Most/ Least Important Idea(s) and InformationReading a Problem
Mojgan Faghani
Most/ Least Important Idea(s) and information- Reading a problem
The main reason for learning all about math is to become better problem solvers in all
aspects of life. Many problems are multi-step and require some type of systematic
approach. Reading a problem is not the same as understanding a problem. Simply
reading the problem slowly, and over and over again, does not help in understanding
the problem. There are a couple of things you need to do when solving problems. The
KMWC( Know/Model/Words/Cross out) is a method which helps your student to break a
word problem down to 4 steps. (Please see the attached Template from the student
resource).
Description of KMWC
This method is used for helping students decode the word problem to in their own
language as well as representing the data in an alternative format such as visual
illustration or manipulatives.
KMWC elements are;
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•
•
•
K:
M:
W:
C:
What fact do I Know from the info in the problem?
Can I Model the situation with a picture or manipulatives?
What does the problem ask me to find?
Cross out any facts that are not needed?
Purpose of using KMWC method;
•
•
Unblocks information presented in the problem
Represent information in an alternative format
When you do problem solving in your classroom, you may direct your students to use
the KMWC graphic organizer with a selected problem. When students start to scan
the problem and list facts you should be accepting of all of the facts regardless of their
relevancy to the problem. Ask your students to make a model of the problem. The
model can be a diagram or creative visual illustration of the facts. Try to walk around in
order to help students and watch for any misinterpretation of the given facts. Use the
KMWC filed template to solve the problem.
Sample Activity:
Mojgan got a Puppy for Christmas. Wanting to create a doghouse in her large
backyard, Mojgan persuaded her husband to buy enough wood to create a rectangular
doghouse with a slanted roof (triangular prism). This doghouse has a length (front to
back) of 1.6 metres a width (side to side) of 1.2 meters and a height (bottom to base of
roof) of 1 meter. The roof (triangular prism) has a height of 50 centimetres. The house
is painted green. When Mojgan’s friend John asked if he could bring over his dog, a
Labrador retriever, to stay with them over Christmas holidays, Mojgan laughed and said
that John’s dog would rub off his fur if he tried to fit into the dog house as the doghouse
is too short for John’s dog! John complained that Mojgan a could have used the same
amount of wood to make the dog house ceiling taller so that John’s dog could also fit. Is
this true? Justify your answer.
Reading a problem, KMWC Template
K: What facts do I KNOW from the information in the problem?
1. Mojgan got a puppy for Christmas
2. Rectangular doghouse with a slanted roof
3. Dog house is 1.6 metres a width (side to side) of 1.2 meters and a
height (bottom to base of roof) of 1 meter
4. The roof (triangular prism) has a height of 50 centimetres
5. Mojgan has a friend named John who has a Labrador Retriver
6. Dog would rub off his fur if he tried to fit into the dog house
7. John claimed a bigger dog house with the same amount of wood
could be built
8.
“What words or ideas don’t I understand?”
M: Can I MODEL the situation with a picture or manipulative?
“Is there any missing information that I can estimate?”
W: WHAT does the problem ask me to find?
Is it true that by changing the dimensions of the dog house, dog house could of
have more space?
C: CROSS OUT any facts that are not needed.
Facts# 1,2,4, 5 and 6 are not needed.
Think Literacy: Mathematics Subject- Specific Example
Black Line Masters
Solve the following word problem using the KMWC template,
Activity One:
The sports commentator on the CFXU radio station summarized the points scored by
the St. F. X. Basketball Team during this season as follows:
"The SMU scored a total of 1729 points in the last season. This year St. F. X. scored of
1653 points. ST. F.X. received 38 percent of the points for the total season of all 4
teams. SMU finished in second place. Acadia received only 14 percent of the points and
was beaten for third place by Dalhousie by 50 points."
If there were only 4 teams in the season, how many points did each team receive?
Activity Two:
Merry has a large back yard. Two trees of height 20m and 30m have ropes running
from the top of each tree to the bottom of the other tree. How high above the ground do
the ropes intersect?
The trees are 40m apart.
Activity Three:
Jane has a small bookcase in her room that has three shelves. When she organized the
seventy-two books in her fantasy book collection it was filled. She counted twelve
hardcover books on the bottom shelf and half the remaining books on each of the two
other shelves. How many books were on each of the last two shelves?
(Jim Cornish, Gander, Newfoundland, 2004)
K: What facts do I KNOW from the information in the problem?
“What words or ideas don’t I understand?”
M: Can I MODEL the situation with a picture or manipulative?
“Is there any missing information that I can estimate?”
W: WHAT does the problem ask me to find?
C: CROSS OUT any facts that are not needed.