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 1
Read and Reread EVERYTHING
List A
List B
Glass Beaker
Copper Wire
Wooden Spoon
Steel Bolt
Plastic Cup
Nickel-Plated Fork
Rubber Band
Iron Wrench
R
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?
U
B
A. Magnetic objects
B. Hard objects
C. Electrical Conductors
D. Thermal Insulators
I
E
S
Step 2
Underline the question
List A
List B
Glass Beaker
Copper Wire
Wooden Spoon
Steel Bolt
Plastic Cup
Nickel-Plated Fork
Rubber Band
Iron Wrench
R
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?
U
B
A. Magnetic objects
B. Hard objects
C. Electrical Conductors
D. Thermal Insulators
I
E
S
Step 3
Bracket Key Words
List A
[List B]
[Glass] Beaker
[Copper] Wire
[Wooden] Spoon
[Steel] Bolt
[Plastic] Cup
[Nickel]-Plated Fork
[Rubber] Band
[Iron] Wrench
R
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]?
U
A. Magnetic objects
B. Hard objects
C. Electrical Conductors
D. Thermal Insulators
I
B
E
S
Step 4
Identify 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
Non-metal objects-Insulator
Metal objects-Conductor
R
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]?
U
A. Magnetic objects
B. Hard objects
C. Electrical Conductors
D. Thermal Insulators
I
B
E
S
Step 5
Eliminate Wrong Answers
List A
[List B]
[Glass] Beaker
[Copper] Wire
[Wooden] Spoon
[Steel] Bolt
[Plastic] Cup
[Nickel]-Plated Fork
[Rubber] Band
[Iron] Wrench
Non-metal objects-Insulator
Metal objects-Conductor
R
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]?
U
A. Magnetic objects COPPER IS NOT A MAGNETIC METAL
B. Hard objects
C. Electrical Conductors
D. Thermal Insulators METAL IS A CONDUCTOR
I
B
E
S
Step 6
Select the Right Answer
List A
[List B]
[Glass] Beaker
[Copper] Wire
[Wooden] Spoon
[Steel] Bolt
[Plastic] Cup
[Nickel]-Plated Fork
[Rubber] Band
[Iron] Wrench
Non-metal objects-Insulator
Metal objects-Conductor
R
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]?
U
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
I
B
E
S
Step 1
Read and Reread EVERYTHING
R
U
B
I
E
S
Step 2
Underline the question
R
U
B
I
E
S
Step 3
Bracket Key Words
R
U
B
I
E
S
Step 4
Identify Key Concepts or Patterns
x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3
2x + 18 = 8x + 10
-2x
3
9
-2x
18 = 6x + 10
-10
- 10
8 = 6x
X
4x + 2
/6 /6
8/6 = x
R
4/3 = x
U
B
I
E
S
Step 5
Eliminate Wrong Answers
x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3
2x + 18 = 8x + 10
-2x
3
9
-2x
18 = 6x + 10
-10
- 10
8 = 6x
X
4x + 2
/6 /6
8/6 = x
R
4/3 = x
U
B
I
E
S
Step 6
Select the Right Answer
x + 9 + x + 9 = 4x + 2 + 3 + 4x + 2 + 3
2x + 18 = 8x + 10
-2x
3
9
-2x
18 = 6x + 10
-10
- 10
8 = 6x
X
4x + 2
/6 /6
8/6 = x
R
4/3 = x
U
B
I
E
S
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
RUBIES Warm-Up Template
Description
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.
This document provides information about how to
introduce RUBIES to your students and how to
continuously use it in your classroom.
Guide To RUBIES