Techniques for Mastering Maths Word Problems

By Jemma Zoe Smith

Jemma Zoe Smith is the founder of The Education Hotel and Top schools and Uni Education. Jemma works nationally and internationally, guiding students to prepare for super-selective grammar and independent school exams.

“How do you know how to work it out?”

It is a question that I am asked many times by Maths students in Year 3, 4 and even 5. It is not how to work out a tricky nth term sequence, or how to work out any number times by 11. It is how to simplify a worded problem.

If a student can see a route - like taking a trek through a forest - they can see the pathway ahead of them clear and shining as if lit by lanterns. For others, the path directly ahead is clear but, a few steps into the forest, it disappears. For some it can feel as though they are trapped in the trees with nowhere to go.

Whilst this is not a purely 11+ problem, the 11+ Maths papers contain a large amount of worded Maths problems, which means that if you your child to be confident at the 11+ Maths paper - you must tackle this head on.

Year 3 – First Steps

Introducing a child to worded problems should happen at the same time as they are introduced to the foundations. If you are introducing fractions, consider first working with simple number-based questions, then introduce worded problems.

A great book that models this is Peter Robson’s math series. Another book to consider is Schofield and Simms, which usually increase the number of worded problems as you go through their A, B and C sections in their mental Maths books.

Make worded problems fun by using objects - sometimes called manipulatives - to help solve them. If you have a money question, use coins. For time questions, use a physical clock and turn the hands as you work out the question.

Year 4 – Using Techniques

If you have a child who struggles to work out worded problems, this will likely become clear in Year 4 as you start to do more 11+ style preparation. If they are struggling, I ask my students to go through each of these steps.

Whilst this 4-step method takes time to start with, as your child grows in confidence you can start to miss a stage out.

Step 1 – Gather Information

I like to ask my students to imagine that they are on a treasure hunt. They must go and find all of the clues in the word problem and then highlight them, or underline them

Step 2 – Order the Information

The 11+ is full of multi-step questions. First, you might need to add 2 numbers together, then you might need to find 80% of the result. Number the instructions. Knowing what order to complete the steps is vital.

Step 3 – Draw a Diagram

Drawing a simple stick figure drawing can help them to process what is happening. No need to be an artist - just represent what the question is asking

Step 4 – Write and Complete the Sums

Make sure to be aware of words such as ‘total’ meaning add, or ‘difference’ meaning subtract. Add the keyword definitions alongside each step of the sum.

Don’t forget the value of real-life worded problems - working out how much a meal might cost at a restaurant, or how much VAT is charged, or how much it will cost for 5 people to go to the cinema. The 11+ test providers love to add real life problems into their papers.

Year 5 – Dealing With Maths Anxiety

Anxiety can often arise when a student is looking at a particularly tricky worded problem, but for some students, simply looking at a math worded problem is enough to cause panic.

By Easter, in Year 5, your child should have covered the majority of the Maths syllabus and so, if they are worried when they see worded problems, try to find out:

Are there any particular topics where worded questions are especially tricky for your child? If so, start to create a document where you add all of the worded questions in this topic.

Are all worded problems in Maths causing issues? If this is the case, revert to the 4-step technique and ensure that your child is not skipping any steps.

Once understood (and practised often) turning worded problems into numerical sums can be as easy as, well… 1,2,3!

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