Foundations of Mathematical Thinking · 1st Class

Active learning ideas

Solving Simple Word Problems

Active learning works for solving simple word problems because young students build meaning through concrete actions. When they draw, role-play, or manipulate objects, abstract numbers become real situations they can explain. This hands-on approach reduces confusion between operations and strengthens comprehension of the problem’s story.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Strand 3: Number - N.1.1
• NCCA: Junior Cycle - Strand 3: Number - N.1.2

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 20 min · Pairs

Pair Draw: Story Problem Solver

Provide word problem cards about sharing toys or adding fruits. Partners draw pictures to show the story, solve using counters, and explain their steps to each other. Pairs then create one new problem for the next duo.

What is happening in this story problem, and what do you need to find out?

Facilitation Tip

During Pair Draw, circulate and ask each pair to explain their drawing before they calculate, ensuring they understand the story first.

What to look for

Give each student a card with a simple sharing problem, such as 'There are 10 cookies to share among 3 friends. How many cookies does each friend get? How many are left over?' Students draw a picture to solve and write the answer.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 30 min · Small Groups

Small Group: Role Play Problems

Give groups props like blocks or teddies matching a word problem script. Students act it out, decide add or subtract, solve with objects, and note remainders. Groups present their skit and solution to the class.

How do you know whether to add or take away to solve a word problem?

Facilitation Tip

For Small Group Role Play, assign roles clearly so every student participates in acting out the problem’s action.

What to look for

Present a word problem on the board, for example, 'Sarah has 12 stickers and wants to give an equal amount to her 4 friends.' Ask students to hold up fingers to show how many stickers each friend gets. Then ask them to show with their fingers how many stickers are left over.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 15 min · Whole Class

Whole Class: Think-Pair-Share Challenge

Display a daily word problem on the board. Students think alone for 2 minutes, pair to discuss and draw solutions, then share strategies with the class. Vote on the clearest picture representation.

Can you draw a picture to help you solve a word problem about sharing?

Facilitation Tip

In the Whole Class Think-Pair-Share, give 30 seconds of quiet think time before pairing to let students organize their thoughts.

What to look for

Pose the question: 'If you have 7 apples to share with 2 people, how can you do it? What if you had 8 apples?' Encourage students to explain their strategies and discuss why there is a remainder in one case but not the other.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 25 min · Individual

Individual: My Word Problem Journal

Students draw or write a personal word problem from home life, like sharing sweets. They solve it with a picture, label the operation, and note any remainder. Collect for a class problem bank.

What is happening in this story problem, and what do you need to find out?

What to look for

Give each student a card with a simple sharing problem, such as 'There are 10 cookies to share among 3 friends. How many cookies does each friend get? How many are left over?' Students draw a picture to solve and write the answer.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by modeling how to translate words into pictures or objects, then gradually releasing responsibility to students. Avoid rushing to numbers before the story is clear. Research shows that requiring a visual step first helps students avoid the common mistake of operating on numbers without understanding the context. Use student explanations as the primary assessment of comprehension, not just correct answers.

Successful learning looks like students choosing the correct operation based on the problem’s context, not just keywords. They should explain their reasoning using pictures, counters, or words, and include remainders when items don’t divide evenly. Small-group sharing shows confidence and clarity in their process.

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Watch Out for These Misconceptions

• During Pair Draw, watch for students who add whenever they see the word 'more' without considering the problem’s full context.

  Ask the pair to read the problem aloud together and point to the part where the 'more' is happening. Then have them draw the two quantities separately before deciding on the operation.

• During Small Group Role Play, watch for students who ignore remainders and say amounts divide evenly.

  Hand each group extra counters to represent leftovers and require them to display both the equal share and the remainder physically on the table before writing the answer.

• During Whole Class Think-Pair-Share, watch for students who skip reading the problem and only focus on the numbers.

  After sharing, ask peers to verify if the solution matches the story by pointing to the drawing or counters and asking, 'Does this show what the problem asked?'

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Methods used in this brief

• Problem-Based Learning