Problem of the Day routine. You can read more about it in the blog post linked below. If you want to take a closer look at my Word Problem of the Day Bundles for 1st, 2nd, and 3rd grades, I have them in my TpT store. Each bundle includes a free Back to School version that gives you a great look at the format of the problems.
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I am one of the teachers that are teaching Word Problems wrong! I’ve read through all you said and it makes sense. Will use your strategy as our term starts tomorrow and this term the focus is on Word problems. Thanks for sharing. Do appreciate it.
I hope it helps you and your kiddos!
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Solving Multi-Part Word Problems {Freebie Printable Chart}
What Are Multi-Part Word Problems?
Multi-part math word problems are problems that require solving multiple parts or steps. They may include several subtasks that must be completed in a specific order to find the final answer. Or each part may be separate tasks involving the same scenario. These problems often challenge students to apply multiple skills, keep track of information, and determine what information is needed for each part (and not needed).
These can be very similar to multi-step word problems. However, they can differ in two main ways:
- Sometimes information is needed from previous parts to solve new parts, but not always. Multi-step problems typically always require the use of previous steps in the next or final step.
- The parts are usually labeled as Part A and Part B.
Helping Students Solve Multi-Part Word Problems
- Step 1: Read the beginning information and the first part of the task. Highlight or underline the question that is being asked.
- Step 2: Solve the first part, writing your answer in a complete sentence, and checking to make sure it makes sense.
- Step 3: Read the second part and highlight or underline the question.
- Step 4: Ask yourself: Do I need the answer OR information from the first part to solve the second part?
- Step 5: Solve the second part, writing your answer in a complete sentence, and checking to make sure it makes sense.
- Step 6: Repeat steps 3-5 with any additional parts.
Here are a few more examples. As you can see on the bottom example, part B required no additional information from part A.
Download the FREE Solving Multi-Part Math Tasks Poster
If you think these steps will be helpful for your students or for you as you model thinking through solving complex math tasks with multiple parts, click here or on the image below to grab the poster for free. You can use this to guide your anchor chart and then give students a copy to refer to when they are solving multi-part math tasks.
Need Multi-Part Math Tasks and Word Problems?
If you need differentiated multi-part word problems for each major 5th grade math skill (working with whole numbers, decimals, and fractions, check out this bundle of tasks.
Each task is included in three versions. The tasks themselves are not differentiated, but the response part is differentiated.
1st Level – The first level has sentence stems to help the students respond in complete sentences and separate workspaces for each part.
2nd Level – The second level has no stems but separates the workspace for each part.
3rd Level – The final part (where I will eventually move all my students to) has no stems and no separate workspace. The students will be expected to organize their answers on their own with no scaffold.
Click here to see the bundle that includes 60 math tasks (20 Whole Numbers, 20 Fractions, and 20 Decimals).
Want to try a free math task? —-> Click here to grab a free math constructed response task with multi-parts.
More Resources for Word Problems
FREE Word Problem of the Day Starter Pack
FREE Word Problem Graphic Organizers
FREE Multi-Step Word Problems for Interactive Math Notebooks
Solving Word Problems WITHOUT Relying on Key Words
Helping Students Explain Answers in Math
Helping Students Justify their Answers in Math
Ways to Help Students be Successful with Word Problems
Getting Students to Write in Math
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Reader interactions.
July 13, 2015 at 1:46 am
This is great! Learning how to conquer multi-step math problems is so important! I love your anchor chart with simple steps for students!
Ms. Smith Adventures of Ms. Smith
July 30, 2016 at 8:36 am
Terrific, especially with the rigorous expectations from each State Standard, thanks!
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I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students.
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