Making a worked example sheet

Who this is for

This is for teachers and tutors who introduce a procedure, such as solving equations, balancing chemical equations, finding a thesis sentence or tracing a loop in code. It works best for skills with a clear sequence of steps. It is less useful for open-ended work where there is no single path.

The plan at a glance

1. 1.Pick one problem type and write one complete solution, using the habit show every step, with a short reason beside each line.
2. 2.Write a second problem of the same type where you fade steps: leave the last step or two blank.
3. 3.Fade more on the next one, until the student does the whole solution.
4. 4.End with practice pairs: two problems that look alike, the first with hints and the second without.
5. 5.Test the sheet by doing it yourself and by substituting every answer back.

Step by step

1. 1. Choose one problem type

   Name the type in a short phrase, such as "two-step equations with a positive answer". If you cannot name it, the sheet is trying to do too much.

2. 2. Write the model solution

   Put each step on its own line. Next to it, write what you did and why in a few words. Students copy the reasons, not just the arithmetic, so make the reasons short enough to remember.

3. 3. Remove one step at a time

   Build the faded versions in order: the last step blank, then the last two, then everything except the problem. Keep the layout identical so students can see what is missing.

4. 4. Pair the practice

   Write problems in twos. The first has a hint box. The second is the same shape with new numbers and no hint. A student who gets the first but not the second has told you something.

5. 5. Check every answer

   Work all problems yourself and substitute each answer into the original. A single wrong key on a worked sheet is copied by every student.

Worked example: a sheet for two-step equations

Part 1: the full model

Solve 2x + 3 = 11.

Part 2: the faded version

Solve 3x + 5 = 20. Steps 1 to 3 are done for the student. Steps 4 and 5 and the check are blank.

1.  3x + 5 = 20
2.  3x + 5 − 5 = 20 − 5      (undo the +5)
3.  3x = 15
4.  ________________       (undo the ×3)
5.  x = ____
Check: 3(____) + 5 = ____

Answer key: dividing both sides by 3 gives x = 5, and the check is 3(5) + 5 = 15 + 5 = 20.

Part 3: practice pairs

Keys: 4x − 7 = 13 gives 4x = 20 and x = 5, check 4(5) − 7 = 13. 5x − 4 = 21 gives 5x = 25 and x = 5, check 5(5) − 4 = 21. x/2 + 1 = 6 gives x/2 = 5 and x = 10, check 10/2 + 1 = 6. x/3 + 2 = 5 gives x/3 = 3 and x = 9, check 9/3 + 2 = 5.

If something goes wrong

• Students skip the model and go straight to the problems. Add a line at the top: "Read the model, then cover it and explain step 2 to a partner."
• The faded problem works but the unaided one does not. Insert an intermediate version with only one step shown.
• Students copy the reasons without understanding them. Ask them to write the reason in their own words on one of the faded problems.
• The sheet is too long. One model, two faded problems and two pairs is enough for one sitting.

Keep it going

Keep the sheets you make in a folder organized by problem type. Next year you can reuse the model and change only the numbers. After a lesson, an exit ticket with one problem of the same type will show whether the fading worked. If you want a second pair of eyes while drafting, DuckyHelper can look at your sheet on screen and work a problem on its blackboard, but the answer key is still yours to check.