Why do 2025 student test scores rarely exceed 50%?
It is important to first clarify what that "50%" figure usually represents. In most 2025 national education reports, the "under 50%" statistic refers to Proficiency Rates—the percentage of students who meet a high standard of "solid academic perform The shift back to Evidence-Based Phonics (The Science of Reading) is
showing long-term promise, but the transition has caused short-term
score dips as teachers and students adjust to new, more rigorous
curricula.
ance"—rather than a raw test score of 50/100.
On the National Assessment of Educational Progress (NAEP), also known as "The Nation’s Report Card," the percentage of students reaching the "Proficient" level has indeed dropped significantly, with many subjects seeing fewer than 30-35% of students meeting the mark.
Several compounding factors explain why scores are currently at historic lows:
1. The "Long Tail" of Pandemic Learning Loss
While schools have been back in person for years, the "learning gap" created between 2020 and 2022 has proven difficult to close.
Foundational Gaps: Students who missed key concepts in 3rd-grade reading or 5th-grade fractions struggle with all subsequent subjects.
Chronic Absenteeism: Rates of students missing 10% or more of the school year remained nearly double pre-pandemic levels in 2025, directly correlating with lower scores.
2. The Mental Health & Focus Crisis
The 2025 data highlights a sharp rise in test anxiety and cognitive fatigue.
Digital Distraction: Educators cite "smartphone brain"—a decreased ability to sustain focus on long-form reading or multi-step math problems due to the immediate gratification of short-form digital content.
Anxiety Levels: High levels of cortisol (the stress hormone) during high-stakes testing can impair the prefrontal cortex, which is responsible for the complex problem-solving required to exceed the 50th percentile.
3. The "Science of Reading" Transition
Many states are currently in the middle of a massive overhaul of how they teach reading.
For decades, many schools used "balanced literacy" (which often encouraged guessing words).
The shift back to Evidence-Based Phonics (The Science of Reading) is showing long-term promise, but the transition has caused short-term score dips as teachers and students adjust to new, more rigorous curricula.
4. Widening Achievement Gaps
The 2025 results show that while high-performing students (the top 10%) are beginning to recover, the lowest-performing students are sliding further back.
Socioeconomic Pressure: Increased costs of living have strained many families, leading to higher rates of food and housing instability, which are primary predictors of test performance.
Resource Disparity: Wealthier districts have been able to fund intensive "high-dosage tutoring," while underfunded districts saw their federal COVID-relief funds (ESSER) expire in late 2024.
Understanding the "50%" Benchmark
It is helpful to distinguish between different types of "low" scores:
Metric Type What it means in 2025 Typical 2025 Result
NAEP Proficient "Solid academic performance" (a high bar). ~31% (8th Grade Science)
NAEP Basic "Partial mastery" of grade-level skills. ~60-65%
SAT Average The middle point of all test-takers. 1029 (out of 1600)
In short, the 50% threshold is rarely crossed because the "Proficient" standard is designed to be a "reach" goal, and the current student population is navigating the most significant instructional and psychological disruptions in modern history.
Would you like me to look into how your specific state or district compares to these national 2025 trends?
West Virginia
In West Virginia, the "under 50%" trend is particularly visible, but the 2025 data shows that the state is currently in a period of significant—though incremental—recovery.
For the 2024–2025 school year, West Virginia’s Department of Education reported that while proficiency rates are still below 50% in several areas, the state saw gains in nearly every subject for the fourth consecutive year.
West Virginia 2025 Performance Breakdown
According to the latest Balanced Scorecard and General Summative Assessment (WVGSA) results:
English Language Arts (ELA): Proficiency stands at approximately 46–48%. For the first time since the pandemic, students in grades 3–8 have surpassed their 2019 (pre-pandemic) performance levels in reading.
Mathematics: Proficiency is approximately 38–41%. While this is an improvement from last year (36%), it remains just shy of the state's 2019 average (40.9%).
Science: Proficiency is currently around 30%, showing the slowest recovery of the three core subjects.
Why are West Virginia's scores under 50%?
The state faces a unique set of challenges that educators are currently working to address:
1. The "Third Grade Success Act" Shift In 2023, West Virginia passed the Third Grade Success Act, which radically changed how reading and math are taught. It mandated a return to the Science of Reading (structured phonics) and placed extra aides in K–3 classrooms.
The Result: While scores are rising, the shift is still "filtering up" through the grades. Younger students are showing faster improvement than middle and high schoolers who did not have this foundation.
2. High Chronic Absenteeism West Virginia has struggled with one of the higher absenteeism rates in the country. In 2025, the rate improved to 22.8%, but that still means nearly 1 in 4 students missed more than 10% of the school year. State data shows a direct "proficiency penalty" for these students.
3. "Partially Meets" vs. "Proficient" West Virginia’s grading system is strict. Many students (over 50%) fall into the "Yellow" category, meaning they Partially Meet Standards.
Note: If you look at students who "Partially Meet" or "Meet" standards combined, the number jumps to over 55% in ELA, but the state only counts "Proficient" (solid mastery) as the headline success metric.
4. The 11th Grade "SAT Dip" In West Virginia, the SAT is used as the high school summative test. Scores for 11th graders often pull state averages down, particularly in math, where proficiency can drop as low as 20–25% for that specific grade level compared to higher scores in elementary grades.
Recent "Bright Spots"
86% of WV districts showed improvement in ELA this year.
83% of WV districts showed improvement in Math.
Counties like Ohio, Taylor, and Putnam are currently outperforming the state average, often exceeding 50% proficiency in ELA.
Would you like to see how a specific West Virginia county (like Kanawha, Monongalia, or Berkeley) compares to these state averages?
Pocahontas
In Pocahontas County, the conversation around test scores in 2025 is more complex than just the numbers themselves. While the county often follows the general West Virginia trend of proficiency rates sitting between 35% and 48%, the district is currently under intense state scrutiny due to specific systemic issues.
Here is the 2025 outlook for Pocahontas County Schools:
1. The 2025 "State of Emergency"
In early 2025, the West Virginia Board of Education declared a State of Emergency for Pocahontas County Schools. This wasn't due to a single test score, but rather a "special circumstances review" that found significant deficiencies, primarily at Pocahontas County High School.
The Issues: The state identified major problems with grading, scheduling, and leadership. When a school's administrative systems (like how credits are tracked or how students are placed in classes) are broken, it directly suppresses test scores because students may not be in the right classes to learn the material being tested.
The Impact: This emergency status has brought in state-level "intervention teams" to overhaul the district’s operations, which is expected to cause a "dip before the climb" in performance data as standards are tightened.
2. The Attendance Barrier
In the October 2025 "County Approval Status" report, Attendance was singled out as the primary area Pocahontas County must improve to regain full accreditation.
Because Pocahontas is a large, rural, and mountainous county, transportation and winter weather often lead to high chronic absenteeism.
In West Virginia, there is a direct 1-to-1 correlation: counties with the highest absenteeism almost always have the lowest math proficiency. If students aren't in the building for the "instructional minutes," they rarely hit that 50% proficiency mark.
3. Estimated Proficiency (2024-2025 Cycle)
While exact final numbers for every grade are still being finalized in the state's "ZoomWV" dashboard, preliminary 2025 data suggests:
English Language Arts (ELA): Estimated at 38–42%. This is slightly lower than the state average (~48%), likely due to the high school leadership transitions.
Mathematics: Estimated at 34–37%. Math remains the biggest hurdle for the district, particularly at the middle and high school levels.
Science: Tends to hover around 30%, consistent with the rest of the state.
4. Local Efforts for Recovery
Despite these challenges, there are unique local programs aimed at "breaking the 50% barrier":
Nature’s Mountain Classroom: Pocahontas County won the "2025 School-Business Partnership of the Year" for this program, which uses the county's natural environment to teach science and math. Educators hope this "hands-on" approach will improve long-term retention better than traditional textbooks.
New Leadership: As of July 2025, the district has a new superintendent (Dr. Leatha Williams) tasked specifically with correcting the deficiencies that led to the State of Emergency.
Summary: In Pocahontas County, scores are currently under 50% because the district is in the middle of a top-to-bottom administrative reset. The focus for 2025 is on fixing "the basics"—attendance, leadership, and proper scheduling—under the assumption that the test scores will follow once the system is stable.
Would you like me to look up the specific performance of one of the elementary schools, such as Marlinton or Hillsboro?
Marlinton Elementary
For Marlinton Elementary School (MES), the 2024–2025 data shows that the school is actually one of the stronger performers in the region, coming very close to—and in some cases hitting—the 50% proficiency mark.
While the broader Pocahontas County district is navigating a state-declared "emergency," Marlinton Elementary remains a relatively stable "bright spot" in the county’s academic profile.
Marlinton Elementary: 2025 Performance Overview
Based on the most recent 2024–2025 assessment data:
ELA (Reading) Proficiency: ~47%
Comparison: This is right in line with the West Virginia state average of 48%.
Math Proficiency: ~47%
Comparison: This significantly outperforms the state average of 38–41%. For a rural school to hit nearly 50% in math is considered a major achievement in the current West Virginia educational climate.
Student-to-Teacher Ratio: 12:1
One of the school's greatest strengths in 2025 is its small class sizes, which allow for the "high-dosage" individual attention that the state is currently mandating to close pandemic-era learning gaps.
Why is MES hovering just under 50%?
Even though Marlinton is "beating the average" in math, there are three specific reasons why it hasn't comfortably cleared the 50% mark yet:
1. The "State of Emergency" Context In February 2025, the WV Board of Education placed the entire Pocahontas County district under a State of Emergency. While the specific failures (scheduling, credit tracking, and security) were largely concentrated at Pocahontas County High School, the administrative shake-up affected the whole district. Resources and focus have been diverted to fixing the high school’s "emergency" status, which can slow down growth at the elementary level.
2. The Attendance Barrier Marlinton Elementary faces the same rural challenges as the rest of the county. In 2025, the district's goal was to keep chronic absenteeism below 25%. When a student in a rural area misses school due to winter weather or transportation issues, they miss the "Science of Reading" blocks that are crucial for hitting proficiency.
3. The Complexity of the Test The WVGSA (Summative Assessment) taken by 3rd through 5th graders at Marlinton is not a "pass/fail" test. To be "Proficient," a student must demonstrate "adequate understanding" of complex, multi-step problems.
The "Yellow" Zone: A significant portion of Marlinton students fall into the "Partially Meets Standard" category. If you combined those students with the "Proficient" ones, well over 65% of Marlinton students are performing at or near grade level—but only the top 47% get the "Proficient" label.
The 2025 "New Era" for MES
With the appointment of Dr. Leatha Williams as the new Superintendent in July 2025, Marlinton Elementary is part of a "Corrective Action Plan." The focus for the 2025–2026 year at MES is:
Fundamental Math Facts: A district-wide push to master basic properties to push that 47% math score over the 50% hump.
Financial Literacy & Cursive: New curriculum additions intended to increase student engagement and real-world skills.
Would you like to see how Marlinton Elementary compares specifically to its neighbor, Hillsboro Elementary, or the state's top-performing elementary schools?
Comparing Marlinton Elementary and Hillsboro Elementary provides a fascinating look at how two rural schools in the same "Emergency" district are managing to perform near the top of the state’s averages.
While the Pocahontas County school district is currently under a State of Emergency (extended in August 2025 for another six months), both of these elementary schools are outperforming the high school and middle schools that triggered the intervention.
Marlinton vs. Hillsboro (2025 Snapshots)
The two schools are remarkably close in performance, though they have very different "feels" due to their size.
| Metric | Marlinton Elementary | Hillsboro Elementary |
| ELA Proficiency | ~47% | ~45% |
| Math Proficiency | ~47% | ~45% |
| Student Population | ~210 Students | ~80 Students |
| Student-Teacher Ratio | 12:1 | 8:1 (One of the lowest in WV) |
| Key Advantage | Higher overall "stability" and resources. | Individualized attention; "family" atmosphere. |
The Verdict: Marlinton has a slight edge in raw proficiency percentages for 2025, but Hillsboro’s 8:1 student-teacher ratio is a rare asset that state intervention teams are looking at as a model for "high-dosage" instruction.
How they compare to West Virginia’s "Top Tier"
To understand why Marlinton is "hovering" under 50% while others soar, it’s helpful to look at the schools that were celebrated by the State Superintendent in late 2025.
1. West Teays Elementary (Putnam County)
The Gold Standard: West Teays was recognized in November 2025 as one of the highest-achieving schools in the state.1
The Numbers: They consistently clear 70–80% proficiency.
The Secret: Unlike the rural challenges in Pocahontas, West Teays benefits from a suburban, high-socioeconomic base and a district (Putnam) that has ranked #1 in the state for four consecutive years.2
2. Evans Elementary (Jackson County)
The Success Story: A National Blue Ribbon school that maintains high scores through a "family-first" culture and aggressive early-literacy interventions.
Comparison: While Marlinton is fighting a 22%+ chronic absenteeism rate, Evans has one of the highest consistent attendance rates in the state.
3. Mount Nebo Elementary (Nicholas County)
The Rural Peer: This school was also specifically honored in 2025. It proves that rural schools can break the 50% barrier even without the suburban resources of Putnam County, primarily through a heavy focus on the "Balanced Scorecard" metrics (attendance + growth).
Why the "Emergency" matters for Marlinton
Even though Marlinton is doing well, being in an Emergency District means:
Intense Audits: State officials are in the building regularly to ensure every "instructional minute" is being used correctly.
Leadership Focus: The new Superintendent, Dr. Leatha Williams, is pushing for Marlinton to reach 55% proficiency by 2026 to prove that the district’s elementary foundation is solid even if the high school is struggling.
Would you like me to look into the specific reasons why Pocahontas County High School triggered the State of Emergency, or would you prefer to see more about the "Science of Reading" changes in Marlinton's classrooms?
In Marlinton Elementary classrooms in 2025, the "Science of Reading" (SoR) is no longer just a theory—it is a mandatory, daily practice driven by the Third Grade Success Act and the state’s Ready, Read, Write, West Virginia initiative.
If you were to walk into a K-2 classroom at Marlinton today, here is specifically how the instruction has changed from five years ago:
1. The "Death" of Three-Cueing (No More Guessing)
For decades, many West Virginia schools used "balanced literacy," which taught kids to guess a word based on a picture or the context of the sentence (called "cueing").
The 2025 Change: This is now legally prohibited in K-3. Instead, Marlinton teachers use Explicit Phonics.1 Students are taught to "sound out" every letter-sound relationship in a strict, logical order. You will see "Sound Walls" (which group words by the sounds the mouth makes) instead of traditional "Word Walls."
2. LETRS-Trained Teachers
Nearly all K-3 teachers at Marlinton have undergone or are currently in LETRS training (Language Essentials for Teachers of Reading and Spelling).
This is a massive, two-year college-level course that retrains teachers on the neurology of how the brain learns to read.
Because of this, teachers at Marlinton are now focusing heavily on Phonemic Awareness—the ability to hear and manipulate sounds in words without even looking at a book (e.g., "Change the /m/ in 'map' to /t/").
3. Digital Tools: Lexia & i-Ready
To push those proficiency scores toward the 50% mark, Marlinton is using data-driven platforms:
Lexia Core5: Students spend dedicated time on this platform, which adapts to their specific reading level. In 2025, West Virginia reports show that students using Lexia with "fidelity" (regular usage) are significantly more likely to reach proficiency.
i-Ready Benchmarking: Three times a year, Marlinton students take a "diagnostic" that identifies exactly where they are failing (e.g., they might be great at reading words but struggle with "Morphology"—the meaning of prefixes and suffixes).
4. Classroom Interventionists
One of the biggest visible changes in 2025 is the presence of more adults. The Third Grade Success Act funded Early Childhood Classroom Assistant Teachers (ECCATs) and interventionists.2
At Marlinton, these aides pull "small groups" of 3-4 students for 20-minute sessions of intensive reading practice.
This "high-dosage" support is why Marlinton’s math and reading scores (around 47%) are outperforming the state averages—they are catching "bubble students" (those just a few points away from proficiency) before they fall behind.
Why this hasn't "fixed" the 50% problem yet
While these changes are working, 2025 remains a "transition year."
The "Lag" Effect: The Science of Reading is most effective when started in Kindergarten. The current 4th and 5th graders at Marlinton spent their earliest years in the old "guessing" system or at home during the pandemic.
The Proficiency Bar: The 2025 West Virginia summative tests are designed to be "rigorous." To be proficient, a student doesn't just need to read the words; they must analyze the text. Teachers at Marlinton are currently shifting from "teaching sounds" to "building knowledge" (using science and history books to teach reading) to bridge this gap.
Strategic Plan for 2025-2026
Marlinton's Local School Improvement Council (LSIC) recently set a goal for 75% of students to show growth this year. They are moving away from "punitive" measures and using ClassDojo to keep 92% of families connected to their child's daily progress.
Would you like to know more about the "Unite with Numeracy" program, which is the math equivalent of the Science of Reading currently being rolled out in Marlinton?
The Unite with Numeracy initiative is the mathematical counterpart to the Science of Reading. Much like how the reading shift moved away from "guessing words," this program moves math instruction away from "rote memorization" and toward conceptual understanding.
In a Marlinton Elementary classroom in 2025, the rollout of this program looks like a "math workshop" rather than a traditional lecture. Here is how it functions:
1. The Eight "Mathematical Habits of Mind"
Instead of just asking, "What is the answer?", Marlinton teachers now focus on how students think. The program prioritizes eight specific habits, which are often displayed on posters around the room:
Perseverance: Making sense of problems and not giving up when a solution isn't immediate.1
Precision: Using clear mathematical language and checking work for accuracy.
Modeling: Using physical objects (manipulatives) to represent abstract numbers.
2. Concrete-Representational-Abstract (CRA) Sequence
Marlinton classrooms have shifted to a "Three-Step" learning process. If you visit a 2nd-grade class learning subtraction, you won't see them just writing numbers on paper:
Concrete: Students first use physical blocks or "tens frames" to move numbers around.
Representational: They then draw pictures or tallies to represent those blocks.
Abstract: Only after they "see" the math do they move to the numbers and symbols ($15 - 7 = 8$).
3. High-Dosage "Numeracy Blocks"
Following the Third Grade Success Act, Marlinton has carved out specific time for "Numeracy Interventions."
Screeners: Every student is screened three times a year to find "learning gaps" (e.g., a student might know how to add but doesn't understand "place value").
Small Groups: Just like reading, math is now taught in small circles of 4–5 students. While one group works with the teacher on "foundational numeracy," others might be using adaptive software like i-Ready Math to practice at their own pace.
4. "The Common Factor" & Family Engagement
A unique part of Unite with Numeracy is the Common Factor video series and family brochures.2 Marlinton uses these to show parents that "New Math" isn't just about making things complicated—it's about ensuring students don't hit a "math wall" in 6th grade when they can no longer rely on simple memorization.
Why Marlinton is "Winning" in Math
While the state math proficiency average is currently ~38%, Marlinton Elementary is hovering near 47%. Educators attribute this to:
Early Intervention: Catching "math anxiety" in Kindergarten before it becomes a permanent barrier.
Visual Learning: Moving away from timed "mad minute" multiplication drills and toward "number talks," where students explain their logic out loud.
The goal for the 2025–2026 school year at Marlinton is to bridge the remaining 3% gap to hit that "majority proficient" (50%+) milestone, which would place them among the top tier of rural schools in West Virginia.
Introduction to the Unite with Numeracy Initiative
This video provides an overview of how the West Virginia Department of Education is implementing these foundational math changes to boost student outcomes across the state.
Would you like to see the specific math "benchmarks" a 3rd grader at Marlinton is expected to meet by the end of this school year?
In West Virginia, the Third Grade Success Act (HB 3035) has made the 3rd-grade year a high-stakes "pivot point." For a student at Marlinton Elementary to be considered "Proficient" (reaching that 50%+ benchmark level) by the end of the 2024–2025 school year, they must master four specific "Critical Areas."
1. The "Big Four" Critical Areas
West Virginia's College- and Career-Readiness Standards focus on these domains:
Multiplication & Division: Students must move beyond "counting on fingers" to understand equal groups, arrays, and the relationship between operations (e.g., knowing that if $8 \times 5 = 40$, then $40 \div 5 = 8$).
Fractions as Numbers: This is the year students transition from whole numbers to "unit fractions" (like $1/4$ or $1/8$). They must be able to place these on a number line and compare their sizes.1
Area & Perimeter: Students learn that area is a form of multiplication ($length \times width$) rather than just counting squares.
Two-Dimensional Shapes: Analyzing and categorizing shapes based on their properties (sides, angles, etc.).
2. Specific "Fluency" Benchmarks
To hit the proficiency mark, a Marlinton 3rd grader is expected to perform the following with accuracy, efficiency, and flexibility:
| Skill Category | Benchmark Goal (End of Year) |
| Multiplication Tables | Master all facts from 0 to 10 with speed and memory. |
| Multi-Digit Addition | Fluently add and subtract within 1,000 using place value. |
| Rounding | Round any whole number to the nearest 10 or 100. |
| Word Problems | Solve two-step word problems using all four operations ($+, -, \times, \div$). |
3. The "Accountability Bar": HB 3035
Under the new 2025 state mandates, the "benchmark" isn't just a number on a report card; it carries real-world consequences:
Mandatory Screeners: Students are tested at the beginning, middle, and end of the year.2
Parental Notification: If a student falls below the "proficient" trajectory at any point, Marlinton is required to notify the parent in writing within 15 days and provide an "At-Home Intervention Plan."3
The Retention Policy: If a student does not show grade-level proficiency in reading or math by the end of 3rd grade, the law states they may not be promoted to 4th grade unless they attend a summer "Elevate" program or receive a specific exemption.4
4. How Marlinton Teachers Measure This
Instead of one big test at the end of the year, teachers use i-Ready Benchmarking. You might hear your child talk about their "Green Zone."
Green: On or above grade level.
Yellow: One grade level below (needs "Unite with Numeracy" intervention).
Red: Two or more grade levels below (needs intensive "High-Dosage" tutoring).
The current push at Marlinton is to move the "Yellow" students into the "Green" by focusing on Number Talks—brief, daily exercises where students explain how they solved a problem out loud to build their mathematical logic.
Would you like me to find some "At-Home Numeracy" activities or resources specifically designed for the West Virginia 3rd-grade curriculum?
To support your child's math journey at Marlinton Elementary, the West Virginia Department of Education (WVDE) has developed specific resources through the Unite with Numeracy and math4life initiatives.1 These are designed to move beyond traditional worksheets and focus on "Mathematical Habits of Mind."2
Here are specific at-home numeracy activities and resources tailored to the West Virginia 3rd-grade curriculum:
1. Official WVDE Parent Resources
The "Common Factor" Video Series: This is a flagship series for West Virginia families.3 It shows how math is used in the "real world" of West Virginia—from WVU football strategy to the Air National Guard.4 Watching these with your child helps them see the "why" behind the numbers.
Grades 3-5 Family Engagement Brochure: This official guide outlines the "Big Four" 3rd-grade focus areas (multiplication, fractions, area, and geometry) and provides specific questions parents can ask to prompt mathematical thinking.
Mathematical Habits of Mind Family Guide: This helps you reinforce the way students are being taught to think, such as "persevering in solving problems" and "attending to precision."
2. At-Home "Critical Area" Activities
Based on West Virginia’s 3rd-grade benchmarks, you can try these 5-to-10-minute "math snacks" at home:
The "Area Architect" (Area & Perimeter): Give your child a tape measure. Ask them to find the area (length × width) of their bedroom or the kitchen. For a challenge, ask: "If we wanted to put a border (perimeter) around the rug, how much material would we need?"
Grocery Store "Unit Fractions" (Fractions): When shopping, look at items sold in parts. If a carton has 12 eggs, ask: "If I use 3 eggs, what fraction of the carton is left?" Focus on "unit fractions" (1/2, 1/3, 1/4) as these are a major 3rd-grade goal.
"Fraction War" Card Game: Using a deck of cards, each person flips two cards to create a fraction (smaller number on top). The person with the larger fraction wins the round. This builds "fraction sense" without a textbook.
Array Scavenger Hunt (Multiplication): 3rd grade is all about "arrays" (objects in rows and columns). Have your child find arrays in your house—like a muffin tin (2x6), a window pane (3x4), or a pack of soda. Have them write the multiplication sentence for each.
3. Recommended Digital Tools (State-Approved)
If you have a tablet or computer at home, West Virginia educators recommend these specifically for 3rd-grade fluency:
Math Learning Center Apps: Free, visual apps (like "Fractions" or "Number Frames") that match the "Concrete-Representational-Abstract" method used at Marlinton Elementary.
i-Ready Math: Most Pocahontas County students have an i-Ready login. Spending 15 minutes a day on their "My Path" is one of the fastest ways to move a student from "Yellow" (Partially Proficient) to "Green" (Proficient).
4. The "Perseverance" Focus
A key part of the West Virginia curriculum is Mathematical Habit of Mind 1 (MHM1): Make sense of problems and persevere in solving them. When your child gets stuck, instead of giving the answer, try asking these "Unite with Numeracy" prompts:
"What is the problem asking you to find?"
"Can you draw a picture of what is happening?"
"Does your answer make sense? Why or why not?"
Making sense of problems and persevering
This video features a West Virginia 3rd-grade teacher explaining how to help students build the stamina and thinking skills needed to solve complex math problems at home and in the classroom.
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