Math word problems can be overwhelming, especially for students who struggle with breaking down information. While working with a student on fractions, I used the CUBES strategy to help structure the problem—but I felt something was missing. Could I do more to deepen engagement and understanding?

That’s when I thought about KWL. By combining both approaches, I found a way to not only help the student decode the problem but also activate prior knowledge, set a purpose for learning, and reflect on the process. The results were promising. While the strategy worked well for our focus of the day, I plan to test it with other math concepts to see if the same benefits hold.

A Quick Refresher

By incorporating KWL, I aimed to make the student’s learning more intentional—not just about solving, but about understanding.

Applying CUBES + KWL

Here’s how I combined both approaches during a lesson on fractions:

1. Before Solving: KWL Activation

• K (Know) – I asked the student what he already knew about fractions. He recalled that fractions represent parts of a whole and that he had used fraction bars before.
• W (Want to know) – The student identified that he needed to figure out how to compare fractions in the word problem.

2. During Solving: CUBES Breakdown

• He used CUBES to extract important details from the problem, highlight key words, and decide which operation to use.

3. After Solving: KWL Reflection

• L (Learned) – The student explained what he learned: that comparing fractions requires a common denominator.
• I also asked him to explain how he had solved the sum. This meant he had to verbalise his thought process, reinforcing his understanding and allowing me to assess whether he truly grasped the concept or was following a procedure without comprehension.

By explaining his steps, the student:

• Strengthened his reasoning skills – He articulated why he chose a particular operation or method.
• Built confidence – Talking through his process helped him see that he could independently navigate the problem.
• Made connections – He linked the strategy (CUBES + KWL) to his solution, reinforcing the importance of structured thinking in math.

This reflective step helped ensure that the student was not just solving the sum mechanically but understanding deeply—a crucial shift in learning.

Why This Worked

• Metacognition Boost – KWL encouraged the student to think about his thinking. He didn’t just solve—he reflected on the process.
• Engagement – Activating prior knowledge made the problem feel more familiar rather than intimidating.
• Confidence Building – The structure reassured him, reducing the anxiety that often comes with math word problems.

How You Can Try This

If you work with students who struggle with word problems, consider combining CUBES and KWL:

• Before Solving – Use KWL to activate prior knowledge and set a purpose.
• During Solving – Apply CUBES to break down the problem step-by-step.
• After Solving – Revisit the L in KWL to reinforce learning.

This simple adjustment helped my student make meaningful sense of fractions. If you try it, I’d love to hear your experience!

💬 Have you used KWL in math before? What strategies work best for your students? Let’s discuss!