Word problems in math are narrative-based questions that require students to apply mathematical operations – such as addition and subtraction – to solve them. In kindergarten, these problems are typically simple and involve everyday scenarios that students can easily relate to, such as counting objects, sharing items, or combining groups of objects.

It’s essential to break down the problem into simple, manageable steps. Start by reading the problem aloud and discussing the scenario to ensure understanding. Use visual aids, such as pictures, anchor charts, or physical objects, to represent the parts of the problem. Guide students to identify key information, such as the total number of items or how many are being added or taken away. Finally, encourage students to use counting strategies or manipulatives to arrive at the solution.

Explicit instructions are essential when teaching word problems in kindergarten, as they help students understand exactly what to do step by step. Educators who give clear instructions make the problem less confusing and easier for students to solve. By guiding them through each part of the problem, like where to start and how to think about the numbers, students can focus better and learn the correct way to solve word problems. This approach ensures that every student understands what they must do regardless of their learning style or ability.

Today, we are going to solve a word problem about apples. This worksheet will help us practice different ways to add numbers together.

READ THE PROBLEM

Instruction: In the box, draw 3 apples to show what Tom started with. Then, draw 2 more apples to show what his friend gave him.
Engagement: Count all the apples you drew to find out how many Tom has now.
Student Response: (He has 3 apples, and then he got 2 more.)

Choose the strategy

DRAW A PICTURE
Instruction: In the box, draw 3 apples to show what Tom started with. Then, draw 2 more apples to show what his friend gave him.
Engagement: Count all the apples you drew to find out how many Tom has now.
Student Response: (1, 2, 3, 4, 5. He has 5 apples!)

USE A TEN FRAME
Instruction: In the ten-frame box, place 3 counters or draw 3 circles to represent Tom’s apples. Then, add 2 more counters or circles for the apples his friend gave him.
Engagement: Count all the counters or circles in the ten-frame to find the total number of apples.
Student Response: (There are 5 apples.)

USE A NUMBER LINE
Instruction: Start at the number 3 on the number line below. Move your finger 2 steps to the right to add the apples that Tom’s friend gave him gave him.
Engagement: See where you land on the number line. That’s how many apples Tom has now.
Student Response: (I landed on 5!)

Deeper Engagement

USE NUMBER BONDS
Instruction: In the number bonds section, show how the number 5 (total apples) is made up of 3 (Tom’spples) and 2 (the apples his friend gave him).
Engagement: Write 5 in the larger circle and 3 2 in the smaller circles to see how they connect.
Student Response: (5 is the whole number, and 3 and 2 are the parts.)

WRITE THE SENTENCE
Instruction: In the final box, write a math sentence that shows what we’ve just solved. It should say 3+ 2 = 5.
Engagement: This sentence shows that when you add 3 and 2 together, you get 5.
Student Response: (3 + 2 = 5)

REVIEW YOUR WORK
Instruction: Take a moment to look over your worksheet. Ensure your drawings, ten-frame, number line, number bonds, and sentence all match the problem we solved.
Engagement: Check that everything is correct and that you’ve learned how Tom’s 3 apples and his friend’s 2 apples add up to 5 apples.
Student Response: (Everything matches! I’m done.)

CLOSURE
Well done! You’ve used different strategies to solve a word problem today.

These steps help the child solve the problem and understand its mathematical concepts.

Today, we are going to solve a word problem about cookies. This worksheet will help us practice different ways to subtract numbers.

READ THE PROBLEM

Instruction: Read the problem aloud: “Mary had 6 cookies, but she ate 2. How many cookies does she have left?”
Explanation: Make sure you understand the problem by thinking about what it is asking. Mary started with 6 cookies, and then she ate 2. We need to find out how many cookies Mary has left.
Student Response: (She had 6 cookies and ate 2.)

Choose the Strategy

DRAW A PICTURE
Instruction: In the box, draw 6 cookies to show what Mary started with. Then, cross out 2 cookies to show the ones she ate.
Engagement: Count the cookies that are left to find out how many Mary has now.
Student Response: (1, 2, 3, 4. She has 4 cookies left.)

USE A TEN FRAME
Instruction: In the ten-frame box, place 6 counters or draw 6 circles to represent Mary’s cookies. Then, remove or cross out 2 of them to show the cookies she ate.
Engagement: Count the remaining counters or circles in the ten-frame to find out how many cookies Mary has left.
Student Response: (There are 4 cookies left.)

USE A NUMBER LINE
Instruction: Start at the number 6 on the number line below. Move your finger 2 steps to the left to subtract the cookies that Mary ate.
Engagement: See where you land on the number line. That’s how many cookies Mary has left.
Student Response: (I landed on 4!)

Deeper Engagement

USE NUMBER BONDS
Instruction: In the number bonds section, show how the number 6 (total cookies) can be split into 2 (the cookies Mary ate) and 4 (the cookies she has left).
Engagement: Write the number 6 in the larger circle, and 4 and 2 in the smaller circles to see how they connect.
Student Response: (6 is the whole number, and 4 and 2 are the parts.)

WRITE THE SENTENCE
Instruction: In the final box, write a math sentence that shows what we’ve just solved. It should say, “6 – 2 = 4.”
Engagement: This sentence shows that when you take 2 away from 6, you have 4 left.
Student Response: (6 – 2 = 4.)

REVIEW YOUR WORK
Instruction: Take a moment to look over your worksheet. Make sure your drawings, ten-frame, number line, number bonds, and sentence all match the problem we solved.
Engagement: Check that everything is correct and that you’ve shown how Mary’s 6 cookies left her with 4 cookies.
Student Response: (Everything matches! I’m done.)

Using a range of targeted strategies can significantly improve students’ understanding and confidence in word problems.

Use simple language to explain the problem. Avoid complex words or phrases that might confuse them. For example, instead of saying, “Tom received an additional 5 apples,” you might say, “Tom got 5 more apples.” This makes it easier for students to grasp the basic concepts.

Divide the problem into smaller, more manageable steps. Instead of presenting the entire problem at once, guide students through each part. For example, ask them how many apples Tom has, then discuss what happens next, and finally, work together to find the solution. Breaking down the problem helps students focus on one aspect at a time, reducing overwhelm and making the process less intimidating.

Provide physical objects, such as counters, blocks, or coins, that students can move around to represent the numbers in the problem. For example, if the problem involves adding 3 apples and 2 apples, give the student 3 counters and 2 more to add together physically. Manipulatives make abstract concepts more concrete, helping students visualize and better understand the manipulation involved.

Incorporate visual aids, such as charts, diagrams, or number lines, to represent the problem visually. You might draw a picture of the scenario or use a ten-frame to organize the numbers. Visual cues can help students who struggle with processing verbal or written instructions, as they provide another way to understand and solve the problem.

Give students plenty of opportunities to practice with similar problems. Repetition helps reinforce what they’ve learned and builds confidence over time. Consistent practice allows students to apply what they’ve learned in different contexts, helping to solidify their understanding and improve their problem-solving skills.

By applying these real-life solutions, educators can create a supportive learning environment that addresses the needs of students who struggle with word problems. By using these strategies and tips, educators can effectively support kindergarten students in mastering addition and subtraction word problems, setting the stage for future success in math.