In and out boxes word problems

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In and Out Boxes for Addition and Subtraction with Word Problems

This function table worksheet will dynamically create In and Out Boxes for Addition and Subtraction Rules in Horizontal and Vertical formats including word problems. This In and Out Box Worksheet will produce 10 problems on each page.

Level of Difficulty

Select the level of difficulty for the problems.
The range of numbers used for the IN BOXES will vary with each level of difficulty.

	Basic:	IN BOX Range (0 through 30)
	Intermediate:	IN BOX Range (30 through 60)
	Advanced:	IN BOX Range (60 through 90)

Select Numbers

Select the numbers that you want to use for the RULES.

1	2	3	4	5
6	7	8	9	10
11	12	13	14	15
All	Clear

Types of Problems

Select which type of problems you wish to make.

Addition and Subtraction
Addition Only
Subtraction Only

Language for the Function Table Worksheet

English	German	Albanian
Spanish	Swedish	Italian
French	Turkish	Polish
Norwegian

Memo Line for the Function Table Worksheet

You may enter a message or special instruction that will appear on the bottom left corner of the Function Table Worksheet.

Function Table Worksheet Answer Page

Include Function Table Worksheet Answer Page

If You Experience Display Problems with Your Math Worksheet

Subtracting Integers

Adding and Subtracting Integers

2007-07-21 • Self, Puzzles, Google • Comments

How do you google if you can’t spell?

Alex is five years old. He knows all the letters of the alphabet: he knows their names and recognises them in their upper- and lower- case forms. This doesn’t mean he can spell though.

Despite this handicap, his basic lexical skills allow him to find what he wants on the internet. And I’m not talking about Google’s spelling corrector, which is really only of use to people who are capable of reading and writing well enough to realise when they’ve spelled something wrong.

Here’s an example: Alex likes Scooby Doo. He watches Scooby Doo on TV, looks at Scooby Doo comics, owns a Scooby Doo DVD. He likes playing simple Flash-based games on the internet. How can he find a Scooby Doo web site which provides such games?

Before you try and solve that puzzle (and I do think it’s worth trying to solve it before I give away the answer) I’d like to pose another. As a software developer, how can you work on a system you don’t understand? Maybe you weren’t involved in designing it or writing it — or maybe you were and its operations have become opaque. Maybe it’s even written in a language you’ve never used.

Scooby-dooby-doo, where are you?

Perhaps the obvious way for Alex would be to call for adult assistance:

“Da-a-add, can you put me on the Scooby Doo web site!”

And if that doesn’t work:

“Mu-u-umm, can you put me on the Scooby Doo web site!”

Or even:

“Isobel, can you put me on the Scooby Doo web site!”

Like most children of his age, though, he prides himself on self-reliance and is happy enough to work a little harder to get where he wants if he can get there by himself. Besides, the chances are that mum and dad are busy, and there’s a danger that Isobel will take over and head for the Bratz web site instead.

So he goes to the drawer where the DVDs are kept, pulls out the Scooby Doo DVD, goes back to the computer, opens FireFox, clicks to set focus in the Google search box in the toolbar, then painstakingly types in the letters “S C O O B Y D O O”, copied one by one from the DVD case. From there it’s a simple matter of navigating through the search results until he finds something which appeals, or gets fed up and finds something better to do.

On the box

“A child of five could understand this. Someone fetch a child of five” — Groucho Marx

Here’s another modern dilemma. We have a television in our living room. It’s an old analogue set which we use to watch digital terrestrial TV by connecting it to a freeview receiver. We also watch DVDs using a DVD player which again attaches to the TV. That means managing three separate remote controls before you can watch anything.

Isobel and Alex haven’t read the manuals but they’re capable of turning on the TV and finding a cartoon channel or playing a DVD; yet adults who’ve supervised them in the past have almost invariably needed a cheat sheet.

Of course the children have the home advantage here. They’re also growing up in an age of multimedia and software (and, perhaps, in an age when electrical and electronic products don’t integrate very smoothly). The most important factor in their success, though, is their willingness to experiment, combined with persistence and patience. What happens if you press this button? That button? When you hold this button down? They’ve got the time to find out.

Playing with Software

There’s a misconception that software development is purely a logical activity: if we rational humans think long enough and hard enough, we can bend computers to our will. I was lucky to attend Derek M Jones’ superb presentation “When Stone Age Brain meets Programming” at the ACCU 2004 conference, when he debunked this myth. Humans aren’t rational. We’re communicators, we’re curious, we’re creatures of habit; but even the simplest logical puzzles quickly bewilder us.

Once a software system grows beyond a certain size it becomes impossible to reason exactly how it’s going to behave. Indeed, a complex system often appears more organic than mechanical. The Spirit in the Computer takes over.

In the face of such mischief, I think my children have demonstrated some viable and perhaps under-rated tactics. Experimentation and persistence are crucial supplements to reason: if you do this, then that, something happens, but if you do that then this, it doesn’t. Given time and patience, in this way we can build an understanding of how a system (mis-)behaves, and this is a first step towards working out why it behaves this way.

When we experiment with software we mustn’t just approach it as end users do — not if we really want to learn about it. We need to pull it apart, module by module, and then poke the modules one at a time and see how they react. (Yes, I’m talking about test harnesses, and yes, some systems are better suited to this sort of dissection than others.) Being software, we don’t have to disrupt our regular users to do this: we just clone the system, and if we’re concerned our inexperience might trash our machine, we use a virtual one.

Knowledge

The things children have less of, at this stage, are experience and knowledge, but experimentation soon builds both of these. I can hear when an algorithm is CPU-bound, or running out of memory for example. Sometimes I can even smell it!

Alex hesitates to ask for help, realising that ultimately he’ll be better off if he can sort out his own problems. Software developers shouldn’t be so hesitant, but we do need to make sure the help we get really is helpful: too often our assistants take over, and we remain dependent. And when the situation is reversed it’s too tempting to treat a request for help as an opportunity to show off.

In and out of boxes

The other quality we’ve seen is ingenuity: the ability to think outside the box. Alex knew he had to use the computer keyboard and mouse to locate the Scooby Doo website, but he also worked out he’d have to leave them, temporarily, in order to reach his destination. How can we train ourselves to think in this way — to think in a way we wouldn’t have thought we could think if we’d stopped to think about it?

The advice “think outside the box” has become a cliché, but in this case we should follow it literally. I’ve already described an ideal working environment, one which has clearly served my children well. My working environment is less ideal: I work on a box (a desktop computer) and in a box (an office). Thinking outside the box starts with logging off and going somewhere else.

Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers. You can draw the molecules just like the program did to figure out the answer. There is a simple pattern that you will see in a few minutes by using the below examples. Instruct students to measure and cut the following five 9″ strips of paper, each in a different color: Students are required to compare multiple gallons, quarts, pints, and cups.

Fortunately, we can make a picture of the electron configuration. Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers. It’s best to learn the topic of electron configurations by example, as it could easily take a million words to describe. Students are required to compare multiple gallons, quarts, pints, and cups. There is a simple pattern that you will see in a few minutes by using the below examples. 7th grade students should use the slope of each graph to identify the constant of proportionality, k. You can draw the molecules just like the program did to figure out the answer. Then, find the proportional relationship between the x and y coordinates by applying the formula y = kx.

Here is a graphic preview for all of the function table worksheets & in and out boxes worksheets.

#1 (troposphere) = 1/2 inch wide #2 (stratosphere) = 1 inch wide #3 (mesosphere) = 1 inch wide #4 (thermosphere) = 2 1/2 inches wide Then, find the proportional relationship between the x and y coordinates by applying the formula y = kx. Instruct students to measure and cut the following five 9″ strips of paper, each in a different color: There’s an answer key too in the other pdf file. Calculate the amount for each base value in these worksheets that contain units of measurement. If you did get it right, then fill in the correct answers on this worksheet for #1. Units of measurement with word problems. Here is a graphic preview for all of the function table worksheets & in and out boxes worksheets. Questions fill in the blanks below as you go though the game. Lay out 9″ wide construction paper of various colors, plus rulers, scissors, and pencils. Good grammar is essential to writing maturely, and these grammar worksheets and printables make practicing grammar concepts a breeze. Animal cell parts (color poster) this is a poster with a diagram of basic animal cell parts. Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers.

Instruct students to measure and cut the following five 9″ strips of paper, each in a different color: Capacity (basic) students are required to calculate equal amounts, compare capacity amounts, and solve a word problem. It’s best to learn the topic of electron configurations by example, as it could easily take a million words to describe. These cards can be used as a matching game or glued into students’ science notebooks. Use the answer keys to verify your responses.

Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers. Calculate the amount for each base value in these worksheets that contain units of measurement. #1 (troposphere) = 1/2 inch wide #2 (stratosphere) = 1 inch wide #3 (mesosphere) = 1 inch wide #4 (thermosphere) = 2 1/2 inches wide Lay out 9″ wide construction paper of various colors, plus rulers, scissors, and pencils. Fortunately, we can make a picture of the electron configuration. I cross off the numbers as the kids solve the problems so i can keep track of the number of cards that are still. Here is a graphic preview for all of the function table worksheets & in and out boxes worksheets. Instruct students to measure and cut the following five 9″ strips of paper, each in a different color:

It’s best to learn the topic of electron configurations by example, as it could easily take a million words to describe.

These cards can be used as a matching game or glued into students’ science notebooks. 7th grade students should use the slope of each graph to identify the constant of proportionality, k. Capacity (intermediate) same as above, but a little more difficult. I cross off the numbers as the kids solve the problems so i can keep track of the number of cards that are still. Then, find the proportional relationship between the x and y coordinates by applying the formula y = kx. It’s best to learn the topic of electron configurations by example, as it could easily take a million words to describe. #1 (troposphere) = 1/2 inch wide #2 (stratosphere) = 1 inch wide #3 (mesosphere) = 1 inch wide #4 (thermosphere) = 2 1/2 inches wide Use the answer keys to verify your responses. You can draw the molecules just like the program did to figure out the answer. Capacity (basic) students are required to calculate equal amounts, compare capacity amounts, and solve a word problem. Students are required to compare multiple gallons, quarts, pints, and cups. Function table worksheets in and out boxes worksheets. Percent of a decimal number.

Instruct students to measure and cut the following five 9″ strips of paper, each in a different color: These cards can be used as a matching game or glued into students’ science notebooks. Hang it in your classroom, or have students glue it into their notebook. There is a simple pattern that you will see in a few minutes by using the below examples. #1 (troposphere) = 1/2 inch wide #2 (stratosphere) = 1 inch wide #3 (mesosphere) = 1 inch wide #4 (thermosphere) = 2 1/2 inches wide

Capacity (intermediate) same as above, but a little more difficult. These cards can be used as a matching game or glued into students’ science notebooks. Capacity (basic) students are required to calculate equal amounts, compare capacity amounts, and solve a word problem. If you did get it right, then fill in the correct answers on this worksheet for #1. Fortunately, we can make a picture of the electron configuration. There is a simple pattern that you will see in a few minutes by using the below examples. Calculate the amount for each base value in these worksheets that contain units of measurement. It’s best to learn the topic of electron configurations by example, as it could easily take a million words to describe.

Students are required to compare multiple gallons, quarts, pints, and cups.

Cut out the organelles and glue them in the animal cell. Animal cell parts (color poster) this is a poster with a diagram of basic animal cell parts. Hang it in your classroom, or have students glue it into their notebook. Then, find the proportional relationship between the x and y coordinates by applying the formula y = kx. If you did get it right, then fill in the correct answers on this worksheet for #1. Fortunately, we can make a picture of the electron configuration. Function table worksheets in and out boxes worksheets. Here is a graphic preview for all of the function table worksheets & in and out boxes worksheets. Lay out 9″ wide construction paper of various colors, plus rulers, scissors, and pencils. I cross off the numbers as the kids solve the problems so i can keep track of the number of cards that are still. Good grammar is essential to writing maturely, and these grammar worksheets and printables make practicing grammar concepts a breeze. #1 (troposphere) = 1/2 inch wide #2 (stratosphere) = 1 inch wide #3 (mesosphere) = 1 inch wide #4 (thermosphere) = 2 1/2 inches wide Units of measurement with word problems.

In And Out Boxes Worksheet Answer Key — In And Out Boxes Word Problems Super Teacher Worksheets :. You can select different variables to customize these function table worksheets & in and out boxes worksheets for your needs. Function table worksheets in and out boxes worksheets. Instruct students to measure and cut the following five 9″ strips of paper, each in a different color: Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers. There’s an answer key too in the other pdf file.

Each 6th grade worksheet contains 14 problems calculating the percentage of whole numbers in and out boxes worksheet. Lay out 9″ wide construction paper of various colors, plus rulers, scissors, and pencils.

It’s one thing to solve a math equation when all of the numbers are given to you but with word problems, when you start adding reading to the mix, that’s when it gets especially tricky.

The simple addition of those words ramps up the difficulty (and sometimes the math anxiety) by about 100!

How can you help your students become confident word problem solvers? By teaching your students to solve word problems in a step by step, organized way, you will give them the tools they need to solve word problems in a much more effective way.

Here are the seven strategies I use to help students solve word problems.

1. Read the Entire Word Problem

Before students look for keywords and try to figure out what to do, they need to slow down a bit and read the whole word problem once (and even better, twice). This helps kids get the bigger picture to be able to understand it a little better too.

2. Think About the Word Problem

Students need to ask themselves three questions every time they are faced with a word problem. These questions will help them to set up a plan for solving the problem.

Here are the questions:

A. What exactly is the question?

What is the problem asking? Often times, curriculum writers include extra information in the problem for seemingly no good reason, except maybe to train kids to ignore that extraneous information (grrrr!). Students need to be able to stay focused, ignore those extra details, and find out what the real question is in a particular problem.

B. What do I need in order to find the answer?

Students need to narrow it down, even more, to figure out what is needed to solve the problem, whether it’s adding, subtracting, multiplying, dividing, or some combination of those. They’ll need a general idea of which information will be used (or not used) and what they’ll be doing.

This is where key words become very helpful. When students learn to recognize that certain words mean to add (like in all, altogether, combined), while others mean to subtract, multiply, or to divide, it helps them decide how to proceed a little better

Here’s a Key Words Chart I like to use for teaching word problems. The handout could be copied at a smaller size and glued into interactive math notebooks. It could be placed in math folders or in binders under the math section if your students use binders.

One year I made huge math signs (addition, subtraction, multiplication, and divide symbols) and wrote the keywords around the symbols. These served as a permanent reminder of keywords for word problems in the classroom.

If you’d like to download this FREE Key Words handout, click here:

C. What information do I already have?

This is where students will focus in on the numbers which will be used to solve the problem.

3. Write on the Word Problem

This step reinforces the thinking which took place in step number two. Students use a pencil or colored pencils to notate information on worksheets (not books of course, unless they’re consumable). There are lots of ways to do this, but here’s what I like to do:

• Circle any numbers you’ll use.

• Lightly cross out any information you don’t need.

• Underline the phrase or sentence which tells exactly what you’ll need to find.

4. Draw a Simple Picture and Label It

Drawing pictures using simple shapes like squares, circles, and rectangles help students visualize problems. Adding numbers or names as labels help too.

For example, if the word problem says that there were five boxes and each box had 4 apples in it, kids can draw five squares with the number four in each square. Instantly, kids can see the answer so much more easily!

5. Estimate the Answer Before Solving

Having a general idea of a ballpark answer for the problem lets students know if their actual answer is reasonable or not. This quick, rough estimate is a good math habit to get into. It helps students really think about their answer’s accuracy when the problem is finally solved.

6. Check Your Work When Done

This strategy goes along with the fifth strategy. One of the phrases I constantly use during math time is, Is your answer reasonable? I want students to do more than to be number crunchers but to really think about what those numbers mean.

Also, when students get into the habit of checking work, they are more apt to catch careless mistakes, which are often the root of incorrect answers.

7. Practice Word Problems Often

Just like it takes practice to learn to play the clarinet, to dribble a ball in soccer, and to draw realistically, it takes practice to become a master word problem solver.

When students practice word problems, often several things happen. Word problems become less scary (no, really).

They start to notice similarities in types of problems and are able to more quickly understand how to solve them. They will gain confidence even when dealing with new types of word problems, knowing that they have successfully solved many word problems in the past.

If you’re looking for some word problem task cards, I have quite a few of them for 3rd – 5th graders.

This 3rd Grade Math Task Cards Bundle has word problems in almost every one of its 30 task card sets.

There are also specific sets that are dedicated to word problems and two-step word problems too. I love these because there’s a task card set for every standard.

CLICK HERE to take a look at 3rd grade:

This 4th Grade Math Task Cards Bundle also has lots of word problems in almost every single of its 30 task card sets. These cards are perfect for centers, whole class, and for one on one.

CLICK HERE to see 4th grade:

This 5th Grade Math Task Cards Bundle is also loaded with word problems to give your students focused practice.

CLICK HERE to take a look at 5th grade:

Want to try a FREE set of math task cards to see what you think?

3rd Grade: Rounding Whole Numbers Task Cards

4th Grade: Convert Fractions and Decimals Task Cards

5th Grade: Read, Write, and Compare Decimals Task Cards

Thanks so much for stopping by!

Timothy apparently hit some control key that caused paragraphs in his document to appear in a box. The box enlarges with long sentences; pressing Enter begins a new box. The boxes do not print (thankfully), but they appear in new blank documents. It is as if there is a one-cell table, but there isn’t. Selecting the paragraphs and formatting for «no border» does not make the boxes go away. If Timothy just knew what to call it, he’s sure he could find the answer, but he’s stumped as to why this is happening.

If this problem crops up and you are using Word 2013 or a later version, it is very possible that you’ve inadvertently turned on the display of text boundaries. In older versions of Word, turning on text boundaries displayed a border on the page corresponding to the margins. In Word 2013 or a later version, the text boundaries are displayed around each paragraph on the page. (See Figure 1.)

Figure 1. Text boundaries appear around individual paragraphs.

If this is your problem, you can turn off the display of text boundaries in this manner:

1. Display the Word Options dialog box. (In Word 2007 click the Office button and then click Word Options. In Word 2010 or a later version, display the File tab of the ribbon and then click Options.)
2. At the left side of the screen click Advanced.
3. Scroll through the options until you see the Show Document Content section. (See Figure 2.)



Figure 2. Advanced options in the Word Options dialog box.

4. Make sure the Show Text Boundaries check box is cleared.
5. Click OK.

If that does not fix your problem (or if you are not using Word 2013 or a later version), then check the style formatting for the Normal paragraph style. (How you modify styles has been discussed frequently in other WordTips.) In the universe of styles, the Normal style holds preeminence. It is the «root» style for almost all other built-in styles, and even for many custom styles.

The bottom line is that if the Normal style is formatted to have a box around it, then there is a good chance that all your paragraphs will have boxes around them. Check the style formatting and remove any boxes that may be associated with the style, and your problem may be immediately fixed.

In all honesty, though, the problem probably isn’t related to the Normal paragraph style. If it were, then the boxes would also print, and Timothy specifically said that his boxes didn’t print. There is, however, one final possibility—document or template corruption.

If the problem occurs in only a single document or a handful of documents, it could be that either the document or the template on which the document is based is corrupted in some way. Start by locating the Normal template (outside of Word) and renaming it to something else. Then, start Word and open the offending document. Create a new document and copy everything from the problem document (with the exception of the ending paragraph mark) to the new document. This process is detailed in this tip:

https://wordribbon.tips.net/T013284

Author Bio

With more than 50 non-fiction books and numerous magazine articles to his credit, Allen Wyatt is an internationally recognized author. He is president of Sharon Parq Associates, a computer and publishing services company. Learn more about Allen…