1. Supporting Problem Solving in maths using the Singapore Bar Method
Donna Swallow

2. How to solve this problem
Ben spent 2/5 of his money on a game. The game cost £10. How much money did he have at first? £5 £10 £10 There are 5 blocks so he must have had £25

3. 1/5 1/5 1/5 1/5 1/5 £10 1/5 1/5 1/5 1/5 1/5 £5 £5 £5 £5 £5 £5 + £5 + £5 + £5 +£ 5 or 5 x £5 = £25.

4. Now using the bar method blocks to model this problem:
Peter has 4 books. Harry has five times as many books as Peter. How many more books does Harry have?

5. Progression from concrete to abstract
Pupils make use of concrete objects to make sense of problems involving whole and comparison ideas
Drawing of rectangular bars as pictorial/ mathematical representations of the ideas
Use of representations to identify the mathematics that need to be applied to solve the problem

6. Children draw objects
Ginny has 2 teddy bears. Her mum gives her one more bear. How many bears does Ginny have now? + = It’s important to set these out horizontally.

7. Dots replace objects – arrows appear
Peter picked three flowers. Ally picked two flowers. How many flowers did the children pick? ?

8. Numbers replace dots
Jenny has 6 cars. Her brother gives her 3 more cars. How many cars does she have now? 6 3 ?

9. Numbers are moved outside the bar and bars are labelled
Juan has 36 football cards. Sue has 15 football cards. How many more cards does Juan have than Sue? 36 Juan’s ? Sue’s 15

10. Whole-Part Method
Used for addition and subtraction – these calculations need teaching simultaneously so pupils see the link. Put in known information. Whole Part Part

11. Comparison method also used for addition and subtraction
Daniel has 248 marbles, Peter has How many more does Daniel have?
248
202 ?
Pupils need to be confident using the number line method

12. Multiplication
Peter has 4 books. Harry has five times as many books as Peter. How many more books does Harry have?

13. Division
Mr Smith has a piece of wood that measures 36cm. He cut it into 6 equal pieces. How long was each piece? ÷ 6 = 6

14. Fractions – always ask “What is the whole
Fractions – always ask “What is the whole?” and record the denominator first.
Find 1/5 of 30 30

15. What does this mean for us at Firfield?
The Bar Method starts at Y3 but KS1 should build the foundations through vertically modelling when using objects and pictures.
The Juniors are being taught how – this approach is for all abilities not just for SEN.
Pupils will start talking more! Teachers will be able to spend time picking apart the problem once the solutions are found to ensure pupils understand what’s happening.