1. Let's Practice--
Read, Adjust, and Label!

2. Read, Adjust and Label
Rachel baked 728 cookies,
Rachel baked 728 cookies, 612 pies, and 508 cakes. How many cakes and cookies did Rachel bake?
728 R co ca ]
612 pies,
co & ca
R bake ?
508
and
508 cakes. ξ
How many cakes and cookies did Rachel bake?

3. Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
Robert was reading a 490 page book.
Robert was reading a 490 page book. The first day of vacation he read 188 pages, the second day he read 202 pages, and on the third day he finished the book. Which is one method that can be used to find how many pages he read on the third day to finish the book?
490
The first day of vacation he read 188 pages,
Method
pgs read 3rd day R
bk pgs
188
202 ?
the second day he read 202 pages, D1 D2 D3
and
on the third day he finished the book.
Which is one method that can be used to find how many pages he read on the third day to finish the book?

4. Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
144
Miguel’s mom was making snack bags. She bought 144 carrots to put into 6 bags. How many carrots will be in each bag?
Miguel’s mom was making snack bags.
Carrots each bag
M m
carrots ?
B B B B B B
She
bought 144
carrots
to put into 6 bags.
How many carrots will be in each bag?

5. Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
At breakfast, the temperature outside was 68 degrees F.
At lunchtime it had
gone up 5 degrees F,
At breakfast, the temperature outside was 68 degrees F. At lunchtime it had gone up 5 degrees F, and then by dinnertime it had gone down 2 degrees F. What was the temperature at dinnertime?
and then by dinnertime it had gone down 2 degrees F.
What was the temperature at dinnertime?
Step 2
Step 1 68 5
temperature X
Temperature dinnertime 2 ?
Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
This problem is division problem working with larger numbers and is the more difficult type of division to model.
Step 1
Read the problem.
What is the main idea of the question?
Write the main idea of the question.
Step 2 is about the details.
Who is the problem about?
What is the problem about?
DRAW a UNIT BAR for each what (variable).
Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go.
Read the first sentence. Juan made paper roses for his girlfriend.
Does this provide any information to add to the model?
Read the next sentence. “He made 9 paper roses each day.”
Think about how we can show this action on the bar.
The bar represents Juan’s paper roses. Lets show the 9 paper roses that he made on day 1 like this, on day 2 like this, on day 3 like this.
Let’s represent this continuing by …
Labeling with Day 1, Day 2, etc. helps us to understand the action in the problem and to also choose an operation to use.
Let’s read the next sentence. “How many days did it take him to make 117 roses?”
Think about what the question is asking.
What does the 117 represent? Let’s label the model.
What are we looking for?
Since we are looking for the days, I am going to label the question ? with a D..
We have shown all of our sentences on the model so go to step 3.
Step 3
What’s the action?
What operation could we do to figure out the answer to the question?
What operation might we use?
Let’s write the computation to find the answer.
Step 4
What operation did you use to find the answer?
What could we write to describe what we did?

6. Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
Mrs. Cassidy bought 9 packages of party plates to use for a special party.
Each
package contained 8 party plates.
The party plates cost $48 altogether.
Mrs. Cassidy bought 9 packages of party plates to use for a special party. Each package contained 8 party plates. The party plates cost $48 altogether. Which number sentence can be used to find how many party plates in all Mrs. Cassidy bought?
Which number sentence can be used to find how many party plates in all Mrs.
Cassidy bought?
Step 1
Step 2
$48
Ms C
Plates 8 8 8 8 8
NS-party plates Ms Cassidy bought P1 P2 P3 P4 … P9 ?
Main Idea, Who-What-Unit Bar, Read, Adjust, and Label
Step 1
Read the problem.
What is the main idea of the question?
Write the main idea of the question.
Step 2 is about the details.
Who is the problem about?
What is the problem about?
DRAW a UNIT BAR for each what (variable).
Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go.
Read the first sentence. Theo has 4 old coins: W, X, Y, and Z.
Does this provide any information to add to the model?
Read the next sentence. “Coin Y is worth $2.”
How can we show this in the drawing?
Let’s label Coin Y with $2.
Read the next sentence. “Coin Z is worth 3 times the value of coin Y.”
Which model is this sentence about?
How do we show that it is 3 times coin Y?
Let’s label each with $2.
What is the value of coin Z?
Let’s label the value at the end of the bars.
Read the next sentence. “Coin W is worth 4 times the value of coin Y.”
How do we show it 4 times on the drawing?
Let’s label each part of the model of coin w.
What is the value of coin W?
Read the next sentence. “The 4 coins are worth $30 altogether.”
What is the action in this sentence?
Let’s show the action of addition with the bracket from Coin W to Coin Z.
What label will we use to show the total?
Let’s read the next sentence. “What is the value of coin Y?”
What are we being asking to find.
Let’s label it with a ?.
We have shown all of our sentences on the model so go to step 3.
Step 3
Think about what the question is asking.
How could we find the value of coin Y?
How many coins are there?
How many values do we know?
If we know the total value of all 4 coins, and the value of 3 of the coins, how could we find the value of the 4th coin?
What operation could we do to figure out the answer to the question?
Let’s write the computation to find the answer.
Step 4
What operations did you use to find the answer?
What could we write to describe what we did?

7. Four-Step Process
Alex bought lemons that were priced at 2 lemons for 18¢. What was the total cost of 5 lemons?
Alex bought lemons that were priced at 2 lemons for 18¢.
Step 2
18¢
Step 1 A
lem
What
Cost 5 lemons
was the total cost of 5 lemons? 1 2 3 4 5 ?
Step 4
Step 3
Step 1
Read the problem.
What is the main idea of the question?
Write the main idea of the question.
Step 2 is about the details.
Who is the problem about?
What is the problem about?
DRAW a UNIT BAR for each what (variable).
Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go.
Read the first sentence. Theo has 4 old coins: W, X, Y, and Z.
Does this provide any information to add to the model?
Read the next sentence. “Coin Y is worth $2.”
How can we show this in the drawing?
Let’s label Coin Y with $2.
Read the next sentence. “Coin Z is worth 3 times the value of coin Y.”
Which model is this sentence about?
How do we show that it is 3 times coin Y?
Let’s label each with $2.
What is the value of coin Z?
Let’s label the value at the end of the bars.
Read the next sentence. “Coin W is worth 4 times the value of coin Y.”
How do we show it 4 times on the drawing?
Let’s label each part of the model of coin w.
What is the value of coin W?
Read the next sentence. “The 4 coins are worth $30 altogether.”
What is the action in this sentence?
Let’s show the action of addition with the bracket from Coin W to Coin Z.
What label will we use to show the total?
Let’s read the next sentence. “What is the value of coin Y?”
What are we being asking to find.
Let’s label it with a ?.
We have shown all of our sentences on the model so go to step 3.
Step 3
Think about what the question is asking.
How could we find the value of coin Y?
How many coins are there?
How many values do we know?
If we know the total value of all 4 coins, and the value of 3 of the coins, how could we find the value of the 4th coin?
What operation could we do to figure out the answer to the question?
Let’s write the computation to find the answer.
Step 4
What operations did you use to find the answer?
What could we write to describe what we did?
____
)18 9
Find the quotient of 18 and 2. Find the product of 9 and 5. 9
X 5 2 45

8.  Four-Step Process ? Ms. Lee has 12 boxes of crayons.
Ms. Lee has 12 boxes of crayons. Each box has 16 crayons. How many crayons does she have?
Each box has 16 crayons.
M L 16 16 16 … 16
crayons
b cray
How many crayons does she have? ?
Step 4
Step 3
This problem is working with larger numbers and represents a 4th of 5th grade problem.
Step 1
Read the problem.
What is the main idea of the question?
Write the main idea of the question.
Step 2 is about the details.
Who is the problem about?
What is the problem about?
DRAW a UNIT BAR for each what (variable).
Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go.
Read the first sentence. Ms. Lee has 12 boxes of crayons.
Look at the model. If the unit bar represents one box of crayons, we would need to draw 11 more unit bars to show 12. Because this is a larger number, we can just indicate a pattern in the model to show to 12 boxes.
Now place a bracket and label it with 12 to show that the model represents 12 boxes of crayons.
(NOTE: It would have been fine to draw several lines on the unit bar to show 12 parts also.)
Read the next sentence. “Each box has 16 crayons.”
How should we label the model to show each box having 16 crayons?
Label each part of the model with 16.
Let’s read the next sentence. “How many crayons does she have?”
Think about what the question is asking.
What part of the model are we looking for?
Let’s put a bracket and a ? to show this on the model.
We have shown all of our sentences on the model so go to step 3.
Step 3
What operation could we do to figure out the answer to the question?
What operation might we use?
Let’s write the computation to find the answer.
Step 4
What operation did you use to find the answer?
What could we write to describe what we did? 16
X 12
Multiplied 16 by 12. 32
16 .
192

9. Four-Step Process
Step 2
Step 1
Warner Elementary has 1,125 students enrolled in PK to 5th grade. McFee Elementary has 238 fewer students in PK to 5th grade. What is the total number of students in the 2 newest Cy-Fair schools?
1125
Warner Elementary has 1,125 students enrolled in PK to 5th grade. ]
Students 2 new schools
Warner
McFee
Students ?
887
McFee Elementary has 238 fewer students in PK to 5th grade. ζ|
What is
238
the total number of students in the 2 newest Cy-Fair schools?
Step 3
Step 4
Sample Script
Step 1
Read the problem.
What is the main idea of the question?
Write the main idea of the question.
Step 2 is about the details.
Who is the problem about?
What is the problem about?
DRAW a UNIT BAR for each what (variable).
Re-read the problem one sentence at a time pausing at “ands” or commas. Label and adjust the models as you go.
Read the first sentence. Lisa had $10 to spend by Wednesday.
We need to show the total money that Lisa will spend in 3 days. To show that on the model, let’s put a brace from the money on Monday to the money on Wednesday and label that $10.
Read the next sentence. “On Monday, she spent $3,”
Stop at the comma and label the model.
Label money for Monday as $3.
Read the NEXT part of the sentence. And on Tuesday she spent $4.
Look at the model for money on Tuesday.
Since this is $4, should we make the unit bar larger or smaller?
How can you decide?
Since 4 is larger than 3, let’s add some more on to Tuesday’s model.
Label this as $4.
Let’s read the NEXT sentence. “How much money does she have left to spend on Wednesday?
Think about what the question is asking.
What part of the drawing are we looking for?
Let’s put a ? to show this on the drawing.
We have shown all of our sentences on the model so go to step 3.
Step 3
What operation could we do to figure out the answer to the question?
What should we do? Why?
Let’s write the computation and find the answer.
Step 4
What operation did you use to find the answer?
What could we write to describe what we did?
1,125
+ 887
Subtracted 238 from 1,125. Added 887 and 1,125.
1,125
- 238
887
2,012

10. Points to Remember Read, adjust and label-one sentence at a time.
Break long sentences into parts—and or commas help with places to break.
If there is more than one number given in a sentence, adjust the model one number at a time.
To show “take away”, mark off the appropriate units and draw an “X.”
Don’t get distracted with extra information. Focus on what the question is asking.
Placing the ? on the model, keeps students from answering the wrong question.
In the drawing, list the variables (who, what, unit bar) in the order that each appears in the story.
The computation is the differentiated part of the lesson. The model looks similar for all students, but the way they achieve success with computation is differentiated.
Take a few minutes to write down some points that you wish to remember about this session.