GRADES 3-5

THE OPERATION
SITUATIONS

PART-PART-WHOLE
What's the Part?
Mr. Dominguez had 20 bottles of glue. Twelve bottles had dried
glue on top and the rest were clean. How many glue bottles does
Mr. Dominguez have without dried glue on top?

12 20 Use the whole and the part you

know to find the missing part.

Solution:
Mr. Dominguez had eight bottles of glue
that did not have dried glue on top.

The Routty Math Teacher

the
ROUTTY
Created By: MATH
Shametria Routt Banks
teacher
About this Pack:
As teachers, we know how challenging solving math word problems can be. For
students to solve word problems, they must first become proficient at
identifying what's happening in the problem. Students can do this by
visualizing the situation and creating a mental picture of the actions that are
taking place. Once they understand the actions, students can connect them to
symbols (addition, subtraction, multiplication, or division).

How to Use this Pack:

Ideally, students should be exposed
to the posters over a period of years to
become comfortable with the difference between the various situations. Some
differences may seem insignificant, but the differences will affect how students
visualize math word problems.

Examples:
The "Joining- What's the Total?” operation situation seems identical to the
"Part-Part-Whole- What's the Whole?" situation. However, there is a

difference. The "Joining- What's the Total?" operation involves adding a

related amount to an existing quantity. The "Part-Part-Whole- What's the
Whole?" operation combines two quantities.
The first two comparison situations appear similar; however, students must
decipher between smaller and larger amounts to use the correct situation.
The two division situations appear to be identical but involve different
actions. The first situation consists of making sets and counting the number
of sets. The second situation involves equal sharing until the number of
leftovers is less than the number of groups.

Students don't have to be able to identify and communicate each situation by

the formal terms used here. The goal of these posters is exposure so that
students connect specific actions in word problems to conditions. Using
general terms that are grade-specific is just fine.

Teacher Tip: These situation posters are most helpful if students "discover"
them as they work through various word problems. I encourage you to use the
anchor chart template on page 11 to document the situations as you encounter
them with students and then use these posters to illustrate the situation, the
unknown quantity, and the solution strategy.

The Routty Math Teacher

2
The posters can also be used in the following ways:
a visual display in the classroom

as a teacher guide to understanding word problem types

for homeschooling instruction
for tutoring or individual work with students
for Response to Intervention, RtI, or other intervention program instruction
as a guide to help students understand word problems

Included in this Pack:

This pack includes 17 colorful posters detailing each operation situation and a
teacher guide demonstrating how to get the most from the posters.

In addition, this resource includes the following:

Black-and-white version of the posters
Sample lesson plan template
Anchor chart template
Quarter-sized posters for student notebooks

Note: The posters in this pack reflect the Cognitively Guided Instruction, CGI,
problem types, and some additional situations I discovered that align with the
CGI problem types.

For additional information, please read:

* Chapin, S. & Johnson, A. "Chapters 3-4." Math Matters: Understanding the
Math You Teach, Grades K-6. Sausalito, CA: Math Solutions Publications, 2000.
40-60. Print.
* Gojak, L. M. & Miles, R. H. "Resources." The Common Core Mathematics
Companion: The Standards Decoded. Thousand Oaks, CA: Corwin, 2016. 254-
258. Print.

I hope you find this pack helpful. Feel free to let me know if you have questions
or concerns.

~ The Routty Math Teacher

The Routty Math Teacher

3
Click the images below to learn more about
using the operation situations!

How to Help Students

Solve Math
Word Problems
Without Keywords

ROUTTY
MATH
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How to Fail at Teaching 5 Quick Ways to

Create the Best

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Math Word
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HELP!

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The Routty Math Teacher

4
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Empower your students with this math word problem analysis

checklist - the ultimate tool to conquer math word problems!
With the REACT method, they'll breeze through any challenge,
boosting their confidence and unlocking their full potential. Get
ready to witness their success as they navigate step-by-step
through even the most complex scenarios. Don't miss out on
this game-changing resource!

@ The Routty Math Teacher

 How to Use the Operation Situations Math Strategy Posters

This comprehensive teacher's guide, including teaching strategies, a sample

lesson plan, and troubleshooting tips, will equip you with powerful teaching
strategies to unleash this resource's full potential in your upper elementary
math classroom.

A. Teaching Strategies

With the following teaching strategies, you have the tools to empower your
students to analyze math word problems without relying on keywords.

1. Set the Foundation

Start by introducing the concept operation situations to your students.

of
Facilitate a class discussion to build their understanding of different actions
and relationships found in word problems. Emphasize the importance of
visualizing the problem to grasp the context fully.

2. Guide Students' Understanding

Display the posters in a visible classroom area or place them under a

document camera to project for the class. Model strategies for analyzing word
problems using the signs. Think aloud as you work through word problems,
showing students how to identify the relevant operation situation before
applying mathematical symbols. Encourage students to participate in the
process, fostering collaborative learning.

3. Encourage Critical Thinking

Promote class discussions centered around the operation situations. Pose
thought-provoking questions to stimulate students' critical thinking, such as "Is
there more than one way to solve this problem?". Encourage students to
explain solutions, providing opportunities for deeper
their reasoning and
exploration of various problem solving approaches. Foster a supportive
environment where students can learn from each other's perspectives.

4. Empower Independent Thinkers

Gradually shift the responsibility of solving word problems using the operation
situations to the students. Begin with guided practice, where you work together
as a class, then move towards independent practice. Scaffold their learning by
providing prompts or cues, gradually reducing support as their confidence
grows.

The Routty Math Teacher

6
 How to Use the Operation Situations Math Strategy Posters

5. Address Individual Needs

Implement differentiation strategies individual needs. Consider
to cater to
small group activities or one-on-one discussions for students who require more
support. For those who need an extra challenge, provide extension activities
that deepen their understanding of the operation situations, such as using
them to solve multi-step problems.

6. Assess Understanding
Use the posters as a formative assessment tool to gauge students'
understanding of theoperation situations. Observe their problem solving
processes, ask open-ended questions, and review their completed work. Use
this information to tailor your instruction and provide targeted feedback to
support individual growth.

B. Sample Lesson Plan

This sample lesson plan will guide you through effectively using the posters to
teach your students how to solve math word problems.

1. Choose a Word Problem: While you may have a specific situation in mind,
it's important not to "teach” the case. Select the problem and allow the
students to determine the situation.

2. Visualize the Problem: Read the problem aloud and ask students to picture
the scenario like a movie. Pose the following questions, "What do you
see?" and "What's happening here?"

3. Name the Situation: As students begin to articulate the overall situation,

they may struggle to name it formally. While listening to students discuss
what they see when they visualize the situation, use the terms indicated on
the posters, such as joining, separating, comparing, etc. Be sure to come
to a consensus before moving to the next step.

4. Introduce the Situation: Use the corresponding poster to discuss the key
characteristics of the situation and how to identify it in word problems.
Note: This step can be completed informally without a focus on the actual
poster.

The Routty Math Teacher

 How to Use the Operation Situations Math Strategy Posters

5. Connect the Situation to an Action: After formally naming and discussing

the key attributes of the situation, connect the action of the situation to an
operation and determine whether addition, subtraction, multiplication, or
division is needed problem. Note: For multi-step word
to solve the
problems, use the overarching situation to determine the action. For
example, when shopping and receiving change, we find the total purchase
price and determine the amount of change received; therefore, this is a
Separation- What's Left? situation.

6. Write an Equation: Write a number sentence to represent the situation and

solve the problem. Be sure to model how to check the solution for
reasonableness and ensure it answers the question that was asked.

With this sample lesson plan, you can seamlessly integrate the operation
situations posters into your math program. Students will develop a deeper
understanding of word problems, allowing them to confidently tackle
challenges and become proficient problem solvers.

C. Common Pitfalls and Troubleshooting

When using the operation situations posters, some challenges may arise. Here
are some common pitfalls and practical troubleshooting tips to ensure smooth
implementation.

1. Problem: Students continue to rely on and look for keywords.

Troubleshooting Tip: Be patient! Many students have been exposed to

keywords for years, so it's essential to regularly reinforce the concept of
operation situations. Encourage students to visualize the problem scenarios
rather than relying solely on keywords. Provide ample practice using the
posters to identify different situations, gradually reducing the emphasis on
keywords.

2. Problem: Students misinterpret the problem scenarios.

Troubleshooting Tip: Encourage students to restate the problem scenarios in

their own words. Verify their understanding of the situation before proceeding
to the solution phase. Ask clarifying questions to ensure a solid grasp of the
context.
The Routty Math Teacher

8
 How to Use the Operation Situations Math Strategy Posters

3. Problem: Students need help transitioning from verbal to symbolic

representations.

Troubleshooting Tip: Scaffold the transition from verbal descriptions to

mathematical expressions or equations. Encourage students to verbalize their
thought processes as they link the operation situations to the corresponding
symbols.

4. Problem: Students struggle to apply the concept of operation situations to

multi-step word problems.

Troubleshooting Tip: For multi-step word problems, it's best to focus on the
overarching situation problem. After
to determine the overall action of the
looking at the big picture, students can identify other operation situations. For
example, when shopping and receiving change, we find the total purchase
price (Part-Part-Whole) and determine the amount of change received
(Separation).

Integrating the operation situations into your curriculum will transform your
math lessons, making word problems approachable and relevant to your
students' lives. Guiding students away from keyword reliance empowers them
to visualize problem scenarios and apply sound mathematical strategies.

The Routty Math Teacher

q
 Word Problem Analysis Lesson Plan
Write the word problem here.

Choose a

Word
Problem

Make a list of observations your students might make or what you want to
point out.
Visualize
the
Problem

Decide how you will name the situation.

Name the
Situation

Make note of the critical characteristics of the situation and how to identify
the situation in a word problem.
Introduce
the
Situation

Note how you will connect the situation to an action and determine whether
Connect to add, subtract, multiply, or divide.

the
Situation to
an Action

Record a number sentence to represent the situation and make a note

about how to model the solution and check it for reasonableness.

Write an

Equation

The Routty Math Teacher

 ANALYZE WORD PROBLEMS WITH
OPERATION SITUATIONS

The Routty Math Teacher

 JOINING
What's the Total?
The P.E. teacher found 15 volleyballs in the closet. Then, she
bought six more. How many volleyballs does she have now?

Put the groups together

15.6 = to find the total.

Solution:
The P.E. teacher has 21 volleyballs.
00 The Routty Math Teacher
 JOINING
What's the Change?
There were 15 soccer balls in the gym closet. The P.E.
teacher added some more. Now there are 21 soccer balls in
the closet. How many soccer balls did the P.E. teacher add?

Use the total and the first

5 21 group to find the second group.

Solution:
The P.E. teacher added 6
soccer balls.
The Routty Math Teacher
 JOINING
What's the Start?
There were some
softballs in the gym closet. The P.E. teacher
bought six more. Now there are 21 softballs in the closet. How
many softballs were in the closet before the P.E. teacher bought
more?

Use the total and the second

* 6 = 21 group to find the first group.

Solution:
There were 15 softballs in the gym closet
before the P.E. teacher bought more.

The Routty Math Teacher

 SEPARATION
What's Left?
Sophia's dad bought two dozen cupcakes at the bakery for her
birthday party. Sophia and her friends ate 17 of them. How many
cupcakes were not eaten?

Take away a group to

24-17 see what's left.

Solution:
There were seven cupcakes leftover.

The Routty Math Teacher

 SEPARATION
What's the Change?
Sophia's dad bought two dozen cupcakes at the bakery for her
birthday party. Sophia and her friends ate some of them. There
are seven cupcakes left. How many cupcakes did Sophia and her
friends eat?

Use the total and the leftovers to

24- ☐ = 7 see how many were taken away.

Solution:
Sophia and her friends ate 17 cupcakes.

The Routty Math Teacher

 SEPARATION
What's the Start?
Sophia's dad bought some cupcakes at the bakery for her
birthday party. Sophia and her friends ate 17 of them.
There are
seven cupcakes left. How many cupcakes did Sophia's dad buy
at the bakery?

Use the group that was taken away

17 =7 and the leftovers to find the total.

Solution:
Sophia's dad bought 24 cupcakes at the
bakery.
The Routty Math Teacher
 PART-PART-WHOLE
What's the Whole?
Mr. Dominguez had eight glue sticks with purple glue and 12 with
white glue. How many glue sticks does Mr. Dominguez have
altogether?

Add the parts together

8 12 to make a whole.

Solution:
There are 20 glue sticks altogether.

The Routty Math Teacher

 PART-PART-WHOLE
What's the Part?
Mr. Dominguez had 20 bottles of glue. Twelve bottles had dried
glue on top and the rest were clean. How many glue bottles does
Mr. Dominguez have without dried glue on top?

Use the whole and the part you

12 = 20 know to find the missing part.

Solution:
[Link] had eight bottles of glue
that did not have dried glue on top.

The Routty Math Teacher

 COMPARING
What's the Difference?
On Saturday morning, Zora counted eight butterflies in their
garden. On Sunday morning, Zora counted 13 butterflies. How
many more butterflies did Zora count on Sunday morning?

Compare the two groups

13-8 to find the difference.

00000000
000000O
Solution:
Zora counted 5 more butterflies
on Sunday morning.

The Routty Math Teacher

 COMPARING
What's the Larger Amount?
On Saturday morning, Zora counted eight birds in the tree
outside her window. There were five more birds on Sunday
morning. How many birds did Zora count on Sunday morning?

Add up to find the

8 .5= larger amount.

12 13

Solution:
Zora counted 13 birds on

Sunday morning.

The Routty Math Teacher

 COMPARING
What's the Smaller Amount?
On Sunday morning, Zora counted 13 frogs. She counted five
fewer frogs on Saturday morning. How many frogs did Zora
count on Saturday morning?

Subtract to find the

13-5 = smaller amount.

0000@

Solution:
Zoracounted 8 frogs on
Saturday morning.

The Routty Math Teacher

 COMPARING
What's the Larger Amount?
Sam and his mother planted zinnias in their garden. After the
flowers bloomed, Sam counted five times as many orange
flowers as pink flowers. If Sam counted six pink flowers, how
many orange flowers did he count?

The smaller amount times the

x 6 multiplier equals the larger

amount.
5

Solution:
Sam counted 30 orange flowers.

The Routty Math Teacher