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This is the sex-step problem solving model. In it's root, it encourages kids to breakdown the problems to understand their bones, thinking of multiple ways to solve, solving, and reflecting on whether the answer looks right.

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K.N.O.W.S Model. This model asks for students to first list what they know to be true given the word problem. Then it asks the students to write what they need to know or what they are solving for. The third box is for doing the mat. The final box is where the solution goes.

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My students a few years ago used SOLVE for word problems. This was an ELL class so it was helpful to have a method to breaking down word problems and solving them systematically. I personally liked the verify step because it was an act of self-reflection and this is where many students caught little mistakes.

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In the ESPE model, students first have to identify the important information in the problem, then make a plan for how they will solve it. Once they solve it, the final step is to examine their answer and check to make sure that it's reasonable for what the question is asking of them. I think it's helpful in getting students in the habit of organizing their thoughts before trying to do any math as well as checking to make sure their answer makes sense.

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CUBES allows students to decipher only what they need to get where they are trying to go. This is the main reason I believe it supports ELL by allowing them to oonly focus on the important things rather than keeping them stuck on words they do not know or understand

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UPSJ or VPSJ, helps break down word problems. It first starts withe the justification so students know what they are answering then goes through the process of visuals, planning and execution of the problem.

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CUBES Method is a problem-solving model students can use to address word problems in math

It helps all students especially ELLs and students with IEP's because it allows them to focus on the important part of the question instead of the additional wording

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CUBES Strategy to Tackle Tough Word Problems | Scholastic

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One of the best strategies I've discovered to help my students tackle the language behind word problems is called CUBES. I'm happy to share the power of this acronym that

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Cubes is used to help students find the main points in any problem. It helps the students who struggle with understanding what's being asked of them. By creating steps, it lowers the chances of a student getting the wrong answer.

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This is the Close-Reading Template my host teacher has used to help students with solving word problems. I think it is a bit to wordy and complicated. It may help solve a problem, but it doesn't give students a simple framework they can apply later.

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Four Corners Problem Solving Model

Model helps student break down what they know and ways they could possibly solve a problem. Can help chunk the problem to make it seem less daunting.

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Re-Cubes is a problem solving model that students can us for math.

It helps ELL students remove the 'fluff' of a problem and figure out what is being ask and what information is provided.

I wonder though if this strategy will work well during the ending of a test. If students are running out of time and get use to answering and understanding problems this way will they be able to fully finish a test. Also will they become drained doing this for every problem?

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helps all students make sure the 1st step of solving a problem is comprehending it and creating a game plan. make math meaningful again rather than doing procedures without understanding if they're appropriate. First step would be essential for ELLs, other students who struggle with executive functioning, dyslexia, etc. Must teach them to feel good when they set up a problem correctly, not just when they solve a problem correctly. Formally outlining steps like in UPSJ is a first step toward achieving that.

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In this model, the student draws a picture in the top left hand corner in order to get a general understanding of the question. This helps students that think through problems visually. The top right hand corner is where they actually begin to define some of the math terms; students are expected to break it down and label their variables. This may help students that need more organization in their math-- like myself (dyslexia). The bottom left is where they put it into words, or they actually begin to solve the problem by using the numbers from the top right, and the last box is simply to write the correct answer and label it. This model is similar to VPSJ, except the middle portion is a space for the student to actually integrate the specific question in the middle so they can reference for notes.

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This model is used (compulsorily) throughout my campus, and ostensibly helps to provide a sequential apparatus through which to approach the problem and illustrates the importance of completing all of the elements that precede actually starting to 'solve' the problem in a formal sense. It underscores that understanding and planning for the problem are equally impactful when it comes to germinating a solution, and that checking the problem and being able to justify it mathematically is the only true way to ensure that you've approached the problem correctly. When used properly, the model enforces a check on students by making them understand real-world implications of the problem, and forces students to explore the entirety of the problem as written before attempting to delve straight into a solution.

This model may be helpful for ELL students or struggling math students because it provides them with the tools necessary to ensure that they've approached the problem with the proper tools and mindset necessary to solve, and lends problem-solving steps that may not be innate for them to allow them to tackle more complex problems.

It's not without its issues, however - some of the tasks that are contained within the UPS boxes seem more concerned with superficially allowing students to claim an understanding that may be unearned, and vague guidelines like 'What am I looking for?' accomplish little in terms of helping a student break down a problem to its component parts. Moreover, I'm inherently skeptical of the utility of any problem-solving apparatus that turns doing math into a checklist; students could reasonably believe that they've followed all of the necessary steps and still develop an answer that is wildly off-base.

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CUBES allows students to choose important information by recognizing what the question is and the given information. It is a problem solving as well as organizational tool that I believe students can benefit from to prevent themselves from being overwhelmed by wordy-word problems with insignificant information.

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So this one doesn't have an acronym or anything, but I like it; I found it in a book famous among mathematicians called "How to Solve It." Most of the steps are self-explanatory (steps 1 and 2 include choosing appropriate variables, parameters, drawing diagrams. etc.) My favorite part however, is part 4: Looking back. I would argue that this is the most productive step as a problem-solver: often the structure apparent in your answer can illuminate several other more fruitful solution processes that generalize to other sorts of problems and bring a richness to the way in which you engage with the mathematics.