The Impact of Vocabulary on Solving Mathematical Word Problems

Natalie Briggs
EDG6935 Seminar in Research
College of Education
University of South Florida St. Petersburg
Fall 2013

Abstract

The purpose of this action research project is to evaluate the extent in which the use of an
interactive word wall in a middle school mathematics classroom will increase the completion and
success rate of students solving mathematical word problems. In order for students to be
successful problem solvers in mathematics, they must be able to recognize, comprehend, and
apply content related vocabulary. The research for this project took place in a sixth grade
advanced math class which consisted of 103 participants. The final results indicated that the
intervention could not show any significant impact on the success or completion rate of solving
mathematical word problems.

Introduction

Here you go boss! I have the problem you asked me to solve yesterday. The boss then
takes a look at the paper the employee handed him only to find three letters written on the page,
stating IDK. The boss replies, What Is This? Youre fired! This is definitely not a response any
boss would want to receive from his employee, yet within the classroom students seem to think
that I dont know is a sufficient response. Unfortunately, I dont know, is a response that I
receive far too often when I ask my students to answer word problems or complete a problem
solving task. In order to better understand or eradicate this ubiquitous problem, this action
research was conducted to analyze the use of an interactive word wall on the completion and
success rate of mathematical word problems. In hopes of helping my students increase their
ability and proficiency in completing problem solving tasks, this research study was developed.
I have been teaching sixth grade advanced and regular math for eight years. As each year
passes and I work with new groups of students, this trend of unsuccessfully completing word
problems has continued. At the beginning of the year, my students had an assignment to write a
300 word math autobiography in which they were to describe their mathematical experiences
including triumphs and disasters. After reading 103 autobiographies, there seemed to be a
common theme amongst students. Most of the students expressed that they disliked word
problems because they were too hard and that they didnt understand them. These types of
statements led me to explore ways that I might help students make sense of word problems so
that they might become more successful at completing this task.
Purpose/Rational
The purpose of this study is to understand how students interact with content related
vocabulary could help students comprehension and willingness to attempt mathematical word
problems. The current way in which vocabulary is introduced to students is through note-taking
2

and discussion. However, this method of vocabulary instruction has not proven to be effective in
helping students to learn and apply the vocabulary. After the note-taking and discussion of the
vocabulary, words are posted on the wall with the definition for viewing. Since this method has
not worked in the past in this mathematics classroom, the implementation of an interactive word
wall will hopefully allow students to comprehend what is being asked of them during problem
solving tasks.
The inability of students to successfully complete word problems is a major concern due
to the fact that I am trying to prepare students for high school and beyond. Dunston & Tyminski
(2013) state in their article Whats the Big Deal about Vocabulary, that developing
mathematical vocabulary allows adolescents to expand their abstract reasoning ability and move
beyond operations to problem solving. Students need to be able to move beyond memorizing or
copying mathematical procedures in order to complete skill problems, so that students then are
able to apply the content to real-world scenarios in the form of word problems. We also must
consider standardized tests such as the Florida Comprehensive Assessment Test, since the
majority of math problems presented to the students on these tests are as word problems. If
students do poorly on these standardized tests, their class schedules the following year are
greatly affected. This then can result in students becoming unmotivated in school.
My concern as a teacher is whether I am giving my students the tools, knowledge, and
strategies to become successful problem solvers. If I change the way in which vocabulary is
taught, what will be the impact? As a math teacher I am aware that math terms are not used in
everyday conversations (such as in social media, movies, etc.). Therefore it becomes imperative
that students get as much exposure and use of this vocabulary to increase comprehension of the
terms. A study conducted about the use of word walls in middle schools stated that the use of

interactive word walls holds instructional potential for enhancing vocabulary learning as students
engage in activities centered around the word wall - activities in which students explore,
evaluate, reflect and apply word meanings in meaningful contexts (Harmon, Wood, Hedrick,
Vintinner, & Willeford, 2009, p.399). An interactive word wall will increase the use of content
vocabulary, increase the use of the vocabulary during class dialogue, and will allow students to
take ownership in the creation of the word wall.
If an increase in completion and success rates of mathematical word problems occurs
during the use of an interactive word wall, then it will confirm that vocabulary is an integral part
of solving word problems. This increase will allow students to make learning gains and will
impact their future endeavors such as choosing to go into one of the STEM fields. Students often
opt to not choose the STEM fields (Science, Technology, Engineering, and Mathematics)
because they often feel discouraged, and can have a negative perspective about the math and
science fields. If I can help foster critical thinkers and better problem solvers, it could encourage
students to take the higher level math and science courses in high school; which could then lead
them to a career in STEM if they choose to take that path.
This action research study provided data from the comparison of the current way of
learning vocabulary, with completion and success rates of mathematical word problems, to a new
way in which an interactive word wall was implemented. An instructional shift that is taking
place among American classrooms is an emphasis on students building academic vocabulary by
reading increasingly complex text to learn content vocabulary, which is part of the
implementation of Common Core State Standards. The Common Core State Standards have also
established Mathematics Standards for Mathematical Practice, which consists of eight practices.
One of the mathematical practices state that students should be able to make sense of problems
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and persevere in solving them. In order to make sense of problems, students must be able to
explain the meaning of the problem and discover entry points to determine a solution. However,
the question remains if students are not able to comprehend the vocabulary, how can students
make meaning of the problem? Using an interactive word wall as a means to teach content
related vocabulary will hopefully give students the ability to comprehend the meaning of
mathematical word problems and also give students more confidence. This research project
meant to discover if using an interactive word wall would increase the completion and success
rate of mathematical word problems.

Literature Review
Word walls are found adorning many American classroom walls. However, one must take
into account whether the word wall in his/her classroom serves as a tool for vocabulary
instruction or simply as wallpaper. Hilden & Jones (2012), described in their article,Classroom
Word Walls: Is Yours a Tool or a Decoration how word walls are readily available to students,
but oftentimes children struggle to use them. Word walls are full of possibility if the teacher is
mindful of how to use the word wall effectively. Word walls can be used to build background
knowledge, introduce new terms, make connections with words, and help to apply words to real
situations (Hilden & Jones, 2012). This action research study will look at the way students are
completing mathematical word problems through a change in which the teacher implements a
word wall to teach content related vocabulary. Larson, Dixon, & Townsend (2013), argue during
their study on building academic vocabulary knowledge that students must be engaged with the
vocabulary by making connections between words as well as engaging with content specific
texts. During their study, the authors examined multiple learning strategies including: word

walls, the frayer model, matching activities, and morphology practice. They determined that
using these interactive strategies did in fact help academic vocabulary knowledge (Larson Dixon,
& Townsend, 2013).
After exploring research and articles about vocabulary, math talks, and interactive word
walls implemented in secondary classrooms, it is evident that research has shown increased
usage of content vocabulary which can benefit all students, even lower-achieving students
(Eckerth & Tavakoli, 2012). According to Carter & Dean (2006), content area literacy strategies
must be incorporated into classrooms that will allow students the opportunity to read, write, and
talk about the discipline they are studying. An effective implementation of an interactive word
wall will teach students these important literacy strategies in order to become more aware of the
words they are reading when trying to solve word problems. Carter and Dean state, students
must be able to decode and comprehend word problems and textbooks in addition to making
sense of specialized mathematical vocabulary in order to communicate and think
mathematically (Carter & Dean, 2006, p.128). Many students are very proficient with skill and
procedural problems when asked to solve within their homework, however the problem lies in
the fact that many students tend to not attempt, or to just write any number without showing any
of their work when solving word problems. Kovarik (2010) argues that students may excel in
computation, yet their ability to apply math skills will be hindered if they do not understand the
vocabulary utilized in instructions and word problems.
With the completion and success rate of students seemingly low on mathematical word
problems, one has to wonder if not understanding the vocabulary is the main issue. There are
other considerations besides vocabulary knowledge that could hinder completion and success
rate of word problems as suggested by the following study by Singh, Granville & Dika (2002).

The authors describe contributing factors to student success in mathematics such as ability,
attitudes, socioeconomic status, and parent/peer influences. Many of the factors listed are home
and family related variables that are outside the control of the classroom teacher. As a result, one
must consider these things when looking at the completion and success rate of mathematical
word problems. Sing et al. (2002) concluded that mathematical success is determined by
academic time, attitude, and motivation on achievement; although it is important to note that
these aspects are not variables included within this study. This study analyzes the impact of
vocabulary on understanding and completing word problems by looking at a new way in which
vocabulary instruction occurs in the classroom. The effects of the change was documented
through the collection of data based on three pre-selected word problems that the students have
completed for assignments.
Research has been shown that students must understand math vocabulary if they are to
master content and be able to apply it in future situations (Kovarik, 2010). Increasing vocabulary
development is essential to academic success, and is critical when working with students from
low socio-economic statuses. Vocabulary instruction can be delivered in many forms such as
through direct and indirect instruction. However, a promising strategy for increasing vocabulary
is the use of an interactive word wall as suggested by Jasmine & Schiesl (2009). An action
research conducted by Jasmine & Schiesl (2009) indicated the effects of word walls and word
wall activities showed an increase of mean scores from 41.3 to 63.7 and the relative standard
deviation of 21.4 and 20.9 suggested improvements with all students in building and
strengthening high-frequency word vocabulary (p. 311).
Another research study conducted with English as a Second Language Learners by File
and Adams (2010), the results showed that increased exposure to vocabulary words along with

those vocabulary terms incorporated into the readings increased retention of vocabulary
knowledge for students. Therefore, hopefully using an interactive word wall to increase
exposure and teach vocabulary before using the words in context of mathematical word problems
will show increased retention and comprehension of mathematical vocabulary with native
English speaking students. Presently in my classroom the way vocabulary is introduced and
taught is not allowing students the needed exposure that is essential to learn content area related
vocabulary. Although, with the implementation of an interactive word wall it will hopefully
allow for the necessary exposures to the important academic vocabulary that students will need
in order to become successful problem solvers.

School Setting
The school setting for this research project is a Florida public school that has qualified for
Title 1 status, which is a status that is determined by the number of qualifying students for free
and reduced lunches. At this school, 78 percent of the population qualifies for this status. The
school is a magnet school with focus on math, science, foreign language, and technology. Table 1
provides a demographic summary of the school. Currently there are 994 students enrolled in
traditional or magnet courses. In the 2012-2013 school year, the school received a letter grade of
C from the State of Florida. The ability levels of students range from a 12.78 percent of
students qualifying for exceptional education services to 6.3 percent of students who have tested
as gifted.

Table 1
Demographic Characteristics of the School Included in the Study
Grades
Students
Minority
AfricanHispanic/Latino
8

Asian

free and

Enrolled
994

6 to 8

78%

American
63%

5.6%

3.1%

reduced lunch
78%

Study Participants
The classes used in this study were two periods of sixth grade traditional Advanced Math
containing 29 students, and four periods of sixth grade magnet Advanced Math containing 74
students. Table 2 provides a demographic summary of the classes that were used in the research
study which included 103 students. The Florida Comprehensive Assessment Test Mathematics
scores range from levels 2 through 5. In order for a student to be considered proficient a student
must score a level 3 or higher on the FCAT. All students scoring below a level 3 are considered
to be performing below grade level expectations. The FCAT reading scores range from levels 1
through 5 with 13 percent scoring below grade level expectations at a level of 1 or 2. Students
are placed in traditional Advanced Math based on previous years FCAT scores and a computer
based sorter that the district uses to place students in the appropriate courses. The magnet
students are in these courses due to an application process in which they must have scored a level
3 or above on the reading and math FCAT in fourth grade, and maintained a 3.0 GPA in
elementary school.
Table 2
Demographic Characteristics of the Students From all Six Classes Involved in the Study.
Number of
Male
Female
Level 2
Level 3
Level 4
Level 5
Students
FCAT
FCAT
FCAT
FCAT
103
51%
48%
26%
34%
25%
6%
The 2013 Mathematics FCAT Development Scale Scores were used to determine whether
the classes were heterogeneous or homogeneous in order to make comparisons. Developmental

scale score allows for a comparison of student academic progress over time, and in the case of
this research project, the mathematics progress. The mean and the standard deviation of the
Developmental Scale Scores for each class was calculated. Eight students were eliminated in the
calculations of the mean and standard deviation due to the fact that these students had no score
for the Mathematics FCAT that was administered in the spring of 2013. The mean scores ranged
from 229.47 to 235.27, and the standard deviations for five classes were in a range of 9.4 to
10.75 indicating homogeneity among those five classes. The homogeneity among those five
classes allowed for a single group analysis rather than individual class analysis to be conducted.
The sixth class period proved to be quite different from the first five classes with a mean of
214.64, and a standard deviation of 4.99. Therefore, two separate data analysis were conducted;
one group of the single sixth class and the another of the five combined classes.

Instructional Strategy
Prior to and during this research study, I met with each class period for 85 minutes two to
three days a week depending upon an A/B block schedule. Preceding the intervention, some
content related vocabulary words were posted on a wall for viewing by the students. Throughout
this research study, the teacher researcher changed vocabulary instruction to one that involved
the creation of an interactive word wall. Students became active participants in the use and
creation of the word wall to allow for increased exposure and usage of content related
vocabulary. The word wall contains content related vocabulary, key ideas, illustrations,
definitions, and examples.

In order to answer this research question, data was collected in two ways. One way was
in the form of qualitative data by using the Daily Word Problem Information Sheet, and
10

secondly, quantitative data was collected by the use of anecdotal journals. The instruments used
to analyze data during the four week study were a Daily Word Problems Information Sheet, the
word problems that were assigned for homework from the textbook, workbook or worksheets,
and the use of an Excel spreadsheet to analyze the data. This study was found to be reliable and
valid due to a couple of factors. One factor is that the assigned problems used with the students
came from the Big Ideas textbook, which confirmed reliability of the content tests to be 0.77
where numbers closest to the number one indicate high reliability. Examples of such word
problems are listed in Appendix A. In addition to this, The Daily Word Problems Information
Sheet was implemented at the beginning of each class period while the teacher was grading
students homework and students were completing bell work. The anecdotal journal was
completed to make sense of findings and document environmental variables and context. The
data collection method was found to be reliable and valid because two separate factors analyzed
the data as it pertained to the word problems, such as attempting the problem as well as obtaining
the correct response.
The Daily Word Problems Information Sheet, as shown in Appendix B initially
contained students names (used for grading then replaced with an anonymous number prior to
data analysis), the date of the assignment, three preselected word problems with the correct
answers, and a completion column for each student and word problem where the teacher
recorded a score. For each of the three preselected word problems, students were given either a
0-did not attempt, 1-attempted but incorrect, 2-attempted and correct, or 3-due to absence or
other circumstances. The three selected word problems were chosen based on content of the
material that was taught in class, required interpretation, comprehension of mathematical
vocabulary, and periodically involved multiple procedural steps. The standards that were

11

addressed in these word problems were multiplying and dividing decimals (MA.6.A.1.1&
MA.6.A.1.3), and converting between fractions, decimals, and percents (MA.6.A.5.1). The
teacher used the district adopted textbook and available resources provided from the textbook
company in order to choose the three pre-selected word problems. The teacher then entered each
students scores into an Excel spreadsheet on a weekly basis to analyze the median, mode, and
standard deviation for each assigned word problem. The teacher analyzed the content related
vocabulary words used in the mathematical word problems and found that students demonstrated
a low completion or success rate during pre-intervention. To determine low completion or
success rate, the mean was determined by calculating the word problem score earned by each of
the students. These content related vocabulary words were then used as part of the creation and
implementation of the interactive word wall.
Data was collected based upon the completion and success rate of mathematical word
problems that were assigned for homework for four weeks, in which two weeks of data was
collected prior to the use of the intervention, and then two weeks of data was collected during the
intervention. After the four weeks of data collection, the mean of the completion and success rate
of the assigned word problems (which were determined by the amount attempted/correct divided
by three) were compared to the scores prior to the intervention. This comparison of results
determined the success of an interactive word wall on completion and success rates of
mathematical word problems.
Due to ethical considerations, students names or identification numbers were removed in
order to protect the privacy of students. Since this study is not being published and the privacy
of the students is being protected, the assistant principal gave approval to conduct this study. No
IRB approval was required in order to conduct this action research due to the fact that students

12

names were not used and class was conducted as usual. In addition, students were not negatively
impacted by any of the assignments or actions taken in an effort to complete this study.

Data Analysis
In order to calculate the mean scores pre- and post-intervention that is shown in Table 3 and
Graphs 1 and 2, the categorical scale used was: 0 not attempted, 1 - attempted and not correct, 2
attempted and correct, 3 absent or other reasons. Absent students (3s) were omitted from the
descriptive statistics so as not to skew the data. The scores were most frequent at one, with the
minimum at zero, and the maximum at two. When the mean is closer to two, the students answered
more problems correctly than incorrectly. If the mean is closer to one, then more students answered
more problems incorrectly than correctly.
Exhibited in graph 1, which represented the results from the higher performing classes
represented as a whole, shows the mean increased in seven out of the twelve assignments, and
decreased in five out of the twelve assignments. Graph 2, which represented the lower performing
class, shows the mean increased in five out of the twelve assignments, and a decrease in seven out of
the twelve assignments.

Graph 1
Mean Scores of Higher Performing Classes Pre- and Post-Intervention

13

Mean Scores of Assignments Pre and Post Intervention

2.00
1.50
1.00
0.50
0.00

Mean pre

10

11

12

Mean post

Graph 2
Mean Scores of Lower Performing Classes Pre- and Post-Intervention

Mean Scores of Class 1 Assignments Pre and Post Intervention

2.00
1.50
Mean

1.00
0.50
0.00
1

9 10 11 12

Assignment Number

The results as shown in Table 3 indicated no statistical significance, p = 0.25

(alpha=0.05), in pre- and post-intervention scores for the higher performing classes, or in the
pre- and post-intervention mean scores, p = 0.50 (alpha=0.05), for the lower performing
class.
14

Table 3
Mean Scores for Higher Performing Classes, Single or Multi-Step, and Reading Levels for
Problems.
Problem # PrePostSingle or Multi-Step
Reading Level
Interventio Intervention Pre
Post
Pre
Post
n
#1
1.17
1.71
Single
Single
7.8
3.6
#2
1.08
0.79
Single
Multi-Step
4.8
6.5
#3
1.01
1.21
Multi-Step Single
4.1
3.9
#4
1.19
1.38
Multi-Step Single
5.8
2.2
#5
1.26
0.84
Single
Multi-Step
7.1
4.6
#6
1.28
0.51
Single
Dependent
4.2
5.8
#7
0.91
1.36
Single
Single
7.0
7.1
#8
1.52
1.21
Single
Multi-Step
5.5
4.6
#9
1.28
0.94
Single
Dependent
2.6
5.2
#10
0.98
1.78
Multi-Step Single
2.6
4.3
#11
0.70
1.63
Multi-Step Single
2.8
8.2
#12
0.99
1.31
Single
Single
8.9
3.4
Implications
Table 3, Graph 1, and Graph 2 indicate that the completion and success rate of solving
mathematical word problems fluctuated. The results show that other variables may have
influenced whether or not students attempted or were successful on these mathematical word
problems (other than the use of an interactive word wall). The difference of mean scores among
the problems could be attributed to the difficulty of the content, reading levels, and the
complexity of the problem being single step or multi-step problems.

As seen in Table 3 and Graph 2 when comparing multi-step to single-step problems from
pre- to post-intervention all the problems showed an increase in mean scores for the higher
performing classes, and all but problem 4 showed an increase for the lower performing classes.
When comparing single-step to multi-step problems from the pre- to post-intervention as seen

15

with problems 2,5, and 8 the mean scores showed a decrease for both the higher performing and
lower performing classes. The five problems that decreased for the higher performing classes
shared the commonality of completing a multi-step problem during the post-intervention versus a
single-step problem. In addition to this, two out of the five problems that decreased required the
students to use information from a previous problem in order to correctly answer the question.
This data indicated that the complexity of the problem (i.e. single or multi-step) and information
being dependent upon a previous problem could have been a factor in whether there was an
increase or decrease in the mean score from pre- to post-intervention.
The reading levels were also analyzed to determine whether this could be a factor that
could attribute to the fluctuation of mean scores. Problems 1 and 12 showed a decrease in
reading levels from pre- to post-intervention and the mean of these problems increased for both
the higher and lower performing classes. Problem 2 showed an increase in reading level from 4.8
to a 6.5 from the pre- to post-intervention, and a decrease in mean scores for all classes.
Therefore, the reading level could have been a factor in the increase or decrease of the mean
scores post-intervention for the problems previously mentioned.
In order to complete problems 10, 11, and 12 the students were dividing decimals and
converting decimals to percents. During the post-intervention assignment of converting decimals
to percents students had previous work with dividing decimals; so many students were
knowledgeable and comfortable with the material prior to the post-intervention assignments.
During these post-intervention assignments many students had stated, This is so easy, and we
have already done this! This could be one possible explanation for the increase in mean scores
for all three post-intervention word problems for the higher performing classes, and two of the
three problems for the lower performing class.

16

The fluctuation of mean scores could be also be attributed to other variables such as
motivation, content knowledge, time for completion, but not just the use of an interactive word
wall. In the lower achieving class there were a greater amount of students who would not
complete the assignments. Reasons students might not have completed the assignments could be
due to motivation, or not having the confidence with the content in order to attempt the word
problems. One student responded, I had football so I couldnt finish my assignment. Another
student stated, I dont understand how to do any of this, so I didnt finish it. These statements
indicate that motivation or confidence could have been possible variables that affected the mean
scores.
Another factor that could have impacted the study is the amount of parental support the
students received. If students did not have enough time in class to complete the assigned
problems, students were instructed to complete the assignment at home and return the completed
assignment the next class to be graded. Allowing students to complete the word problems at
home could allow for some students to receive help from parents/guardians, or the opposite
could occur and students could have had no assistance while completing the assignment at home.
Singh, Granville, and Dika (2002), indicate in their study that achievement in math and science
often is affected by students home and family which shifts the control from the teacher.

Action Plan
After reflecting on the action research conducted, there are a few pieces of research that I
would like to refine or even change completely. 1) I would carefully choose my pre- and postintervention questions to ensure that the questions included the same verbiage, were of the same
reading level, and the same type of problem (i.e. single versus multi-step problems) rather than
17

problem selection based solely on the same mathematical standard. I would ensure that the
complexity levels are the same when judging correctness of problems. 2) To ensure the
intervention was taking place it would be necessary to include a vocabulary assessment instead
of assuming that they learned the vocabulary through the use of an interactive word wall. 3)
Teaching the vocabulary words in isolation by using the interactive word wall without teaching
the vocabulary in the context of the problem could also have possibly affected the data. 4) I
would require the students to complete the assignment in class where the word wall would be
visible, versus at home without the word wall in sight. I believe these adjustments would provide
fruitful results to better evaluate the effectiveness and impact of a word wall in helping students
to solve mathematical word problems with success.

Conclusion
The results of this study indicate that the interactive word wall did not have a statistically
significant impact on the completion or success rate of mathematical word problems. I strongly
believe that other factors such as motivation, the complexity of the problem including single or
multi-step, and the sheer mathematical content knowledge have an impact on student completion
and success rate of mathematical word problems.
Another factor that could have impacted the study is the amount of parental support the
students received. With this in mind, my study could possibly have had different results if the
assignments were completed in class with the teacher, versus at home. After conducting this
action research and making the above changes that were stated in my action plan I would like to
re-conduct the action research, and for a longer period of time. I still believe that increased

18

academic vocabulary knowledge can have an impact on students becoming better mathematical
problem solvers.

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Appendix A
Example Word Problems:
Pre-Intervention
#1: A Chinese restaurant offers buffet takeout for $4.99 per pound. How much does your
takeout meal cost if you buy 0.46 lbs?
#3: You buy 2.6 pounds of apples and 1.475 pounds of peaches. Apples cost $1.23/pound
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Peaches cost $1.88/pound of peaches. You hand the cashier a $20 bill. How much
change will you get back?
#4: The weight of an object on the moon is about 0.167 of its weight on Earth. How much
does a 180-pound astronaut weigh on the moon?
#7: A school budgets $125.50 to buy pizza for a dance. Each pizza costs $11.29. Estimate
how many pizzas the school can buy. Is your estimate too little or too much?
#11: You buy three pairs of jeans for $35.95 each and get a fourth pair for free. What is
your cost per pair of jeans?
Post-Intervention
#1: If you watch 1.75 movies and each movie is 2.3 hours long. How many hours did you
watch movies?
#3: The Henry E. Kinney Tunnel in Fort Lauderdale is the only underwater tunnel on public
land in Florida. It has a length of 41/250 mile. The average length of a car is 0.003 mile. How
many cars can t in one lane of the tunnel bumper to bumper?
#4: The length of a goldsh is 5/16 foot. If you have 6 goldfish what is their total length?
#7: The table shows the jump distances for three long jumpers. Convert the jump distances to
decimals. Then order the jump distances from least to greatest.
Jumper Jump Distance

A 21 5/9ft
B 21 5/12ft
C 21 11/15ft

#11: About 90% of workers in Florida travel to work by automobile and spend an average of
$42.35 in gas per week. How much does the average worker spend per month (4 weeks)?
Appendix B

Data Collection Instrument:

Daily Word Problems Information Sheet
Example:
Name

Problem #

Problem #
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Problem #

Rubric Scores:
0= Not attempted
1=Attempted but not correct
2=Attempted and correct
3= Absent or other circumstances

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