The CUBES Math Strategy – Should K-2 Teachers Use It?

Elementary teachers often opt for the CUBES math strategy to tackle word problems, and there’s a good reason for using this math strategy. CUBES is an acronym standing for Circle the numbers, Underline the question, Box the math action words, Evaluate what steps to take, and Solve and then check the problem. By employing this step-by-step approach, teachers can simplify word problems.

However, despite its popularity, the CUBES math strategy has drawbacks. One of the main criticisms is that it can oversimplify word problems, leading students to overlook critical elements of a problem or make misguided assumptions.

Because it’s a one-size-fits-all strategy, it may not adequately serve students with different learning styles or those who are working on more advanced problems, like students in grades 3-5. Furthermore, the rigid structure of CUBES does not encourage flexibility or adaptability in problem-solving, skills that are crucial for mathematical understanding beyond the classroom.

Let’s dive deeper into what the CUBES math strategy is and some of its limitations.

What is the CUBES Math Problems Solving Strategy?

The CUBES strategy is a math strategy that breaks down word problems into five steps. The acronym CUBES stands for:

• Circle
• Underline
• Box
• Evaluate and Eliminate
• Solve and Check

What are the Steps in the CUBES Math Strategy?

The steps of the CUBES strategy are:

1. Read the problem out loud.
2. Circle the numbers and labels.
3. Underline the question.
4. Box the keywords.
5. Evaluate and Eliminate unnecessary or extra information.
6. Solve and Check the answer.

This seems pretty straightforward, right?

Students just need to circle, underline, box, evaluate, and solve. Easy to memorize and easy to execute. Right?

But that’s the problem. The math strategy becomes rote and without meaning. It’s not a math strategy. It’s just an acronym.

Is CUBES a Good Math Strategy?

While students easily remember the CUBES acronym, it does not help students learn how to solve a word problem. Many K-2 students learn the CUBES math strategy and don’t learn how actually to read and solve a word problem.

Why is CUBES Is NOT a Good Math Strategy?

• CUBES prioritizes the completion of each step rather than reading for meaning.
• CUBES does not work for the more complex problems students encounter in grades 3-5 and beyond.

When students reach grades 3-5 and encounter more challenging multi-step problems, they often find themselves unsure of how to approach and solve them. The CUBES strategy they have come to depend on in grades K-2 no longer works for them, and they did not learn how to read a word problem for meaning.

The CUBES strategy is effective for students who already excel in comprehending word problems. It does not work for students who do not know how to read and understand word problems. By following the CUBES approach, students prioritize completing each process step rather than understanding the problem.

If students are not proficient at solving word problems, CUBES will not be an effective strategy for them. Students will resort to going through the motions with the CUBES strategy despite their lack of understanding.

These are some of the reasons why I use numberless word problems. I want students to focus on reading and understanding the problem BEFORE being introduced to the distracting numbers.

Let’s take a deeper look at some of the steps in the CUBES math strategy and explore some of their limitations.

Circle the numbers and labels

While circling the numbers and labels can help students identify key elements of the problem, this approach can sometimes be misleading. Students may circle the numbers without fully understanding their role within the context of the problem.

For example, a problem might involve the number of items and their cost, but simply circling the numbers does not help distinguish between them. This could lead to miscalculations and misunderstanding of the problem.

Therefore, while circling the numbers may be a good start, students should also be encouraged to comprehend each number’s specific role in the problem.

Underline the question

Underlining the question is a step that can be both advantageous and problematic. Its main advantage is that it helps students focus on what is being asked, which is crucial in problem-solving.

However, it might inadvertently encourage students to jump into solving the problem before fully understanding it. Underlining the question might lead students to latch onto a specific operation or method too early. This can block their ability to see alternative paths to the solution or even lead them to use an inappropriate mathematical operation because they haven’t fully digested the context of the problem.

Therefore, while underlining the question can be useful, it should be accompanied by a thorough understanding of the problem’s entirety.

Box the keywords

Boxing the keywords in a word problem may seem like a good idea initially, as it highlights important terms that may indicate mathematical operations, but it is not without its downsides. Relying heavily on boxed keywords can inhibit a deeper understanding of the problem. Some problems may not have clear keywords or use language that doesn’t quite match the list of known keywords.

Moreover, this strategy may encourage students to formulate a solution based solely on a keyword’s occurrence without considering the problem’s overall context. This could lead to incorrect solutions and a failure to understand the problem’s nuances fully. Thus, while boxing keywords can be useful in certain situations, they should not be used as a crutch to bypass a comprehensive understanding of a math problem.

When we remove the circle, underline, and box steps in CUBES, we are left with Evaluate and Solve. Evaluate and Solve are the two crucial steps in solving word problems.

What is an Alternative to the CUBES Math Strategy?

Instead of using the CUBES strategy, consider having students read the word problem, figure out the context of the problem, and comprehend what is going on in the problem. One of the biggest challenges in how students approach word problems is the process of translating the words in the problem into mathematical equations. Once students have the equation, the math itself is often simple computation. For many students, determining the correct equation can be nearly impossible.

Are things being joined or separated? Is there a comparison happening? Or are there parts being put together or taken apart? These are all great questions to ask for addition and subtraction word problems.

A Research-Based Four-Step Approach to Problem-Solving

A Hungarian mathematician named George Polya developed a four-step approach to problem-solving nearly 100 years ago. His method is a great alternative to the CUBES method because it focuses on understanding the problem and solving it. This method also spans any grade level and any classroom.

The four steps include: Understand the Problem, Devise a Plan, Carry Out the Plan, Look Back. This four-step plan can be shortened to:

• Understand
• Plan
• Solve
• Reflect

Instead of focusing on the physical, mechanical steps of circling, boxing, and underlining, it encourages students to engage deeply with the problem.

Here are more details about each step and how to apply them in a K-2 classroom:

Understand

In the first step, ‘Understand the Problem’, students are guided to comprehend the problem by paraphrasing it, identifying unknowns, and noting the numbers and relationship of the numbers. While circling, underlining, and boxing can be used, they are not the focus.

For Join and Separate word problems, I like to have students read to find the action. They then find the start, the change, and the result. For compare word problems, I ask students to find the larger and smaller quantities or amounts between them. We use different words based on the measurement or the context of the problem.

Plan

In ‘Devise a Plan,’ students brainstorm various strategies to solve the problem. This is where we use a variety of models and strategies like tape diagrams, bar models, and number lines.

Solve

‘Carry Out the Plan’ involves executing the chosen strategy. This is another reason why I love using numberless word problems. Students cannot start to solve the problem if they don’t have the numbers yet! Also, if I have students who cannot solve multi-digit computation problems, I can give them easier numbers that are either single-digit or do not require regrouping.

Reflect

‘Look Back’ encourages students to reflect on the solution, verifying and interpreting the result. This is where I have students write the solution in a sentence to verify that it makes sense within the context of the problem.

This four-step approach enhances problem-solving skills and promotes a deeper understanding of the mathematical concepts of the problem well beyond the CUBES strategy.

Here are 5 tips for solving word problems that will dig deeper into how to use the four steps above.

While the CUBES strategy may provide a useful starting point for tackling math word problems, educators must move beyond such mechanical approaches that tend to focus on surface-level understanding and may impede the development of a deeper comprehension of the problem’s context. Instead, shifting the focus towards the four-step problem-solving approach promises a more effective way to enhance problem-solving skills.

This strategy encourages students to understand, plan, solve, and reflect, promoting a deeper understanding of mathematical concepts and principles. As educators, we must equip students with the tools to understand the context of the word problem, translate it into a relevant mathematical equation, and find the correct solution. Encouraging students to dig deeper and understand the context of a problem ultimately aids in nurturing their capability as confident problem-solvers.

Your upper elementary and middle school colleagues will also thank you!