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put-together,
take away,
compare, and
missing part
Points to Remember
Some problems have extra information.
Some problems may not have both Who
and What.
Main idea often helps with the who and
what.
Research Says
Summarizing and Note Taking
increases student achievement
by 34 percentile points.
Research Says
Using Non-linguistic Representations
can increase student achievement by
27 percentile points
Four-Step Process
Step 1
Main Idea of Question
Does the student know
what they are trying to
find?
Frequently, errors in
reading comprehension
are identified here.
Step 3
Strategy
Can the student identify the
strategy to solve the problem
and show their work?
Step 2
Details/Known
What information is given to me
that I need to solve the problem?
What do I know as a student to
help me solve the problem?
Use Model Drawing when needed
Step 4
How/Justify
Can the student not only find the
answer to the problembut
explain or justify what was done?
1.
2.
3.
4.
Four-Step Process
Main Idea
Details/Known
Strategy
How/Why
Step 1
Find shape with 2
more edges than
vertices
9
-6
3
E-9
V-6
E- 8
V-5
8
-5
4
Step 2
edges lines
vertices -
Step 3
(shown above)
Step 4
-Labeled edges and vertices
-Subtracted vertices from
edges to find 2 more
-I counted up from 4 to 6.
Sally watched TV from 4:45 P.M. until 7:00 P.M. How long
did Sally spend watching TV?
Step 1
Step 2
Start 4:45
End 7:00
Step 3
S
E
?
E
Found elapsed time
using a time line
6:55
6:50
6:45
5:45
4:45
Step 4
7:00
In all
Each
Spent
How many more
EIGHT ACTIONS
Put Together
Take Away
Comparing
Missing part
Put Together Equal Sets
Arrange in Rows and Columns
Share a Set Equally
Take Away Equal Sets
Put Together
Addition
Take Away
Subtraction
Compare
Subtraction
Missing Part
Subtraction
Multiplication
Multiplication
?
Division
Division
MODEL DRAWING
Improves comprehension through visualization of math
concepts
Read a sentence, adjust, and label the model
IMPROVING MATH
COMPREHENSION
Helps all students
Improves student pass rates
Improves student advanced
rates
CHARACTERISTICS OF
MODEL DRAWING
Identifies Who and/or What
Uses a specific type of picture: unit bar
Step 3: Strategy
Look at the model drawing to
determine the action.
Work the computation
Step 2: Details/Known
Step 4: How/Why
Can the student not only find the
answer to the problembut explain or
justify what was done?
Cookies and
cakes M S bake
Mrs. S Co
ca
pens
in box
Corey pens
bk pages
John wanted to buy a bicycle that cost $285 and a helmet that cost $39. He
was able to get $19 taken off the price of the bicycle because he used a
coupon from the newspaper. With the coupon, how much did the bicycle cost
John not including tax?
Step 1
Bicycle cost
Step 2
John bicycle money
24
?
?
24
15
24
24
16
Compare 24 and 16
8
1
Total in Multiplication
?
?
6 6 6
Bag Bag Bag
1
Bag
16
Multiplying Large
Number of Groups
Co and ca M S
bake
Ms S Co
ca
18
17
pens
in box
Corey pens
265
88 102
D1
D3
D2
Points to Remember
Read, adjust and label-one sentence at a time.
Break long sentences into partsand or commas help with
places to break.
If there is more than one number given in a sentence, adjust the
model one number at a time.
To show take away, mark off the appropriate units and draw .
Dont get distracted with extra information. Focus on what the
question is asking.
Placing the ? on the model, keeps students from answering the
wrong question.
In the drawing, list the variables (who, what, unit bar) in the order
that each appears in the story.
The computation is the differentiated part of the lesson. The
model looks similar for all students, but the way they achieve
success with computation is differentiated.