Word Problems Check

Overview

This intervention builds confidence with two-step addition and subtraction word problems by moving through a pictorial-concrete-then-abstract approach. The student will practise choosing the correct operation(s) and explaining their reasoning.

Learning intentions

• WALT solve addition and subtraction two-step problems in contexts.
• WALT decide which operations to use and why.
• WALT use a concrete and pictorial model to represent the problem.
• WALT record an abstract calculation and check it makes sense.

Success criteria

• I can identify what the question is asking (the “unknown”).
• I can model the problem using counters/objects or drawings.
• I can choose addition or subtraction (and do it in the right order).
• I can write a correct number sentence and give a sensible answer.

Curriculum links

• Number – addition and subtraction (KS1–KS2): solve addition and subtraction two-step problems, deciding which operations and methods to use and why.
• Addition and subtraction (guidance underpinning modelling): use structured methods to represent and solve problems.
• Functional Skills Maths progression support: word problems with clear steps and checks.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: “What’s happening?” Teacher reads 3 short one-step statements (e.g., “Sam has 12 sweets. He eats 4.”) and pauses after each. Student points to whether it becomes more or less and says the operation (add/subtract).

2. 5–15 min · Concrete: act it out Teacher uses a simple context and objects/counters (e.g., “You have 10 stickers. You get 6 more. Then you give 4 away. How many now?”). Student uses counters to show the first change, then the second change, keeping the starting amount visible.

3. 15–28 min · Pictorial: draw the story Teacher repeats the same problem but this time asks for a drawing plan: start bar/number line box and arrows for changes. Student draws (a) starting amount, (b) first change, (c) second change, and writes “+6” and “−4” on the arrows.

4. 28–42 min · Abstract: write the calculation Teacher guides from the pictorial model to equations, prompting the student to mirror the steps in writing. Student writes two-step number sentences (e.g., 10 + 6 − 4 = 12) and/or a step-by-step working line (10 + 6 = 16, then 16 − 4 = 12).

5. 42–50 min · Reasoning check: “Does it make sense?” Teacher asks structured check questions: “Should the answer be bigger or smaller than the start?” and “What operation matches each arrow?” Student compares the final answer to the start and explains the reasoning in one or two sentences.

6. 50–58 min · Guided practice: two similar problems Teacher gives Problem A and Problem B with the same structure but different numbers (all within the student’s manageable range). Student models with counters → draws arrows → writes equations → states the final answer.

7. 58–60 min · Exit ticket (quick and clear) Teacher collects one final two-step problem; student completes: circle unknown, write +/− for each step, and write the final number sentence.

Resources

• Counters/Numicon/beans or small objects
• Number line (printed) from 0 to at least 30 (or the student’s range)
• “Start–Change–Result” recording sheet (with boxes and arrow prompts)
• Plain paper for drawings and working
• Mini word-problem cards (two-step addition/subtraction)
• Coloured pencils for arrows (one colour for “add/more”, one for “subtract/less”)
• Practical timer (for short focus bursts)
• Optional: base-ten blocks for clearer regrouping if needed

Assessment

• During warm-up: check whether student can decide “more” vs “less” and match it to add/subtract.
• During concrete and pictorial steps: observe whether student keeps the starting amount and applies changes in order.
• During abstract writing: check that the calculation order matches the model and that the student can explain why.
• Exit ticket: verify unknown identification + correct operations + correct final number sentence.

Differentiation

• Support (primary): provide a partially completed “Start–Change–Result” template where only the missing arrow and number sentence need finishing.
• Support (process prompts): sentence starters such as “First I… because… Then I… because…”
• Visual scaffold: require arrows on the drawing before any equation is written; only then move to abstract work.
• Concrete-to-pictorial bridge: keep counters next to the drawing until the final answer is written.
• Pace and chunking: 1 problem split into 3 micro-tasks (unknown → model → equation).
• SEN/EAL considerations: use consistent language (“more/less”, “give away”, “have left”) and allow the student to point to match steps; provide a word-bank of verbs mapped to +/−.
• Extension for confident support: increase the context complexity (same two steps but with “combined” phrasing like “altogether” and “after giving away”) and ask the student to produce two different solution methods (number line and equation) for one problem.

Differentiation (for advanced learners)

• Extension challenge: provide a problem where the student must choose between two similar operations (e.g., decide whether to subtract first or add first based on the story), then require a written justification using “because”.
• Extension fluency: ask for a second related problem solved in under a set time using the same method, plus a final “sense-check” sentence.