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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Model Drawing Procedure
Teaches the importance of languagewithin math problems
Provides foundation for algebraicunderstanding
Provides for differentiatedinstruction
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Model Drawing Procedure
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
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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