SOLVE+IT!

**SOLVE IT!**

**Content** Mathematical word problem decoding strategy

**Grade Level** This strategy works best for middle school and high school ages.

**Curriculum Standards** For 8th grade, this strategy addresses the following CSOs:

M.O.8.1.3 analyze and solve grade-appropriate real-world problems with whole numbers, decimals, fractions, percents, percent increase and decrease, integers, and including, but not limited to, rates, tips, discounts, sales tax and interest and verify solutions using estimation techniques.

M.O.8.2.2 identify proportional relationships in real-world situations, then find and select an appropriate method to determine the solution; justify the reasonableness of the solution.

M.O.8.2.9 represent and solve real-world grade-appropriate problems using multiple strategies and justify solutions.

**Description of Practices** The SOLVE IT! strategy is taught by explicit instruction. The teacher instructs students to read for understanding, put the word problem in their own words, visualize what is happening in the word problem, develop a plan to solve the problem, predict the answer, compute the answer, and finally check their answer.

**__SOLVE IT! Strategy:__** **READ** (for understanding) **Say:** Read the problem. If I don’t understand, read it again. **Ask:** Have I read and understood the problem? **Check:** For understanding as I solve the problem.

**PARAPHRASE** (your own words) **Say:** Underline the important information. Put the problem in my own words. **Ask:** Have I underlined the important information? What is the question? What am I looking for? **Check:** That the information goes with the question.

**VISUALIZE** (a picture or a diagram) **Say:** Make a drawing or a diagram. Show the relationships among the problem parts. **Ask:** Does the picture fit the problem? Did I show the relationships? **Check:** The picture against the problem information.

**HYPOTHESIZE** (a plan to solve the problem) **Say:** Decide how many steps and operations are needed. Write the operation symbols (+, -, x, and /). **Ask:** If I…, what will I get? If I…, then what do I need to do next? How many steps are needed? **Check:** That the plan makes sense.

**ESTIMATE** (predict the answer) **Say:** Round the numbers, do the problem in my head, and write the estimate. **Ask:** Did I round up and down? Did I write the estimate? **Check:** That I used the important information.

**COMPUTE** (do the arithmetic) **Say:** Do the operations in the right order. **Ask:** How does my answer compare with my estimate? Does my answer make sense? Are the decimals or money signs in the right places? **Check:** That all the operations were done in the right order.

**CHECK** (make sure everything is right) **Say:** Check the plan to make sure it is right. Check the computation. **Ask:** Have I checked every step? Have I checked the computation? Is my answer right? **Check:** That everything is right. If not, go back. Ask for help if I need it.

**Implementation Considerations** SOLVE IT! can be taught to individual students and small groups or through whole group instruction. Because of the explicit nature of this strategy, it would be easier to teach an individual student or small group. If teaching a whole group this strategy, it is imperative the teacher makes sure all of the students are on the same step. This is because there are many steps with many sub-steps in the strategy, which creates multiple instances for students to fall behind in learning the steps or even skip step(s).

**Example** Example lessons for the SOLVE IT! strategy can be found under the heading “Solve It! A Validated Math Problem Solving Program” on the following website: [] Information on modifying Solve It! for students with other types of disabilities is also on this website.

SOLVE IT! strategy’s professional development PowerPoint: []

SOLVE IT! script: []

**Citation** Montague, M., Warger, C., & Morgan, T. H. (2000). Solve it! Strategy instruction to improve mathematical problem solving. //Learning Disabilities Research & Practice, 15//, 110-116.