Let’s talk about a problem solving strategy that’s all about modeling the problem-solving process in a way that gets students to think deeply—like, really think—before they solve. It’s called the “Think Along” strategy, and it’s one of my favorite strategies for teaching problem solving. By slowing things down, students can actually take their time, analyze every part, and see that problem-solving is so much more than just getting the “right answer.” They build skills like analyzing, strategizing, proving, and reflecting.
Here’s how I break it down day by day, and I promise, it’s totally worth the journey.
Monday: Meet the Stimulus
On Mondays, we don’t even think about solving the problem. Instead, we introduce just the stimulus of the problem. This could be a table, a strip diagram, a picture, or even just the setup of a story with no question yet. No numbers to crunch or answers to find—just what’s happening here? We ask students to describe what they see, make predictions, and start to explore what info they might need. It’s all about soaking in the setup.
Tuesday: Add the Question, No Solving Yet!
Now that they’ve gotten familiar with the setup, on Tuesday we give them the full problem and the answer choices. But, spoiler alert, we don’t want them solving yet! This day is all about discussing approaches. How would we start this problem? What strategies would be most effective? How could we break it down? We’re building up that patient problem-solving muscle and making a plan before diving in.
Wednesday: Proving the Right Answer
Wednesday is where the magic happens. Today, students get the whole problem with the correct answer already chosen. I know, wild concept, right? But now they’re not worrying about getting it right—they’re proving why it’s right! The goal? Show all the ways they can confirm that answer, or even better, explore if there’s more than one way to get there. Students focus on justifying, explaining, and showing off their math reasoning. You can have students work through the problem independently or with a partner. Be sure to refer back to what strategies they decided on for Tuesday!
Thursday: Similar but different
Once they’ve mastered one way to solve it, Thursday hits them with a similar but slightly different problem. It’s time to see if they can connect the strategy they learned to something new. We talk about what’s similar, what’s different, and how they’d adjust their approach to this problem. This gets students thinking flexibly and recognizing familiar structures, even when problems take different forms. Making connections is where the magic happens!
Friday: Reflection Time
Finally, Friday is for reflection. We ask: Which day did you feel the most confident about? Was it analyzing the stimulus on Monday, picking a strategy to get started on Tuesday, solving and explaining your answer on Wednesday, or connecting to a similar problem on Thursday? Reflecting on these different stages helps students build self-awareness in their strengths and where they need a bit more practice.
Why Think Along Works
The “Think Along” strategy does more than just slow down problem-solving—it empowers students to understand the process of problem-solving. They’re getting better at reasoning, strategizing, proving, and, most importantly, thinking deeply about math. And isn’t that the goal? We want students who know more than just answers; we want thinkers, strategists, and confident problem-solvers who are ready to tackle any challenge.
So, if you’re ready to give “Think Along” problem solving strategy a go, give it a try this week with your students. Try these ready made Think Along Word Problem Slides for free.
You can also check out this highlight on Instagram to learn more about the Think Along Strategy.
