CCSS Math Word Problem Types

CCSS MATH Word Problem Game Cards

CCSS Math Story Problem Types | Math Word Problem Types Grade 1, 2, 3, 4, 5, 6, 7 and 8

CCSS MATH Word Problem Types | Joining Word Problems (Result Unknown, Change Unknown and Start Unknown) Separating Word Problems (Result Unknown, Change Unknown and Start Unknown) Part-Part-Whole Word Problems (Whole Unknown, Part Unknown), and Comparing Word Problems (Difference Unknown, Compare Quantity Unknown and Reference Unknown).

CCSS Math Story Problems | The Game Cards are designed to make learning to read and understanding the different and difficult types of story problems FUN! The cards have trick questions with no correct answers and cards with both answers correct. The cards can be used with Hot Dots as a learning center and formative self correcting activity.

CCSS MATH Word Problem Resources

Strategies for Solving word problems PDF PPT 

Schema-based Strategies for Solving Math Word Problems

INTRODUCTION TO SINGAPORE MATH

100s of FREE CCSS MATH Word Problems in PDF 

Glencoe Word Problem Practice Workbook

Pre-Algebra Proportion Word Problems

Decimal Word Problems 

Key Words for Solving Word Problems

Story|Word Problems Chart 

Multiple Step Word Problems

Fraction Word Problems



3 Modes of Delivery of Word Problems

Modeling with Interactive Questioning

The teacher models the whole process with interactive questioning, some choral response, “talk moves” such as “Explain Monique’s thinking to your partner.” After completing the problem, students might reflect with a partner on the steps the class used to solve the problem.“Students, think back on what we did to solve this problem. What did we do first?” etc. Students might then be given the same or similar problem or set of problems to solve immediately or for homework.

Guided Practice

Each student has a copy of the question. Though guided by the teacher, they work independently at times and then come together again. Timing is important. Students might hear, “You have 2 minutes to do your drawing.” Or “Put your pencils down. Time to work together again.”The debrief might include selecting different student work to share.

Independent Practice

The students are given a problem to solve and possibly a designated amount of time to solve it. The teacher circulates, supports, and is thinking about which student work to show to support the mathematical objectives of the lesson. When sharing student work, students are encouraged to think about the work with questions such as, “What do you see Jeremy did?” “What is the same about Jeremy’s work and Sara’s work?” “How did Jeremy show the 3/7 of the students?” “How does that relate to Sara’s equations?” “Turn to your partner and compare your way of solving the problem to theirs.”

Problem Type
Joining  Problems Word Problem		Result Unknown Mr. Taylor had 5 board games. Jesus gave him 8 more board games.  How many board games does Mr. Taylor  have all together?		Change Unknown Mr. Taylor has 5 board games.  How many more board games does he need to have 13 board games all together?			Start Unknown Mr. Taylor had some classroom board games.  Anthony donated 5 more board games.  Now he has 21 board games.  How many board games did Mr. Taylor have to start with?
Separating Problems Word Problem	Result Unknown Basic  Mr. Taylor had 13 board games.  He gave 5 to Ryan.  How many board games does Mr. Taylor have left? Advanced  Mr. Taylor had 41 probability board games and 67 stratagem board games.  He gave 7 stratagem board games to Ryan.  How many board games does Mr. Taylor have left all together?		Change Unknown Mr. Taylor had 13 board games.  He gave some to Danna.  Now he has 5 board games left.  How may board games did Mr. Taylor give to Danna?			Start Unknown Mr. Taylor had some board games.  He gave 5 to Henny.  Now he has 8 board games left.  How many board games did Mr. Taylor have to start with?
Part-Part-Whole Word Problem	Whole Unknown Mr. Taylor has 5 strategy board games and 8 chance board games.  How many board games does he have?				Part Unknown Mr. Taylor has 14 board games.  ¼ are strategy board games and the rest are chance board games.  How many strategy board games does Mr. Taylor have?
Comparing Word Problem	Difference Unknown Mr. Taylor has 13 board games.  Alex has 5 board games.  How many more board games does Mr. Taylor have than Alex?		Compare Quantity Unknown Roxanne has 10 board games.  Mr. Taylor has 50% more than Roxanne.  How many board games does Mr. Taylor  have?			Reference Unknown Mr. Taylor has 24 board games.  He has 75%  more board games than Jason.  How many board games does Jason have?

CCSS ELA Adjective Grading Scale | Adjective Grading Scale

CCSS ELA Adjective Grading Scale | Sample CCSS ELA Grading Scale Standards and Rubric

Common Core adjective grading scales and CCSS ELA grading rubrics that compare today's standards with the new CCSS ELA 2014-2015 grading standards. The PARCC and Smarter Balanced assessments are almost two years above most current passing cut scores and end of grade passing scores. The few states that have developed CCSS ELA curriculum based test and started beta testing the new assessments on their students are seeing mass failure! Teachers, parents, students, and administrators are hiding from the truth that is coming in 2014-2015. The data below is from a Title I school and is used to examine the changes that are coming. The Adjective Grading Scale below is based on a modified special education ability performance scale, various leveled grading scales and my own experience with performance objectives.

2012-2013 State Assessment Results Sample
5th Grade Sample Writing Results 2013
Superlative Quality	Unmatched Effort					E	A+		4.5		0%	Exceeds Grade Level
Very Superior Quality	Extraordinary Effort					E	A		4.0		0%	Exceeds Grade Level
Superior Quality	Intense Effort					E	B+		3.5		0%	Exceeds Grade Level
High Quality	Strong Effort					E	B		3.0		5%	Grade Level
High Average Quality	Satisfactory Effort					S	C+		2.5		12%	Grade Level
Average Quality	Modest Effort					S	C		2.0		20%	Grade Level
Low Average Quality	Unfinished Effort					N	D+		1.5		43%	Approaches Grade Level
Extremely Low Quality	Weak Effort					N	D		1.0		10%	Approaches Grade Level
Not Scorable	No or Low Effort					N	F		0		10%	Falls Far Below
2014-2015 CCSS ELA  PARCC and Smarter Balanced  5th Grade Reading and Writing Scores as Projected by CCSS ELA Projected Students at or Above Grade Level in Writing 0% 2015 Projected Students at or Above Grade Level in Reading 8% 2015
				State Writing Assessment				State Reading Assessment
Exceeds Grade Level		A+	E	4.5	0%			4.5		0%		Superlative Quality
Exceeds Grade Level		A	E	4.0	0%			4.0		0%		Very Superior Quality
Exceeds Grade Level		B+	E	3.5	0%			3.5		0%		Superior Quality
Grade Level		B	E	3.0	0%			3.0		0%		High Quality
Grade Level		C+	S	2.5	0%			2.5		2%		High Average Quality
Grade Level		C	S	2.0	0%			2.0		6%		Average Quality
Approaches Grade Level		D+	N	1.5	5%			1.5		10%		Low Average Quality
Approaches Grade Level		D	N	1.0	12%			1.0		28%		Extremely Low Quality
Falls Far Below		F	N	0	20%			0		24%		Not Scorable
Falls Far Below		F	N	0	43%			0		18%		Not Scorable
Falls Far Below		F	N	0	10%			0		8%		Not Scorable
Falls Far Below		F	N	0	10%			0		4%		Not Scorable

CCSS ELAGrade Level Writing Rubric
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z
Superlative Quality	Unmatched Effort	Excellent	A+	4.5		Exceeds Grade Level
Very Superior Quality	Extraordinary Effort	Excellent	A	4.0		Exceeds Grade Level
Superior Quality	Intense Effort	Excellent	B+	3.5		Exceeds Grade Level
High Quality	Strong Effort	Excellent	B	3.0		Grade Level
High Average Quality	Satisfactory Effort	Satisfactory	C+	2.5		Grade Level
Average Quality	Modest Effort	Satisfactory	C	2.0		Grade Level
Low Average Quality	Unfinished Effort	Needs Improvement	D+	1.5		Approaches Grade Level
Extremely Low Quality	Weak Effort	Needs Improvement	D	1.0		Approaches Grade Level
Not Scorable	No or Low Effort	Needs Improvement	F	0		Falls Far Below

Daily CCSS ELA Assignment | Response to Literature Expository Paragraph: Write a Strong topic sentence that addresses the main ideas presented in the literature. The topic sentence must include high quality facts focusing on the main ideas. Include Precise Examples: What, Why and How! Edit your paragraph using High Quality facts, rich precise vocabulary, proper conventions and spelling. Write High Quality neat paragraphs that engage the reader. Include varied sentences types that include interrogative sentences.  Revise, draft and edit your writing daily with peers, teachers or a parent daily. Students are encouraged to use the daily study hall to seek assistance from the teacher for reading, writing and math help when needed.

Parent Signature ________________________________

Student __________________________________

Six Traits Scoring Rubric 

SCORE POINT 6 |  Letter Grade A Writing is sophisticated and skillful in written communication, demonstrated by • exceptional clarity, focus, and control in topic development and organization that often show insight. • in-depth and/or creative exploration of the topic using rich, relevant, and credible details. • a strong, perhaps creative, beginning and a satisfying conclusion. • specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning. • intentional and committed interaction between the writer and the reader. • effective and/or creative use of a wide range of conventions with few errors

SCORE POINT 5 |  Letter Grade B Writing is excellent and skillful in written communication, demonstrated by • clarity, focus, and control in topic development and organization. • a balanced and thorough exploration of the topic using relevant details. • an inviting beginning and a satisfying sense of closure. • a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural. • awareness of the reader and commitment to the audience and topic. • effective use of a wide range of conventions with few errors

SCORE POINT 4 |  Letter Grade C Writing is appropriate and acceptable in written communication, demonstrated by • ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. • relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. • a recognizable beginning and ending, although one or both may be somewhat weak. • effective word choice that is functional and, at times, shows interaction between writer and audience. • somewhat varied sentence structure with good control of simple constructions; a natural sound. • control of standard conventions although a wide range is not used; errors that do not impede readability