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In the past few weeks my kindergarteners (ages 5&6) have been working on solving math story problems. We started by physically role playing the problem to find the answer and then moved on to using counters to represent the parts of the story. Now, we are working on using drawings as a strategy for solving math problems.

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In the past few weeks my kindergarteners (ages 5&6) have been working on solving math story problems. We started by physically role playing the problem to find the answer and then moved on to using counters to represent the parts of the story. Now, we are working on using drawings as a strategy for solving math problems.

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This particular story problem was: Kim saw animals out in the field. She counted 12 legs. What animals might have been out in the field? 

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This particular story problem was: Kim saw animals out in the field. She counted 12 legs. What animals might have been out in the field? 

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This student represented the answer in pictures and when asked could count the legs to show 12.

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This student used the drawings and attempted to add numbers to represent the legs.

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This student added an equation to represent his thinking.

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Another component to these these learning experiences is that there are many different ways to solve math problems and there are often different answers to the same problem.

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Another component to these these learning experiences is that there are many different ways to solve math problems and there are often different answers to the same problem.

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This student also used an equation t represent his thinking.