Model Drawing Animations Grade 1

7/30/2019 Model Drawing Animations Grade 1

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Model Drawing ExamplesGrade 1


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Model Drawing Procedure

Developed in Singapore

Visual representation of details andactions which assists children withproblem solving

Helps children logically think usingvisual models to determine theircomputations


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Teaches the importance of languagewithin math problems

Provides foundation for algebraicunderstanding

Provides for differentiatedinstruction


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Fosters quantitative reasoning (numbersense) when teachers question

Empowers students to thinksystematically and master moredifficult problems

Makes multi-step and multi-conceptproblems easy to work


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Model Drawing does NOT

Work on every problem

Specify ONE RIGHT model

Specify ONE RIGHT operation


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Areas for Use of Model DrawingProcedure in Grade 1

Whole Number Operations

Addition

Subtraction

Multi-operations


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Step 1

Step 4

Step 2

Step 3

Use Model Drawing in Four-Step Process

Main Idea of Question

Work the computation (s). Describe how the problem was solved.

Who What Unit BarRead one sentence at a time to

adjust unit bars.


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Four Step Process1. Main Idea

Read the problem. Write the main idea in the question.

2. Details Write who the problem is about (related to main

idea.)

Write what the problem is about (related to mainidea.) Draw unit bars of equal length. Re-read the problem one sentence at a time

adjusting the unit bars to match the story andidentify the question on the model.

3. Strategy Write the number sentence and work the

computation (s).

4. How Describe how the roblem was solved.


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Put Together

Addition


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Ann has 2 toys. Jeff has 3 toys.How many toys do they have together?

Toys together Ann

Jeff

toys

toys3

]

?

2

+ 3

5

Add 2 and 3.

Step 1

Step 4

Step 2

Step 3

Ann has 2 toys.Jeff has 3 toys.How many toys do they have together?

2

d d H h


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Andy and Henry went to the zoo.Andy saw 4 . Henry saw 5 .How many animals did the 2 boys see?

Animals seen Andy

Henry

5

]

?

Main Idea Details

Andy and Henry went to the zoo.Andy saw 4 .How many animals did the 2 boys see?

4

Henry saw 5 .

Strategy

4

+ 5

9

How

Put together 4 and 5 to get a

sum of 9.


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Take Away

Subtraction


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Ann has 4 toys. She gave away 1 toy.How many toys are left?

Toys left Ann toys ]

?

4

- 1

3

Subtract 1 from 4.

Step 1

Step 4

Step 2

Step 3

Ann has 4 toys.She gave away 1 toy.How many toys are left?

4

1

X


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Compare


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Ann has 4 toys. Jeff has 1 toy.How many more toys does Ann have than Jeff?

More toys

Ann than Jeff

Ann

Jeff

toys

toys1

]

?

4- 1

3

Subtract 1 from 4.

Step 1

Step 4

Step 2

Step 3

Ann has 4 toys.Jeff has 1 toy.How many more toys does Ann have than Jeff?

4

A b l b ht 3 t th i lA b l b ht 3 t th i l


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more ice cream

than apples

Anabel

Leo

3

]

?

Main Idea Details

4

Anabel bought 3 at the carnival.Leo bought 4 at the carnival.How many more were bought than ?

Anabel bought 3 at the carnival.Leo bought 4 at the carnival.How many more were bought than ?

Strategy

4- 3

1

How

Compared 3 to 4 toget 1.


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Ann has 2 toys. Jeff has 4 toys.How many more toys does Jeff have than Ann?

More toys Jeff

than Ann

Ann

Jeff

toys

toys

1

2

]

?

4- 2

2

Subtract 2 from 4.

Step 1

Step 4

Step 2

Step 3

Ann has 2 toys.Jeff has 4 toys.How many more toys does Jeff have than Ann?

4

1 1 11

1


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Missing Part

Subtraction


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Ann has 5 balls. Three are baseballs. The rest arefootballs. How many are footballs?

footballs Ann balls ]

?

5- 3

2

Subtract 3 from 5.

Step 1

Step 4

Step 2

Step 3

Ann has 5 balls.Three are baseballs.How many are footballs?

5

footballs.The rest are

]

3 BBFB

C l s h d 11 i s i his k tC l s h d 11 ins in his p k t


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Carlos had 11 coins in his pocket.Eight coins were quarters and the rest were dimes.How many coins were dimes?

coins dimesCarlos coins ]

?

Main Idea Details

Carlos had 11 coins in his pocket.Eight coins were quarters andHow many coins were dimes?

11

D

]

Q

the rest were dimes.

Strategy

11

- 8

3

How

Found the difference of 11and 8.


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Put Together and Take Away

Addition and Subtraction


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Lisa had 8 marbles. On Monday, she gave 3 away and on Tuesday shegave away 2 more. How many marbles does she have left?

marbles left

Lisa marbles

8

]

3

+ 2

5

Add 3 and 2. Subtract 5from 8.

Step 1

Step 4

Step 2

Step 3

On Monday, she gave 3 awayLisa had 8 marbles. and on Tuesday sheHow many marbles does she have left?

?

gave away 2 more.

8

- 53

2 3

XX XXX


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Extra Information

Try to keep students focused on what the question isasking them to find.

If a child understands that the details are usually

what is needed to answer the main idea of thequestion, he will be less likely to include informationthat is not needed in the details.

However, if the child includes the extra informationin the drawing, placing the ? in the model will helpthem understand what information is needed toanswer the question.


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Hold These Thoughts In first grade, be sure all the unit bars for each

variable are touching each other so comparisons areclearer.

At the beginning of first grade, show one unit for eachitem. Modeling each part of the model drawing withunifix cubes concretely represents the picture that isbeing drawn.

In the drawing, list the variables in the order they

appear in the problem. To show take away, mark off the appropriate unit bar

segments and draw a X.

Including labels helps clarify drawings.


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Hold These Thoughts Unit bars need to be proportional. Make sure that the bar of

$25 is not larger than the bar of $30. Continuously asking students to describe how the unit bars

should be adjusted, connecting the adjustment to thevocabulary in the sentence improves students number senseand reasoning.

You can always adjust the size of a unit bar as you learn moreinformation. When you lengthen the bar, it means thenumber is larger, and when you shorten the bar, it means thenumber is smaller.

If there is more than one number given in a sentence, adjustthe model one number at a time. Break long sentences intopartsand or commas.

Too often, students rush through a problem and answer the

wrong question. Placing the question mark helps to preventthat.


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Hold These Thoughts The computation is the differentiated part of the

lesson. The model looks the same for all students, butthe way they achieve success with computation isdifferentiated. No matter how you calculate it, theanswer is the same! This is very important for studentsto see.

Draw a dotted line between unit bars to point outsegments of equal value.

Dont get distracted looking for extraneous information.

Focus on what the question is asking you to find. When a problem says, three times as many add one

unit bar at a time. Otherwise, many students will addthree MORE unit bars instead of adding just two.


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__________Teacher Name

_______________

Is certified as a

Model Math Artist.

__________

Date

Model Drawing Animations Grade 1

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