The purpose of this study was to analyze the performances of students in solving problems presented in different forms including equations, verbal equations, stories, and stories supported by diagrams in problem-solving. A descriptive survey model was employed in the study. The study group consisted of 14 fourth-grade students. Data were collected from the students by using four different types of worksheets (equation, verbal equation, story, and story + diagram). Each worksheet consisted of 10 similar problems that require the same mathematical operations but differ in presentation. To prevent the similarity in the problems by the students, the worksheets were applied to the students face-to-face by the classroom teachers during the course hours, at two-week intervals. The obtained data were analyzed through descriptive statistics. According to the findings of the study, the students solved the equation problems more accurately than the verbal and story problems. Furthermore, it was determined that students solved diagram-supported story problems more accurately than the other problem types.