*With my eldest daughter, once I realized how much she struggled with math when it wasn't written down in a nice neat equation, I often walked through a math problem with her (doing most of the work myself) and then provided her a few regenerations of the same problem with different numbers for her to do solo.After a few weeks of this, she was able to do them without the walkthrough from mom. " fairly quickly so confidence building is important -- if she thinks she can't do something she can't -- if she thinks she can do something she can.*

*With my eldest daughter, once I realized how much she struggled with math when it wasn't written down in a nice neat equation, I often walked through a math problem with her (doing most of the work myself) and then provided her a few regenerations of the same problem with different numbers for her to do solo.*After a few weeks of this, she was able to do them without the walkthrough from mom. " fairly quickly so confidence building is important -- if she thinks she can't do something she can't -- if she thinks she can do something she can.

The Boardwalk Fun problem requires students to use a logic grid to figure out what each kid wants to do at the boardwalk.

An organized clue-by-clue solution is provided for help in using this logic grid for teachers who are not familiar with these kinds of logic problems.

Some of the best problems to work with are those in which the unknown factor is located in either the beginning or the middle of the problem.

For example, instead of saying, "I have 29 balloons and the wind blew eight of them away," and then asking "How many do I have left? " Or, "I had 29 balloons, but the wind blew some away, and I only have 21 now. " As teachers and parents, we're often very good at creating or using word problems in which the unknown value is located at the end of the question.

Lucky Draw was designed to help students develop the concept of probability.

Students imagine cutting apart the letters of words and expressions, placing them in a bag, then calculating the probability of pulling different letters.

Children who struggle converting a word problem into a math equation will find it reassuring (confidence builder) to revisit the same verbal clues with different numbers, so consider printing a couple regenerations of each problem.

In a classroom setting you can provide a problem to partners or a group of students to solve together and then provide a regeneration of the same problem for the children to do solo.

The grade levels are a guideline -- please use your judgment based on your child's ability and eagerness (my eldest daughter always used a grade below whereas my younger daughter seems to be a grade or two above -- go figure).

Keep in mind that Math Word Problems require reading, comprehension and math skills so a child who is good at basic math equations may struggle more than you would expect when faced with math word problems.

## Comments Problem Solving For Grade 3

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