Step-by-Step Model Drawing Solving Word Problems the Singapore Way

Courtesy Be on time Cell phones on silent, vibrate, or off Be mindful of side-bar conversations Focus on the task at hand Collaborative Promote a sense of inquiry Frame meaningful questions Pay attention of self and others Assume positive intentions Be reflective Norms

 Participants will have a better understanding of why Model Drawing is an important strategy to teach K-5.  Participants will have a better understanding of how to teach Model Drawing. Today’s Outcomes

 One of the key Elements missing in the United States instruction of Mathematics is a focus on Problem Solving.  Singapore Math focuses on problem solving and creating equations from Primary up.  Model Drawing is the way the teach this and build conceptual understandings (not just memorizing facts and formulas)  A Focus on Problem Solving

 Concrete- Manipulatives  Pictorial- Visual Models or Drawings  Abstract- Symbols C-P-A

 Computation is about students comprehending what they are doing, not simply following rules. Model Drawing does not address this but Number Talks or other Fluency work will help students with this part. What is Computation?

 Comprehension should be the goal in mathematics just like reading!  What to do and why. Math Comprehension

 Teachers have to use multiple strategies to teach the same concept because what makes sense to one student may not make sense to another. Everyone learns in different ways!

 First they need to learn the process.  Then they need to apply the process independently. Two Stages of Model Drawing

 Manipulatives  K-2 Number Bonds/Part-Part Whole Boxes  Discrete Model  Continuous Model Process of Model Drawing

 Read the entire problem. 2.Rewrite the question in sentence form, leaving a space for the answer. 3.Write who or what is involved in the problem. 4.Draw the unit bars. 5.Chunk the problem, adjust the bars, and fill in the question mark. 6.Compute and solve the problem. 7.Write the answer in the sentence and make sure the answer makes sense. 7 Steps

 Janet picked 3 daisies and 2 sunflowers from her garden. How many total flowers did Janet pick from her garden?  Work with small numbers with students drawing 1 square to represent each object, put in a part-part whole box, or use grid paper. Discrete Model

 One bag of lettuce weighed 14 ounces. Another bag weighed 12 ounces. What was the total weight of the 2 bags of lettuce?  When students understand cardinality, they can move to the continuous model. They have one unit bar and will write numbers inside the bar. Continuous Model

 Deborah had some books. She went to the library and got 8 more books. Now she has 12 books altogether. How many books does she have now? Start Unknown

 There were 12 people on the bus. Some people got off. Now there are 6 people on the bus. How many people were on the bus? Change Unknown

 Connie has 13 marbles. Juan has 5 marbles. How many more marbles does Connie have than Juan? Compare-Difference Unknown

 Tori has 7 pieces of candy. Taylor has 9 more pieces of candy than Tori. How many pieces of candy does Taylor have? Compare- Quantity Unknown

 Jim has 12 shells. He has 8 more shells than Jack. How many shells does Jack have? Compare- Referent Unknown

 Sofia rode four fewer horses than Corrine. Corrine rode nine horses. How many horses did Sofia ride? Compare

 Louise read 345 pages during the 3- day weekend. If she read 120 pages on Friday and 115 pages on Saturday, how many pages did Louise read on Sunday? 2 Steps

 Teachers need to work the problems out before teaching them- we are learning too.  This is just 1 problem solving strategy, you still need to teach the others.  Lower grades need to introduce this strategy and practice, because the upper grades need this strategy in place for students to be successful with Common Core. Reflection