word problem solving checklist

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Teaching Math Word Problem Key Words (Free Cheat Sheet)

Published: November 20, 2023

Contributor: Jeannette Tuionetoa

Disclosure: This post may contain affiliate links, meaning if you decide to make a purchase via my links, I may earn a commission at no additional cost to you. See my disclosure for more info.

Tackling word problems in math can be challenging for kids to learn. We called them story problems when I was in school. If your kids are learning math key words so they can solve word problems, they you’ll find these free cheat sheets and worksheets for word problem key words helpful. 

Math Word Problem Key Words

There is no doubt that mathematical operations using words are difficult for kids. They go from counting numbers to doing math equations with numbers.

Then all of a sudden… there are words, just words . All of a sudden algebraic expressions and mathematical operations are POOF – words.

The lack of numbers and shift in mindset can completely throw off a lot of students. If kids have difficulty with reading, then that is yet another struggle for kids as they try to learn basic problems in math.

Teaching students about challenging math keywords just got easier!

We have a FREE download of the Math Word Problems Keywords Cheat Sheet available for you at the bottom of this post. Keep scrolling to get your copy today!

Why do some kids struggle with word problems?

A key proponent in different operations in math is learning the key words that prompt kids to understand which operation skill they need to use to solve the problem.

This means that they should master regular math problems first and be able to read with comprehension. You will shortly find that if these two skills aren’t somewhat mastered first, then word problems will become an issue.

Many times math is a subject best taught in sequential order. If one step is missed, then the future steps falter. This is much like how it is when teaching word problems.

The best thing for your children is for them to first:

• Be able to read well.
• Understand math concepts and phrases.
• Know to not rush, but focus on math key words, identify relevant information, and understand the text.
• Get to know the keywords for math word problems

What are keywords for math word problems?

Key words in mathematical word operations are the words or phrases that will signal or show a student which type of math operation to choose in order to solve the math word problem.

The keywords for math word problems used in operations are a strategy that helps the math problem make sense and draw connections to how it can be answered.

Basically, when using key words, students must decipher whether they need to solve the math equation via addition, subtraction, multiplication, or division.

What are the common keywords for math word problems?

Thankfully, there are math key words that our children can learn that help them work through their word problems. They are prompts that point them in the right direction.

Just like a different language needs words translated for comprehension, students translate the words… into math .

Keywords for Math Word Problems

Learning these math keywords will help with problem solving:

Addition Math Key Words:

• increased by
• larger than
• in addition to
• how much in all

Subtraction Math Key Words:

• how many more
• how many less
• shorter than
• smaller than

Key Words for Multiplication Word Problems:

• multiplied by
• double/twice

Key Words used for Division Word Problems:

• equal group
• how many in each

You can print off a free math key words cheat sheet that has the above math key words for word problems and add it to your homeschool binder . Find the download link at the bottom of this post. 

How can we help kids learn keywords for solving numberless word problems?

Teach kids steps for solving word problems until it becomes a habit or they get comfortable with the steps. First, they can look for the important information and write those down. (Read the problem carefully). Next, kids need to define or find the variables in the math equation.

From the keywords, kids can now determine what math operation to use. Translate the words to math. Then, kids can solve the math equation. This is where the skills of solving numbered equations are important.

Finally, students have to put their answers in the form of a word sentence. NOTE: Many times kids think after solving the equation they are done. However, the key to making sure they understand that word problems need word answers.

Different Strategies to Familiarize Keywords in Word Operations

You can use some of these keywords for math word problems as vocabulary words in your homeschool.

Students can display subtraction, addition, multiplication, and multiplication handy reference posters on a bulletin board in your homeschool area. Students can also just list them on dry erase boards . These are perfect visual reminders for what keywords go with what math word problems.

Your students can also keep their keywords for math word problems with them as they study. They can place the list of keywords in a math folder or in an anchor chart – and then in their math folder.

Kids can keep the keyword poster sets in their math notebooks or keep them in a word problem journal .

Their strategy for learning word problem keywords all depends on how they best absorb information.

Students may do well using a combination of these methods. Either way, all of these different strategies can be used to get them comfortable in identifying the route to solve math word equations.

Math Word Problem Keywords Cheat Sheets & Teaching Aids:

We created a free pdf download Word Problem Key Words Cheat Sheet that you can find at the bottom of this post. It’s great to use as a reference for math word problems.

Word Problem Clue Words

Get a Clue Free Download – Check out these word problem clue word handouts and posters to help your students with word problems. There 5 pages in all that will be handy for your kids in trying to find the correct answer while using the correct operation.

Addition and Subtraction Word Problem Keywords

Subtraction Keywords/Addition Keywords – Until your kids memorize keywords and what they mean, this freebie can help. Grab these simple black and white printable signs. They will help kids look for keywords like larger numbers for subtraction word problems or addition keywords like in addition to . 

Story Problem Key Words

Words to Math – Keywords in math problems are essentially turning words into math. This graphic organizer printable is a quick reference for your students to use with numberless math word problems. Place them in a notebook chart or your homeschool classroom wall as a visual reminder.

Word Problem Key Words Poster

Key Word Posters for Math Problems – Grab these word problem keyword handy reference posters for subtraction, addition, division, and multiplication. Each poster has its specific theme and specific words to solve all problem types. Kids will enjoy having practiced with these math key words posters.

Word Problem Key Words Worksheets

Fun Key Word Sorting Activity – Your kids have now studied some keywords for math word problems helpful for problem solving in mathematical operations. Use this word problem sorting activity to test their knowledge in a fun engaging way. Add this fun activity to your test prep materials.

World Problems Worksheets with Key Words – These word problems worksheets use key phrases to help your students identify the phrases that will help them determine which math operation to use.

Word Problem Key Words for Math

Math word problems are probably the first opportunity students get to understand how math relates to real world situations. The applications can be relevant in their real life experiences like going to the market.

However, the benefit to word problems doesn’t stop there…

With word problems, students develop their higher-order thinking and critical thinking skills.

Different types of word problems guide your students to applying math various math concepts at the same time. They have to know basic number sense, basic algebra skills, and even geometry when they attempt multiplication word problems.

If we do it the right way, kids won’t see word problems as a dreadful experience in math. Understanding word problems is a learning curve and doesn’t come easily to kids.

Identify Learning Gaps

Another important aspect of word problems is that they tell a parent/teacher if a child needs help in areas like reading comprehension or math number operations skills. This type of word math is a great evaluation of your student’s thinking processes.

We can, however, help make it a better experience for them by teaching it the right way.

Free Math Key Words Cheat Sheet Instant Download

You won’t want to miss our free Word Problem Key Words Cheat Sheet PDF download for different ways kids see keywords in various types of problems in mathematics. This math tool is everything your student needs and the perfect resource to reference keywords in math operations.

Includes the keywords that will help your children solve and recognize word problems for:

• Subtraction
• Multiplication

FREE Instant Download

Math Word Problems Keywords Cheat Sheet

• cheat sheets
• Instant Download

Jeannette Tuionetoa

Jeannette is a wife, mother and homeschooling mom. She has been mightily, saved by grace and is grateful for God’s sovereignty throughout her life’s journey. She has a Bachelor in English Education and her MBA. Jeannette is bi-lingual and currently lives in the Tongan Islands of the South Pacific. She posts daily freebies for homeschoolers!

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Strategies for Solving Word Problems – Math

It’s one thing to solve a math equation when all of the numbers are given to you but with word problems, when you start adding reading to the mix, that’s when it gets especially tricky.

The simple addition of those words ramps up the difficulty (and sometimes the math anxiety) by about 100!

How can you help your students become confident word problem solvers? By teaching your students to solve word problems in a step by step, organized way, you will give them the tools they need to solve word problems in a much more effective way.

Here are the seven strategies I use to help students solve word problems.

1. read the entire word problem.

Before students look for keywords and try to figure out what to do, they need to slow down a bit and read the whole word problem once (and even better, twice). This helps kids get the bigger picture to be able to understand it a little better too.

2. Think About the Word Problem

Students need to ask themselves three questions every time they are faced with a word problem. These questions will help them to set up a plan for solving the problem.

Here are the questions:

A. what exactly is the question.

What is the problem asking? Often times, curriculum writers include extra information in the problem for seemingly no good reason, except maybe to train kids to ignore that extraneous information (grrrr!). Students need to be able to stay focused, ignore those extra details, and find out what the real question is in a particular problem.

B. What do I need in order to find the answer?

Students need to narrow it down, even more, to figure out what is needed to solve the problem, whether it’s adding, subtracting, multiplying, dividing, or some combination of those. They’ll need a general idea of which information will be used (or not used) and what they’ll be doing.

This is where key words become very helpful. When students learn to recognize that certain words mean to add (like in all, altogether, combined ), while others mean to subtract, multiply, or to divide, it helps them decide how to proceed a little better

Here’s a Key Words Chart I like to use for teaching word problems. The handout could be copied at a smaller size and glued into interactive math notebooks. It could be placed in math folders or in binders under the math section if your students use binders.

One year I made huge math signs (addition, subtraction, multiplication, and divide symbols) and wrote the keywords around the symbols. These served as a permanent reminder of keywords for word problems in the classroom.

If you’d like to download this FREE Key Words handout, click here:

C. What information do I already have?

This is where students will focus in on the numbers which will be used to solve the problem.

3. Write on the Word Problem

This step reinforces the thinking which took place in step number two. Students use a pencil or colored pencils to notate information on worksheets (not books of course, unless they’re consumable). There are lots of ways to do this, but here’s what I like to do:

• Circle any numbers you’ll use.
• Lightly cross out any information you don’t need.
• Underline the phrase or sentence which tells exactly what you’ll need to find.

4. Draw a Simple Picture and Label It

Drawing pictures using simple shapes like squares, circles, and rectangles help students visualize problems. Adding numbers or names as labels help too.

For example, if the word problem says that there were five boxes and each box had 4 apples in it, kids can draw five squares with the number four in each square. Instantly, kids can see the answer so much more easily!

5. Estimate the Answer Before Solving

Having a general idea of a ballpark answer for the problem lets students know if their actual answer is reasonable or not. This quick, rough estimate is a good math habit to get into. It helps students really think about their answer’s accuracy when the problem is finally solved.

6. Check Your Work When Done

This strategy goes along with the fifth strategy. One of the phrases I constantly use during math time is, Is your answer reasonable ? I want students to do more than to be number crunchers but to really think about what those numbers mean.

Also, when students get into the habit of checking work, they are more apt to catch careless mistakes, which are often the root of incorrect answers.

7. Practice Word Problems Often

Just like it takes practice to learn to play the clarinet, to dribble a ball in soccer, and to draw realistically, it takes practice to become a master word problem solver.

When students practice word problems, often several things happen. Word problems become less scary (no, really).

They start to notice similarities in types of problems and are able to more quickly understand how to solve them. They will gain confidence even when dealing with new types of word problems, knowing that they have successfully solved many word problems in the past.

If you’re looking for some word problem task cards, I have quite a few of them for 3rd – 5th graders.

This 3rd grade math task cards bundle has word problems in almost every one of its 30 task card sets..

There are also specific sets that are dedicated to word problems and two-step word problems too. I love these because there’s a task card set for every standard.

CLICK HERE to take a look at 3rd grade:

This 4th Grade Math Task Cards Bundle also has lots of word problems in almost every single of its 30 task card sets. These cards are perfect for centers, whole class, and for one on one.

CLICK HERE to see 4th grade:

This 5th Grade Math Task Cards Bundle is also loaded with word problems to give your students focused practice.

CLICK HERE to take a look at 5th grade:

Want to try a FREE set of math task cards to see what you think?

3rd Grade: Rounding Whole Numbers Task Cards

4th Grade: Convert Fractions and Decimals Task Cards

5th Grade: Read, Write, and Compare Decimals Task Cards

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• January 3, 2021
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CUBES Math Strategy for Word Problems

The CUBES math strategy is a tool teachers use to aid students with problem solving. Do you have students that when faced with a word problem they seem to freeze and have no idea where to start?

The math CUBE strategy provides those students with a starting point, a set of steps to perform in order to solve a particular math word problem.

What is the CUBES strategy?

This strategy helps students break down word problems by creating five steps they must follow in order to solve. CUBES is an acronym that is easily remembered by students.

C – Circle the numbers

U – Underline the question

B – Box the key words

E – Evaluate and Eliminate unnecessary information

S – Solve and check

Why use the CUBES math strategy?

• It gives students a starting point when they are faced with word problems. We know many kids fear word problems and many times they have no idea where to start.
• It makes kids aware of what the problem is asking – this might seem simple but forcing kids to underline the question is a good way to make them read what is the problem asking me to do.
• It brings out all the numbers in the problem – sometimes word problems present numbers in numerical form, word form, or any other tricky form. Circling the numbers forces kids to look through the problem to find numbers in any form.

If you are looking for a digital way to use CUBES, I have created a set of Google slides where students can annotate the word problems, write an equation, and solve.

https://youtu.be/0iL3v7V6jVA

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The 3 Reads Protocol for Solving Word Problems

Raise your hand if you wish your students were more confident and successful in solving word problems. Right, that’s what I thought. And the answer probably doesn’t change much based on your grade level. Face it, word problems are just plain hard!

What DOESN’T WORK

Over the years, very well-intentioned teachers have developed strategies designed to help students solve word problems . Two such strategies that are still quite prevalent are “problem-solving” models and the use of keywords. The idea is that if you follow these steps and look for these keywords, you will be able to solve any word problem. Unfortunately, it’s just not that simple, and despite their widespread use, these strategies are not very effective.

If you look at the CUBES problem-solving model, reading the problem is not even one of the steps! And if you’re thinking,  Well, of course students know to read the problem! you might want to watch this model in action. I have more often than not seen students just literally start circling numbers (and not even the labels that go with the numbers…) without ever having read the problem. And keywords are not reliable either. Some word problems have no keywords, and keywords in multi-step problems end up confusing students because of the mixed messages they send.

So can we just agree that something else is needed and put these “strategies” to rest? Students fail at solving word problems for one reason—they don’t understand what the problem is asking them to do. It’s a comprehension problem, so students need reading comprehension skills.

The 3 Reads Protocol

Let me first say that if you search the Internet for 3 Reads Protocol , you’ll find that there are slightly differing versions. What I’m about to describe is the version that I find to be particularly effective. Regardless of the version, we are reading the problem three different times and each reading has a different focus.

The 3 Reads Protocol is a guided learning experience. Students are presented with the problem in stages, and with each read the teacher asks probing questions. Looking at an example is probably the easiest way to understand the protocol, so let’s dive in.

To begin the 3 Reads Protocol, the teacher presents the students with a problem, and the class reads the problem together. Probably the easiest way to do this is with a PowerPoint or Google Slides file. Notice that with the first read, there are no numbers and no question. We just want the students to understand what the story is about and make a mental picture. Without numbers, students have to focus on the meaning of the words! After reading the problem together, the teacher asks what the story is about and calls on students for responses. Don’t be surprised if the responses are very general at first ( girls, flowers,  etc.). Ask for additional details, if necessary. Ideally, for this problem, you’d like the students to offer the names of the girls and the types of flowers.

For the second read, the problem is again presented to the students, but this time it includes the numbers. Read the problem again whole class. The questions you will ask now are all related to the numbers in the story. Our goal is for the students to understand that it’s not just 10, it’s 10 daisies . Students might also offer relationships—e.g., Natassja picked more daisies than Ayriale.

Finally, with the third read, students are asked to generate questions that could be answered using the information in the problem. Even though the problem looks just like it did for the second read, don’t skip the reading part! Some problems won’t lend themselves to very many different questions. I like to use this problem as an example because many different questions can be generated. Why? Because there are lots of different numbers in the problem. Here’s a sampling of questions that could be asked. I’m sure you can think of many others.

• How many flowers did Ayriale pick?
• How many flowers did Ayriale and Natassja pick?
• Which girl picked more flowers? How many more?
• How many daisies did the girls pick?

That’s the protocol in a nutshell! Once a question or questions have been generated, you can have students go on to solve the problem.

Frequently asked questions

1. When students are solving word problems independently, do I ask them to ignore the numbers and the question?

No! That would be pretty much impossible for them to do. By routinely solving problems using the 3 Reads Protocol with either the whole class or in small groups, you are helping students develop good reading habits that will transfer to their independent work. When they are working independently, the idea is that they will automatically think about the context, identify what the numbers mean within that context, and better understand what the question is asking them to find.

2. Where do I find problems for the 3 Reads Protocol?

I’m sure you can find some that have already been prepared, but it’s super easy to make your own! Just set up a PowerPoint or Google Slides file and format it however you like. Maybe you want a colorful border or a particular font. Use problems that you already have from your resources—textbooks, supplemental books, etc. You’ll need two slides for each problem. On the first slide, type the problem from your resource, leaving out the numbers and the question. On the second slide, add in the numbers. Use a nice big font so students can easily read the problem when projected on your interactive whiteboard. That’s all there is to it!

If you have other questions, add them in the comments below, and I’ll add them to the FAQ. I’d also love to hear how the 3 Reads Protocol is working out in your classroom!

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16 Comments

fantastic thoughts! I LOVE this approach. I’ve used a resource from Lucky Little Learners that is called Numberless Word Problems. This 3 reads protocol will work perfectly with that resource!

Yes! It does include elements of numberless word problems, which I was first introduced to by Brian Bushart .

I appreciate your thoughts on problem solving however the use of CUBES has been totally effective for the past three years with my students who never attempt word problems. You stated that not circling the “labels”, I suppose you mean units connected to the problem. I use this strategy daily and we circle both numbers and units. I’ve made it my own. Let me also reiterate that this strategy works exceptionally well with students who have low reading abilities too. I spend 5 weeks on CUBES and we slowly work our way into the Three Read Protocol which also helps the “non-reader”

Thank you for sharing your experiences! Since you transition to Three Reads, I’m curious why you wouldn’t start with it. I’d also be interested to know what grade level you teach.

I teach both 7th and 8th grade, and many times they have not had any experience with either. CUBEs is embedded with 3-read. I read the question. Students read the questions, we use cubes to understand quantities and the operations ( C and B) used to bring these quantities together. Then we underline the question to provide clarity and to determine what type of answer we are seeking. In our data, we found that our students do not attempt word problems on any formative assessments so we had to start with decreasing student fear of problem-solving and reading. When I used CUBES, I found that many students could answer the question however they had no idea what to do (operations) with the numbers due to a lack of experience,(key operational words) not knowledge ( they always wanted to add). Immediately, students would attempt word problems because CUBES allowed them to pull out what they needed, producing increased math confidence. As we continued with problem-solving, the 3 read protocol was introduced when solving multi-step word problems, student growth was tremendous!

Excellent post!

Thank you! This strategy has so much potential for teaching students to approach word problems in a much more meaningful way!

Hello! This strategy looks great and reaffirms how I’ve been teaching my son to read the problems through as many times as he needs to understand. Now I have the right questions to ask with each reading! Thank you! My question, are there still some strategies to go along with this protocol that you have found to be helpful to use in conjunction i.e. drawing a picture, making a chart, etc. Thanks so much!

I’m so glad this provides you with the missing link! Drawing a picture or diagram is another powerful strategy that goes really well with 3 Reads because it helps students visualize what’s going on in the problem.

Thank you for your post. The Three Read strategy is a gentle reminder of the power of cross-curricular reading strategies; coupling this annotation and graphic organizers will help students develop ways to process and solve simple to more complex multi-step word problems.

I am a math interventionist at an elementary school. We see students K-5 and realize how important it is for us to have a common process/language when it comes to word problems. Looking forward to learning more about this and helping guide our school, thank you!

I absolutely agree about using common language and strategies campus-wide! It’s so much more effective than students having to adjust to their teacher’s language/strategies every new year.

Thank you! I am going to try Three Reads Protocol for the first time next week with my 4th grade students. I am excited. I have had students read word problems all the way through before trying to solve the problem, however, I love the 3 Reads approach and the questions that go with each read. Thank you for breaking it down.

It’s a very powerful strategy! Good luck.

Many of the problems already include the question or questions. When first teaching the strategy, I can take the questions away and then we can compare to see if one of our questions matched the questions posed, but how to do facilitate the strategy when the question is there and you can’t take it away (thinking of assessments).

The idea is that when done regularly, students will develop comprehension skills that will transfer to solving “normal” word problems. They’ll know, for example, that reading it through the first time and ignoring the numbers helps them focus on what’s happening in the problem. You certainly want to help them make that connection, though. You might even show them a normal problem and explicitly model how to use 3 read strategies when the numbers and question are present.

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The Best Word Problem Strategies that Build Strong Mathematicians

The best word problem strategies.

Ah, word problems. They are SO important for our students to understand, yet one of the most challenging parts of math instruction. Word problems are unique in that they are not JUST about math – they require reading comprehension, as well. Therefore, even students who excel at math can often struggle with word problems. As teachers, it can be difficult to know which word problem strategies to teach.

In this post, I am going to share some of the common strategies for teaching word problems and why they are or aren’t effective. I would also highly encourage you to check out this post , where I share ideas for reaching all your students in your word problem instruction.

Math Word Problem Solving Strategies

There are many word problem strategies out there, but some are more effective than others. Let’s take a look at some of the different strategies and whether or not they are beneficial.

Teaching Keywords in Word Problem Instruction

Growing up, many of us were probably told that certain words in story problems indicated a specific operation. For example, “more” means addition, “fewer” means subtraction, “each” means multiplication. And while often this is the case, sometimes it is not. For example, take the following problem:

Katie picked 4 apples fewer than Marvin. If Katie picked 12 apples, how many did Marvin pick?

In this problem, the word “fewer” is used. Normally this would indicate subtraction, but if you really look at what the question is asking, you will find that we actually need to add to solve. Because of this, the keyword strategy is not effective.

That being said, I personally believe the words and language used in a problem are still worth noting. The word “fewer” is still significant; the problem lies in assuming it automatically means subtraction. As a teacher, I always taught my students to pay attention to important words, but never taught them that certain words always mean a certain operation.

Instead of using the term “keywords,” I refer to them as “important words” or “context clues”. Because reading comprehension is a major part of solving word problems, we cannot entirely ignore the language used. I do think it’s worth taking the time to encourage students to look for certain words in problems, such as the words listed above. The important thing is that we do not tell them what to do with those words – only that they are important. More on this later, but I thought it was worth noting here.

Using Attack Strategies

Another common strategy for teaching word problems is what’s known as an attack strategy. Attack strategies involve a series of steps (or “plan of attack”) to follow when solving word problems. Common attack strategies include:

• RDW ( R ead the problem, D raw a model, W rite the equation)
• CUBES ( C ircle the numbers, U nderline the question, B ox the keywords/context clues, E valuate the problem, S olve & check)
• RUN ( R ead the problem, U nderline the question, N ame the problem type)
• FOPS ( F ind the problem, O rganize information with a diagram, P lan to solve the problem, S olve the problem)

There are many more – these are just a few examples. Attack strategies can certainly be helpful when used correctly. T hey are easy to remember and give students a clear plan for solving. Many attack strategies use fun acronyms like the ones listed above; however even strategies that do not spell out words can still be effective.

These strategies are effective largely because they focus on reading and understanding the problem first, and then solving. As we all know, many students like to simply pull out the numbers and start doing math instead of actually taking the time to read the problem. Attack strategies help solve that issue.

Numberless Word Problems

In 2014, Brian Bushart popularized the idea of removing the numbers from word problems. This is to help students understand what is actually happening in the problem. He details the process in this blog post , which is a GREAT read and I highly recommend checking it out (once you’re done reading this one!).

In short, numberless word problems are effective because they cause students to take a step back and really look at what the problem is asking. Eventually, of course, you’ll want to add the numbers back in. But starting out with the numbers removed and engaging in a discussion of what is actually happening in the problem is an effective first step in gaining comprehension.

Schema-Based Instruction

Of all the word problem strategies out there, schema-based instruction is the one with the most research backing it. Schema-based instruction (or SBI) involves categorizing word problems into particular types, or schemas, which will help you determine how to solve the problem.

Schemas can be additive or multiplicative. There are 3 main additive schemas: combine, compare, and change. Combine problems involve putting together two or more numbers to find a total. Compare involves finding the greater set, lesser set, or the difference. In change problems, an amount either increases or decreases over time.

Likewise, there are also 3 main multiplicative schemas: equal groups, comparison, and proportions. Equal groups involves a unit or group being multiplied by a specific number to find a product. In comparison problems, a set is multiplied a number of times for a product. The proportions schema focuses on the relationships among quantities.

The idea behind schema-based instruction is that all word problems fit into one of these schemas. Each schema has a unique graphic organizer and process for solving a problem that fits that schema. SBI is often accompanied with an attack strategy – such as RUN , for example. Students will first R ead the problem, then U nderline the questions, and finally N ame the problem type (schema) before solving. This last step of identifying the schema will help students understand how to solve the problem.

Part-Part-Whole Instruction

This isn’t really a strategy, per se. But, it is an important concept for students to understand in order to be successful with word problems. Understanding part-part-whole relationships is a critical aspect of number sense. My approach to teaching word problems involves a major emphasis on part-part-whole. Granted – I taught second grade, where word problems were mostly solved by addition and subtraction. Part-part-whole works with multiplication and division, too, but looks a little bit different.

My process for walking students through word problems always included having students identify whether each number represented a part or the whole, and which (a part or the whole) was missing. This was helpful because my students knew that a missing part means subtraction , and a missing whole means addition.

Identifying what each number represented is where the “keywords” I mentioned above come in. Words like “more,” “fewer,” and “each” – while they do NOT tell us how to solve – are important context clues to help us decide whether each number given is a part or the whole.

I used the CUBES attack strategy to go with this. However, instead of boxing “keywords,” we boxed “context clues”. Again, those words are still important – they just don’t tell us how to solve. The words are important because they tell us which numbers are greater or less than other numbers, or if a certain number represents a group. All are important things to know in determining the parts and the whole.

Once students identify what each number represents, they are able to solve. I’ve found that students who were correctly able to determine the parts and the whole in a word problem were VERY successful in finding the answer.

Free Training for Word Problem Strategies

Want to learn more about how to effectively teach word problems? I’m hosting a FREE video training series that you won’t want to miss! It’s launching THIS MONDAY, 9/21, so make sure you join the waitlist so you don’t miss out. Upon signing up, you will receive my free 30-page e-book for how to differentiate word problem instruction in your classroom. CLICK HERE TO JOIN THE WAITLIST , or sign up using the form below.

How do you teach word problems?

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This article was incredibly helpful as a whole.

I do have a minor suggestion. Your font for the last graphic titled, “Tools for Teaching Part-Whole Relationships,” has a very confusing layout. I spent far too long trying to figure out what that first one with the abacus said and ended up relying on Google auto-fill. I don’t mind cursive in general, but a cleaner one might cause less confusion for those who homeschool or are looking to help our children in their school math and might not be familiar with that term. Even after Google’s help with auto-fill, I had to really look at that word as written to see how it was laid out in that font.

Andrea DeVico

I love your numberless problems and schema strategies. Could you share your e-book with me?

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Grab my Math Problem-Solving Sampler Pack!

This handy download includes a variety of resources to help your students master word problems! You’ll find the ready-to-go Small Group Planner, the Problem-Solving Rounds Cheat Sheet, the printable Thinking Mat for any word problem, plus unique options for practice. Get it now when you sign up for free resources and teaching tips from Teacher Trap!

Mastering Multi-Step Word Problems

Of all the tricky word problems, multi-step problems cause my students the most trouble. They get confused about the order of events, the operations needed to solve, and the computation of multiple numbers.  In this post, I’m sharing the four simple steps for helping students master multi-step word problems.

Step 1: Read and Visualize

The first thing we do with a multi-step word problem is read it slowly and visualize what is happening. This first step is about using our good reading comprehension strategies.

I ask students to close their eyes and imagine the events as they take place. 

Julie had 82 stickers. 

Imagine a girl with some stickers. Maybe they’re all in a box. See her holding the box in her hands.

Her aunt gave her 26 more stickers.

Can you see her aunt handing her more stickers? Julie adds those to her box now. What operation would match that action?

Then Julie let her brother pick out 12 stickers to keep.

Imagine her little brother coming over and taking 12 out of the box. Will Julie have more or fewer stickers now? What operation matches that step?

How many stickers does Julie have?

Imagine her holding the box of stickers. How many are in there now?

We practice this type of visualizing over and over again until students begin to naturally visualize every time they read a word problem. This is SO important!   Especially with multi-step word problems, you can’t just grab numbers and start working with them without carefully thinking through the operations needed.

During this step, you might also consider leaving out the numbers. You can say, “Julie had some stickers. Her aunt gave her some more. Her brother picked out some to keep.” This can help students focus on the events rather than trying to solve!

Step 1 (Part 2): Act it Out

I like to have students visualize first so that each child has to do the thinking work on their own.  Visualizing is an important strategy for independent problem solving.

But when we’re working together as a whole class, it’s helpful to make sure everyone is on the same page and was able to visualize the situation correctly.  That’s why we also physically act out multi-step word problems.

We act out the problems with simple gestures that show if we are giving away (losing, eating, using up, etc.) things or if we are gaining more of something.  Incorporating movement helps many students make sense of tricky problems.

Sometimes, I’ll ask for a few volunteers to act out the problem in front of the classroom, and sometimes we’ll all just do it together from our spots. 

Again, it’s often helpful to leave out the numbers. Our goal is to give meaning to what is happening in the problem and relate each action to its matching operation, not to start solving.

Step 2: Write an Answer Statement First

Once students have made sense of the problem, it’s helpful to have them write an Answer Statement.  The Answer Statement can help students determine and remember what the problem is asking them to find out.

For example:

Julie has ___ stickers now.

This helps students remember that we are trying to determine how many stickers Julie has after the events of the problem. It also ensures that students actually READ the question!

After students solve the problem, they can place their answer in the statement and check if it makes sense.

Step 3: Write the Full Equation

One of the challenges of multi-step word problems is that students often solve one part but forget or miss the next step.  I find that it’s helpful to have them write the entire equation, including all the steps, before trying to solve any of the parts.

From the earlier example, students would write:

82 + 26 -12 = ?

After they have written the equation, I like to look back at it and talk out how it matches the story problem.

Julie started with 82 stickers. Her aunt gave her 26 more, so we need to add 26. Then her brother took 12, so we need to subtract 12.

Now students can see all of the events represented in one equation and will be less likely to forget a step.

Step 4: Chunk the Parts

Now that students know the parts, I ask them to look at the equation and determine a plan for solving. In many cases, this simply means to complete the first part (86 + 26 = A) and then use that answer to complete the second part. (A – 12 = ?)

In some cases, students may notice an easier way to work with the numbers and reorder the steps.

125 + 52 – 25 = ?

Some students may see that they can simply take the 25 from 125 first and end up with 100, which is then easy to add to 52.

Another example:

42 – 18 + 7 = ?

Some students may realize they can avoid regrouping by first adding 7 to 42 and then subtracting the 18. 

When students know all the steps, they are able to think about smarter ways to complete the task.  

Handy Tools for Multi-Step Word Problems

I find that the key to teaching multi-step word problems is starting with a simplified version of the problem and working up to the more challenging ones.

My favorite way to do this is to use Tiered Word Problems . These are leveled word problems that slowly increase in challenge from the first grade level on up.

Since multi-step word problems can be scary, I decided to use a zombie theme for the pack. (Plus, my students love zombies!) This pack includes leveled problems that allow me to differentiate instruction and gradually increase the challenge. 

Although the pack is targeted to 2nd and 3rd graders, it’s perfect for challenging younger students or intervening when older students aren’t quite catching on. 

You can check out the Multi-Step Word Problems Zombie Pack in my TPT store.

I hope these tips make your teaching life a little easier! What strategies help your students make sense of multi-step problems? Comment below!

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MATH WORD PROBLEMS: GETTING STARTED

• MATH WORD PROBLEMS
• A VISUAL APPROACH TO WORD PROBLEMS
• GETTING STARTED
• RACE TO THE FINISH

INTRODUCTION

How to Start a Word Problem

The hardest part about word problems is knowing where to begin.

The best way to begin is to understand...what does this mean?

You can create a checklist, draw a picture, or look for a logical pattern.

Do you sometimes feel like this?

If so, you are not alone. The greatest first mistake you can make is jumping into the problem without understanding what it is asking. It's like attempting to skydive without a parachute--very risky!

Here we will share some useful strategies you can use to solve word problems with minimal effort!

STEP 2: DRAWING A PICTURE

If you are a visually inclined person, drawing a picture will help translate the words you are reading into pictures. Once you set up a checklist and still don’t know how to proceed, drawing a picture is a great next step. See how this works below:

STEP 1: CREATING A CHECKLIST

This method is effective to use for all problems—but it works particularly well with large ones. 

Collect all the essential information and create individual checkboxes. As you use the information in your problem, you can check off each piece of given information. See example below:

STEP 3: LOOKING FOR A LOGICAL PATTERN

You may have employed all the previous steps and are still struggling to solve the problem. If so, look at your information, and see if you can find any patterns. Use those patterns to find an equation you can use to solve the problem

See our solution below:

• << Previous: A VISUAL APPROACH TO WORD PROBLEMS
• Next: RACE TO THE FINISH >>
• Last Updated: Jun 18, 2018 1:22 PM
• URL: https://guides.kendall.edu/mathwordproblems

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10 Best Strategies for Solving Math Word Problems

1. Understand the Problem by Paraphrasing

2. identify key information and variables, 3. translate words into mathematical symbols, 4. break down the problem into manageable parts, 5. draw diagrams or visual representations, 6. use estimation to predict answers, 7. apply logical reasoning for unknown variables, 8. leverage similar problems as templates, 9. check answers in the context of the problem, 10. reflect and learn from mistakes.

Have you ever observed the look of confusion on a student’s face when they encounter a math word problem ? It’s a common sight in classrooms worldwide, underscoring the need for effective strategies for solving math word problems . The main hurdle in solving math word problems is not just the math itself but understanding how to translate the words into mathematical equations that can be solved.

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Generic advice like “read the problem carefully” or “practice more” often falls short in addressing students’ specific difficulties with word problems. Students need targeted math word problem strategies that address the root of their struggles head-on. 

A Guide on Steps to Solving Word Problems: 10 Strategies 

One of the first steps in tackling a math word problem is to make sure your students understand what the problem is asking. Encourage them to paraphrase the problem in their own words. This means they rewrite the problem using simpler language or break it down into more digestible parts. Paraphrasing helps students grasp the concept and focus on the problem’s core elements without getting lost in the complex wording.

Original Problem: “If a farmer has 15 apples and gives away 8, how many does he have left?”

Paraphrased: “A farmer had some apples. He gave some away. Now, how many apples does he have?”

This paraphrasing helps students identify the main action (giving away apples) and what they need to find out (how many apples are left).

Play these subtraction word problem games in the classroom for free:

Explore More

Students often get overwhelmed by the details in word problems. Teach them to identify key information and variables essential for solving the problem. This includes numbers , operations ( addition , subtraction , multiplication , division ), and what the question is asking them to find. Highlighting or underlining can be very effective here. This visual differentiation can help students focus on what’s important, ignoring irrelevant details.

• Encourage students to underline numbers and circle keywords that indicate operations (like ‘total’ for addition and ‘left’ for subtraction).
• Teach them to write down what they’re solving for, such as “Find: Total apples left.”

Problem: “A classroom has 24 students. If 6 more students joined the class, how many students are there in total?”

Key Information:

• Original number of students (24)
• Students joined (6)
• Looking for the total number of students

Here are some fun addition word problems that your students can play for free:

The transition from the language of word problems to the language of mathematics is a critical skill. Teach your students to convert words into mathematical symbols and equations. This step is about recognizing keywords and phrases corresponding to mathematical operations and expressions .

Common Translations:

• “Total,” “sum,” “combined” → Addition (+)
• “Difference,” “less than,” “remain” → Subtraction (−)
• “Times,” “product of” → Multiplication (×)
• “Divided by,” “quotient of” → Division (÷)
• “Equals” → Equals sign (=)

Problem: “If one book costs $5, how much would 4 books cost?”

Translation: The word “costs” indicates a multiplication operation because we find the total cost of multiple items. Therefore, the equation is 4 × 5 = $20

Complex math word problems can often overwhelm students. Incorporating math strategies for problem solving, such as teaching them to break down the problem into smaller, more manageable parts, is a powerful approach to overcome this challenge. This means looking at the problem step by step rather than simultaneously trying to solve it. Breaking it down helps students focus on one aspect of the problem at a time, making finding the solution more straightforward.

Problem: “John has twice as many apples as Sarah. If Sarah has 5 apples, how many apples do they have together?”

Steps to Break Down the Problem:

Find out how many apples John has: Since John has twice as many apples as Sarah, and Sarah has 5, John has 5 × 2 = 10

Calculate the total number of apples: Add Sarah’s apples to John’s to find the total,  5 + 10 = 15

By splitting the problem into two parts, students can solve it without getting confused by all the details at once.

Explore these fun multiplication word problem games:

Diagrams and visual representations can be incredibly helpful for students, especially when dealing with spatial or quantity relationships in word problems. Encourage students to draw simple sketches or diagrams to represent the problem visually. This can include drawing bars for comparison, shapes for geometry problems, or even a simple distribution to better understand division or multiplication problems .

Problem: “A garden is 3 times as long as it is wide. If the width is 4 meters, how long is the garden?”

Visual Representation: Draw a rectangle and label the width as 4 meters. Then, sketch the length to represent it as three times the width visually, helping students see that the length is 4 × 3 = 12

Estimation is a valuable skill in solving math word problems, as it allows students to predict the answer’s ballpark figure before solving it precisely. Teaching students to use estimation can help them check their answers for reasonableness and avoid common mistakes.

Problem: “If a book costs $4.95 and you buy 3 books, approximately how much will you spend?”

Estimation Strategy: Round $4.95 to the nearest dollar ($5) and multiply by the number of books (3), so 5 × 3 = 15. Hence, the estimated total cost is about $15.

Estimation helps students understand whether their final answer is plausible, providing a quick way to check their work against a rough calculation.

Check out these fun estimation and prediction word problem worksheets that can be of great help:

When students encounter problems with unknown variables, it’s crucial to introduce them to logical reasoning. This strategy involves using the information in the problem to deduce the value of unknown variables logically. One of the most effective strategies for solving math word problems is working backward from the desired outcome. This means starting with the result and thinking about the steps leading to that result, which can be particularly useful in algebraic problems.

Problem: “A number added to three times itself equals 32. What is the number?”

Working Backward:

Let the unknown number be x.

The equation based on the problem is  x + 3x = 32

Solve for x by simplifying the equation to 4x=32, then dividing by 4 to find x=8.

By working backward, students can more easily connect the dots between the unknown variable and the information provided.

Practicing problems of similar structure can help students recognize patterns and apply known strategies to new situations. Encourage them to leverage similar problems as templates, analyzing how a solved problem’s strategy can apply to a new one. Creating a personal “problem bank”—a collection of solved problems—can be a valuable reference tool, helping students see the commonalities between different problems and reinforcing the strategies that work.

Suppose students have solved a problem about dividing a set of items among a group of people. In that case, they can use that strategy when encountering a similar problem, even if it’s about dividing money or sharing work equally.

It’s essential for students to learn the habit of checking their answers within the context of the problem to ensure their solutions make sense. This step involves going back to the original problem statement after solving it to verify that the answer fits logically with the given information. Providing a checklist for this process can help students systematically review their answers.

Checklist for Reviewing Answers:

• Re-read the problem: Ensure the question was understood correctly.
• Compare with the original problem: Does the answer make sense given the scenario?
• Use estimation: Does the precise answer align with an earlier estimation?
• Substitute back: If applicable, plug the answer into the problem to see if it works.

Problem: “If you divide 24 apples among 4 children, how many apples does each child get?”

After solving, students should check that they understood the problem (dividing apples equally).

Their answer (6 apples per child) fits logically with the number of apples and children.

Their estimation aligns with the actual calculation.

Substituting back 4×6=24 confirms the answer is correct.

Teaching students to apply logical reasoning, leverage solved problems as templates, and check their answers in context equips them with a robust toolkit for tackling math word problems efficiently and effectively.

One of the most effective ways for students to improve their problem-solving skills is by reflecting on their errors, especially with math word problems. Using word problem worksheets is one of the most effective strategies for solving word problems, and practicing word problems as it fosters a more thoughtful and reflective approach to problem-solving

These worksheets can provide a variety of problems that challenge students in different ways, allowing them to encounter and work through common pitfalls in a controlled setting. After completing a worksheet, students can review their answers, identify any mistakes, and then reflect on them in their mistake journal. This practice reinforces mathematical concepts and improves their math problem solving strategies over time.

3 Additional Tips for Enhancing Word Problem-Solving Skills

Before we dive into the importance of reflecting on mistakes, here are a few impactful tips to enhance students’ word problem-solving skills further:

1. Utilize Online Word Problem Games

Incorporate online games that focus on math word problems into your teaching. These interactive platforms make learning fun and engaging, allowing students to practice in a dynamic environment. Games can offer instant feedback and adaptive challenges, catering to individual learning speeds and styles.

Here are some word problem games that you can use for free:

2. Practice Regularly with Diverse Problems

Consistent practice with a wide range of word problems helps students become familiar with different questions and mathematical concepts. This exposure is crucial for building confidence and proficiency.

Start Practicing Word Problems with these Printable Word Problem Worksheets:

3. Encourage Group Work

Solving word problems in groups allows students to share strategies and learn from each other. A collaborative approach is one of the best strategies for solving math word problems that can unveil multiple methods for tackling the same problem, enriching students’ problem-solving toolkit.

Conclusion 

Mastering math word problems is a journey of small steps. Encourage your students to practice regularly, stay curious, and learn from their mistakes. These strategies for solving math word problems are stepping stones to turning challenges into achievements. Keep it simple, and watch your students grow their confidence and skills, one problem at a time.

Frequently Asked Questions (FAQs)

How can i help my students stay motivated when solving math word problems.

Encourage small victories and use engaging tools like online games to make practice fun and rewarding.

What's the best way to teach beginners word problems?

Begin with simple problems that integrate everyday scenarios to make the connection between math and real-life clear and relatable.

How often should students practice math word problems?

Regular, daily practice with various problems helps build confidence and problem-solving skills over time.

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Elementary School Word Problem Goals

Browse our free, Common Core aligned goal bank for math problem solving and word problem IEP goals for 2nd to 5th grades-- and see tips on how to modify each goal to work for your students!

Number sense goals, addition & subtraction, multiplication & division, word problem goals, geometry goals, life skills math goals, graphing & data goals, algebra goals.

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• 2nd Grade: Addition & Subtraction Word Problems
• 3rd Grade: Multiplication & Division Word Problems
• 4th Grade: Word Problems with All Four Operations
• 5th Grade: Fractions

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 CCSS.Math.Content.2.OA.A.1

• First, you need to know how well a student adds and subtracts. If a student is struggling with addition and subtraction, you might want to adapt the standard to addition and subtraction within 20 rather than 100.
• Second, you need to know how the student does with word problems. What do they do when presented with a one-step problem with simple language? Can they do problems both for addition and subtraction? What happens when the language is more complex or other steps added in?
• Finally, you want to have a sense of how supports help. Does the student need a problem read to them? A graphic organizer for problem solving? Access to manipulatives?

Need more ideas? Check out the  PreK-2 Mathematics Present Levels and Assessments Resource page or the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

When word problems are read to him and he is prompted to use his strategies, John can solve one-step word problems with addition and subtraction to 20 with 60% accuracy.  

For more baseline ideas and present levels templates, check out the IEP Success Kit!

• 2nd grade goal 1: Given four problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• 2nd grade goal 2: Given four problems, __________ will 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 with 75% accuracy as measured by teacher records and observations. CCSS.Math.Content.2.OA.A.1

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem, the numbers for addition and subtraction, or the supports the student is offered.

• Given four problems and access to a pre-taught graphic organizer for word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Given four problems and a checklist for solving word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Given four problems that are read to her and a calculator, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Change the number of problems: Given five word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Harder (two-step): Given four problems, __________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• Easier (one step, supports) : Given four problems that are read to her and a checklist for solving word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
• If you need curriculum, check out the  Word Problem Intervention series  in the shop! The series has a total of twelve workbooks, with parts describing the difficulty of the word problem itself and the level describing the difficulty of the computations.
• Schema based instruction is a research-based approach to helping students with mathematics difficulties learn to solve word problems. Check out this article on it, with tips on how to use it!
•  Pirate Math Equation Quest is a free, research-based game that helps students with disabilities master word problems.

 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities CCSS.Math.Content.3.OA.A.3

• First, you need to know how well a student has mastered multiplication and division. Do they need a multiplication chart? A calculator?

Need more ideas? Check out the  2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Alejandro is able to use a multiplication chart to solve multiplication and division fact problems.  He can solve one-step multiplication word problems with 75% accuracy and division one-step problems with 50% accuracy. He needs support to solve multi-step word problems. 

•  Given four problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem or the supports the student is offered.

•  Given four problems and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
•   Given four problems that are read to her and a graphic organizer for solving word problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Change the number of problems: Given five problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step in situations involving equal groups, arrays, and measurement quantities with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Harder (two-step): Given four problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
• Easier (one step, supports) : Given four problems that are read to her, a multiplication chart, and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted CCSS.Math.Content.4.OA.A.3

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

• 4th grade goal 1:  Given four problems and a multiplication chart, _____________________ will solve one step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• 4th grade goal 2:  Given four problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems and a check list for solving word problems _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Given four problems that are read to her and a graphic organizer for solving word problems,  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Change the number of problems: Given five problems and a multiplication chart _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Change to just addition and subtraction: Given four problems _________ will solve multistep addition and subtraction word problems with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Reduce  to multiplication and division facts: Given four problems  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Harder (two-step): Given four problems  _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
• Easier (one step) : Given a  four problems read to her, a checklist for solving word problems, and a multiplication chart _________ will solve one-step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3

Solve word problems involving addition and subtraction of fractions referring to the same whole CCSS.Math.Content.5.NF.A.2

• First, you need to know how well a student has a base understanding of fractions. 

Given a checklist for solving word problems and prompts to show her thinking, Suzannah is able to solve one-step word problems with multiplication, addition, and subtraction of whole numbers. She has an emerging understanding of fractions and is not yet independently adding or subtracting fractions.

Given four problems, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2

• Given four problems that are read to her, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Change the number of problems: Given five problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Change to just like fractions: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of like fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
• Make two step: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve two-step word problems involving addition and subtraction  fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress. ADVERTISEMENT

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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