What is the significant drawback of students writing a number sentence first when solving math word problems?

The significant drawback of students writing a number sentence first when solving math word problems is that they may not see connections to the problem. Creating a number sentence before fully understanding the context and details of the word problem can lead to a disconnect between the mathematical operation and the real-world scenario being presented.

When students prioritize the number sentence, they might overlook important information, relationships, or the purpose of the problem. This can result in a lack of comprehension, making it harder for them to apply mathematical concepts effectively. Engaging more deeply with the language and context of the word problem enhances comprehension and allows students to develop a more holistic understanding of mathematical reasoning, rather than just focusing on the numbers and operations.

This approach encourages students to think critically about the problem they are trying to solve and helps them make meaningful connections between the math they are using and the problem's context. Therefore, understanding the problem fully first would enable them to represent it more accurately with a number sentence afterward.