Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Developing an Understanding of Strip Diagrams Tuesday September 13, 2011 Common Core Leadership in Mathematics (CCLM)

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Learning Intentions & Success Criteria  We are learning to…  Understand how to solve multiplication comparison problems and use tape (strip) diagrams to illustrate the solutions.  We will be successful when….  Clearly explain the mathematical content in 4OA.1 and 4OA.2 and be able to provide examples of the mathematics.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Standard 4.OA.1  Read standard 4.OA.1  Divide your slate in half. On one side, rephrase this standard and on the other side, provide an example.  Share with your partner.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Revisiting Multiplicative Comparison Problems  Read the handout about Multiplicative Comparison Problems  Highlight as you read, noting ideas that you understand and those that still confuse you.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Standard 4.OA.2  Read standard 4.OA.2  Divide your slate in half. On one side, rephrase this standard and on the other side, provide an example.  Share with your partner.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Sense Making….  Share with your shoulder partner a few ideas that struck you as critical to developing a sound understanding of multiplicative comparison problems.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Tape Diagram  A drawing that looks like a segment of tape, used to illustrate number relationships. Also known as strip diagrams, bar model, fraction strip or length model.  CCSSM Glossary p. 87

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Your turn Connie ran 50 meters Melissa ran 200 meters  On your slate, write three problems using this information: Larger quantity unknown Smaller quantity unknown Compare quantity unknown

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year A Parking Lot Problem A fourth grade class counted the number of vehicles that went by the front entrance of the school between 9 o'clock and 10 o'clock. The total number of vehicles counted was156. There were 3 times as many passenger cars as trucks. How many passenger cars and how many trucks were counted? Use a tape diagram to illustrate and solve this problem.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Farmer problem  A farmer has 7 ducks. He has 5 times as many chickens as ducks. How many more chickens than ducks does he have?  On your slate, draw a diagram to help you solve this problem. Record your thinking.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Let’s Look at Some Student Problems Solve the problems (from Singapore Mathematics 3A) with your partner. How did the tape diagram help you think multiplicatively?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year The power of strip diagrams With the aid of simple strip diagrams, children can use straightforward reasoning to solve many challenging story problems conceptually. Beckmann 2004

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Reflecting on the Practices

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Learning Intentions & Success Criteria  We are learning to…  Understand how to solve multiplication comparison problems and use tape (strip) diagrams to illustrate the solutions.  We will be successful when….  Clearly explain the mathematical content in 4OA.1 and 4OA.2 and be able to provide examples of the mathematics.