Making Sense of Problems
Make sense of a problem by identifying what is being asked, choosing concrete objects or pictures to represent the situation, and explaining a pathway to the solution
Lesson
Set out your lesson
Say what the question asks, represent it, then check the answer against the story.
Before teaching
Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.
Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.
Share and support
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Teaching approaches
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1 approach
Say what the question asks, represent it, then check the answer against the story.
Say what the question asks, represent it, then check the answer against the story.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Extra practice links — they do not replace Gakuva’s teaching approach.
NRICH · Practice link — not the full lesson
Primary
Before you open · source notes
Primary supports Making Sense of Problems. An adult previews and guides; this is a learning page, not a scored quiz.
Free educational page, no sign-in required for the tested path.
Before you openAsk the learner one fact they learned and one question they still have.
Opening this link does not save learning or assess mastery.
Source, access and review notes
Public NRICH page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.
NRICH. “Primary.” External page; Gakuva does not copy, host, embed, or redistribute materials.
Unknown — link only
Check understanding
- When given a word problem within 10, explain what the problem is asking before attempting to solve
- Choose objects, fingers, or drawings to represent a problem situation
- After finding an answer, check it makes sense (e.g. re-count objects to verify a total)
“When your child gets a maths problem they don't immediately know how to solve, do they stop and think about what the question is asking — maybe drawing a picture — before diving in?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 5–13
Standards