This cognitive/metacognitive strategy helps students navigate math word problems by understanding the underlying structure or schema. After reading the problem and identifying the schema, students can begin solving the problem using the schema. Schema based instruction provides a graphic organizer for students and helps them categorize word problems graphically (Jitendra, et al. 2007).

Students with learning disabilities sometimes rely on key words and word associations to determine which operation to use (i.e., addition, subtraction, multiplication, division). They may search word problems for words such as more, less, fewer, cut up, and various others to determine how they should solve. The key words strategy does not work all of the time, and for this, it is important for students to have a conceptual understanding of the structure of word problems. The UPSC strategy will help students understand what the question is asking and will help them determine which schema to use.

To promote generalization, UPSC can be used with task cards. Educators can make task cards that contain various word problems. Each word problem may differ based on complexity. For example, the educator may assign one-step math word problems, multi-step, or a combination of both. In addition, task cards may be completed independently, in small groups, or as a class. The teacher can have students complete a specific number of cards during center rotations, or place a task card under the projector and have students express how they would solve using a preferred strategy. During this time, the mnemonic “UPSC” can be on the board or in the task card box. It can serve as a visual aid for students to reference during assignments.

1. Read the word problem.

2. What’s the schema? Total Problem

3. Solve the problem using the schema.

U- Understand

I read the math word problem.

I asked myself the following questions:

1. Are parts put together for a total?

2. Is this a difference problem where amounts are compared for a difference?

3. Is this a change problem where one amount increases or decreases?

P- Plan

I underlined sheep in the word problem so that I know what label to use in my answer.

Since I know the total, I am going to go ahead and plug that into the “T” after the equal sign. In the next sentence, it says 348 sheep are in one of the fields. The number 348 can be plugged into P1, since it is a part that is given. To solve, I will set up my addition sentence and then subtract the smaller number from the bigger number to find my answer.

S-Solve

P1+P2=T

Since the total is given (815), as well as one of the parts (348), I know that I have to find the other missing part.

348 + _____ = 815

815 - 348 = 467

I will circle answer choice J 467.

C-Check

348 + 467 = 815

The answer is J 467 sheep.