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Why Bar Models? - Makes an abstract word problem or equation pictorial. (Concrete → Pictorial → Abstract) - Allows for deeper analysis and understanding.

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Presentation on theme: "Why Bar Models? - Makes an abstract word problem or equation pictorial. (Concrete → Pictorial → Abstract) - Allows for deeper analysis and understanding."— Presentation transcript:

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2 Why Bar Models? - Makes an abstract word problem or equation pictorial. (Concrete → Pictorial → Abstract) - Allows for deeper analysis and understanding of the problem by teaching students to: Identify all information given and its relationship to other pieces of information Identify missing information that needs to be found Understand what mathematical operation needs to take place - Bar modeling is a very versatile strategy! It can be used for problems involving: Addition, subtraction, multiplication, division, fractions, decimals, percentages, ratios - Bar modeling trains students to think algebraically. “develops students’ visual thinking capabilities and algebraic thinking and reinforces higher level thinking.”

3 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement.

4 One number is 1/3 of another number. If the difference between the numbers is 26, find the two numbers. Try a problem!

5 Mike had 8 big blocks and 6 small blocks in a basket. How many blocks are there in the basket? ? 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement =14 1 st Grade There are ________ blocks in the basket. Mike’s Blocks Big Small

6 John has 15 marbles. 4 of them are outside the bag. How many marbles are there in the bag? 1 st Grade 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement ? 15-4=11 There are ________ marbles in the bag. 11 John’s marbles out in

7 Mary has 11 storybooks. She has 2 more storybooks than Sally. How many storybooks does Sally have? 1 st Grade Sally has ________ storybooks. 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. Mary’s storybooks Sally’s storybooks ? ? 11-2=

8 Pam has 4 times as much money as Kurt. If Pam has $30 more than Kurt, how much money do they have in all? 3rd Grade 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. They have ________ money in all. Pam’s money Kurt’s money $30 ? a) 1 unit, 30 ÷ 3=10 10 b) Pam+ Kurt, = 50 $50

9 Peter has twice as many stickers as Joe. Joe has 20 less stickers than Emily. They have 300 stickers altogether. How many stickers does Peter have? 5th Grade 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. Peter has ________ stickers. Peter’s stickers Joe’s stickers Emily’s stickers a) 300 – 20 = 280 b) 280 ÷ 4 = 70 (1 unit) 70 C) Peter 70 x 2 = 140 ?

10 There are 3 pieces of rope. Rope A is 3 times as long as Rope B. Rope C is 10.4 cm longer than Rope A. The total length of all 3 ropes is cm. How long is Rope C? 5th Grade Rope C is ________cm long. Rope A Rope B Rope C a) = Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. b) ÷ 7 = 15.1 (1 unit) 15.1 c) Rope c = (15.1x3) = ?

11 Betsy made cupcakes for the class party. 1/3 of the cupcakes were chocolate. 2/5 of the remaining were vanilla and the remaining 12 cupcakes were strawberry. How many cupcakes did Betsy make in all? 5th Grade 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. Betsy made ________cupcakes in all. Betsy’s cupcakes chocolate 4 Vanilla Strawberry a) 12 ÷ 3 = b) 5 x 4 = c) 10 x 3 = 30 ?

12 The ratio of Carla’s postcards to Juan’s postcards was 2:5. If together they had a total of 35 postcards, how many more postcards did Juan have than Carla? 5th Grade Juan had ________ more postcards than Carla. Carla’s postcards Juan’s postcards 35 a) 35 ÷ 7 = 5 (1 unit) 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement b) 5 x 3 = ?

13 One number is 1/3 of another number. If the difference between the numbers is 26, find the two numbers. 9 Steps to Model Drawing 1. READ the entire problem. 2. REPHRASE the question into a statement. 3. WHO is involved in the problem? 4. WHAT is involved in the problem? 5. Draw BAR(s). 6. Read each sentence ONE at a time. 7. LABEL bar(s) and write a question mark for the unknown. 8. Write an EQUATION and a NUMBER BOND. 9. Write the answer in the blank to complete the statement. The two numbers are ________ and _________. Number 1 Number 2 26 a) 26 ÷ 2 = 13 (1 unit) 13 b)Num. 1 = 13 Num. 2 (13x3 =39) 13 39

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