Word Problems | Guided Practice
Adult learners practice reading simple word problems, identifying key information, and translating each problem into basic code-like steps using a structured process. The lesson uses highly guided examples and short partner practice to build confidence with very easy coding tasks.
| Term | Definition |
|---|---|
| Word problem | A real-life question written in sentences that asks for a solution. |
| Input | Information given to the program. |
| Process | The steps the program uses to solve the problem. |
| Output | The result shown by the program. |
| Pseudocode | Simple, plain-language instructions that look like code but are not exact programming language. |
| Variable | A named place to store information such as a number or word. |
Show one very simple everyday word problem on the board. Model how to underline the question, circle numbers, and highlight action words.
Respond verbally, identify numbers and keywords, and copy the teacher’s markings.
Think aloud while converting a sample problem into input, process, and output. Write a short pseudocode example such as: Ask for number of apples, add 2, show total.
Watch, listen, and complete a guided note with the three parts: input, process, output.
Work through 2 to 3 very easy problems with the whole class. Ask prompting questions: What do we know? What do we need to find? What should the program do first?
Answer questions, suggest steps, and write the class solution in pseudocode.
Give each pair a new word problem card. Circulate, coach, and correct as needed. Encourage pairs to speak their thinking before writing.
Read the problem together, identify input/process/output, and write a simple solution with partner support.
Invite a few pairs to share their answers. Confirm correct logic and gently fix any missing steps or unclear language.
Present their solution and compare it with the class discussion.
Assign one final very easy problem for individual work. Offer a checklist and sentence starters for support.
Complete one word problem independently using the same process.
Review the steps for solving word problems in coding: read, highlight, plan, write, check. Summarize the main lesson points.
Repeat the process aloud and ask final questions.
End by reviewing the four-step routine: read the problem, find the important information, write the steps, and check the answer. Ask learners to explain in one sentence how a word problem becomes code.
Formative assessment will come from teacher observation during guided practice, partner work, and the final individual problem. Evaluate whether the learner can identify the key information and write a correct step-by-step pseudocode solution.
Complete two very easy word problems at home by writing the input, process, and output for each. Bring the work to the next class for review.