WedWoPro #5 – Valentine’s Day

Every Wednesday, I give a chance to my child to explore a word problem a way that makes sense to her.  And every Wednesday, I share the word problem, and my experience with you, so you can do the same ! Click here  to start from the beginning ! Hope you join us !

Here comes WedWoPro #5. As always, 3 levels of difficulty, green, orange and red.

WedWoPro #5 – Valentine’s day !Valentines

“It is almost Valentine’s day ! I need to start working on making Valentines!” said Rosie.

“I will make a Valentine to each of my classmates, so I have to make some valentines to

  • 5 boys and 5 girls”
  • 12 boys and 8 girls”
  • 13 boys and 14 girls”

“I will write my friends’ name, my name, draw a picture, and put

  • 1 sticker on each valentine”
  • 3 stickers on each valentine”
  • 3 red stickers and 5 pink stickers on each valentine”.

How many stickers does Rosie need ?

How many times does Rosie need to write her name?

“I need to pace myself !”

  • “ I will make 2 valentines every day”
  • “ I will make 5 valentines every day”
  • “Every day, I will make 2 valentines in the morning, and 3 valentines in the afternoon”.

 How many days does Rosie need to do all the Valentines for her classmates?

“Let’s get started, Mom ! ”

Here is the .pdf if you want to print it out (WedWoPro5).

  • Level green: Rosie needs 10 stickers, and will write her names 10 times. She needs 5 days to do all the Valentines.
  • Level orange: Rosie needs 60 stickers, and will write her names 20 times. She needs 4 days to do all the Valentines.
  • Level red: Rosie needs 216 stickers, and will write her names 27 times. She needs 6 days to do all the Valentines (she will make 5 cards / day the first 5 days, and 2 cards the 6th day).

I invite my child to solve the problem in a way that makes sense to her (Carpenter et al., 2014). She can use manipulatives or draw a picture to represent the problem, and explain out loud her reasoning. Depending on your child’s skills, he/she can also write an equation, explaining how each part relates to the problem. We also discuss words from the problem she may not understand, information she may need that are included in the text. Let me know if you have any questions !

Sharing my experience:

We stayed focused on Level Green this week, as the problem was a little different this week (i.e. in order to solve the first question (how many stickers does Rosie needs?), you need to answer a sub-question (how many Valentines does Rosie make?)). My child called out the answers quite rapidly, but explaining her reasoning was another story :-) The questions:

  1. What do you know /don’t know from the text? (i.e. I know Rosie wants to make 1 valentine to each of her classmates)  and
  2. What do you need to know? How can you figure it out? (i.e. I need to know how many classmates Rosie has to know how many Valentines she needs to make. I can figure it out by adding the boys and the girls of her class)

were quite helpful.

Until next time !


  • Carpenter, T., Fennema, E., Franke, M., Levi, L. and Empson S. (2014). Children’s Mathematics, Second Edition: Cognitively Guided Instruction. Portsmouth, NH: Heinemann. ISBN-13:978-0325052878.

Would love to hear from you !

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