Operations & Algebraic Thinking: Word Problems CCSS 4.OA.3 Worksheets

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In the real world, we will be faced with many word problems. In this sense, we really need to be able to comprehend them properly, so that we can solve them. One way to better comprehend word problems that deal with all four operations is to identify keywords that dictate which operation is asked of us.

See the fact file below for more information on the word problems or alternatively, you can download our 22-page Operations & Algebraic Thinking: Word Problems CCSS 4.OA.3 worksheet pack to utilise within the classroom or home environment.

Key Facts & Information

LEARNING OBJECTIVE:

At the end of the lesson, students will be able to solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, as well as assess the reasonableness of answers using mental computation and estimation strategies including rounding.

A NOTE FOR THE TEACHER:

When teaching word problems, keep in mind the following:
- Remind the student now and then of factors in multiplication.
- When dealing with word problems, it is best to visually demonstrate the equations.
- Try to incorporate as many visual aids as possible.
- Place emphasis on teaching the vocabulary of operations so that students can easily identify what is being asked of them in word problems.

THEORY:

In the real world, we will be faced with many word problems. In this sense, we really need to be able to comprehend them properly, so that we can solve them.
One way to better comprehend word problems that deal with all four operations is to identify keywords that dictate which operation is asked of us. Addition problems typically use words such as “more”, “plus”, “more than”, or “sum””. Subtraction problems tend to use words such as “less”, “minus”, “less than”, or “difference”.
Multiplication problems most often use words such as “_____ times more”, “twice”, “thrice”, or “product”. Finally, division problems use words such as, “ratio”, “divide”, “split”, or “quotient”.
Students must be trained to easily identify which operation is being asked in order to efficiently solve word problems. It is important to note that some word problems will often contain two or more operations within them.
Additionally, students must also know how to represent these word problems visually using models or equations.
One way to do this is by using the bar model. Where we present the operation, values, and individuals in the problem.

Another way to represent this is simply by translating the word problem into an equation. We do this easily by getting the values presented, as well as by determining the operation.
On the other hand, students must also hone and practice their mental computation and estimation skills! For mental computation, the best way is to continuously practice simple equations in their heads. Tell them to try and solve simple equations in their heads as much as possible. Another way to hone mental computation is to memorize multiplication tables. With this, it becomes much easier to do multiplication problems mentally.
For estimation, one of the easiest skills to learn is rounding. Rounding is dependent on the number of decimal places of a value. However, the general rule is: if the number is 5 or greater, we round that up to the next place value; if it is 4 or lower, we keep the number as is. For example, 4.78 can be rounded to 4.8, as 0.08 can be rounded up, which will make the 0.7 value one higher, i.e., 0.8. While for 4.73, it will be rounded down to 4.70. In another example, 4.24 can be rounded to 4.2.
For rounding, these are the decimal places we round to:
- Tenths – .0 Hundredths – .00 Thousandths – .000