The purpose of this study was to investigate the impact of teaching daily math word problems in a 3-6th grade ELL classroom on math vocabulary use and math word problem and place value comprehension. This study sought to answer the following research question: "How does direct instruction of mathematical operation keywords through teaching daily word problems on place value impact student math comprehension and oral use of math computation terms?" This quantitative study used a pre and post word problem test graded on a 16 point scale and a frequency tally to track math vocabulary use. The results showed a small increase in word problem comprehension and a large increase in math vocabulary frequency. I concluded that while math problems help some students' comprehension, the written format in English combined with the students' lower English reading ACCESS scores prevented many from benefiting in regards to comprehension. The study showed that daily implementation of math word problems in the classroom greatly increased use and understanding of English math vocabulary.