Word Problems Year 2 Worksheet: Fill & Download for Free

Coming from someone who took math counts last year in 8th grade and score in the top 1/3..If your school gives you worksheets, don't half ass them like I did. I did 60% of the questions, tops. When given the factorial symbol, I just left it and hoped we went over it before the competition. We didn't. Oh well. If anything, make sure you can do the word problems, these are what you get in the test.The competition only goes up to pre-calc, so depending on your level of education you should be okay for this, leaving the word problems. I was in an algebra 1 class, and on the car ride taught myself factoring - my class was a couple weeks away from that. I scored in the top 1/3; so don't stress (I'm not exactly a genius or anything either).If you can, look up word problem strategies online, and try them. I can't stress this enough, it's all I was given. I'd recommend working on doing simple calculations quickly, such as knowing all the perfect squares and cubes up to 400 (20 squared and 7 cubed -- this is an example, don't follow this perfectly as I didn't, and the test probably changes).When taking the test, DON'T STRESS! Even though you think you only got 1 or 2 correct out of the first 20, you probably got 15 correct... Stressing with only slow you down and mess you up. They only care about the answer, not the process. Remember that, do whatever you can to get the answer, whether or not your math teacher would approve.For the team part, I'd definitely make sure you chose your captain carefully. Although the moderators don't give them much, it's essential that a captain take charge. I was the captain, and I didn't do this immediately, and it costed us. Chances are, as stress rises, people will become easily agitated. Make sure everyone is calm, and don't stay stuck on a problem if you don't know it. Remember, psychology proved how 1-2 people are better are solving than a group of 40. Use this to your advantage on a smaller scale, try to split up the groups with people who have similar skills and can work together if you have the luxury.Hope I hit what you wanted. If you have any questions, just shoot me a message or reply. Good luck, tell me how it goes!

What I did was a year-long process, but I’ll try to shorten it into a Quora answer.The word problems in the textbooks are useless. They promote a strategy of, “Look at what math is being taught in the problems on this page. Then, pick the numbers out of the word problem and do the same math operation on them.”Have the students select one or two math problems from the page and write a word problem that the problem would solve. Before students do this, you model the process. As they do it, you provide feedback.As students become better at this, have them add some extraneous details.Compile a worksheet with all the students problems. Be sure every student has a problem on the worksheet, that every operation you have covered so far is represented, and that there are some two step problems.Teach this process:Read the problem.Ask yourself, “What is the question I am supposed to answer.”Ask yourself, “What math problem do I do to answer the question. Do not include numbers in the reply.” Example: “I add the number of customers arriving to the number already in my restaurant. Then, I subtract the number of customers leaving from that answer.”Ask yourself, “What facts do I know? Are there any facts I don’t need?”Set up the problem and solve it. Require a label in the answer. Example: “Six apples plus three apples equals nine apples,” not, “6 + 3 = 9”.Ask yourself if your answer is reasonable and correct.Find some publication with data in it. For instance, our local newspaper publishes an annual magazine section titled Northern Utah Information. It includes populations of cities and counties, lists of hotels and room rates, restaurants and menus, etc.Have students take data from this publication and write word problems based on the data.Share these word problems with classes in other parts of the country, via email. In my case, I ran a weekly competition online titled “Math Online Games,” in which several classes logged into a chat room and competed to see who could correctly solve the most problems in twenty minutes. (For “Math Online Games,” I was a runner-up for the Phillips 66/Utah Jazz “Energy in Excellence Award,” for which I received a crystal apple trophy, free tickets to a Jazz game with a dinner before the game, and a thousand dollars for use in my classroom for math or science teaching.)Media that helps:“Donald in Math-magic Land” (Disney)“Fizz and Martina’s Math Adventures (Tom Snyder Productions)

As someone who took Kumon for 7 years since second grade and completed the reading program in sixth grade and stopped at level M in eighth grade, I would say both yes and no.Kumon itself engraves the philosophy of ‘self-learning’. Some kids don’t have a problem with that, while some will. Taking Kumon at an early age will help your child be really good at solving calculations in their head mentally, but will not help very much with a lot of problem at school, the word problems. Doing Reading did help strengthen my essay writing skills from being influenced in texts given and comprehensions skills, but did not help once I completed the program because I was not practicing nor reading those kinds of texts anymore.Even though I took Kumon for so long, I still have struggled with word problems because I’m used to seeing just the numbers. I don’t know what the numbers are called, I just do them. It becomes a little harder as kids transition between middle school and high school because you will have to start showing their work more and more, and in Kumon you would most likely avoid showing work.The biggest thing in Kumon is that it does not wait for school to catchup. For me, I was doing Trigonometry in seventh grade while my class at school was finally getting to negative numbers and basic algebra (since our curriculum was pushed back one year). I knew how to do everything, but I would get terrible marks because I didn’t show my work. I was so used to not showing my work because I learned how to calculate everything in my head.Doing things like identifying clauses and phrases, or just grammar, in general, were very difficult for me because Kumon never went over ANY grammar at all. I have difficulty understanding because I have no previous knowledge to go off of.I did start forgetting certain topics as the gap became wider and wider with Kumon and school. Even now, I have a few topics at school I forgot how to do because I did it already so many years back.Kumon also does not do the best job of explaining what things in especially in math. Plus, since most centers want you to come two times a week, you spend less time being social and more time studying and doing worksheets (and depending on the level, these worksheets can take super long or can be done super quickly)At the same time, Kumon did help me build very strong foundation skills. When I first got to fourth grade we had a multiplication test on the first day. At that time I was already learning basic algebra and knew my times tables by heart. We had about 2 minutes to complete around 100 problems. When we were about 1 minute in, I was the first and only person to finish the test and still scoring 100%. Kumon engraved the times tables in my head so seeing those problems were a piece of cake.In sixth grade, we had the Lexile test mid-year and I had scored the highest in the grade because I was doing such high-level reading skills. After that, my skills were not as refined anymore and my score slowly started to deplete and get worse.Really, taking Kumon depends on the child. It can be beneficial in some ways, but not as much in other aspects.