Attacking Multiple Choice Problems:The R.U.B.I.E.S. Method

This resource is a PD Roundtable “Top Pick”A tool recommended by a group of experienced Program Directors for teachers (and their mentors).

INTRODUCTION

In this slideshow you will find:• two specific examples of using the RUBIES problem solving method in a

Math (Algebra / Geometry) and Science (Earth Science) class with think alouds in the notes sections of this powerpoint,

• student work samples, • a link to a VIDEO testimonial of an 8th grade science teacher using RUBIES

(Slide 20)• Also, in the zip file, you’ll also see a PPT template for giving RUBIES to your

students as daily warm-up practice so they can learn how to “attack” word problems, AND a guide on how to teach and incorporate RUBIES in your classroom (see slide 21 for further description of these tools)

INTRODUCTION

When and Why should I use this? You should use this as you consider how you will teach your students how to solve more difficult and conceptual problems, similar to those that they may find on state standardized tests.

NOTE - there are several ways to “attack” and teach word problems. While this represents one of those methods, the same processes apply for other mnemonic devices intended to teach problem solving skills.

It is less important to teach students the acronym “RUBIES” and more important that students see and show the thought process that the method embodies.

How should I use this? Use this as a model for how to think about introducing problem solving to your students. Please look at the Think Alouds (in quotes), key messages to pull out (in Bold/Underlined) in the comments features, and student work at the back.

TEST TAKING STRATEGY

• R - Read and reread everything.

• U - Underline the question.

• B - Bracket the key words.

• I - Identify the key concept or pattern

• E - Eliminate the wrong answers.

• S - Select the best answer.

Step 1Read and Reread EVERYTHING

List A List B

Glass Beaker Copper Wire

Wooden Spoon Steel Bolt

Plastic Cup Nickel-Plated Fork

Rubber Band Iron Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the best label for the objects in List B?     

A. Magnetic objects

B. Hard objects

C. Electrical Conductors

D. Thermal Insulators

R

U

B

I

E

S

Step 2Underline the question

List A List B

Glass Beaker Copper Wire

Wooden Spoon Steel Bolt

Plastic Cup Nickel-Plated Fork

Rubber Band Iron Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the best label for the objects in List B?     

A. Magnetic objects

B. Hard objects

C. Electrical Conductors

D. Thermal Insulators

R

U

B

I

E

S

Step 3Bracket Key Words

List A [List B]

[Glass] Beaker [Copper] Wire

[Wooden] Spoon [Steel] Bolt

[Plastic] Cup [Nickel]-Plated Fork

[Rubber] Band [Iron] Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the [best label] for the objects in [List B]?     

A. Magnetic objects

B. Hard objects

C. Electrical Conductors

D. Thermal Insulators

R

U

B

I

E

S

Step 4Identify Key Concepts or Patterns

List A [List B]

[Glass] Beaker [Copper] Wire

[Wooden] Spoon [Steel] Bolt

[Plastic] Cup [Nickel]-Plated Fork

[Rubber] Band [Iron] Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the [best label] for the objects in [List B]?     

A. Magnetic objects

B. Hard objects

C. Electrical Conductors

D. Thermal Insulators

R

U

B

I

E

S

Non-metal objects-Insulator Metal objects-Conductor

Step 5Eliminate Wrong Answers

List A [List B]

[Glass] Beaker [Copper] Wire

[Wooden] Spoon [Steel] Bolt

[Plastic] Cup [Nickel]-Plated Fork

[Rubber] Band [Iron] Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the [best label] for the objects in [List B]?     

A. Magnetic objects COPPER IS NOT A MAGNETIC METAL

B. Hard objects

C. Electrical Conductors

D. Thermal Insulators METAL IS A CONDUCTOR

R

U

B

I

E

S

Non-metal objects-Insulator Metal objects-Conductor

Step 6Select the Right Answer

List A [List B]

[Glass] Beaker [Copper] Wire

[Wooden] Spoon [Steel] Bolt

[Plastic] Cup [Nickel]-Plated Fork

[Rubber] Band [Iron] Wrench

Marcus and Anne were going through some things in their attic to use in an experiment at school.  As they sorted through the objects that they found they put them into two boxes.  What would be the [best label] for the objects in [List B]?     

A. Magnetic objects COPPER IS NOT A MAGNETIC METAL

B. Hard objects ALL THE THINGS IN LIST A COULD ALSO BE HARD

C. Electrical Conductors ALL THE ITEMS CONDUCT ELECTRICITY

D. Thermal Insulators METAL IS A CONDUCTOR

R

U

B

I

E

S

Non-metal objects-Insulator Metal objects-Conductor

Step 1Read and Reread EVERYTHING

R

U

B

I

E

S

Step 2Underline the question

R

U

B

I

E

S

Step 3Bracket Key Words

R

U

B

I

E

S

Step 4Identify Key Concepts or Patterns

R

U

B

I

E

S

9

X 4x + 2

3

x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3

2x + 18 = 8x + 10

-2x -2x

18 = 6x + 10

-10 - 10

8 = 6x

/6 /6

8/6 = x

4/3 = x

Step 5Eliminate Wrong Answers

R

U

B

I

E

S

9

X 4x + 2

3

x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3

2x + 18 = 8x + 10

-2x -2x

18 = 6x + 10

-10 - 10

8 = 6x

/6 /6

8/6 = x

4/3 = x

Step 6Select the Right Answer

R

U

B

I

E

S

9

X 4x + 2

3

x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3

2x + 18 = 8x + 10

-2x -2x

18 = 6x + 10

-10 - 10

8 = 6x

/6 /6

8/6 = x

4/3 = x

STUDENT WORK EXAMPLE 1

STUDENT WORK EXAMPLE 2

STUDENT WORK EXAMPLE 3

Video Testimonial

Caitlin Regan – Houston ’08, shares why she uses RUBIES in her classroom, and how it has made a difference in her students ability to read through complex word problems and understand what they are really being asked. She also demonstrates how she goes over RUBIES everyday during her morning warm-up with her students.

Click Here for the video;

http://tfateams.org/pdvideos/archive/1/video/1

Username: tal

Password: talrubric

Additional Resources

File Name Description

RUBIES Warm-Up Template

This is a PPT that if printed as NOTES sheets will print with the RUBIES check boxes on the papers. Teachers can use this to create a daily warm-up folder so that students can practice their RUBIES everyday with questions aligned to the End of Year Exam. You may think about using questions from objectives you have already taught to also use this as a time to re-teach or review.

Guide To RUBIES

This document provides information about how to introduce RUBIES to your students and how to continuously use it in your classroom.