![]() ![]() ![]() Optional: Use letters to represent the unknown(s). Step 6: Put the question mark in drawing. For example, rather than shortening Brienne’s bar, we could have lengthened Alonzo’s. NOTE: There are often more than one way to revise the bars to match the story. Step 5: Re-read each sentence one at a time and revise the bar(s). Step 3: Determine who and what is involved in the problem. Step 2: Turn the question into a sentence with a space for the answer. Each time will have a different purpose in the model drawing process. Students will find themselves reading the story numerous times. How many pennies do Alonzo and Brienne have altogether? ![]() Let’s dig into each of these eight steps using the following 2nd grade addition problem:īrienne has 23 fewer pennies than Alonzo. Re-read each sentence one at a time and revise the bar(s).Ĩ. Determine who and what is involved in the problem.ĥ. Turn the question into a sentence with a space for the answer.ģ. As students read and re-read the problem, it becomes more of a story and less of a problem.Ģ. As the name suggests, it is eight wonderful steps that guide the student to drawing a pictorial model of the word problem. I don’t know for sure, but I think the eight steps were originally from this book by Bob Hogan and Char Forsten. Long ago I was introduced to the 8-step modeling method. Tape diagrams are especially useful for modeling addition, subtraction, multiplication, division, fractions, and ratios/proportions. The tape diagram does not do the calculations for the student, but it does make it easier for the student to see which calculations might be needed. Once the word problem is accurately modeled, the student has an easier time seeing which operations to use in solving the problem. Unfortunately, it was not until deep into my career as a math teacher that I learned about this awesome tool for solving word problems.Ī tape diagram is a model that pictorially represents a word problem. Oh, how I wish I was taught how to use tape diagrams to solve word problems. In fact, there are many times in which I was the one doing the complaining. Heck…I certainly heard it uttered numerous times in my own classroom. How often have you heard that in your classroom. ![]()
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