Model Drawing Examples

Grade 1

Model Drawing Procedure
• Developed in Singapore • Visual representation of details and actions which assists children with problem solving

• Helps children logically think using visual models to determine their computations

Model Drawing Procedure • Teaches the importance of language within math problems • Provides foundation for algebraic understanding • Provides for differentiated instruction .

Model Drawing Procedure • Fosters quantitative reasoning (number sense) when teachers question • Empowers students to think systematically and master more difficult problems • Makes multi-step and multi-concept problems easy to work .

Model Drawing does NOT • Work on every problem • Specify ONE RIGHT model • Specify ONE RIGHT operation .

Areas for Use of Model Drawing Procedure in Grade 1 • Whole Number Operations – Addition – Subtraction – Multi-operations .

Step 3 •Work the computation (s). Step 4 •Describe how the problem was solved. .Use Model Drawing in Four-Step Process Step 1 •Main Idea of Question Step 2 Who What Unit Bar Read one sentence at a time to adjust unit bars.

Strategy • • 4. Write who the problem is about (related to main idea.1. How .) Draw unit bars of equal length. Write the number sentence and work the computation (s). Describe how the problem was solved. 2. Write the main idea in the question. Re-read the problem one sentence at a time adjusting the unit bars to match the story and identify the question on the model. Details • • • • • • Main Idea Four Step Process Read the problem.) Write what the problem is about (related to main idea. 3.

Put Together Addition .

Ann has 2 toys. ] ? +3 5 . Jeff has 3 toys. How many toys do they have together? Step 1 Step 2 2 Toys together Ann toys 3 Jeff toys Step 3 2 Step 4 Add 2 and 3.

Henry saw 5 . How many animals did the 2 boys see? Main Idea Details 4 Animals seen Andy 5 Henry ] ? Strategy 4 +5 9 How Put together 4 and 5 to get a sum of 9.Andy and Henry went to the zoo. Andy saw 4 . .

Take Away Subtraction .

Ann has 4 toys.1 3 . She gave away 1 toy. . How many toys are left? Step 1 Step 2 4 Toys left Ann toys X ] ? 1 Step 3 4 Step 4 Subtract 1 from 4.

Compare Subtraction .

Ann has 4 toys. . Jeff has 1 toy. How many more toys does Ann have than Jeff? Step 1 Step 2 4 More toys Ann than Jeff Ann toys ] 1 ? Jeff toys Step 3 4 Step 4 Subtract 1 from 4.1 3 .

-3 1 ] . Leo bought 4 at the carnival.Anabel bought 3 at the carnival. How many more were bought than Main Idea Details 3 Anabel 4 Leo ? more ice cream than apples ? Strategy 4 How Compared 3 to 4 to get 1.

Jeff has 4 toys. .2 2 . How many more toys does Jeff have than Ann? Step 1 Step 2 2 More toys Jeff than Ann Ann toys 1 1 4 Jeff toys Step 3 4 1 1 1 1 ] ? Step 4 Subtract 2 from 4.Ann has 2 toys.

Missing Part Subtraction .

Ann has 5 balls.3 2 . The rest are footballs. ] ] 3 BB . Three are baseballs. How many are footballs? Step 1 Step 2 5 footballs Ann balls ? FB Step 3 5 Step 4 Subtract 3 from 5.

How many coins were dimes? Main Idea Details 11 Carlos coins coins dimes ] Q ] ?D Strategy How Found the difference of 11 and 8. Eight coins were quarters and the rest were dimes. 11 -8 3 .Carlos had 11 coins in his pocket.

Put Together and Take Away Addition and Subtraction .

5 3 Step 4 Add 3 and 2. she gave 3 away and on Tuesday she gave away 2 more. How many marbles does she have left? Step 1 Step 2 Lisa marbles 8 X X X X X ] ? marbles left 2 3 Step 3 3 +2 5 8 . Subtract 5 from 8. On Monday.Lisa had 8 marbles. .

• However. • If a child understands that the details are usually what is needed to answer the main idea of the question. . he will be less likely to include information that is not needed in the details.Extra Information • Try to keep students focused on what the question is asking them to find. placing the ? in the model will help them understand what information is needed to answer the question. if the child includes the extra information in the drawing.

show one unit for each item. be sure all the unit bars for each variable are touching each other so comparisons are clearer. • At the beginning of first grade. • To show take away. list the variables in the order they appear in the problem.Hold These Thoughts • In first grade. Modeling each part of the model drawing with unifix cubes concretely represents the picture that is being drawn. • In the drawing. . mark off the appropriate unit bar segments and draw a X. • Including labels helps clarify drawings.

Break long sentences into parts—and or commas. connecting the adjustment to the vocabulary in the sentence improves student’s number sense and reasoning. • Too often. Make sure that the bar of $25 is not larger than the bar of $30.Hold These Thoughts • Unit bars need to be proportional. it means the number is larger. • Continuously asking students to describe how the unit bars should be adjusted. students rush through a problem and answer the wrong question. adjust the model one number at a time. When you lengthen the bar. and when you shorten the bar. • If there is more than one number given in a sentence. . Placing the question mark helps to prevent that. it means the number is smaller. • You can always adjust the size of a unit bar as you learn more information.

The model looks the same for all students. many students will add three MORE unit bars instead of adding just two. ―three times as many…‖ add one unit bar at a time. but the way they achieve success with computation is differentiated. Focus on what the question is asking you to find. the answer is the same! This is very important for students to see. • Don’t get distracted looking for extraneous information. . Otherwise. • When a problem says. • Draw a dotted line between unit bars to point out segments of equal value. No matter how you calculate it.Hold These Thoughts • The computation is the differentiated part of the lesson.

_______________ Is certified as a Model Math Artist. __________ Teacher Name __________ Date .

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