Bar Modeling:
A problem solving tool
Helping your child draw models to
represent number relationships
On your mobile device, please go to socrative.com,
go to student, enter the code olf4, and take a quick survey.
The 8 Common Core Practice Standards
Across all grade levels, K - 12, and emphasis on approach to mathematical thinking:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Adopt a “Growth Mindset” Stance toward Learning
The power of YET….and NOT YET: provides a path into the future
Develop strategies for embracing challenge:
GROWTH mindset: students who approach challenges with an attitude of “I love a challenge” have an understanding that their abilities can grow through hard work
vs.
FIXED mindset: students who approach challenges as a test of their core intelligence are devastated by failure and look for ways out the next time (cheat instead of study/practice more, find others worse than them, avoid difficulty)
Advantages of Bar Modeling
--efficient way of solving complex problems involving large numbers
--represent objects with rectangles that enable them to see number relationships, rather than focusing on the objects
--identifying known and unknown quantities helps identify which operation to use, and sets the stage for viewing problems from an algebraic perspective early on
--systematic and consistent way it is taught through the grades; progression from 2nd - 5th grade
2nd Grade: Part/Part Whole & Comparison situations to solve addition and subtraction
3rd Grade: Multiplication & Division
4th Grade: Multi-step, more complex involving all four operations; fractions
5th Grade: more complex fractions and ratios
“Have a go” at bar modeling to solve problems
Mr. Denver builds three toy houses for his children. Melvin’s house is ____ cm taller than Betty’s house. Betty’s house is _____ cm taller that Serene’s house. The total height of the three houses is _____ cm.
Guiding questions:
What do you notice? What are you wondering? Anything you need clarified?
What do we know?
What do we need to find out?
How can you show what you do know using bar models?
Does your picture match the words?
Bar Modeling Practice
Ali has $8 more than Sid. Trina has $6 less than Ali. The three of them have $76 in all. Find the amount each of them has.
I had 24 pounds of flour. I used ⅜ of the flour to make bread. How many pounds of flour did I use?
A few more practice problems
Mr. Thomas spent $1600 of his savings on a tv set and ⅖ of the remainder on a refrigerator. He had ⅓ of his original amount left over. What was his original savings?
A student took a test. She spent ⅓ of her time on Section A. She spent ¼ of the remaining time on Section B. She spent the final 36 minutes on Section C. How long was the test?
Now what do you know about bar modeling?
What do you still have questions about?
Please go to socrative.com and enter olf4 to complete the exit ticket.
Thank you for coming, thinking, learning, & growing your math brain!