Conceptual Model-Based Problem Solving

Conceptual Model-Based Problem Solving
Conceptual Model-Based Problem Solving

Teach Students with Learning Difficulties to
Solve Math Problems
Yan Ping Xin
Purdue Universitv, West Lafavette, USA
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v
TABLE OF CONTENTS
Acknowledgements vii
About the Author ix
1. Conceptual Model-based Problem Solving:
Teach Students with Learning DiI!culties to Solve Math Problems
Introduction 1
Algebra Thinking in Problem Solving 1
Mathematical Modeling 2
Theoretical Framework: Conceptual Model-based
Problem Solving 3
SBI that Emphasizes Semantic Analyses and
Representation oI the Problem 4
COMPS that Emphasizes Algebraic Expression oI
Mathematical Relations 4
Summary 6
Program Components 7
The scope and sequence oI the program 7
Target Audience and Users oI the Program 8
2. COMPS Program
Introduction 11
Singapore Bar Models (SBM) to Facilitate the
Transition to Mathematical Models 11
Word Problem |WP| Story Grammar (Xin et al., 2008) 12
A Cognitive Heuristic DOTS Checklist (Xin et al., 2008) 13
Additive and Multiplicative Word Problem Structure
and its Variations 13
Instructional Phases 16
Part 1: Additive Problem Solving 19
Unit 1: Representing Part-Part-Whole (PPW) Problems 21
Lesson 1: Introduction 21
Lesson 2: Part-Part-Whole Problem Representation 26
Unit 2: Solving Part-Part Whole (PPW) Problems 35
Lesson 3: Solving PPW Problems 35
Unit 3: Representing Additive Compare (AC) Problems 49
Lesson 4: Representing AC-More Problems 49
Lesson 5: Representing AC-Less Problems 60
Unit 4: Solving Additive Compare (AC) Problems 69
Lesson 6: Solving Mixed AC Problems 69
TABLE OF CONTENTS
vi
Unit 5: Solving Mixed PPW and AC Problems 83
Lesson 7: Solving mixed PPW and AC Problems 83
Part 2: Multiplicative Problem Representation and Solving 97
Unit 6: Representing Equal Groups (EG) Problems 99
Unit 7: Solving Equal Groups (EG) Problems 107
Unit 8: Representing Multiplicative Compare (MC) Problems 115
Unit 9: Solving Multiplicative Compare (MC) Problems 127
Unit 10: Solving Mixed Equal Groups and Multiplicative
Compare Problems 141
Part 3: Solving Complex Problems 159
Unit 11: Solving Complex Word Problems 161
Unit 12: Solving Mixed Multi-Step Problems 173
3 Connection between Mathematical Ideas: Extend Multiplicative
Reasoning to Geometry Learning 183
Appendix A: Student Worksheets 191
Appendix B: ReIerence Guide 227
ReIerences 267
vii
ACKNOWLEDGEMENTS
First, I would like to thank Nicole Spurlock, a pre-service elementary teacher
at Purdue University, Ior her great eIIort and contributions to the editing and
prooIreading oI this book. Her thoroughness and detailed comments helped me
tremendously in making my writing Ilow better and easier Ior readers to understand.
Second, I would like to thank Miss You Luo, a Iormer elementary school
teacher, Ior her great contributions in Iield testing the Conceptual Model-Based
Problem Solving (COMPS) approach that integrates the bar model to Iacilitate
students` transition Irom concrete or semi-concrete modeling to the use oI abstract
mathematical models. In addition, Miss Luo contributed to the preparation oI the
Student Worksheets and ReIerence Guide included in the Appendixes oI the book.
Lastly, I would like to thank all oI my Ph.D. students who have worked with me in
carrying out many research studies that examine the eIIects oI the COMPS program
that I have been developing. Special thanks to Casey Hord, Ph.D., Ior his strong
interests in Geometry, which led me to expand my work to the area oI geometry (see
Chapter III oI the book).
ix
ABOUT THE AUTHOR
Yan Ping Xin, Ph.D., is an associate proIessor oI special education at Purdue
University. She earned her Ph.D. in 2003 at Lehigh University. The Iocus oI Xin`s
program oI research is on improving mathematics perIormance oI students with
learning disabilities/diIIiculties (LD). Her empirical work in (1) literature synthesis/
meta-analyses, (2) curriculum evaluations, and (3) intervention development has
led to theoretical contributions in conceptual model-based problem solving in
mathematics problem-solving instruction. Xin`s conceptual model-based problem
solving was recognized by the National Science Foundation |NSF| through a 5-year
research project (Xin, Tzur, and Si, 2008-2013) to support a multi-disciplinary
research project, directed by PI Xin, to develop an intelligent tutor to nurture
multiplicative reasoning oI students with LD. In Iact, Xin`s work in COMPS
(Xin, 2008) will be included in a new book, authorized by the National Council
oI Teachers oI Mathematics (NCTM), that summarizes selected research with the
potential to 'inIorm teaching practice in K-12 mathematics classrooms and beyond
in responding to the Common Core State Standards Ior Mathematics.
Xin has authored or co-authored about 50 publications including journal articles,
book chapters, reIereed conIerence proceedings, and other publications. Xin
publishes in top-tiered journals in the Iields oI special education (e.g., The Journal of
Special Education |JSP|, Exceptional Children |EC|), math education (e.g., Journal
for Research in Mathematics Education), and education (e.g., The Journal of
Educational Res earch). She has presented nationally and internationally on eIIective
intervention strategies in math problem solving with students with LD. Xin has
served on the editorial board oI two Ilagship journals in the Iield oI Special education
(EC and JSP) and served on NSF reviewing panel. Xin`s work in mathematics
problem solving has been reIerenced in prestigious sources including the National
Mathematics Panel Final Report (2008), the What Works Clearinghouse and the
Institute of Education Sciences (IES) Practitioner`s Guide, and many textbooks as
evidence-based or validated practices in teaching math problem solving to students
with diverse needs.
1
CHAPTER 1
CONCEPTUAL MODEL-BASED PROBLEM SOLVING
Teach Students with Learning Difficulties to Solve Math Problems
INTRODUCTION
Although American students are struggling with many aspects oI mathematics, the
National Mathematics Advisory Panel has identiIied 'algebra as a central concern
(National Mathematics Advisory Panel, 2008, p. xiii). Interestingly, American
students tend to enjoy school mathematics during the early elementary grades.
However, they begin to experience diIIiculty in and come to dislike mathematics aIter
Iourth grade when learning becomes more abstract or symbolic and involves more
algebraic thinking (Cai, Lew, Morris, Moyer, Ng, & Schmittau, 2004). In particular,
students with learning disabilities or diIIiculties in mathematics (LDM) are Ialling
Iurther behind their normal achieving peers as they move Irom elementary to
secondary schools. A majority are essentially Iailing the secondary math curriculum.
According to the Panel, mathematics achievement in the U.S. decreases signiIicantly
in the late middle grades when students are expected to learn algebra, which raises
the essential question: How can students, including those with LP, 'be best prepared
Ior entry into algebra?(Panel, p. xiii). No doubt, the Panel`s report underscores the
importance oI algebra-readiness instruction.
The purpose oI this curriculum book is to present a Conceptual Model-Based
Problem Solving (COMPS) approach to the teaching oI elementary mathematics
problem solving. It emphasizes the teaching oI big ideas in mathematics problem
solving and making connections between mathematical ideas including the
connection between arithmetic and algebra learning.
In this chapter, I will Iirst brieIly characterize algebraic thinking in problem
solving. Next, I will present a Iramework Ior mathematical modeling. Then, I will
introduce the COMPS approach that emphasizes mathematical modeling involving
algebraic thinking and readiness. Finally, I will provide a brieI review oI relevant
research in word problem solving with students with LDM, and illustrate the
distinctive Ieatures oI COMPS and its advantages with the support oI scientiIic-
based research.
Algebra Thinking in Problem Solving
Problem solving is a relevant and signiIicant perspective and context through which
to introduce students to algebra (Bednarz & Janvier, 1996). With respect to the
CHAPTER 1
2
elementary school curriculum, algebra is essentially 'a systematic way oI expressing
generality and abstraction (National Research Council |NRC|, 2001, p. 256). In
algebra, the Iocus is on expression or representation oI relations (Carpenter, Levi,
Franke, & Zeringue, 2005). Through translating inIormation Irom real world situated
word problems into symbolic expressions and equations that may involve one or
more unknown quantity, such representation is considered one type oI activity that
involves algebraic thinking (NRC, 2001). Within the context oI arithmetic problem
solving, algebraic thinking 'involves the use oI symbols to generalize certain
kinds oI arithmetic operations (Curcio & Schwartz, 1997, p. 296) and to represent
relations (Charbonneau, 1996). Algebra is 'a cluster oI modeling that serves as
'a domain Ior making, expressing and arguing generalizations (Kaput & Blanton,
2001, p. 4).
Mathematical Modeling
Recently, Blum and Leiss (2005) provided a Iramework Ior modeling (see Figure
C1-1). In this modeling cycle, one must (1) read and understand the task, (2) structure
the task and develop a real situational model, (3) connect it to and/or represent it
with a relevant mathematical model; (4) solve and obtain the mathematical results,
(5) interpret the math results in real problem context; and (6) validate the results
(either end the task or re-modiIy the math model iI it does not Iit the situation). In
light oI research in mathematics education, many students have diIIiculties in making
the transition Irom a real situational model to a mathematical model; and it is a weak
area in students` mathematical understanding (Blomhoj, 2004).
real
model
mathematical
model
3
5
6
2
1
4
mathematical
results
mathematics
rest of the
world
real
results
real
situation
situation
model
Figure C1-1. Blum and Leiss (2005) Framework for Modeling.
In short, modeling involves translation or representation oI a real problem situation
into a mathematical expression or model. Mathematical models are an essential
3
part oI all areas oI mathematics including arithmetic and should be introduced to
all age groups including elementary students (Mevarech & Kramarski, 2008). It
should be noted that engaging students in the modeling process does not necessarily
mean engaging students in the discovery or invention oI mathematical models or
complex notational systems; however, according to Lesh, Doerr, Carmona, and
Hjalmarson (2003), it does mean that when such models or systems are given to the
students, 'the central activities that students need to engage in is the unpacking oI
the meaning oI the system (p. 216), representation oI the real problem situation in a
mathematical expression or model, and the Ilexible use oI the model to solve real
world problems.
Theoretical Framework. Conceptual Model-based Problem Solving
Contemporary approaches to story problem solving have emphasized the conceptual
understanding oI a story problem beIore attempting any solution that involves
selecting and applying an arithmetic operation Ior solution (Jonassen, 2003).
Because problems with the same problem schema share a common underlying
structure and hence require similar solutions (Chen, 1999; Gick & Holyoak, 1983),
students need to learn to understand the structure oI the mathematical relationships
in word problems and should develop this understanding through creating and
working with a meaningIul representation oI the problem (Brenner et al., 1997) as
well as mathematical modeling (Hamson, 2003).
The representation that models the underlying mathematical relations in the
problem, that is, the conceptual model, Iacilitates solution planning and accurate
problem solving. The conceptual model should !"#$% the development oI a solution
plan that involves selecting and applying appropriate arithmetic operations.
According to Lesh, Landau, & Hamilton (1983), a conceptual model is deIined
as an adaptive structure consisting oI the Iollowing primary components: (a) a
within concept network oI relations; (b) a between-concept system that links and
combines within-concept networks; (c) a system oI representations (e.g., written
symbols, pictures, and concrete materials); and (d) systems oI modeling processes.
The Iirst two components address students` understanding oI the idea or underlying
structure oI the concept. The third component concerns diIIerent representation
systems, and the Iourth component deals with modiIying the situation to Iit
the existing model or changing existing model to make it applicable to a given
situation. Based on Lesh et al. (1983), in applied problem solving, important
translation and /or modeling processes include (a) simpliIying the original problem
situation by ignoring irrelevant inIormation in the problem, and (b) 'establishing a
mapping between the problem situation and the conceptual models used to solve the
problem (p. 9).
Building on metaanalysis (e.g., Xin & Jitendra, 2009) and cross-cultural
curriculum evaluation (e.g., Xin, 2007), as well as empirical studies oI intervention
strategies (Xin, 2008; Xin et al., 2011; Xin, Wiles, & Lin, 2008; Xin & Zhang,
CHAPTER 1
4
2009), I have developed the Conceptual Model-based Problem Solving (COMPS)
program that is consistent with the theoretical Iramework oI mathematical
modeling and conceptual models (e.g., Blomhoj, 2004; Lesh et al., 1983). One
distinguishable diIIerence between the COMPS approach and prior research
in word problem solving by students with LD (e.g., schema-based instruction
|SBI|) is that the Iormer Iocuses on representing the word problem in a deIined
mathematical model (the stage oI 'mathematical model as it is presented in Blum
and Leiss`s mathematical modeling cycle, see Figure C1-1), which is expressed
in an algebraic equation that directly drives the solution plan. In the next section,
I will provide a brieI review oI intervention research with students with LDM
using SBI and more recently Conceptual Model-based Problem Solving
(COMPS) in Iacilitating elementary students` ability to solve mathematics word
problems.
SBI that Emphasi:es Semantic Analvses and Representation of the Problem
During the past decade or so, schema-based instruction (SBI) has shown potential
beneIits Ior teaching mathematics problem solving to students with and without
disabilities. Jitendra and HoII (1996) examined SBI that emphasized semantic
analysis oI various additive word problems and the mapping oI these problems into
schematic diagrams (adapted Irom Marshall, 1995) that are speciIic to diIIerent
problem types (i.e., change, group, and compare. See Table C2-1 in Chapter 2 Ior
examples oI these problem types). The semantic analysis oI word problems and
categorization oI problem types are originated Irom the Iramework oI Cognitively
Guided Instruction (CGI) (Carpenter, Fennema, Franke, Levi, & Empson, 1999).
The study was conducted with three third and Iourth grade students with learning
disabilities using a single subject design. Later, Jitendra and colleagues extended
this single subject design study to a group comparison study (Jitendra et al. 1998)
and implemented SBI in regular classroom settings that involved students with
and without disabilities (Jitendra et al., 2007). The SBI strategy used in the studies
was similar in that they all emphasized semantic analysis oI the problems by
which students make distinctions among Change, Group, and Compare problem
types and then map the problem into respective schematic diagrams. AIterwards,
students are expected to create a math sentence Ior the solution with the help oI
solution rules such as 'Total is not known, so add or 'Total is known, so subtract
(Jitendra, 2002, p. 36).
COMPS that Emphasi:es Algebraic Expression of Mathematical Relations
Emerging Irom SBI, COMPS has transIormed semantic representation oI additive
problems in various diagrams (as in SBI) to a single mathematical model to
Iacilitate solution planning and accurate problem solving. With the COMPS
approach, the Iocus is not on semantic analysis oI the word problems, rather, it
5
emphasizes an algebraic representation oI mathematical relations in equation models
(e.g., 'Part Part Whole Ior additive word problems; 'Unit Rate Number oI
Units Product Ior equal group structured multiplicative word problems).
Borrowing the concept oI storv grammar Irom reading comprehension
literature, I have created the term Word Problem [WP] Storv Grammar to
denote the symbolic representation oI mathematical relations in problem
solving. Although storv grammar has been substantially researched in reading
comprehension (e.g., Boulineau et al., 2004), WP storv grammar has never been
explored in math word-problem understanding and solving. Rather than Iocusing
on the textual analysis oI story content as emphasized by the story grammar
in reading comprehension, the WP storv grammar emphasizes the analysis oI
mathematics problem structures. Subsequently, I developed WP story grammar
questions Ior prompting learners to identiIy elements oI problem structures to be
represented in model-based diagrams, thereby linking problem representation to
solution.
To investigate the eIIects oI COMPS, I, along with my colleagues, have
conducted a series oI research studies. For instance, Xin, Wiles, and Lin (2008)
examined the eIIects oI teaching word problem (WP) story grammar (see
Figure C1-2 Ior an example) to Iive 4th- and 5th-graders with LDM, with a purpose
to help their representation oI problems in mathematical model equations (e.g.,
'Part Part Whole Ior additive problems, and 'Factor Factor Product or
'unit rate # oI units product Ior multiplicative problems). The results indicated
Equal Group (EG)
An EG problem describes number of equal sets or units
EG WP Story Grammar Questions
Unit Rate # of Units Product
X =
Which sentence or question tells about the Unit Rate (# of items
in each unit)? Find the unit rate and write it in the Unit Rate box.
Which sentence or question tells about the # of Units or sets
(i.e., quantity)? Write that quantity in the circle next to the unit rate.
Which sentence or question tells about the Total (# of items)
or ending product ? Write that number in the triangle on the other side
of the equation.
Figure C1-2. Conceptual Model of Equal Groups (EG) Word Problems
(adapted from Xin et al., 2008).
CHAPTER 1
6
that conceptual modelbased representations prompted by WP story grammar
improved students` perIormance on arithmetic word problem solving and promoted
prealgebraic concept and skill acquisition.
To extend COMPS to more complex real world problem solving, Xin & Zhang
(2009) explored the eIIectiveness oI COMPS in solving problems that require
sense-making oI a decimal solution (e.g., 'Marilyn is putting her CD collection oI
152 CDs into cabinets. Each cabinet can hold 36 CDs. How many cabinets does
she need?), as well as problems that require background inIormation, pictograph
problems, and multi-step problems. A multiple probe, single subject design was used
to examine the intervention eIIects across three 4th- and 5th-graders with LDM. The
results indicated that the intervention improved student perIormance on researcher-
designed criterion tests and a norm-reIerenced standardized test.
Recently, Xin et al. (2011) employed a pretest-posttest, randomized group
comparison design to compare the eIIect oI COMPS to general heuristic instruction
(GHI) taken Irom the participating schools` enacted curriculum and teaching
practice. The results indicate that only the COMPS group signiIicantly improved
(with an eIIect size oI 3.12 over the comparison group, Xin et al., 2011, p. 390)
elementary students` perIormance on the criterion test that involved multiplicative
word problems as well as the pre-algebra model expression test (taken Irom the
school-adopted math curriculum). In summary, preliminary Iindings indicate that
the COMPS program, with a Iocus on representing the problem in its mathematical
model (Blum and Leiss, 2005), seems to enhance elementary students` problem
solving skills.
SUMMARY
Most oI the existing research in SBI, including Fuchs and colleagues` recent work
(e.g., Fuchs et al., 2008; Powell & Fuchs, 2010), in elementary math word problem
solving in particular, has a Iocus on semantic analysis and classiIication oI word
problem types on the basis oI CGI`s Iramework (e.g., Carpenter et al., 1999), and
representing the problem in a diagram or equation that is associated with each oI
the problem types. Students then rely on solution rules, taught through explicit
instruction, to create a math sentence or set up an equation Ior solving problems. In
contrast, with the COMPS approach students are not required to make Iine-grained
distinctions between sub-problem types on the basis oI semantic analysis oI story
Ieature (e.g., whether there is a change in time, Ior instance, 'past to present, to
diIIerentiate the 'Change problem type Irom the 'Group as well as the 'Compare
problem types). Further, COMPS makes the connection between mathematical ideas
through representing variously situated problems (either additive or multiplicative)
in one cohesive mathematical model equation. By representing problems in
mathematical model equations (e.g., part part whole, or unit rate x number oI
units product), students do not have to memorize numerous rules to make decisions
on the choice oI operation Ior Iinding the solution; rather, the mathematical models,
7
which depict mathematical relations involved in the problem, provide students with
a deIined algebraic equation Ior solution.
PROGRAM COMPONENTS
The Scope and Sequence of the Program
This program addresses elementary word problem solving including Iour basic
operations. It may serve as a supplemental program with an aim to help students
with LDM learn big ideas in elementary math problem solving that involve Iour
basic operations: addition, subtraction, multiplication and division. This program
will cover additive problem solving (e.g., part-part-whole and additive compare
problems), and multiplicative problem solving (e.g., equal groups and multiplicative
compare problems). The tasks involved in this book are those typically Iound in
elementary math textbooks, which roughly represent about 67 oI the elementary
math content.
The COMPS program involves three parts: (1) Iive units on additive word problem
solving that involves addition and subtraction; (2) Iive units on multiplicative word
problem solving that involves multiplication and division; and, (3) two units on
solving complex word problems such as those involving pictographs, irrelevant
inIormation, and mixed additive and multiplicative multi-steps.
In both Part I and Part II, the Iirst Unit (i.e., Unit 1 or Unit 5) engages students
in learning mathematical models through representing the problem in the model
equation (see Figure C1-2 in page 5 Ior an example: unit rate # oI units
product). During the model equation representation stage, word problem stories
with no unknowns will be used. The purpose oI presenting story situations with
no unknowns is to provide students with a complete representation oI the problem
structure so that mathematical relations in the problem are clear to the students.
In addition, selI-regulation questions pertinent to Word Problem Storv Grammar
(Xin, Wiles, & Lin, 2008) (see Figure C1-2, lower panel) will be used as a heuristic
to help students analyze various situated word problems/stories and represent the
inIormation Irom the problem in either the Part-Part-Whole (PPW) model equation
or the Equal Groups (EG) model equation.
The second Unit in Parts 1 and 2 (i.e., Unit 2 and Unit 7) engage students in
solving either PPW problems (Part 1) or EG problems (Part 2) with an unknown,
aIter they learn the problem structure representation in Unit 1. The third and Iourth
Units in Parts 1 and 2 (i.e., Unit 3 & 4; and Unit 8 & 9) introduces a variation oI
either the PPW or the EG problem structure. In particular, students will learn to
represent (Unit 3) and solve (Unit 4) additive compare problems using a variation
oI the PPW model equation, or represent (Unit 8) and solve (Unit 9) multiplicative
compare problems using a variation oI the EG model equation. The IiIth unit in Parts
1 and 2 (i.e., Unit 5 and Unit 10) will engage students in solving mixed additive
(Unit 5) or mixed multiplicative problems (Unit 10).
CHAPTER 1
8
Part 3 will engage students in analyzing and solving more complex problems
(e.g., problems involving irrelevant inIormation, pictographs, comprehension oI
decimal answers, and multi-steps). Following an introduction in Chapter I and
the COMPS program in Chapter II, lastly, Chapter III will extend the big idea oI
multiplicative reasoning to the learning oI elementary geometry with the intention
oI teaching students the connection between mathematical ideas that both strengthen
their knowledge base and promote generalizable problem solving skills.
Overall, the program involves the Ieatures below:
1. The COMPS program teaches model-based rather than solution-rule-based
problem solving. It emphasizes the representation oI mathematical relations in
algebraic model equations. COMPS aims to promote conceptual understanding
oI big ideas in additive and multiplicative problem solving, as well as the
connection between mathematical ideas. As such, it is in line with the Common
Core Standards.
2. The program addresses the National Mathematics Advisory Panel`s concerns
about algebra readiness and the National Council oI Teachers oI Mathematics
(NCTM)`s call Ior algebra as a K-12 enterprise (Mathematics Advisory Panel,
2008; NCTM, 2000).
3. The program addresses the connection between concrete/semi-concrete
representation and abstract mathematical model expression. Singapore Bar
Model will be used to Iacilitate the transition Irom the concrete/semi-concrete
model to the symbolic/abstract COMPS model equation in solving additive and
multiplicative word problems.
4. Borrowing the concept oI storv grammar Irom reading comprehension literature
(e.g., Dimino, Gersten, Carnine, & Blake, 1990), the program Iocuses on word
problem storv grammar (Xin, Wiles, & Lin, 2008) in Iacilitating students`
understanding oI the mathematical structure oI the problem and transIormation
Irom real situation model representation to mathematical model expression.
5. The scope-and-sequence oI the program is in line with the NCTM mathematics
curriculum standards.
6. The Program incorporates the best practice in mathematics problem solving
intervention with students with LD.
7. To show the connection between mathematical ideas, the program extends the big
idea oI multiplicative reasoning to the learning oI basic concepts in elementary
geometry.
Target Audience and Users of the Program
Addition and subtraction problem solving covered in Part 1 are consistent with the
math content typically presented in second or third grade math curricula. ThereIore,
it can be used Ior third or Iourth grade students with LDM (or even older students
with LDM) who have not mastered additive problem solving. Multiplication and
9
division in Part 2 are consistent with the math content typically presented in third
and Iourth grade math curricula and can be used by 4th or 5th grade student with LD
(or even older students with LDM) who have not mastered multiplicative problem
solving. This program can serve as a supplement to regular school math instruction.
As this program teaches big ideas in additive and multiplicative problem solving,
students will be equipped with a tool to learn math problem solving systematically
and hopeIully catch up with their normal-achieving peers within a short period oI
time as supported by previous research (Xin & Zhang, 2009; Xin et al., 2011).
The COMPS program can be used as Tier II or Tier III intervention models within
the context oI Response to Intervention (RtI) model. It can be easily integrated into
regular inclusion classrooms as part oI Tier I instruction. The COMPS program can
be used by regular classroom math teachers (special education or regular education
teachers), Instructional Supporting Team interventionists, school psychologist,
tutors who work with students with LDM in aIter-school programs, and anyone who
works with students with LD in math problem solving.
The COMPS program is also useIul Ior proIessional development and Ior the pre-
service training oI prospective elementary teachers, special education in particular,
to enhance their content knowledge in elementary mathematics problem solving.
11
CHAPTER 2
COMPS PROGRAM
INTRODUCTION
BeIore introducing the sample teaching script as a guide to Iacilitate the implementation
oI the COMPS program, I would like to introduce Iew salient components in the
COMPS program, which include: (1) Singapore bar models (Singapore Ministry
oI Education, 1981) to Iacilitate the transition Irom the semi-concrete model to the
abstract mathematical model; (2) word problem |WP| storv grammar (Xin et al.,
2008) selI-prompting questions to Iacilitate problem representation using COMPS
model diagrams; and (3) a cognitive heuristic DOTS checklist (Xin et al., 2008)
to Iacilitate the entire problem solving process. Then, I will present a general
description oI the instructional phases when implementing COMPS, Iollowed by a
summary oI various additive and multiplicative word problem situations.
Singapore Bar Models (SBM) to Facilitate the Transition to Mathematical Models
SBM reIers to a visual representation oI relations among quantities (including
known and unknown quantities) in the problem using a rectangular bar. In particular,
each quantity in the problem will be represented by a segment oI bar, the size oI
which corresponds to the numerical value oI that quantity in comparison to the other
quantity involved. Students will then solve the problem through directly analyzing
the relations depicted by the bar models. Similar line models, rather than bar models,
appear in the Chinese math textbooks (Shanghai Elementary and Secondary School
Curriculum ReIorm Committee, 1995) in teaching word problem solving.
Regardless oI whether bar models or line models are used, they are good tools Ior
representing the concept oI composite units, or units made oI ones. The bar model
can be used as a tool Ior nurturing and reinIorcing the concept oI composite unit and
to Iacilitate students` transition Irom counting by ones to operating by composite
units. The bar model also bridges the conceptual gap between concrete modeling
(operating on the ones) and abstract representation oI mathematical models as
presented in the COMPS diagram equations. As such, I will use the SBM in the
beginning stage oI the modeling and practice sessions to help students understand
the relations among the quantities, and then map the inIormation Irom the problem
to the COMPS diagram expressed in an algebraic equation. In summary, the SBM
makes the connection and transition between the concrete model (operating at the
unit oI Ones; see Slide1-1-2 in Unit 1 Lesson 1) and the symbolic equation model
(see Slide 1-1-3 in Unit 1 Lesson 1).
CHAPTER 2
12
Later, the bar model will be Iaded out and students will no longer rely on Bar
models. That is, they will directly represent the problem in the COMPS diagram,
with prompts Irom WP storv grammar questions.
Word Problem [WP] Storv Grammar (Xin et al., 2008)
In the early 1900s, anthropologists Iound that people Iollow a pattern when retelling
stories they have read or heard regardless oI age or culture. This pattern is reIerred
to as 'story grammar (Dimino, Gersten, Carnine, & Blake, 1990; Mandler &
Johnson, 1977; Stein & Glenn, 1979). In 'story grammar, 'grammar means
'elements. ThereIore, 'story grammar addresses the elements oI a story. Story
grammar involves a set oI expectations or knowledge about the internal structure oI
stories (which can be conceptualized as story schema; Rand, 1984) that makes both
comprehension and recall more eIIicient. Story grammar instruction directs attention
to key elements oI stories and provides students with a speciIic structure Ior the
organization oI text inIormation. Story grammar aims to improve students` reading
comprehension by giving them a Iramework they can use when reading stories (e.g.,
by asking a series oI story grammar questions regarding who, what, where, when,
and why). Consistent use oI the same questions about the stories (e.g., Who? What?
Where? When? Why?) equips students with the Iramework that they can apply on
their own (Gurney, Gersten, Dimino, & Carnine, 2001). Story grammar can serve
as tools assisting students with organizing and representing the internal structure oI
stories and thereIore improve comprehension (Sorrell, 1990).
Just as there is a common structure in narrative stories which is called 'story
grammar, a word problem story structure that is common across a group oI word
problem situations can be deIined as WP storv grammar Ior the particular problem
type. Corresponding to the COMPS model diagram equations, I designed a set oI
WP storv grammar selI-prompting questions to Iacilitate a meaningIul and accurate
representation oI inIormation Irom a real world problem into the COMPS diagram
equation.
For instance, in the part-part-whole problem types, basic WP storv grammar
questions such as 'Which sentence tells about the whole or combined quantity? and
'Which sentence tells about one oI the small parts that makes up the whole? can aid
in comprehension and representation oI the underlying structure oI a word problem
in the conceptual model (i.e., part part whole), thereIore Iacilitating solution
planning. Emphasis on the meaningIul representation oI mathematical relations in
problem solving is consistent with contemporary approaches to story problem solving
that promote the conceptual understanding oI story problems beIore considering the
choice of operations. In addition, emphasis on representing mathematical relations
in equations Iacilitates algebraic reasoning and thinking (Moses, 1997; NRC, 2001).
This is consistent with NRC`s (2001) call that 'the basic ideas oI algebra as generalized
arithmetic (p. 419) and 'algebraic ways oI thinking should be introduced 'well
beIore students get to 'the Iormal study oI algebra (p. 13).
COMPS PROGRAM
13
A Cognitive Heuristic DOTS Checklist (Xin et al., 2008)
A cognitive heuristic DOTS checklist was developed to help students` selI- regulation
oI the problem solving process (please reIer to the DOTS checklist in Unit 7).
According to Polya (1957), such general heuristic procedures prepare students to
develop good mental habits in the problem solving process. In the context oI solving
basic arithmetic word problems, it is important that students will Iirst read and
understand the problem as a whole. Based on their understanding oI the problem,
the learner needs to Iirst detect whether the story or word problem is an additive
structure (part-part-whole structure) or multiplicative problem structure (multiple
equal groups) to which diIIerent mathematical models would apply. Although it is
important to know the strategies, it is more important to know when to use what
strategies and how to apply the strategy correctly.
AIter students Detect the problem structure and apply an appropriate mathematical
model, the rest oI the problem solving process is about mapping inIormation Irom
the problem to the diagram. As only two basic models are necessary Ior most
oI the elementary arithmetic word problems that involve Iour operations (add,
subtract, multiply, and divide), the WP storv grammar described above will help
students Organize or represent the inIormation (Irom various structured additive or
multiplicative problems) in either the additive or multiplicative model diagrams.
It is important that students represent the problem in the diagram equation on
the basis oI a thorough understanding oI the problem; this is where the WP storv
grammar plays a critical role in Iacilitating the conceptual understanding. AIter that,
all a learner needs to do is TransIorm the diagram equation into a real algebraic
equation (by 'peeling oII the boxes and labels in the COMPS diagrams). The last
step in the DOTS strategy is to Solve Ior the unknown quantity in the algebraic
equation, provide a complete answer to the question, and check the accuracy (and
meaningIulness) oI the answer.
Additive and Multiplicative Word Problem Structure and its Jariations
The additive problem structure includes a range oI Part-Part-Whole and Additive
Compare problem structures. A Part-Part-Whole (PPW) problem describes an
additive relation between multiple parts and the whole (i.e., parts make up the
whole). It includes problems such as combine (e.g., Christine has 5 apples. John has
4 apples. How manv apples do thev have together?), change-join (e.g., Christine had
5 apples. John gave her 4 more apples. How manv apples does Christine have now?),
and change-separate (e.g., Christine had 9 apples. Then she gave awav 4 apples.
How manv apples does she have now?) (Van de Walle, 2004). Placement oI the
unknown can be on the part or on the whole (see eight variations oI PPW problems
in Table C2-1). An Additive Compare (AC) problem compares two quantities and
it involves a compare sentence that describes one quantity as 'more (AC-more)
or 'less (AC-less) than the other quantity (e.g., 'Christine has 9 apples. She has
CHAPTER 2
14
5 more apples than John. How manv apples does John have?` or 'Christine has 9
apples. John has 4 less apples than Christine. How manv apples does John have?`).
Placement oI the unknown can be on the big, small, or difference quantity (see six
variations oI AC problems in Table C2-1).
The most basic multiplicative problem structure includes various Equal Groups
problem structures and various Multiplicative Compare (MC) problem structures.
An Equal Groups (EG) problem describes a number oI equal sets or units. The
placement oI the unknown can be on the unit rate (# oI items in each unit or unit price),
number of units or sets, or on the product (see three variations oI EG problems in
Table C2-2). A Multiplicative Compare (MC) problem compares two quantities and
it involves a compare sentence that describes one quantity as a multiple or part oI the
other quantity. Placement oI the unknown can be on the compared set, the referent
set, or the multiplier (i.e., multiple or part) (see three variations oI MC problems in
Table C2-2). It should be noted that the MC problems in Table 2b only include those
with multiple NOT part relations such as '2/3.
Table C2-1. Jariations in Addition Word Problems (from Xin et al., 2008)
Problem Tvpe Sample Problem Situations
&'"()&'"()*+,-%
.,/0#1%
Part (or smaller
group) unknown
Whole (or larger
group) unknown
1. Jamie and Daniella have Iound out that together they have 92
books. Jamie says that he has 57 books. How many books does
Daniella have?
OR
Jamie and Daniella have Iound out that together they have 92
books. Daniella says that she has 35 books. How many books does
Jamie have?
2. Victor has 51 rocks in his rock collection. His Iriend, Maria, has
63 rocks in her collection. How many rocks do the two have
altogether?
.+'12%)3,#1
Part (or smaller
group) unknown
Whole (or larger
group) unknown
1. Luis had 73 candy bars. Then, another student, Lucas, gave him
some more candy bars. Now he has 122 candy bars. How many
candy bars did Lucas give Luis?
2. A girl named Selina had several comic books. Then, her brother
Andy gave her 40 more comic books. Now Selina has 67
comic books. How many comic books did Selina have in the
beginning?
3. A basketball player ran 17 laps around the court beIore practice.
The coach told her to run 24 more at the end oI practice. How
many laps did the basketball player run in total that day?
(Continued )
COMPS PROGRAM
15
.+'12%)4%5'"'(%
Part (or smaller
group) unknown
Whole (or larger
group) unknown
1. Davis had 62 toy army men. Then, one day he lost 29 oI them.
How many toy army men does Davis have now?
2. Ariel had 141 worms in a bucket Ior her big Iishing trip. She used
many oI them on the Iirst day oI her trip. The second day she had
only 68 worms leIt. How many worms did Ariel use on the Iirst
day?
3. Alexandra had many dolls. Then, she gave away 66 oI her dolls to
her little sister. Now, Alexandra has 63 dolls. How many dolls did
Alexandra have in the beginning?
6!!#(#$% .,/5'"%
.,/5'"%)/,"%
Larger quantity
unknown
Smaller quantity
unknown
DiIIerence unknown
1. Denzel went out one day and bought 54 toy cars. Later, Denzel
Iound out that his Iriend Gabrielle has 56 more cars than what he
bought. How many cars does Gabrielle have?
2. TiIIany collects bouncy balls. As oI today she has 93 oI them.
TiIIany has 53 more bouncy balls than her Iriend, Elise. How
many bouncy balls does Elise have?
3. Logan has 117 rocks in his rock collection. Another student,
Emanuel, has 74 rocks in his collection. How many more rocks
does Logan have than Emanuel?
.,/5'"%)-%88
Larger quantity
unknown
Smaller quantity
unknown
DiIIerence unknown
1. Ellen ran 62 miles in one month. Ellen ran 29 Iewer miles than her
Iriend Cooper. How many miles did Cooper run?
2. Kelsie said she had 82 apples. II Lee had 32 Iewer apples than
Kelsie, how many apples did Lee have?
3. Deanna has 66 tiny Iish in her aquarium. Her dad Gerald has 104
tiny Iish in his aquarium. How many Iewer Iish does Deanna have
than Gerald?
Table C2-2. Jariations in multiplicative word problems (from Xin et al., 2008)
9:;'- <",;58
Unit Rate
unknown
A school arranged a visit to the museum in LaIayette. It spent a total oI
$667 buying 23 tickets. How much does each ticket cost?
Number oI units
(sets) unknown
There are a total oI 575 students in Centennial Elementary School. II one
classroom can hold 25 students, how many classrooms does the school
need?
(Continued )
Table C2-1. Continued
CHAPTER 2
16
Product unknown Emily has a stamp collection book with a total oI 27 pages, and each page
can hold 13 stamps. II Emily Iilled up this collection book, how many
stamps would she have?
=;-(#5-#>'(#$% .,/5'"%
Compared set
unknown
Isaac has 11 marbles. Cameron has 22 times as many marbles as Isaac.
How many marbles does Cameron have?
ReIerent set
unknown
Gina has sent out 462 packages in the last week Ior the post oIIice. Gina
has sent out 21 times as many packages as her Iriend Dane. How many
packages has Dane sent out?
Multiplier
unknown
It rained 147 inches in New York one year. In Washington D.C., it only
rained 21 inches during the same year. The amount oI rain in New York is
how many times the amount oI rain in Washington D.C. that year?
Generally speaking, part-part-whole (or part part whole) is a generalizable
conceptual model in addition and subtraction word problems where part, part, and
whole are the three basic elements. In contrast, Iactor-Iactor-product (or Iactor
Iactor product) is a generalizable conceptual model in multiplication and division
arithmetic word problems where factor, factor, and product are the three basic
elements. It should be noted that the three basic elements (in either the part-part-
whole or Iactor-Iactor-product model) will have unique denotations when a speciIic
problem subtype applies. For example, in a combine problem type (e.g., Emilv has
4 pencils and Pat has 8 pencils. How manv pencils do thev have all together?), the
number oI pencils Emily has and the number oI pencils Pat has are the two parts;
these two parts make up the combined amount (i.e., 'all together) or the whole. In
contrast, in an additive compare problem type (e.g., Emilv has 9 stickers, Pat has
4 fewer stickers than Emilv. How manv stickers does Pat have?), the number oI
stickers Emily has is the bigger quantity (or the whole amount), whereas the number
oI stickers Pat has is the smaller quantity (or one oI the parts) and the diIIerence
between Emily and Pat is the other smaller quantity (the other part); combining these
two parts is the bigger quantity (or the whole).
Instructional Phases
Instructions to carry out COMPS will be delivered in two parts: problem structure
representation and problem solving. During the instruction oI problem structure
representation, word stories with no unknowns will be used to help students
understand the problem structure and the mathematical relations among the
quantities. SpeciIically, students will learn to identiIy the problem structure and map
the inIormation Irom the problem to its corresponding COMPS diagram equation
(see Figure C1-2 Ior an example: unit rate x # oI units product). During that stage,
Table C2-2. Continued
COMPS PROGRAM
17
as all quantities are given in the story (no unknowns) students will be able to check
the 'balance oI the equation to shape and reinIorce the concept oI 'equality and
the meaning oI an equal sign.
Problem representation instruction will be Iollowed by problem solving
instruction. During problem solving instruction, word problems with an unknown
quantity will be presented. When representing a problem with an unknown quantity
in the COMPS diagram, students can choose to use a letter (can be any letter they
preIer) to represent the unknown quantity. Students are encouraged to use the DOTS
checklist (see Unit 7) to guide the problem solving process.
Overall, the instruction requires explicit strategy explanation and modeling (see
the Appendix Ior modeling worksheets Ior students to Iollow along during the
instruction), dynamic teacher-student interaction, guided practice, perIormance
monitoring with corrective Ieedback, and independent practice. During independent
practice, students will be provided with an independent worksheet to solve either
additive or multiplicative word problems (see the Appendix Ior independent
worksheets) they have just learned. It is suggested that the COMPS model equations
be provided on all modeling and guided practice worksheets, or even on independent
practice worksheets in the beginning stage oI the instructional program. However,
they should be gradually Iaded out on the worksheet once students have internalized
the models.
PART 1
ADDITIVE PROBLEM SOLVING
21
UNIT 1
REPRESENTING PART-PART-WHOLE (PPW)
PROBLEMS
LESSON 1: INTRODUCTION
Learning Outcome: Introduction to the concept oI 'sum, Singapore Bar
Model, and the Part-Part-Whole diagram equation
Materials Needed:
Diagram Part-Part-Whole (PPW) Diagram Equation Model
_______________________________________________________
Teacher: For the coming weeks, we will be working together to learn how to solve
word problems by using Singapore Bar Models and diagram equations.
Slide 1-1-1. Introduction to the concept of sum
4 +7 = 11
Teacher: (Display Slide 1-1-1) How many circles are there in the Iirst row? (Point
to the Iirst row and ask one student to answer.)
Students: 4 circles.
(II the student cannot answer, let him/her count);
Teacher: How many circles are there in the second row?
Students: Seven.
Teacher: How many circles are there in all?
Students: Eleven.
Teacher: Good. There are eleven circles altogether. II we want to express it in math
language, we say: Four plus seven is eleven ('4 7 11), where 11 is the sum oI
4 and 7.
CHAPTER 2
22
Teacher: (Give out cubes in two diIIerent colors ) First, please pick out 8 white color
cubes and Iorm a bar; Next, please pick out 5 gray color cubes and Iorm another bar.
(Monitor students` actions; Display Slide 1-1-2.)
Slide 1-1-2. Introduce the Concept of a Bar
How many cubes are there in all? We can stack the two bars together (see Slide
1-1-2-a) and Iind out the answer by counting them all or by using the strategy oI
'counting on (8, then 9, 10, 11, 12, 13).
Slide 1-1-2-a
Or we can Iind out the answer by using the Part-Part-Whole (PPW) Diagram
Equation that we are going to learn today.
Slide 1-1-3. PPW Diagram Equation. Part Part Whole
Part Part
+ =
Whole
Teacher: (Display Slide 1-1-3) Let`s read it together three times: 'part and part
make up the whole.
Let`s map inIormation Irom the bar model to the PPW diagram equation and see how
the bar model is represented by the PPW diagram equation.
COMPS PROGRAM
23
Slide 1-1-4. Bar Model and the PPW Diagram Equation
Part
8 5
13
Part
+ =
Whole
8(part) 5 (part)
13 (whole)
(Teacher points to the bar model in Slide 1-1-4)
As 8 is one part (the white bar made oI 8 cubes) and 5 is the other part (the gray bar
made oI 5 cubes), putting the two bars together makes up the 'whole (the long bar).
The 'whole equals the sum oI 5 and 8.
(Teacher now points to the PPW diagram, the lower panel oI Slide 1-1-4)
Let`s Iill the Iirst box with 8 and the second box with 5 Ior the two parts (or two short
bars), and 13 in the bigger box on the other side oI the equal sign to represent the
long bar, which is the whole, or sum oI the two parts.
In summary, the bar model tells us that the white bar and the gray bar (two short
bars) make up the long bar. The PPW diagram equation tells the same story: One
part (8) and the other part (5), which represent the two short bars, make up the whole
(13), which represents the long bar. In other words, 8 5 13.
Now lets` check to see whether the sum oI the two quantities on the leIt side oI the
equal sign is the same as (or equals to) the quantity at the right side (oI the equal sign).
LeIt side oI the equation (LS): 8513,
Right side oI the equation (RS): 13.
Teacher: Does 13 'equal or 'the same as 13?
Students: Yes, 13 13.
Teacher: That means the PPW diagram equation or the statement 'Part and Part
make up the Whole makes sense, and the PPW diagram equation is consistent with
the bar model.
Teacher: Let`s look at Slide 1-1-5.
(Display Slide 1-1-5) There is one white bar, and one gray bar. Each represents
a number. II the two numbers are 7 and 4, which bar represents 7? Which bar
represents 4?
CHAPTER 2
24
Slide 1-1-5
Students: The white bar is 7, and the gray bar is 4.
Teacher: Why?
Students: Because the white bar is longer than the gray bar.
Teacher: Good thinking! II we put together the two bars as shown in Slide 1-1-5-a,
what would be the total length oI the long bar?
Slide 1-1-5-a. Correspondence between the number and bar model
7(part) 4 (part)
? (whole)
Student: Adding the two small bars together?
Teacher: Very good, it will be the sum oI the two parts (7 Ior one short bar and 4 Ior
the other short bar), or the total oI the two small numbers (7 and 4). What is the sum
oI 7 and 4?
Student: 78, 9, 10, .11!
Teacher: Yes, the sum oI 4 and 7 is 11.
Now let`s map the inIormation Irom the bar model to the diagram equation (teacher
presents the PPW diagram equation). We write '7 in one box and '4 in another
box Ior the two 'parts. Then we write '11 in the big box on the other side oI the
equation, to represent the total length oI the long bar.
Now lets` check to see whether the sum oI the two quantities on the leIt side oI the
equal sign is the same as (or equal to) the quantity on the right side oI the equal sign.
LS 7 4,
or LS 11;
and RS 11
Does 11 equal 11? In other words, is 11 the same as 11?
Students: Yes 11 is the same as 11.
COMPS PROGRAM
25
Teacher: That means, LS RS. Or, the PPW diagram equation correctly represent
the bar model.
Slide 1-1-5-b. Correspondence between the bar model and the PPW diagram equation
7(part) 4 (part)
11 (whole)
Part
7 4
11
Part
+ =
Whole
Let`s read Slide 1-1-5-b again. Both the bar model and the diagram model tell us that
one part (7) and the other part (4) make up the whole (11). In other words, two shorts
bars (7 and 4) make up the long bar (11). In summary, the bar model and the diagram
model tell the same story: Part and Part make up the Whole.
CHAPTER 2
26
LESSON 2: PART-PART-WHOLE PROBLEM REPRESENTATION
Learning Outcome: Be able to represent PPW word problem stories with the
bar model and the PPW diagram equation
Materials Needed:
Diagram Part-Part-Whole (PPW) Diagram Equation
Overhead Modeling Modeling PPW story representation 1, 2, and 3
Student Worksheets Modeling PPW story representation 1, 2, and 3
Try It OutPPW story representation 4, 5, and 6
Independent WorksheetPPW story representation 7, 8,
and 9
ReIerence Guide ReIerence Guide (PPW story representation 19)
Teacher: In the last lesson, we learned that the bar model and the PPW diagram
equation are telling the same story: Part and Part make up the Whole. Today we
will use the bar model, and the PPW diagram equation, to represent word problems.
This will help us understand more about the mathematical relation presented in word
problems.
Storv =1-2-1
Heather had 54 crayons. Her sister, Tara, gave her 32 more crayons. Now
Heather has 86 crayons.
(Students read the story together.)
Teacher: What is this story all about?
Students: The story is about Heather`s crayons.
Teacher: That is right! It is about Heather`s crayons. How many crayons does she
have in the beginning?
Student: 54.
Teacher: 54 what?
Students: 54 crayons.
Teachers: Then how many crayons does she get Irom her sister, Tara?
Teacher: AIter she received 32 crayons Irom her sister, she ended up with how many
crayons in total?
Teacher: Let`s see iI we can use bar models to represent the story. I will draw a clear
bar to represent the crayons Heather had in the beginning (54). I will then make a
shaded bar to represent the crayons Tara gave to her (32).
Adding the two bars together should represent the total number oI crayons Heather
has at the end (See Slide 1-2-1-a below).
COMPS PROGRAM
27
Slide 1-2-1-a
54 32
86
Teacher: Above is a pictorial representation oI the story (i.e., 'Heather had 54 crayons.
Then, her sister, Tara, gave her 32 more crayons. Now Heather has 86 crayons.)
Now, let`s see iI you can map the inIormation onto the PPW diagram equation we
have learned (display Slide 1-2-1-b)
Let`s look at the diagram equation together: 'Part and Part make up or equal the Whole.
Now, who can tell me what number goes into the Iirst box in the PPW diagram
equation?
Students: ????
Teacher: We have learned that the two boxes on one side oI the equation represent
parts, and the big box on the other side oI the equation represents the whole or Total.
So what numbers would I write in the Iirst and second boxes that are labelled as 'Part`?
Students: '54 and '32.
Teacher: Very good! We can write 54 in the Iirst box and 32 in the 2nd box; or we
can write 32 in the Iirst box and 54 in the 2nd box. Either way is the same.
What number do we write in the big box Ior the whole, or total?
Students: '86.
Teacher: Super! It is, in Iact, the total oI the two short bars, or two parts. Let`s now
look at the completed diagram as shown in Slide 1-2-1-b.
Slide 1-2-1- b
54 32
86
Part
54 32
86
Part
+ =
Whole
CHAPTER 2
28
Lets` check to see whether the sum oI the two quantities on the leIt side oI the equal
sign is the same as (or equal to) the quantity on the right side oI the equal sign.
LS: 54 32 86
RS: 86
Does 86 equal, or is it the same as, 86?
Students: Yes, 86 is the same as 86.
Teacher: That means, LS RS. Or, 'part and part did make up the whole! Adding
the two parts together EQUALS the whole. The bar model, and the diagram equation,
tells the same story: 'Heather had 54 crayons. Then her sister, Tara, gave her 32
more crayons. Now Heather has 86 crayons.
In summary, as presented in Slide 1-2-1-b, both the bar model and the diagram
model tell us: Part (54) and Part (32) make up the Whole (86); or, two short bars (54
and 32) make up the long bar (86). The bar model and the diagram equation tell the
same story: 'Part and Part make up the Whole.
Let`s try mapping the story to the bar model, or diagram equation, with another story.
Storv =1-2-2
Rachel had 48 flowers in a big vase. Then, 19 of the flowers wilted, so she took
those ones out. Then there were 29 flowers left in the vase.
(Students read the story together)
Students: The story is about Rachel`s Ilowers.
Teacher: That is right! How many Ilowers does she have in a big vase at the beginning?
Student: 48 Ilowers.
Teachers: Then what happened to the Ilowers?
Students: 19 oI the Ilowers wilted.
Teachers: So Rachel took them out oI the vase, and was leIt with how many Ilowers
in the vase?
Students: 29 Ilowers.
Teacher: Let`s draw a bar to present the 48 Ilowers she had in the beginning. Then
we take away the 19, and to show that she is leIt with 29 Ilowers.
(Teacher demonstrates the drawing, one part at a time.)
(Display slides 1-2-1-a)
Teacher: Let`s look at Slide 1-2-2-a:
We start with the long bar that represent the total number oI Ilowers (48) in the vase
in the beginning oI the problem. Then, part oI the Ilowers wilted, so we mark oII
part oI the bar to represent the Ilowers that were taken out oI the vase (19). Finally,
COMPS PROGRAM
29
the leItover segment oI the bar represents the Ilowers that were leIt in the vase (29).
Again, adding the Ilowers that were wilted and the Ilowers that were leIt in the vase
should be the total number oI Ilowers that were in the vase in the beginning (48).
Now, let`s see iI you can map the inIormation onto the PPW diagram equation we
have learned (display Slide 1-2-1-b).
Let`s look at the diagram equation together: 'Part and Part make up the Whole.
Teacher: Who can tell me what numbers should go into the Iirst two boxes that are
labelled as Part in the PPW diagram equation?
Students: 19 and 29.
Teacher: That`s right. The two boxes on the leIt side oI the equation represent the
parts, and the big box on the other side oI the equation represents the whole or Total.
So, 19 and 29, the two parts (which are the Ilowers that were wilted, and the Ilowers
that were leIt over in the vase), will go into the two boxes that are labelled as 'Part.`
What number do we write in the big box Ior the whole, or total?
Students: 48, the total number oI Ilowers.
Teacher: Super. Let`s now look at the completed Slide 1-2-2- b.
Slide 1-2-2- b
19 29
48
Part
19 29
48
Part
+ =
Whole
Slide 1-2-2-a
19 29
48
CHAPTER 2
30
Teacher: II we peel oII the boxes in above diagram equation, we get:
19 29 48
Lets` check to see whether the sum oI the two quantities on the leIt side (LS) oI the
equal sign is the same as (or equals to) the quantity on the right side (RS) oI the
equal sign.
LS: 19 29
Teacher: Who can tell me the sum oI 19 and 29?
Students: 48.
Teacher: Good. 19 plus 29 equals 48; that is,
LS: 19 29 48
The quantity on the RS oI the equation is: RS 48.
Does 48 equal, or is it the same as, 48?
Students: Yes. 48 is the same as 48.
Teacher: That means, LS RS. In other words, part and part did make up the whole.
Adding the two parts together EQUALS the whole.
As presented in Slide 1-2-1-b, the PPW diagram equation tells: 19 wilted Ilowers
(one part), and 29 Ilowers leIt in the vase (the other part), make up the total Ilowers
(48) in the vase in the beginning (the whole). Similarly, the bar model tells: two
short bars (19 wilted Ilowers and 29 leIt in the vase) make up the long bar (48 total
Ilowers).
In summary, the bar model and the diagram equation tell the same story: 'part and
part make up the whole. In other words, the number oI Ilowers in the vase in the
beginning (48) is the sum oI the number oI Ilowers that were wilted and taken away
AND the number oI Ilowers that were leIt in the vase.
Let`s try mapping the story to the bar model and diagram equation with another
problem.
Storv =1-2-3
It rained 45 inches in 2006, and it rained 57 inches in 2005. It rained a total of
102 inches in the two years combined.
AIter students read the story together:
Students: The story is about the rainIall in 2006 and in 2005.
Teacher: Yes. What is the rainIall in 2006?
Students: 45 inches.
COMPS PROGRAM
31
Teacher: What is the rainIall in 2005?
Teacher: I will ask you to come to the board and draw the bar model Ior the rainIall
in year 2006 and year 2005.
(Teacher calls on volunteers to draw the bar models Ior the rainIall in year 2006 and
year 2005.)
Teacher: Good job in making the bar Ior the rainIall Ior 2006 and another bar Ior
2005. I will use braces to indicate on the bar model that, the Iirst short bar represents
the rainIall (45 inches) in 2006, the 2nd short bar represents the rainIall (57 inches)
in 2005. See Slide 1-2-3-a.
Slide 1-2-3-a
45 57
45 57
102
Teachers: So the total rainIall during these two years will be?
Teacher: Who can help me indicate, using the braces as I have just demonstrated,
the total rainIall oI both year 2006 and year 2005?
(Students are expected to make the brace Ior the entire bar and indicate the number
oI inches, 102, Ior the entire bar as Iollows)
Teacher: Let`s look at the above bar model.
The shaded bar represents the rainIall Ior the year 2006. The dark bar represents
the rainIall Ior the year 2005. Adding these two bars together should represent the
total rainIall Ior both 2006 and 2005. What is the total rainIall Ior the two years
combined?
Students: 102
Teacher: 102 what?
Teacher: Good! Now, I need a volunteer to represent the story in the PPW diagram
equation.
CHAPTER 2
32
(Teacher presents the PPW Diagram Equation. Teacher then calls on student
volunteers. Student volunteers complete the mapping oI the inIormation to the PPW
diagram equation on the board. The rest oI the students will work on the student
worksheets).
Teacher: Let`s look at the diagram equation together: 'Part and Part make
up the whole. What do the two small boxes on the leIt side oI the equation
stand Ior?
Students: The Iirst box stands Ior the rainIall during the year 2006. The second box
stands Ior the rainIall during the year 2005.
Teacher: What does the big box on the other side oI the equation stand Ior?
Students: It stands Ior the total rainIall during both years: 2006 and 2005.
Teacher: Super. Let`s now look at the completed bar model and the diagram equation
together (Slide 1-2-3-b).
Slide 1-2-3-b
45 57
102
Part
45 57
102
Part
+ =
Whole
Teacher: Are the bar model and the diagram equation telling the same story?
Students: Yes. The two boxes are representing the two short bars, and the big box
represents the combination oI both short bars.
Lets` check whether the sum oI the two quantities on the leIt side oI the equal
sign (LS) is the same as (or equal to) the quantity on the right side oI the equal
sign (RS).
I need a volunteer to do this on the board.
(Teacher calls on a volunteer)
Student Volunteer:
LS: 45 57 102
Teacher: Good job!! Who can express the quantity Ior the other side oI the equation?
(Teacher calls on another volunteer.)
COMPS PROGRAM
33
Student Volunteer:
RS: 102
Teacher: Is the quantity on the LS oI the equation the same as the quantity on the
RS oI the equation?
Students: Yes. 102 is the same as, or equal to, 102!
Teacher: That means you have correctly mapped the inIormation onto the diagram,
and part and part did make up the whole. In other words, adding the rainIall Irom
2006 and 2005 (45 inches and 57 inches) equals the total rainIall Ior both years,
which is 102 inches.
In summary, the bar model and the PPW diagram equation tell the same story: Part
and Part make up the Whole.
Now you will try to represent the story onto the bar model and diagram equation on
your own.
DIRECTIONS FOR TRY-IT-OUT AND INDEPENDENT WORKSHEET
In the below worksheets, Iirst, you will use the bar model to represent the story.
Then you will map the inIormation into the PPW diagram equation. AIter you
map the inIormation into the diagram, you will check whether the sum oI the
two quantities Irom the leIt side oI the equation IS THE SAME AS, or EQUAL
to, the quantity Irom the right side oI the equation. II NOT, you need to check
the accuracy oI your mapping against the story provided. Make sure you have,
both, correctly entered the two parts into the two smaller boxes labelled part,
and that you have correctly entered the total in the bigger box labelled whole
on the other side oI the equation. AIter correcting the mapping in the diagram,
you will check again whether the sum oI the two parts Irom the leIt side oI the
equation IS THE SAME AS, or EQUAL to, the quantity Irom the right side oI the
equation.
Trv it OutPPW Storv Representation 4, 5, and 6
4. The pound had 67 dogs in cages waiting to be adopted. One week, 24 oI the dogs
were adopted. There were still 43 leIt at the pound.
5. A basketball player named Sarah scored 43 points in the Iirst halI oI a game. Then
she scored 12 more points in the second halI. By the end oI the game, she had
scored 55 points.
6. Alex had 164 colored pencils. 57 oI them were diIIerent shades oI blue. There
were 107 colored pencils which were not blue.
CHAPTER 2
34
Independent WorksheetPPW Storv Representation 7, 8 and 9
7. One teacher had 23 Ilashcards Ior his students. Another teacher had 89 Ilashcards.
In total, the two teachers had 112 Ilashcards.
8. One student`s mom baked 56 cookies Ior the class party. Her son and his Iriends
ate 32 oI the cookies beIore she woke up. There were only 24 cookies leIt Ior the
party.
9. A cat caught 23 mice in the spring and summer. In the Iall and winter, the same
cat caught 53 mice. The cat caught a total oI 76 mice that year.
35
UNIT 2
SOLVING PART-PART WHOLE (PPW) PROBLEMS
LESSON 3: SOLVING PPW PROBLEMS
Learning Outcome: Be able to Solve PPW word problems with the bar model
and the PPW diagram equation.
Materials Needed:
Diagram Part-Part-Whole (PPW) Diagram Equation Model
Poster PPW Word Problem (WP) Storv Grammar Poster
Overhead Modeling Modeling PPW problem solving 1, 2, and 3
Student Worksheets Modeling PPW problem solving 1, 2, and 3
Try It OutPPW problem solving 4, 5, and 6
Independent WorksheetPPW problem solving 7, 8
and 9
ReIerence Guide Unit 1: ReIerence GuidePPW problem solving 19.
Teacher: In the last Unit, we learned how to use the bar model and diagram equation
to represent PPW problems. In this unit, we will use the bar model and the diagram
equation to help us solve real world problems.
Problem =2-3-1
Christie read two books over the summer. One book was 193 pages and the
other book was 267 pages. How many pages did Christie read over the summer?
Teacher: what is this problem all about?
Students: The problem is about the two books Christie read over the summer.
Teacher: That`s right. What else does it tell us?
Students: One book is 193 pages, and the other book is 267 pages.
Teacher: Good. What are we asked to solve Ior?
Students: How many pages did Christie read over the summer?
Teacher: Great. Let`s underline the question in your worksheet. (Students underline
the question in their worksheet; teacher does so on the board.)
CHAPTER 2
36
Let`s now use the bar models to represent the problem. I will draw a bar to represent
the number oI pages in the Iirst book that Christie read (193) (See Slide 2-1-a).
Who can help with drawing a bar to represent the number oI pages in the 2nd book
that Christie read?
(Teacher call on a student volunteer)
(Student volunteer draws a 2nd bar next to the Iirst bar to represent the number oI
pages |267| in the 2nd book that Christie read.)
Teacher: And the question asks about the total number oI pages Christie read over
the summer. I will make a brace to indicate the total number oI pages over the two
short bars, which represent the number oI pages in both the Iirst and second book
that Christie read. See slide 2-3-1-a.
Slide 2-3-1-a
?
193 267
Teacher: Above is a pictorial representation oI the problem using the bar model.
The Iirst short bar represents the number oI pages Christie read in the Iirst book; the
2nd short bar represents the number oI pages in the 2nd book that she read. Adding
the two bars together would show the total number oI pages in both books. BeIore
we solve the problem, I would like to represent this problem in the PPW diagram
equation as well.
Who can help with the representation with the diagram equation?
(Student volunteer makes the representation using the diagram equation (see Slide
2-3-1-b)
Slide 2-3-1-b
Part
193 267
?
Part
+ =
Whole
COMPS PROGRAM
37
Teacher: Slide 2-3-1-a represents the story oI problem 1. Slide 2-3-1-b represents
the mathematical relation in the problem. To Iind out the answer to 'How many
pages did Christie read over the summer, we can generate a math sentence based
on the bar model. That is,
Total # oI pages the Iirst short bar the 2nd short bar, or
Total # oI pages 193267 460.
However, iI we use the PPW diagram equation, the math sentence (or equation) Ior
solving the problem is given by the diagram equation. That is, iI we peel oII the
boxes Irom the diagram equation, we get
193 267 ?
Or ? 193 267 460.
What is a complete answer to this problem?
Students: The answer is: Christie read a total oI 460 pages over the summer.
Teacher: Super!
The reason we use both the bar model and the diagram equation is that the bar model
helps us to understand the meaning oI the problem, as well as the meaning oI the
diagram. Later in the program, we will not have to draw the bar models. Instead,
we can directly use the PPW diagram equation to represent and solve problems, as
the diagram equation provides us with a deIined math sentence, or equation, Ior our
solution.
Let`s look at one more problem and represent it with both a bar model and the diagram
equation. AIter that, we will only use the PPW diagram equation to represent and
solve the problem.
Problem =2-3-2
The Girl Scouts were selling cookies at the mall. They brought 93 boxes of
cookies with them, and they sold 47 boxes that day. How many boxes of cookies
will the Girl Scouts have to take back home?
Teacher: What is this problem all about?
Students: The problem is about the Girl Scouts selling cookies. They have a total oI
93 boxes oI cookies, they sold 47 boxes.
CHAPTER 2
38
Teacher: What are we asked to solve Ior?
Students: How many boxes oI cookies will the Girl Scouts have to take back home?
Teacher: Great. I will underline the question on the board, and you will do it in your
worksheet.
Now Let`s use the bar model to represent the problem. I will ask volunteers to draw
the bar model on the board to represent the problem.
Who will draw a bar to represent the total number oI boxes oI cookies the girl scouts
brought to the mall to sell (93)?
(Teacher calls on a volunteer. The volunteer makes a bar to represent the total number
oI boxes oI cookies. Other students will do the same in their worksheet)
See Slide 2-3-2-a below.
Slide 2-3-2-a
93
Teacher: The above bar represents the total number oI boxes oI cookies they brought
to sell. How many boxes oI cookies did they sell that day?
Students: They sold 47 boxes.
Teacher: Instead oI making another bar, I will mark oII portion oI the long bar to
indicate the number oI boxes that were sold (see Slide 2-3-2-b). You will do the same
in your worksheet.
Slide 2-3-2-b
93
47
Teacher: So iI the entire bar represents the total number oI boxes oI cookies they
brought (i.e., 93), and the shaded bar represents the boxes oI cookies sold, what does
the clear bar represent?
Students: The boxes oI cookies that were not sold.
COMPS PROGRAM
39
Teacher: That is right. It is the boxes oI cookies that were not sold, or, the number
oI boxes oI cookies that the Girl Scouts have to take back home, which is what we
are asked to Iind out. I will use a question mark to indicate the unknown quantity on
the bar (Slide 2-3-2-c)
Slide 2-3-2-c
47
93
?
Who can help with the representation oI the problem in the PPW diagram equation
below the bar model? (Teacher makes the PPW diagram equation model below the
bar model, and then calls on students to Iill in the numbers in the diagram.)
(Student volunteer makes the representation in the diagram equation) (See Slide
2-3-2-d, the lower panel)
Slide 2-3-2-d
47
93
?
Part
47 ?
93
Part
+ =
Whole
Teacher: Let`s look at the above Slide 2-3-2-d. The top part is the bar model.
In the bar model, the Iirst short bar represents the number oI boxes oI cookies sold
(47). The 2nd short bar represents the number oI boxes leIt unsold. The entire bar
represents the total number oI boxes oI cookies they brought to sell.
CHAPTER 2
40
Let`s look at the lower panel, or the diagram equation:
The Iirst box in the diagram equation represents the boxes oI cookies sold, the
second box represents the leItover unsold boxes oI cookies, and the big box on the
other side oI the equation represents the total number oI boxes oI cookies Ior sale.
Adding the two parts (boxes sold and the boxes unsold) together should make up, or
equal, the whole.
In summary, the bar model and the diagram equation representations tell the same
story in the problem.
To Iind out the answer to 'How many boxes oI cookies will the Girl Scouts have to
take back home? we can generate a math sentence based on the bar model. That is,
in order to Iind the diIIerence between the long bar and the short bar we subtract. The
math sentence would read:
? 9347
ThereIore, ? 46.
Now we know that the 2nd short, clear bar is 46, meaning there are 46 boxes oI
cookies that were not sold, or 46 boxes that the girl scouts have to take back home.
However, iI we use the PPW diagram equation, the math sentence Ior solving the
problem is given by the diagram equation. That is, iI we 'peel oII the boxes Irom
the diagram equation, we get
47 ? 93
Because the number we are adding is unknown, we have to 'undo the addition to
Iind out the unknown addend. That is, we subtract the given part Irom the whole (or
total) Ior solving Ior the unknown part. The math sentence would read:
? 9347
? 46
|Note: For higher level students, the teacher can simply use basic algebra properties
Ior the instruction on how to Iind out the unknown in the equation. That is
Given: 47 ? 93,
To solve Ior the unknown (i.e., the question mark, ?), we need to isolate the unknown
? by subtracting 47 Irom both sides oI the equation:
4747 ? 9347
We get: ? 9347, or ? 46
In Iact, we can veriIy the algebraic way oI solving Ior the unknown Irom the bar
model presented in the upper panel oI slide 2-3-2-d. That is, to Iind out the diIIerence
between the whole and one part, we subtract. In other words, ? 9347 46.|
COMPS PROGRAM
41
Students: The answer is: The Girl Scouts will have to take 46 boxes oI cookies back
home.
Teacher: Very good!
We have gone through several problems using both the bar model and the PPW
diagram equation, and learned that the PPW diagram equation tells the same story
(that is, 'Part and Part make up the Whole) as the bar model. Because the PPW
diagram equation directly provides us with the math sentence, or equation Ior solving
the problem, we may not need to draw the bar model Ior Iuture PPW problems.
Instead we can directly use the PPW diagram equation to set up the math equation
Ior accurate problem solving. Let`s try it out with the next problem. That is, we will
only use the PPW diagram equation to solve the PPW problems.
Problem =2-3-3
Travis ordered 68 baseball cards from a magazine. Then he ordered some more
for his brother. In all, he ordered 129 baseball cards. How many did he order
for his brother?
Students: The problem is about Travis and buying baseball cards.
Teacher: How many baseball cards did he order the Iirst time?
Students: 68 baseball cards.
Teacher: How many more did he order Ior his brother?
Students: He ordered some more. we do not know how many he ordered Ior his
brother.
Teacher: Correct. That is, in Iact, the question we are asked to solve Ior. Let`s
underline the question in the problem. (Teacher does so on the board; students do so
in their worksheet).
Teacher: What else do we know?
Students: He ordered a total oI 129 baseball cards.
Teacher: Great! So Travis ordered 68 baseball cards. Then he ordered some
more, but we do not know that number. We do know that, at the end, he ordered
a total oI 129 baseball cards in all. Is this still the part-part-whole (PPW) type oI
problem?
Students: Yes.
CHAPTER 2
42
Teacher: You are right. It is still the PPW problem structure. So let`s use the PPW
diagram to represent the inIormation Irom the problem.
Teacher: I will make the PPW diagram on the board. I will ask Ior your help to Iill
the numbers into the PPW model equation.
(Teacher presents the PPW diagram equation without Iilling any numbers in the boxes)
Teacher: What is the total number oI baseball cards Travis ended up with aIter
ordering some Ior himselI and Ior his brother?
Students: 129 baseball cards.
Teachers: So 129 is the total, or the whole amount.
Where do I write '129, the total number oI baseball cards in the diagram equation?
Students: In the big box.
Teacher: That is right. We always input the total, or the whole, into the big box on
one side oI the equation by itselI. (Teacher enters '129 in the big box. Students do
the same in their worksheets.)
Teacher: do we know any inIormation about the two parts, or the two orders Travis
made that makes up the total?
Students: We know he ordered 68 baseball cards Ior himselI the Iirst time.
Teacher: OK. That is one part. Let`s write '68 in the Iirst box in the diagram.
Do we know the other part?
Students: We do not know.
Teacher: You are right. We do not know how many he ordered Ior his brother. We
are asked to solve Ior this part.
I will write a '? in the second small box in the PPW diagram. Instead oI using a
question mark, we can also use a letter to represent the unknown quantity. (Teacher
writes a letter 'a in the 2nd box that is labeled 'Part). In your worksheet, please
write the letter 'a in the 2nd box Ior the part that is not known.
Now let`s look at the completed diagram (Slide 2-3-3)
Slide 2-3-3
Part
68 a
129
Part
+ =
Whole
COMPS PROGRAM
43
The Iirst box (68) represents the Iirst order Travis made Ior himselI; the 2nd box represents
the second order he made Ior his brother (the unknown quantity 'a). The big box on the
other side oI the equation represents the total number oI baseball cards Travis ordered.
The PPW diagram has provided us with a math equation. All we need to do is to
'peel oII the boxes and rewrite it as a math sentence, or equation.
That is, 68 a 129
Teacher: To solve Ior the unknown in the above equation, what do we do?
Students: .
Teacher: Because the number we are adding is unknown, we will undo the addition.
That is, we will subtract the known part Irom the total (or the whole) to solve Ior the
other part (a). The math sentence will read:
a 12968.
What is the answer to the above math sentence?
Students: 61.
Teacher: What is the complete answer to the problem?
Students: Travis ordered 61 baseball cards Ior his brother.
Teacher: Superb job.
To check Ior the accuracy oI our answer, we can replace the unknown a with our
answer (61) to check whether our answer is correct.
II we replace the letter a in the equation with our answer 61, the equation will be:
68 61 129.
LeIt side (LS) oI the equation 6861
What is the sum oI 68 and 61?
Students: 129.
Teacher: so LS 129,
Right side (RS) oI the equation was given. RS 129.
Is 129 the same as 129?
Students: Yes.
Teacher: So LS RS. That means our answer, 61, is correct.
In summary, we can directly use the PPW diagram to represent PPW problems, and
use the given equation to solve Ior the unknown. When we represent the problem in the
PPW diagram, the key is to Iind out what amount is the whole (total), and what amounts
make up the parts, and then map them into the PPW diagram equation accordingly.
Now you will try it out and solve three more PPW problems.
Problem =2-3-4
Two people in a particular music group have written 48 songs. If one member
has written 27 of the songs, how many songs has the other one written?
CHAPTER 2
44
(Below are key points in guiding students to represent the problem in the PPW
diagram and solving the problem.)
1. Is this problem a Part-Part-Whole situation?
yes, two members in the music group have written a total oI 48 songs. One
member has written 27. We are asked to solve Ior the number oI songs the other
member has written.
2. What is the total or whole in this story?
the total number oI songs written by both members: 48 songs
3. What are the two parts that make up the whole or total?
one member wrote 48 songs, the other member wrote some, which is the
unknown part we need to solve Ior.
Based on the above understanding, the representation oI the problem in the PPW
diagram should be similar to Slide 2-3-4.
Slide. 2-3-4
Part
27 a
48
Part
+ =
Whole
4. To solve Ior the unknown 'a, we will 'peel oII all the boxes and rewrite the
math equation as
27 a 48
ThereIore, a 4827, or a 21
Answer: The other member has written 21 songs.
Problem =2-3-5
After a hard day`s work, a mailman delivered 203 letters, but he still has 148 letters
left in his bag. How many letters did he have in his bag at the beginning of the day?
Key points in guiding students to represent the problem in the PPW diagram and to
solve the problem.
1. Is this problem a Part-Part- Whole situation?
yes, a mailman has some letters to deliver. He delivered 203 letters, and he still
has 148 leIt in his bag undelivered. We are asked to Iind out the total number oI
letters Ior delivering at the beginning of the day, which is the unknown quantity
we need to solve Ior.
COMPS PROGRAM
45
2. What is the total or whole in this story?
the total number oI letters the mailman needs to deliver, which is the unknown
quantity (a) that we need to solve Ior.
3. What are the two parts that make up the whole, or total?
He delivered 203 letters. He still has 148 leIt in his bag undelivered. The letters
delivered and the letters leIt in the bag are the two parts that make up the total
number oI letters the mailman needed to deliver.
Slide. 2-3-5
Part
203 148
a
Part
+ =
Whole
math equation as
203 148 a
That is, a 203 148, or a 351
Answer: The mailman has 351 letters in his bag at the beginning oI the day.
Problem =2-3-6
Mary wrote 54 poems over the summer, but then she realized she didn`t like some
oI them and tore them up. AIterwards, she had only 35 poems leIt. How many did
she tear up?
Key points in guiding students to represent the problem in the PPW diagram and
solving the problem.
1. Is this problem a Part-Part- Whole situation?
Yes, Mary wrote a total oI 54 poems, but she tore some poems she wrote.
AIterwards, she only had 35 poems leIt. We are asked to Iind out the number oI
poems she tore up.
2. What is the 'total or 'whole in this story?
the total number oI poems Mary wrote, that is, 54.
CHAPTER 2
46
3. What are the two parts that make up the whole or total?
she tore up some poems, which is the unknown quantity we are asked to Iind out,
and she leIt only with 35 poems.
Slide. 2-3-6
Part
a 35
54
Part
+ =
Whole
math equation as:
a 35 54.
ThereIore, a 5435, or a 19
Answer: Mary tore up 19 poems that she wrote.
SUMMARY
In this lesson, we have used PPW diagram equation to represent and solve the PPW
problems. Figure 23 (in next page) presents a story grammar prompt card (Xin et
al., 2008) that students can use to Iacilitate meaningIul problem representation. As
presented in Figure 23, word problem (WP) storv grammar questions and prompts
were generated in accordance with the three elements in the PPW Diagram Equation
to help students understand the problem structure and correctly map inIormation
Irom the problem to the diagram equation. As shown in Figure 23, the diagram
equation emphasizes algebraic expression oI mathematical relations among key
elements oI the problem structure. SpeciIically, a Part-Part-Whole (PPW) problem
describes an additive relation between multiple parts and the whole (i.e., parts
make up the whole). It includes problems such as combine (e.g., Christine has 5
apples. John has 4 apples. How manv apples do thev have together?), change-join
(e.g., Christine had 5 apples. John gave her 4 more apples. How manv apples does
Christine have now?), and change-separate (e.g., Christine had 9 apples. Then she
gave awav 4 apples. How manv apples does she have now?) (Van de Walle, 2004).
Placement oI the unknown can be on the part or on the whole (please reIer to eight
variations oI PPW problems in Table C2-1 in Chapter 2, p. 1415).
COMPS PROGRAM
47
Part-Part-Whole (PPW)
A PPW problem describes multiple parts that make up the whole
PPW WP Story Grammar Questions
Part Part Whole
+ =
Which sentence or question tells about the whole or combined
amount? Write that quantity in the big box on one side of the equation by
itself.
Which sentence or question tells about one of the parts that makes
up the whole? Write that quantity in the first small box on the other side
of the equation.
Which sentence or question tells about the other part that makes up
the whole? Write that quantity in the 2
nd
small box (next to the first small box).
Figure 23. Part-Part-Whole WP Storv Grammar Poster (adapted from Xin, et al., 2008).
DIRECTIONS FOR INDEPENDENT WORKSHEET
Teacher: In the below worksheets, you will use the PPW diagram equation to
represent and solve the problem. AIter reading and understand the problem, Iind out
the total amount, or the whole, and the two parts. Map the inIormation accordingly
to the PPW diagram. AIter completing the representation, you will rewrite the math
sentence by 'peeling oII all the boxes in the diagram equation. You will solve Ior
the unknown quantity (or a) in the equation.
To check Ior the accuracy oI your calculation, you can replace a in the diagram with
your answer, and check whether the sum on the leIt side oI the equation equals the sum
on the right side oI the equation. Finally, provide a complete answer to the problem.
Independent WorksheetPPW Problem Solving 7, 8 and 9
7. A school Iundraiser made $308 in both parent and student contributions. The
students contributed $111. How much did the parents contribute? (111 a 308)
8. Larry had a big bag oI candy aIter Halloween night. He ate 45 pieces and gave
the remaining 57 pieces to his Iriends. How many pieces oI candy did Larry
originally have? (45 57 a)
9. Gilbert had several paperback books. Then his brother, Sean, gave him 57 more
paperback books. Now Gilbert has 113 paperback books. How many paperback
books did Gilbert have in the beginning? (a 57 113)
49
UNIT 3
REPRESENTING ADDITIVE COMPARE (AC)
PROBLEMS
LESSON 4: REPRESENTING AC-MORE PROBLEMS
Learning Outcome: Be able to represent AC word problem stories with the
Materials Needed:
Diagram Part-Part-Whole (PPW) Diagram Equation Ior AC
Overhead Modeling Modeling AC-more problem representation 1, 2, & 3
Student Worksheets Modeling AC-more problem representation 1, 2, & 3
Try It Out: ACmore problem representation 4, 5, & 6
Independent Worksheet: AC-more problem representa-
tion 7, 8, & 9
ReIerence Guide ReIerence Guide: AC-more problem representation 19
Teacher: In the last Unit, we learned how to use a bar model and diagram equation
to represent and solve PPW problems. In this unit, we will use the bar model and the
diagram equation to represent Additive Compare (AC) problems, or the comparison
problems that involve addition and subtraction.
Problem =3-4-1
Christine has 43 toy cars. Bob has 66 more toy cars than Christine. Bob has
109 toy cars.
Students: This story is about Christine and Bob, and the toy cars they have.
Teacher: Yes, you are right. SpeciIically, this story compares the number oI the toy
cars Christine has to the number oI toy cars that Bob has. AIter reading the problem,
do you know who has more?
Students: Bob has 66 more than Christine.
CHAPTER 2
50
Teacher: Let`s underline this comparison sentence. From this sentence, we know
Bob has more and Christine has less, and the diIIerence between the two is 66. Let`s
use the bar model to represent the given inIormation in the problem.
I am going to ask a volunteer to make the Iirst bar to represent the number oI toy
cars that Christine has.
(Teacher calls on a volunteer. Student volunteer makes the Iirst bar to represent the
number oI toy cars Christine has). See Slide 3-4-1-a.
Slide 3-4-1-a
43
Teacher: Above bar represents the number oI toy cars Christine has (i.e., 43).
From reading the story, we know that Bob has 66 more than Christine.
I will make another bar Ior Bob. How will the bar Ior Bob be diIIerent Irom the bar
Ior Christine?
Students: Bob has 66 more.
Teacher: Yes. So I will make a new bar Ior Bob immediately below the one Ior
Christine. The new bar Ior Bob should be '66 longer than the bar Ior Christine as
the story says that 'Bob has 66 more. I will also indicate that the total number oI
toy cars Bob has is 109 as provided in the story.
(Teacher makes the bar Ior Bob below the one Ior Christine. See Slide 3-4-1-b.)
Slide 3-4-1-b
43
Christine
Bob
43 66
109
COMPS PROGRAM
51
Teacher: Now let`s look at Slide 3-4-1-b. The Iirst bar (the short one) represents
the number oI toy cars Christine has; the second bar (the longer one) represents the
number oI toy cars Bob has, which is 66 more than the Iirst bar Ior Christine. In other
words, the diIIerence between the bar Ior Christine (the shorter one) and the bar Ior
Bob (the longer one) is '66, which is indicated by the clear part oI the longer bar.
(Teacher points to the segment oI the bar that is not shaded in the longer bar)
Teacher: II we look at the longer bar (Bob), it is actually made up oI two parts: (a)
the Iirst part (shaded bar), which is the same as Christine (43); and (b) the second
part (clear bar), which is the additional toy cars that Bob has. These two parts (a and
b) make up the total number oI toy cars that Bob has.
So now we are ready to represent the same story in the PPW diagram equation.
(Teacher presents the PPW diagram equation)
Who can tell us the quantities oI the two parts (that make up the bigger quantity) that
we should write in the two small boxes labeled 'part on the leIt side oI the PPW
diagram equation?
Teacher: Great! I will write 43 in one oI the small boxes that represent the small
quantity. I will write 66 in the other small box that is labeled as 'diIIerence in the
PPW diagram.
What number will we write in the big box that represents the bigger quantity in this
comparison story?
Students: 109.
Teacher: That is correct. The big box is Ior the total number oI toy cars Bob has. I
will write 109 in the big box that is labeled 'whole in the PPW diagram equation.
You will do the same in your worksheet. See Slide 3-4-1-c Ior a completed bar model
and the PPW diagram equation.
Teacher: As shown above, when representing the comparison story onto the PPW
diagram equation, the smaller quantity (Christine in this case) oI the two being
compared (Christine and Bob) AND the difference amount (between the bigger
and the smaller quantities; or between Bob and Christine`s toy cars, as indicated
by '66 more. than in this story) will make up the 'whole, or the bigger quantity
(Bob in this case), as shown exactly in the bar model.
equal sign is the same as (or equal to) the quantity on the right side (RS) oI the equal
sign.
CHAPTER 2
52
Slide 3-4-1-c
43
109
43
Christine
Bob
66
Part
43
Smaller Difference
Bigger
66
109
Part
+ =
Whole
LS: 43 66 109
RS: 109
Does 109 equal 109?
Students: Yes, they are the same.
Teacher: That means, LS RS. Or 'part and 'part in the diagram did make up the
'whole. The bar model and the PPW diagram equation tell the same story (teacher
points to the PPW model in Slide 3-4-1-c to explain): Bob has the larger quantity
(the 'whole); he has 60 more than (the diIIerence) what Christine has (the smaller
quantity).
(Teacher points to the bar model) The number oI the toy cars Bob has (the longer bar) is
made oI the two parts: (a) the number oI toy cars Christine has, AND (b) the additional
toy cars that Bob has, or the difference amount (i.e., 60) between the two quantities.
Let`s try another story that involves a comparison between the two quantities.
Problem =3-4-2
Lauren has 110 Carnival tickets. Lauren has 50 more tickets than Alex. Alex
has 60 tickets.
COMPS PROGRAM
53
Students: This story compares the number oI carnival tickets Lauren has to the
number oI tickets Alex has.
Teachers: Great, it is an additive comparison (AC) problem. Based on your
understanding oI the problem, do you know who has more and how many more?
Students: Laura has more and she has 50 more tickets than Alex.
Teacher: Let`s underline this comparison sentence, as it tells who is compared to
whom and who has more, who has less, and exactly how many more (or less).
Teacher: OK, so we know Laura has more and Alex has less. Let`s use the bar model
to represent the inIormation given in the problem.
I am going to ask a volunteer to make the Iirst bar to represent the number oI tickets
Laura has.
(Teacher calls on a volunteer. Student volunteer makes the Iirst bar to represent the
number oI tickets Laura has). See Slide 3-4-2-a.
Slide 3-4-2-a
110
Teacher: The above bar represents the number oI tickets Laura has (i.e., 110).
From the story, we know that Laura has 50 more than Alex, and Alex only has
60 tickets.
I will ask another volunteer to make the second bar Ior Alex.
(Teacher calls on a volunteer and the student volunteer makes a second bar Ior Alex
below the bar Ior Lauren.)
(II the student volunteer is conIused about whether Alex`s bar should be longer or
shorter than Lauren)
Teacher: Who has more tickets? Lauren or Alex? And how many more?
Students: Lauren has more and Lauren has 50 more than Alex.
Teacher: So who will have the longer bar, Lauren or Alex?
Students: Lauren.
Teacher: That is correct, Lauren has more, and you told me Lauren has 50 more than
Alex, that is, the diIIerence between Lauren`s bar and Alex`s bar is 50.
(See Slide 3-4-2-b)
CHAPTER 2
54
Slide 3-4-2-b
Lauren
60 50
110
60
Alex
Teacher: Now let`s look at Slide 3-4-2-b. The Iirst bar (the longer one) represents
the number oI tickets Lauren has (110); the second bar (the shorter one) represents
the number oI tickets Alex has (60), which is 50 less than the Iirst bar Ior
Lauren. In other words, Lauren has 50 more than Alex. In short, the diIIerence
between the two bars is 50, which is indicated by the clear part oI the longer
bar. (Teacher points to relevant segments in above bar model during his or her
explanation.)
Teacher: II we look at the longer bar (Lauren), it is actually made up oI two parts:
(a) the Iirst part (shaded part), which should be the same as Alex (60), and (b) the
second part (clear bar), which is the additional tickets (50) that Lauren has. These
two parts (a and b) makes up the total number oI tickets that Lauren has.
Now we are ready to represent the same story in the PPW model diagram.
Slide 3-4-2-b
Lauren
60 50
110
60
Alex
COMPS PROGRAM
55
Who can tell us the quantities Ior the two parts that we should write in the two small
boxes labeled 'part on the leIt side oI the PPW equation?
Teacher: Great! I will write 60 and 50 in the two small boxes that are labeled 'part
in the PPW diagram.
What number will we write in the big box that is labeled 'whole Ior the bigger
quantity in the comparison stories?
Students: 110.
Teacher: That is correct. The big box is Ior the total number oI tickets Lauren has
(the bigger quantity). I will write 110 in the big box that is labeled 'whole Ior the
bigger quantity. You will do the same in your worksheet. See Slide 4-3-2-c Ior the
completed bar model and the PPW diagram equation model.
Slide 3-4-2-c
60 50
110
Part
60
Smaller Difference
Bigger
50
110
Part
+ =
Whole
Teacher: As shown in the above PPW diagram equation, Ior representing the
comparison story onto the PPW diagram equation, the smaller quantity (Alex in
this case) oI the two being compared (Lauren and Alex) AND the difference amount
between the bigger and smaller quantities (or between Lauren and Alex`s Carnival
tickets in this story) will make up the 'whole, which is the bigger quantity (Lauren
in this case), as shown in the bar model.
Lets` check to see whether the sum oI the two quantities on the leIt side (LS) oI the equal
sign is the same as (or equal to) the quantity on the right side (RS) oI the equal sign.
CHAPTER 2
56
LS: 60 50 110
RS: 110
Does 110 equal 110?
Students: Yes, they are the same.
Teacher: That means, LS RS. Or 'part and 'part did make up the 'whole. The
bar model and the PPW diagram equation tells the same story (teacher points to the
PPW model in Slide 3-1-c to explain): Lauren has the larger quantity (the 'whole);
she has 50 more than (the diIIerence) what Alex has (the smaller quantity).
(Teacher points to the bar model) The number oI the tickets Lauren has (the longer
bar) is made oI two parts: (1) number oI tickets Alex has, AND (2) the additional
tickets Lauren has, which is the diIIerence amount between the two (i.e., 50).
Problem =3-4-3
Rob has 79 glue sticks. Felipe has 38 glue sticks. Rob has 41 more glue sticks
than Felipe.
(Students read the story)
Students: This story compares the number oI glue sticks Rob has to the number oI sticks
Felipe has. Rob has 79 and Felipe has 38; and Rob has 41 more glue sticks than Felipe.
Teacher: Great! Because this story compares the number oI Rob`s glue sticks to
those oI Felipe, as indicated in the comparison statement 'Rob has 41 more glue
sticks than Felipe,(Teacher underline the comparison sentence) it is an additive
comparison problem, or an AC problem.
Based on the comparison statement, can you tell me who has more glue sticks, and
how many more?
Students: Rob has more and he has 41 more glue sticks than Felipe.
Teacher: OK, so we know Rob has more and Felipe has less. Without drawing the
bar model, we will give it a try and directly represent the story in the PPW diagram
equation model.
(Teacher presents the PPW diagram equation model)
Teacher: You have just told me Rob has more and Felipe has less, so I will name
the big box (in the PPW diagram) Rob, and the small box (Ior the smaller quantity)
Felipe. What number do I write in the big box that is named Rob?
COMPS PROGRAM
57
Students: 41?
Teacher: 'Is 41 the total number oI sticks Rob has, or is 41 the difference amount
when Rob is compared to Felipe on the number oI sticks they have?
Students: 41 is the diIIerence amount, as it says 'Rob has 41 more glue sticks than
Felipe.
Teacher: That is right. 41 is the additional amount oI sticks Rob has, in addition to
the number oI sticks Felipe has. Now again, what is the total number oI glue sticks
Rob has so that I can write that in the big box Ior Rob?
Students: 79.
Teacher: Great. That is the number oI glue sticks Rob has. (Teacher writes 79 in the
big box named Rob. Students do the same in their worksheet.)
Teacher: Now we need to Iill the two small boxes in the diagram equation. What
number goes into the small box named Felipe?
Rob has 79 glue sticks. Felipe has 38 glue sticks. Rob has 41 more glue sticks than
Felipe.
Students: 38, as Felipe has 38 glue sticks.
Teacher: Great. What number do I write in the 2nd small box that is Ior the diIIerence
amount?
Students: 41.
Teacher: Super, as 41is the additional sticks that Rob has, or the diIIerence amount.
You will complete the diagram in your worksheet.
(Students map the numbers into the diagram in their worksheets)
(Teacher presents the completed PPW diagram, see Slide 3-4-3 below)
Slide 3-4-3
Part
38
Smaller
(Felipe)
Difference
Bigger
(Rob)
41
79
Part
+ =
Whole
Teacher: As shown above, when representing the comparison story onto the
PPW diagram equation, the smaller quantity (Felipe in this case) oI the two being
compared (Rob and Felipe) AND the difference amount between the bigger and the
CHAPTER 2
58
smaller quantities (or between Rob and Felipe`s glue sticks in this story) will make
up the 'whole, or the bigger quantity (Rob`s glue sticks).
sign.
LS: 38 42 79
RS: 79
Do we have a balanced equation? Or is the sum Irom the LS oI the equation equal to
the quantity on the RS oI the equation?
Students: Yes, LS RS.
Teacher: that means we have correctly represented the story in the PPW diagram.
In the worksheets below, you will use the PPW diagram equation to represent
the story. AIter you read and understand the story, iI it is an additive comparison
problem, you will Iind a comparison sentence that tells who has more and how many
more. That is where you will decide who has the larger quantity and who has the
smaller quantity. Name the bigger box and smaller box in the diagram so that you
make sure the bigger quantity goes to the big box on one side oI the equation, and
the smaller quantity goes to the smaller box on the other side oI the equation. The
statement oI 'How many more tells the diIIerence amount. The smaller quantity
and the diIIerence amount should make up, or equal, the bigger quantity on the other
side oI the equation.
II you are ever conIused about the story situation, draw the bar model to help you
understand the story, or speciIically, what are the two parts that make up the whole,
or total (or the bigger quantity in the comparison stories).
Trv it outAC Storv Representation 4, 5, and 6
(Note: Suggested diagram representation is presented in the parentheses Iollowing
each oI the problems)
4. Diego has 30 cats. Ronald has 64 more cats than Diego. Ronald has 94 cats.
(30 64 94)
5. Celina has 112 bikes. Also, Celina has 64 more bikes than Autumn. Autumn has
48 bikes.(48 64 112)
6. Tracey has 106 necklaces. Simone has 69 necklaces. Tracey has 37 more necklace
than Simone. (69 37 106)
COMPS PROGRAM
59
Independent WorksheetAC Storv Representation 7, 8 and 9
7. Malcolm has 61 balls. Dale has 60 more balls than Malcolm. Dale has 121 balls.
8. Melissa has 119 books. She has 72 more books than Alicia. Alicia has 47 books.
9. Avery has 35 more notebooks than Martin. Martin has 65 notebooks. Avery
has100 notebooks.
CHAPTER 2
60
LESSON 5: REPRESENTING AC-LESS PROBLEMS
Learning Outcome: Be able to represent AC word problem stories with the
Materials Needed:
Diagram PPW Diagram Equation Ior the AC Problem Structure
Overhead Modeling Modeling AC-less problem representation 10, 11, & 12
Student Worksheets Modeling AC-less problem representation 10, 11, &12
Independent Worksheet: AC-less problem representation
13, 14, & 15
ReIerence Guide AC-less problem representation 1015
Teacher: During the last lesson, we learned how to use the Bar model and Diagram
Equation to represent a type oI comparison problem. Today we will learn how to
represent more comparison problem situations.
Problem =3-5-10
Cristal has 29 pens, and she has 71 fewer pens than a boy named Warren.
Warren has 100 pens.
Students: This story compares the number oI pens Cristal has to the number oI pens
that Warren has.
Teacher: Correct! It is a comparison story that involves a statement oI 'more or
'less. Mathematically, we name this type oI story Additive Compare (AC).
Teachers: Do you know who has more pens?
Students: 'Cristal has 71 Iewer pens than Warren, and so Warren has more.
Teacher: That is right! Warren has more. I will underline the comparison sentence
on board, and you will do the same on your worksheet.
Let`s Iirst represent the story using the bar model. (Teacher calls on student volunteers
and student(s) come to board and make the segment oI bars that represent the
number oI pens Cristal has, and the number oI pens Warren has. In addition, student
volunteers indicate on the bar graph the diIIerence between the bar Ior Cristal and
the bar Ior Warren). See Slide 3-5-10-a.
COMPS PROGRAM
61
Slide 3-5-10-a
Cristal
29
29 71
100 Warren
In Slide 3-5-10-a, the 2nd bar represents the number oI pens Warren has, a total
oI 100. As indicated in the bar model, it is 71 longer than Cristal`s bar; or in other
words, as stated in the story, Cristal has 71 fewer pens than Warren. In short, the
diIIerence between the number oI pens Cristal has and the number oI pens Warren
has is 71, which is indicated by the clear part oI the longer bar (Teacher points to the
segment oI the bar that is not shaded in the longer bar)
Teacher: II we look at the longer bar (Warren`s bar), it is actually made up oI two
parts: (a) the Iirst part (shaded bar), which is the same as Cristal (29); and (b) the
second part (clear bar), which is the additional pens that Warren has. These two parts
(a and b) make up the total number oI pens that Warren has.
So now we are ready to represent the same story in the PPW diagram equation.
Who can tell us the two parts (that make up the bigger quantity) that we should enter
into the two small boxes on the leIt side oI the PPW diagram equation?
Teacher: That is correct. I will write 29 in the Iirst small box that is labeled 'smaller.
I will write 71 in the 2nd small box that is labeled 'diIIerence.
What should I write in the big box Ior the 'larger quantity on the other side oI the
equation?
Students: 100.
Teacher: That is correct. The big box is Ior the total number oI pens Warren has.
I will write 100 in the big box that is labeled 'bigger or 'whole. You will do the
same in your worksheet. See Slide 3-5-10-b Ior a completed bar model and PPW
diagram equation.
CHAPTER 2
62
Slide 3-5-10-b
Cristal
29
29 71
100 Warren
Part
29
Smaller Difference
Bigger
71
100
Part
+ =
Whole
Teacher: As shown in the above PPW diagram equation (the lower panel oI Slide
3-5-10-b), when representing the comparison story onto the PPW diagram equation,
the smaller quantity (Cristal in this case) oI the two being compared (Cristal and
Warren) AND the difference amount between the bigger and the smaller quantities,
or between Cristal and Warren`s pens (as indicated by '71 Iewer . than in this
story) will make up the 'whole or the Bigger quantity (Warren in this case), as
shown exactly in the bar model.
LS: 29 71 100
RS: 100
Does the LS equal the RS oI the equation and why?
Students: Yes, they are the same, because '100 Irom the LS is the same as or
equals '100 Irom the RS oI the equation.
Teacher: That means, 'part and 'part Irom the leIt side (LS) oI the diagram equation
did make up the 'whole in the right side (RS) oI the equation. Both the bar model
and the PPW diagram equation model tell exactly the same story (teacher points to the
Bar model and the PPW diagram equation in Slide 3-5-10-b during the explanation).
Let`s try to do two more similar comparison problems. Instead oI using both the
bar model and the PPW diagram equation, we will simply use the PPW diagram
COMPS PROGRAM
63
equation (but iI you Ieel you need the bar model to help you, please Ieel Iree to
use both).
Problem =3-5-11
Eugene says he has 88 cards. If Abigail has 35 fewer cards than Eugene, Abigail
has 53 cards.
Students: This story compares the number oI cards Abigail has to the number oI
cards Eugene has.
Teacher: Great, it is a comparison problem that involves a statement oI 'more or
'less. Mathematically, we name this type oI story Additive Compare (AC). Based on
your understanding oI the problem, do you know who has more and how many more?
Students: 'Abigail has 35 Iewer cards than Eugene, so Eugene has more, 35 more,
and Abigail has less.
Teacher: Great. Let`s underline the comparison sentence (students will do the same
in their worksheet).
Now let`s see iI we can map the inIormation onto the PPW diagram equation.
(Teacher presents the PPW diagram equation.) In this diagram, we know that (a) the two
small boxes on the leIt side oI the equation represent the smaller quantity and the diIIerence
quantity respectively, and (b) the big box on the right side oI the equation represents the
bigger quantity as indicated in the diagram (teacher use the PPW diagram to explain).
Let`s name the smaller quantity box and the bigger quantity box in the diagram.
Since you told me Eugene has more, I will name the bigger quantity box 'Eugene,
and name the smaller quantity box 'Abigail. (See Slide #3-5-11-a)
Slide =3-5-11-a
Part
Smaller
Abigail
Difference
Bigger
Eugene
Part
+ =
Whole
Teacher: Ok, so what number do I write in the smaller box that is named Abigail?
Students: 53.
CHAPTER 2
64
Teacher: What number do I write in the bigger box that is named as Eugene?
Students: 88.
Teachers: Super! What number do I write in the 2nd small box that is Ior the
'diIIerence between the Eugene and Abigail, or between the bigger quantity and
the smaller quantity?
Students: 35.
Teachers: Great job. The comparison sentence 'Abigail has 35 Iewer cards than
Eugene not only tell who has Iewer (Abigail in this story) and who has more
(Eugene in this case), but also tells the exact diIIerence between the bigger quantity
(Eugene) and the smaller quantity (Abigail).
Now let`s see Slide #3-5-11-b, the completed PPW diagram equation Ior the AC
story situation:
Slide =3-5-11-b
Part
53
Smaller
Abigail
Difference
Bigger
Eugene
35
88
Part
+ =
Whole
Teacher: As shown in the above PPW diagram equation, when representing the
comparison story onto the PPW diagram equation, the smaller quantity (Abigail
in this case) oI the two being compared (Abigail and Eugene) AND the difference
amount between the bigger and the smaller quantities (or between Eugene and
Abigail) will make up the 'whole, which is the bigger quantity (Eugene in this
case), as shown in the PPW diagram equation.
sign.
LS: 53 35 88
RS: 88
Does the LS equal the RS oI the equation and why?
Students: Yes, they are the same, because '88 Irom the LS is the same as 88 Irom
the RS oI the equation.
Teacher: That means, 'Part and 'part Irom the leIt side (LS) oI the diagram
equation did make up the 'whole on the right side (RS) oI the equation. And the
PPW diagram equation correctly represents the story.
COMPS PROGRAM
65
Let`s use the PPW diagram to represent another additive compare (AC) story that
involves a comparison statement that talks about 'more or 'less.
Problem =3-5-12
Melissa has 119 books. Melissa has 72 more books than Alicia. Alicia has 47 books.
(Students read the story)
Students: This story compares the number oI books Melissa has to the books that
Alicia has. Melissa has 119 and Alicia has 47.
Teacher: Is this a compare story, or speciIically, an additive compare (AC) story that
involves a 'more or 'less relationship?
Students: Yes.
Teacher: Which sentence tells you that?
Students: 'Melissa has 72 more books than Alicia.
Teacher: Great! Let`s underline this comparison sentence as it not only tells us what is
being compared, but also who has more and who has less (or which quantity is bigger,
and which is smaller). (Students underline the comparison sentence in their worksheet.)
Based on your understanding oI the comparison sentence underlined, do you know
who has more and how many more?
Students: 'Melissa has 72 more books than Alicia, so Melissa has more, and Alicia
has less.
Teacher: Let`s map the problem onto the PPW diagram equation (Teacher presents
the PPW diagram equation on the board)
We have two boxes in the diagram that represent the bigger quantity and the smaller
quantity. (Teacher points to the bigger box and the smaller box in the PPW diagram)
I am going to ask you all to name the bigger box and the smaller box in the diagram
(using either 'Melissa or 'Alicia).
To whom does the bigger box belong? Melissa or Alicia?
Students: Melissa, because 'Melissa has 72 more books than Alicia
Teacher: To whom does the smaller box belong?
Students: Alicia.
Teacher: That is great. I will name the two boxes on the board, and you will do the
same in your worksheet. (See Slide 3-5-11-a)
Teacher: Now we know the smaller box belongs to Alice and the bigger box belongs
to Melissa.
CHAPTER 2
66
Slide 3-5-12-a
Part
Smaller
Alicia
Difference
Bigger
Melisa
Part
+ =
Whole
I will ask two volunteers to put the smaller quantity in the box named as Alicia, and
put the bigger quantity in the box named Melissa.
(Teacher calls on the volunteers and student volunteers input the smaller quantity
(Alicia`s) in the smaller box and the bigger quantity (Melissa`s) in the bigger box.)
Teacher: Now what number do we input into the box labeled 'DiIIerence?
That is, what is the diIIerence between Alicia`s books and Melissa`s books?
Students: 72.
Teacher: Ok let`s complete the mapping oI the diagram and see what it tells.
(See Slide 3-5-12-b)
Slide 3-5-12-b
Part
47
Smaller
Alicia
Difference
Bigger
Melisa
72
119
Part
+ =
Whole
Teacher: As shown in the above PPW diagram model, when representing the
comparison story onto the PPW diagram equation, the smaller quantity (Alicia in this
case) oI the two being compared (Melissa and Alicia) AND the difference amount
between the bigger and the smaller quantities (or between Melissa and Alicia) will
make up the 'whole, which is the Bigger quantity (Melissa in this case), as shown
in the PPW diagram equation.
LS: 47 72 119
RS: 119
COMPS PROGRAM
67
Does the LS equal to the RS oI the equation and why?
Students: Yes, they are the same, because '119 Irom the LS is the same as '119
Irom the RS oI the equation.
Teacher: That means, 'part and 'part Irom the leIt side (LS) oI the diagram
equation did make up the 'whole on the right side (RS) oI the equation, and the
PPW diagram equation correctly represents the story.
SUMMARY
In this unit, we have used PPW diagram equation to represent the AC problems.
Figure 35 present a story grammar prompt card (Xin et al., 2008) that students can use to
Iacilitate meaningIul representation oI AC problems. As presented in Figure 35, word
problem (WP) storv grammar questions and prompts were generated in accordance
with the key elements in the AC stories (or problems) to help students understand
the problem structure and correctly map inIormation Irom the problem to the PPW
diagram equation. As shown in Figure 23, the diagram equation emphasizes algebraic
expression oI mathematical relations among key elements oI the problem structure.
SpeciIically, an additive compare (AC) problem describes one quantity as 'more than
the other quantity (i.e., the AC-more type) or 'less than the other quantity (i.e., the
AC-less type). Please reIer to Table C2-1 in Chapter 2 (page 15) Ior three variations oI
AC-more problem structure and three variations oI AC-less problem structure.
Additive Compare (AC)
An AC problem describes one quantity as more or less than the other quantity
AC WP Story Grammar Questions
Smaller Difference
Bigger
Part Part Whole
+ =
Which sentence (or question) describes one quantity as more or
less than the other? Write the difference amount in the diagram.
Who has more, or which quantity is the bigger one?
Who has less, or which quantity is the smaller one? Name the bigger
box and smaller box.
Which sentence (or question) tells about the smaller quantity?Write
that quantity in the smaller box next to the difference amount.
Which sentence (or question) tells about the bigger quantity? Write
that quantity in the bigger box on one side of the equation by itself.
Figure 35. Additive Compare WP Storv Grammar Poster (adapted from Xin, et al., 2008).
CHAPTER 2
68
DIRECTIONS FOR THE INDEPENDENT WORKSHEET
In the worksheets below, you will use the PPW diagram equation (see Figure 35)
to represent the story. AIter you read and understand the story, iI it is an additive
comparison (AC) problem (see deIinition oI AC problem in Figure 35: AC problem
storv grammar prompt card), you will Iind the comparison sentence that tells who
has 'more, or 'less (or which quantity is the bigger one and which quantity
is the smaller one) and how many more (or less). Underline that sentence as the
comparison sentence is where you will decide who has the bigger quantity and who
has the smaller quantity.
It will be helpIul iI you name the bigger box and smaller box in the diagram so
that you make sure the bigger quantity goes into the 'bigger box on one side oI
the equation, and the smaller quantity goes to the 'smaller box on the other side
oI the equation. But please note that: When there is an unknown in the problem,
the unknown quantity may be the bigger or smaller quantity. ThereIore, you do
not judge the 'big or 'small by looking at the size oI the numbers given in the
problem; you need to read the comparison sentience, which tells you who has more,
or which quality is the bigger one. Remember, the unknown quantity you are asked
to solve Ior, might be the bigger quantity! In the next Unit, you will learn how to use
the diagram equation to solve real AC problems when there is an unknown.
The comparison sentence also tells how many more or how many less, which is
the difference quantity that goes into the 2nd small box in the PPW diagram labelled
'diIIerence. The smaller quantity and the difference amount should make up, or
equal, the bigger quantity on the other side oI the equation.
II you are ever conIused about the story situation, draw the bar model to help you
understand the story, or speciIically, the two parts that make up the whole, or total
(which is the bigger quantity in comparison stories).
Independent WorkAC Problem Representation =13, 14, & 15
(Note: Suggested diagram representation is presented in the parentheses Iollowing
each oI the problems)
10. Jorge has 43 Ilags. Terrell has 80 Ilags. Jorge has 37 Iewer Ilags than Terrel.
(43 37 80)
11. Kaylin has 48 candies. Kaylin has 70 Iewer candies than Melody. Melody has
118 candies. (48 70 118)
(51 60 111)
69
UNIT 4
SOLVING ADDITIVE COMPARE (AC) PROBLEMS
LESSON 6: SOLVING MIXED AC PROBLEMS
Learning Outcome: Be able to solve mixed AC word problems with the PPW
diagram equation
Materials Needed:
Diagrams Part-Part-Whole (PPW) Diagram Equation Model
Posters AC Word Problem (WP) Storv Grammar Poster
Overhead Modeling Modeling AC Problem Solving 1, 2, 3, and 4
Student Worksheets Modeling AC Problem Solving 1, 2, 3, and 4
Try-It-Out WorksheetAC problem solving 5 and 6
Independent worksheetAC problem solving 7, 8, and 9
ReIerence Guide ReIerence GuideAC problem solving 19
Teacher: In the last Unit, we learned how to represent AC stories (including

AC-more and AC-less) using the bar model and the PPW diagram equation. As all
three quantities are given (the bigger quantity, the smaller quality, and the difference
quantity) in the story, we are able to see whether the PPW diagram equation can still
be used to represent the mathematical relations in the AC stories. We discovered
that in the case oI AC stories the bigger quantity is made up oI the smaller quantity
AND the difference between the bigger and smaller quantities. As presented in the
PPW diagram equation, the bigger quantity represents the whole, and the smaller
quantity and the difference between the two quantities are the two parts. Further,
the bigger quantity is the sum oI the smaller quantity and the diIIerence between the
two quantities.
During this lesson, we will discover that the Part-Part-Whole diagram equation will
help us solve the AC problems when one quantity (the smaller quantity, the bigger
quantity, or the diIIerence amount) is the unknown.
We will use the Word Problem Storv Grammar Prompt Cards (see Figure 23 in
page 47 and Figure 35 in page 67) to help us represent the problem in the diagram
equation, and then we will solve Ior the unknown quantity in the equation.
CHAPTER 2
70
Problem =4-6-1
Malcolm has 51 tennis balls. David has 60 more tennis balls than Malcolm. How
many tennis balls does David have?
(Students read the problem together.)
Students: This story compares the number oI tennis balls Malcolm has to the number
oI tennis balls David has.
Teacher: Correct! It is a comparison problem that describes one quantity as
more than the other quantity. Can you tell me which sentence is the comparison
sentence?
Students: David has 60 more tennis balls than Malcolm.
Teacher: That is correct. This comparison sentence tells us the number oI tennis balls
David has is more than the number oI tennis balls Malcolm has, and the diIIerence
between the two quantities is '60.
Let`s underline the comparison sentence and write the diIIerence amount in the PPW
diagram (teacher present the PPW diagram on the board. Teacher asks a student
volunteer to underline the comparison sentence and write '60 in the 2nd small box
labeled 'difference in the PPW diagram).
Teacher: From the comparison sentence: 'David has 60 more tennis balls than
Malcolm, can you tell me who has more, and who has less tennis balls?
Students: David has 60 more so David has more, and Malcolm has less.
Teacher: That is correct. I will ask a volunteer to name the smaller box and bigger
box Ior me on the PPW diagram.
(Teacher asks the volunteer to name the bigger box |i.e., David| and the smaller
box |i.e., Malcolm| on the board in the PPW diagram. See Slide 4-6-1-a)
Slide 4-6-1-a
Part
Smaller
Malcolm
Difference
Bigger
David
Part
+ =
Whole
COMPS PROGRAM
71
(Teacher presents the AC Word Problem [WP] Storv Grammar Poster)
So we have Iigured it out who has more and who has less and we have named
the bigger box and smaller box and entered the diIIerence between the two in the
diagram. I am going to check oII the Iirst little box in the WP story grammar poster.
We will now Iind out the sentence that tells about the bigger quantity, or the tennis
balls that David has.
Teacher: How many tennis balls does David have?
One student answered: David has 60 more tennis balls.
Teacher: 'David has 60 more tennis balls tells about the diIIerence between the
number oI tennis balls that David has and the number oI tennis balls that Malcolm
has. Do we know the number oI tennis balls that David has?
Students: No, we do not know. We are asked to solve Ior it.
Teacher: You are right. That is the unknown quantity we need to solve Ior. From now
on, we will use letter 'a to represent an unknown quantity. So I will write letter 'a in
the bigger box that is named 'David. (Students will do the same in their worksheet.)
Teacher: Which sentence tells about the smaller quantity, or the tennis balls that
Malcolm has?
Students: Malcolm has 51 tennis balls.
Teacher: Great, let`s write 51 in the small box named 'Malcolm.
(Students do the same in their worksheet)
Teacher: Now we have completed the 2nd and 3rd steps in the WP storv grammar
poster. I will check oII the two boxes in the WP Storv Grammar prompt card, and we
have Iinished mapping the inIormation onto the diagram. See Slide 4-6-1-b.
Slide 4-6-1-b
Part
51
Smaller
Malcolm
Difference
Bigger
David
60
a
Part
+ =
Whole
CHAPTER 2
72
Teacher: As shown in the above PPW diagram equation, the smaller quantity (the
number oI tennis balls that Malcolm has) oI the two being compared (David and
Malcolm) AND the difference amount between the bigger and the smaller quantities,
or between David and Malcolm`s tennis balls (as indicated by '60 more tennis balls
than.) will make up the 'whole or the Bigger quantity (David in this case).
Now we need to solve Ior the unknown quantity 'a.
To solve Ior the unknown quantity, we need to transIorm the diagram into a real math
sentence, or equation, (by 'peeling oII the boxes). SO, iI we do that, we get:
51 60 a, or
a 51 60.
What is the answer oI 51 60?
Students: 111
Teacher: what is a complete answer to this problem?
Students: David has a total oI 111 tennis balls.
Problem =4-6-2
Kaylin has 48 candies. She has 70 Iewer candies than Melody. How many candies
does Melody have?
Students: This story compares the number oI candies Kaylin has to the number oI
candies that Melody has.
Teacher: Correct! It is a comparison problem that describes one quantity as more or
less than the other quantity.
(Teacher presents the AC Word Problem [WP] Storv Grammar Poster)
As it is a comparison problem that involves 'more than or 'less than relationships
between the two quantities, we will use the AC WP story grammar poster to guide
our problem representation.
So the Iirst step is to identiIy the comparison sentence. Can you tell which sentence
is the comparison sentence? (Hint: it is the sentence that tells one quantity is more
or less than the other.)
Students: Kaylin has 70 Iewer candies than Melody.
Teacher: That is correct. This comparison sentence tells us that the number oI
candies Kaylin has is less than the number oI candies Melody has.
COMPS PROGRAM
73
Let`s underline this comparison sentence (Teachers does that on the board, and the
students do the same in their worksheet)
What is the diIIerence between the number oI candies Kaylin has and the number oI
candies that Melody has?
Students: The diIIerence between the two is '70.
Teacher: Let`s write the difference amount in the PPW diagram (teacher presents
the PPW diagram on the board, and asks a student volunteer to write the diIIerence
amount |i.e., '70| in the 2nd small box labeled 'difference).
Teacher: From the comparison sentence: 'Kaylin has 70 Iewer candies than
Melody, can you tell me who has more, and who has less?
Students: 'Kaylin has 70 Iewer .., so Kaylin has less and thereIore Melody has
more.
Teacher: Super! I will ask a volunteer to name the smaller box and bigger box on
the PPW diagram.
(Teacher asks a volunteer to name the bigger box |i.e., Melody| and the smaller box
|i.e., Kaylin| on the board in the PPW diagram. See Slide 4-6-1-a)
Slide 4-6-2-a
Part
Smaller
Kaylin
Difference
Bigger
Melody
Part
+ =
Whole
Who can tell me what number we will write in the bigger box in the PPW diagram?
We know that Melody has more.
Students: ...
Teacher: Do we know how many candies Melody has?
Students: No.
Teacher: Correct, that is the question we are asked to Iind out.
We will write the letter 'a to resent the unknown quantity in the bigger box named
Kaylin in the diagram equation.
(Students do the same in their worksheet)
CHAPTER 2
74
Teacher: Now we have completed the 2nd and 3rd steps in the WP storv grammar
poster. I will check oII the two boxes in the WP storv grammar prompt card, and we
have completed the mapping oI the inIormation onto the diagram.
See Slide 4-6-2-b.
Slide 4-6-2-b
Part
48
Smaller
Kaylin
Difference
Bigger
Melody
70
a
Part
+ =
Whole
Teacher: As shown in the above PPW diagram model, the smaller quantity (the
number oI candies that Kaylin has) and the difference amount will make up the
'whole or the bigger quantity (Melody in this case).
To solve Ior the unknown quantity, we need to transIorm (or change) the diagram to a
real math sentence, or equation, by 'peeling oII the boxes. So, iI we do that, we get:
48 70 a, or
a 48 70.
What is the answer oI 48 70?
Students: 118
Teacher: what is a complete answer to this problem?
Students: Melody has 111 tennis balls.
Let`s solve another AC problem.
Problem =4-6-3
Patrick has 119 sports cards. He has 72 more sports cards than 1oy. How many
sports cards does 1oy have?
Students: This story compares the number oI sports cards Patrick has and the
number oI sports cards that Joy has.
COMPS PROGRAM
75
Teacher: Correct! It is a comparison problem that describes one quantity as more
than the other quantity.
(Teacher point to the AC Word Problem |WP| Story Grammar Poster, which is
posted on the board or classroom wall throughout the lesson)
between the two quantities, we will use the AC WP story grammar poster to guide
So the Iirst step is to Iind out the comparison sentence. Can you tell which sentence
is the comparison sentence?
Students: Patrick has 72 more sports cards.
Teacher: That is correct. This comparison sentence tells us that the number oI sports
cards Patrick has is MORE (72 more) than the number oI sports cards Joy has.
What is the diIIerence between the number oI cards Patrick has and the number oI
cards that Joy has?
Students: Patrick has more than Joy, and the diIIerence between the two is '72.
Teacher: Let`s write the difference amount in the PPW diagram (teacher presents the
PPW diagram on board, and asks a student volunteer to write the diIIerence amount
|i.e., '72| in the 2nd small box labeled 'difference).
Teacher: According to the comparison sentence: 'Patrick has 72 more sports cards
than Joy, let`s name the bigger box and the smaller box either Joy or Patrick.
Everyone, 'who has more and who has less?
Students: Patrick has more and Joy has less.
Teacher: Super! I will ask a volunteer to name the smaller box and bigger box on
the PPW diagram.
(Teacher asks a volunteer to name the bigger box |i.e., Patrick| and the smaller box
|i.e., Joy| on the board in the PPW diagram. See Slide 4-6-3-a)
Teacher: We have done the Iirst step in the AC Word Problem (WP) Story Grammar
poster. I will check oII the Iirst box. The rest oI the steps are very straight Iorward.
Once you have deIined the bigger and smaller quantity based on 'the more or less
relationship, all you need to do is to Iind the bigger quantity and the smaller quantity
and write them in corresponding boxes in the diagram.
CHAPTER 2
76
Slide 4-6-3-a
Part
Smaller
Joy
Difference
Bigger
Patrick
72
Part
+ =
Whole
II there is an unknown quantity that we need to solve Ior, we will use letter 'a to
represent it.
(Teacher will monitor students` work on their worksheet while the students map the
inIormation to the diagram.)
Teacher: Once you are done, I will ask a volunteer to present his or her completed
diagram equation to the class.
See Slide 4-6-4-b, the completed diagram equation.
Slide 4-6-3-b
Part
a
Smaller
Joy
Difference
Bigger
Patrick
72
119
Part
+ =
Whole
Teacher: As shown in the above PPW diagram model, the smaller quantity and the
diIIerence amount will make up the 'whole or the bigger quantity (Patrick in this case).
To solve Ior the unknown quantity, we need to transIorm (or change)the diagram
into a real math sentence, or equation, (by 'peeling oII the boxes). So, iI we do
that, we get:
a 72 119
Because the number we are adding is unknown, we need to 'undo the addition.
That is, we will subtract the given quantity (i.e., the diIIerence) Irom the whole or the
bigger quantity to Iind out the unknown part (i.e., the smaller quantity).
COMPS PROGRAM
77
That is, a 11972
ThereIore, a 47
|Note to Teachers: For higher grade level students, the teacher can use the equation
property to solve Ior the unknown variable in the equation. That is,
To solve Ior 'a in 'a 72 119, we need to isolate the unknown variable 'a. we
can subtract 72 Irom both sides oI the equation so that the 72 on the leIt side oI the
equation will be canceled out. That is,
II: a 72 119
Then: a 7272 11972,
ThereIore, a 11972 47.
Teacher can choose Irom diIIerent approaches Ior solving Ior the unknown quantity
or variable 'a. II the students do not have a solid concept oI the PPW equation and
its properties, use a bar model to help them understand that subtracting a smaller
quantity Irom a bigger one will yield the difference amount.|
Teacher: What is the answer oI 11972?
|Note to the Teacher: II the students you work with have special disability or diIIiculties
in perIorming calculation, they should be allowed to use a calculator; as the emphasis
oI this program is on problem solving, NOT calculation skills|
Students: 47.
Teachers: What is a complete answer to this problem?
Students: Joy has 47 sports cards.
Teacher: Great! One way to check Ior the accuracy oI your answer is to replace
'a in the diagram equation (a 72 119) with your answer '47, and then check
whether the sum Irom the leIt side (LS) oI the equation is the same as, or equal to,
the sum Irom the right side (RS) oI the equation.
Given a 72 119
Let`s look at the leIt side oI the equal sign: LS: 47 72
Students: 119.
Teacher: Great! That is,
LS 47 72 119 (1)
What is the sum oI the right side (RS) oI the equal sign?
Students: 119
CHAPTER 2
78
Teacher: That is,
RS 119 (2)
As 119 |Irom (1)| 119 |Irom (2)|, thereIore LS RS
or 47 72 119
ThereIore, our answer (47) to 'a is correct, as the equation is 'balanced.
Let`s solve one more AC problem.
Problem =4-6-4
Stacey has 106 necklaces. II Jill has 69 less necklaces than Stacey, how many
necklaces does Jill have?
Students: This story compares the number oI necklaces Jill has to the number oI
necklace that Stacey has.
Teacher: Correct! It is a comparison problem that describes one quantity as less than
the other quantity.
(Teacher: Point to the AC Word Problem [WP] Storv Grammar Poster, which is
posted on the board or classroom wall throughout the lesson)
between the two quantities, we will use the AC WP storv grammar poster to guide
The Iirst step is to identiIy the comparison sentence. Can you tell which sentence is
the comparison sentence?
Students: Jill has 69 less necklaces than Stacey.
Teacher: That is correct. This comparison sentence tells us that the number oI
necklaces Jill has is less (or 69 less) than the number oI necklaces Stacey has.
What is the diIIerence between the number oI necklaces Jill has and the number oI
necklaces that Stacey has?
COMPS PROGRAM
79
Students: Jill has less, and Stacey has more. The diIIerence between the two is '69.
Teacher: Let`s write the difference amount in the PPW diagram (teacher present
the PPW diagram on the board, and asks a student volunteer to write the diIIerence
amount |i.e., '69| in the 2nd small box labeled 'difference in the PPW diagram).
According to the comparison sentence: 'Jill has 69 less necklaces than Stacey,
would you be able to name the bigger box and the smaller box (either Jill or Stacey)
in the diagram? Everyone, 'who has more and who has less?
Students: Jill has less and Stacey has more.
(Teacher asks two students to the board to name the bigger box and the smaller box
in the PPW diagram; the rest oI the students will do the same in their worksheets).
See Slide 4-6-4-a.
Slide 4-6-4-a
Part
Smaller
Jill
Difference
Bigger
Stacey
69
Part
+ =
Whole
Teacher: We have done the Iirst step in the AC Word Problem (WP) Story Grammar
poster. I will check oII the Iirst box. The rest oI the steps are very straight Iorward.
Once you have deIined the bigger and smaller quantity based on 'the more or less
relationship, all you need to do is to Iind the bigger quantity (not the diIIerence
quantity) and the smaller quantity (not the diIIerence quantity) and write them in
corresponding boxes in the diagram.
II there is an unknown quantity that we need to solve Ior, we will use the letter 'a
to represent the unknown quantity.
(Teacher: monitor the students as they map the inIormation into the PPW diagram
on their worksheets.)
Teacher: Once you are done, I will ask a volunteer to present his or her completed
diagram equation to the class.
(Student volunteer presents his or her work to the class. See Slide 4-6-4-b, the
completed diagram equation. Then teacher asks the class to check whether the
mapping or representation is correct)
CHAPTER 2
80
Slide 4-6-4-b
Part
Smaller
Jill
Difference
Bigger
Stacey
69
106
Part
+ =
Whole
a
Teacher. Now we need to solve Ior the unknown quantity (i.e., a) in the equation.
What do we do to solve Ior the unknown quantity 'a?
Students: To solve Ior the unknown quantity, we will peel oII the boxes and rewrite
it as a math sentence:
a 69 106
Because the number we are adding is unknown, we will subtract to Iind out the
unknown quantity. That is,
a 10669
Teacher: Great! What is the answer oI 10669?
Students: 37.
Teacher: Good! So a 37
Students: Jill has 37 necklaces.
Teacher: Great! You can check Ior the accuracy oI your answer by replacing 'a in
the diagram equation (a 69 106) with your answer '37, and then check whether
the sum Irom the leIt side (LS) oI the equation is the same as, or equal to, the sum
Irom the right side (RS) oI the equation.
In worksheets below, you will use the PPW diagram equation to represent and solve
the problems. The AC Problem Storv Grammar prompt card (see Figure 35 in
Unit 3, page 67) can be used to guide your problem solving process.
AIter you read and understand the story, iI it is an additive comparison (AC) problem
(see deIinition oI AC problem in Figure 35 in page 67), you will Iind the comparison
sentence that tells who has more (or less) and how many more (or less). Underline
the comparison sentence as the comparison sentence is where you will decide who
has more (or the bigger quantity) and who has less (or the smaller quantity). It will
be helpIul iI you name the bigger box and smaller box in the diagram so that you
make sure the bigger quantity goes into the big box on one side oI the equation, and
COMPS PROGRAM
81
the smaller quantity goes into the smaller box on the other side oI the equation next
to the difference quantity box.
You will use the letter 'a to represent the unknown quantity (in Iact, you can choose
to use any letter to represent the unknown quantity). In the last step, you will solve
Ior the unknown quantity and check Ior the accuracy oI your answer. You can do this
by checking whether the sum on the leIt side oI the equation equals the value on the
right side oI the equation.
Unit 4. Trv it out WorksheetAC Problem Solving 5 & 6
(Note: Suggested diagram equation representation is presented in the parentheses
Iollowing each oI the problems)
5. Phillip has 64 worms. Phillip has 34 more worms than Harley. How many worms
does Harley have? (a 34 64)
6. Lucas has 30 stamps. He has 44 Iewer stamps than Ben. How many stamps does
Ben have? (30 44 a)
Unit 4. Independent WorksheetAC Problem Solving 7, 8 & 9
7. Adriana has 70 cows. Michelle has 75 more cows than Adriana. How many cows
does Michelle have (70 75 a)
8. RodolIo has 79 glue sticks. Felipe has 38 glue sticks. How many more glue
sticks does RodolIo have than Felipe? (38 a 79)
9. Marlene has 49 Iewer shirts than Jack. Jack has 96 shirts. How many shirts does
Marlene have? (a 49 96)
83
UNIT 5
SOLVING MIXED PPW AND AC PROBLEMS
LESSON 7: SOLVING MIXED PPW AND AC PROBLEMS
Learning outcome: Be able to solve mixed PPW and AC word problems with
the diagram equations
Materials Needed:
Diagrams Part-Part-Whole (PPW) Diagram Equation
Posters PPW and AC WP Storv Grammar Posters
Overhead Modeling Modeling PPW and AC Problem Solving 1, 2, 3, and 4
Student Worksheets Modeling PPW and AC Problem Solving 1, 2, 3, and 4
Try-It-Outmixed PPW and AC problem solving
5 & 6
Independent worksheet- mixed PPW and AC problem
solving 7, 8, 9, & 10
ReIerence Guide ReIerence Guide mixed PPW and AC problem solving
110.
Teacher: In units 1, 2 and 3, we learned how to represent and solve Part-Part-

Whole (PPW) problems. We discovered that the bar model and the PPW diagram
equation are telling the same stories. That is, Part and Part makes up the Whole
or total (teacher can use both the bar model and the PPW diagram equation to
explain).
Given the PPW problem structure, some types oI problems will ask us to solve Ior
the total, while others will ask us to solve Ior one oI the parts (that make up the
whole). Table 5-7-a presents variations oI PPW problem construction (with the
same story context) and its corresponding diagram representation, where letter 'a`
represents the unknown quantity.
In Units 3 and 4, we learned how to represent and solve comparison problems
that involve 'more than` or 'less than relations. The two parts in the part-part-
whole diagram are the Smaller quantity and the DiIIerence quantity (between the
two quantities being compared). The smaller quantity and the difference quantity
together make up the bigger quantity (the whole).
CHAPTER 2
84
Table 5-7-a
PPW Problems with the Unknowns at
Different Positions
COMPS Diagram Equation Representation.
Part-Part-Whole (PPW)
-Emily has 3 books. Patty has 4 books.
How many books do they have all
together?
-Emily had 3 books. Patty gave Emily
4 more books during her birthday. How
many books does Emily have now?
-Emily had some books. She gave Patty
4 books, and Iound that she only has 3
books leIt. How many books does Emily
have in the beginning?
Part
4
a
Part
+ =
Whole
3
-Emily and Patty have Iound that
together they have a total oI 7 books.
Patty says that she has 4 books. How
many books does Emily have?
-Emily had 7 books in collection. She
gave away some books. Now she only
has 4 books leIt. How many book did
she gave away?
-Emily had some books, then Patty gave
her 4 more books. Now Emily has 7
books. How many books did Emily have
in the beginning?
- Emily had 7 books, then she lost 4
books. How many books does Emily
have now?
Part
4
7
Part
+ =
Whole
a
-Emily and Patty have Iound that
together they have a total oI 7 books.
Emily says that she has 3 books. How
many books does Patty have?
-Emily has 3 books. Then Patty gave her
some books. Now Emily has 7 books.
How many books did patty give
Emily?
Part
a
7
Part
+ =
Whole
3
Given the AC- more or AC-less problem structure, some types oI problems will
ask us to solve Ior the bigger quantity, while others will ask us to solve Ior the
smaller quantity, or the difference amount. Table 5-7-b presents variations oI AC
problem construction (with the same story context) and its corresponding diagram
representation, where letter 'a` represents the unknown quantity.
COMPS PROGRAM
85
Table 5-7-b
AC Problems with the Unknowns
at Different Positions
COMPS Diagram Equation Representation.
Additive Compare (AC)
-Emily has 3 books. Patty has
4 more books than Emily. How
-Emily has 3 books. She has
4 less books than Patty. How
Part
4
a
Part
+ =
Whole
Smaller Difference
Bigger
3
-Patty has 7 books. She has 4
more books than Emily. How
- Patty has 7 books. Emily has
4 less books than Patty. How
Part
4
7
Part
+ =
Whole
Smaller Difference
Bigger
a
-Patty has 7 books. Emily has
3 books. How many more books
does Patty have than Emily?
- Patty has 7 books. Emily has 3
books. How many Iewer books
does Emily have than Patty?
Part
a
7
Part
+ =
Whole
Smaller Difference
Bigger
3
To solve Ior the unknown quantity 'a, the equation tells that we add (the two parts)
to get the total; or we subtract (subtract the given part Irom the total) to Iind out the
other part.
Today, we will use the PPW diagram to solve mixed PPW and AC problems. In this
unit, we will simply use an underscore ' to replace the box in the PPW
diagram. Let`s give it a try.
Problem =5-7-1
Bobby has 87 basketball cards. He has 13 more basketball cards than 1eff.
How many basketball cards does 1eff have?
CHAPTER 2
86
Students: This story compares the number oI baseball cards that Bobby has to the
number oI baseball cards that JeII has.
Teacher: Correct! It is a comparison problem that describes one quantity as more
than the other quantity. (The teacher will point to the AC WP Storv Grammar Poster
posted on the board Ior guidance, as needed)
Can you tell me which sentence is the comparison sentence? (Hint: It is the sentence
that describes one quantity as 'more or 'less than the other.)
Students: He has 13 more than JeII.
Teacher: Who is he?
Students: 'Bobby has 87 basketball cards. He has., 'He is Bobby.
Teacher: That is right, iI we replace 'he with 'Bobby, the comparison sentence
becomes: Bobby has 13 more basketball cards than JeII.
Let`s underline this comparison sentence.
(Teacher underlines the sentence on board; students underline the sentence in their
worksheet.)
Teacher: According to the comparison sentence, 'Bobby has 13 more than JeII,
who can tell who has more, Bobby or JeII? And what is the diIIerence between
the two?
Students: Bobby has more and JeII has less; and the diIIerence between the two
is 13.
Teacher: Great! So I will write 'JeII next to the label 'smaller, and I will write
'Bobby next to the label 'Bigger, and I will write '13 Ior the 'diIIerence in the
diagram equation. (See Slide 5-7-1-a)
Slide 5-7-1-a
+ =
13
Smaller: Jeff Difference Bigger: Bobby
Who can help us to input the numbers in above diagram equation? That is, we need
to Iind (1) the number oI basketball cards Ior JeII, and (2) the number oI basketball
cards Ior Bobby. We already have the diIIerence between the two.
Remember, we will use the letter 'a Ior the unknown quantity.
(Teacher calls on student volunteers to the board to Iill in the blanks. The rest oI the
students will do the same in their worksheets)
OK, let`s look at the completed diagram equation (see Slide 5-7-1-b)
COMPS PROGRAM
87
Slide 5-7-1-b
+ =
13 87 a
Smaller: Jeff Difference Bigger: Bobby
Let`s check the above completed diagram: The number oI cards that JeII has is the
smaller quantity, the unknown quantity (i.e., a) we need to solve Ior. The number
oI cards Bobby has (i.e., 87) is the bigger quantity, the diIIerence between the
two is 13.
Let`s taking oII all the labels Irom the diagram equation and rewrite it as a simple
math equation:
a 13 87
Teacher: How do we solve Ior the unknown part (or a)?
Students: We subtract to Iind the diIIerence between the total and the given part.
That is, a 8713
a 74.
(Note: For students who have more knowledge oI equations, the teacher may review
the procedure below:
To solve Ior a, we need to isolate the unknown variable 'a. To do that, we will
need to subtract 13 Irom both sides oI the equation, so we get a 8713, thereIore,
a 74).
Teacher: What is a complete answer to the question?
Students: JeII has 74 basketball cards.
Teacher: Great! To check Ior the accuracy oI your answer, simply replacing 'a in
the diagram equation with your answer '74, and then check whether the sum on
the leIt side (LS) oI the equation is the same as or equal to the sum on the right side
(RS) oI the equation.
Let`s look at the leIt side oI the equal sign: LS: 74 13
Students: 87.
Teacher: Great! That is,
LS 74 13 87
What is the quantity on the right side (RS) oI the equal sign?
Students: 87
CHAPTER 2
88
Teacher: That is,
RS 87
Because 87 87, that means LS RS
or 74 13 87
ThereIore, our answer (74) to 'a is correct, and the equation is 'balanced.
Let`s move on to the next problem.
Problem =5-7-2
Nick had 118 cups. He gave his sister 22 cups. How many cups does Nick have left?
Students: This problem talks about Nick`s cups. AIter he gave some to his sister, he
only had some leIt.
Teacher: Is this a comparison problem that describes 'one quantity as more or less
than the other quantity?
Students: No.
Teacher: No, it is NOT a comparison problem. It is a partpart-whole problem,
because the cups he gave to his sister, and the cups he had leIt, make up the total
number oI cups that he had in the beginning.
We will use the PPW diagram equation to represent and solve the problem (the
teacher will point to the PPW WP storv grammar poster on the board Ior guidance
as needed)
Slide 5-7-2-a
+ =
Part Part Whole
Teacher: (Teacher presents the PPW diagram equation on the board) What is the
total, or whole, that Nick had in the beginning?
Students: 118.
Teacher: Ok, let`s write 118 in the blank Ior whole.
What are the two parts?
Students: The number oI cups Nick gave to his sister, and the number oI the cups
he had leIt.
Teacher: Great. What is the number oI cups Nick gives to his sister?
COMPS PROGRAM
89
Students: 22.
Teacher: Great, I will write 22 in the Iirst blank Ior one part.
Teacher: Do we know how many cups Nick had leIt?
Students: No.
Teacher: This is the number we are asked to solve Ior. So I will write 'a in the
second blank Ior the 2nd part.
OK, we have completed mapping the inIormation in the diagram equation. Let`s
look at Slide 5-7-2-b.
Slide 5-7-2-b
+ =
a 118 22
Part Part Whole
II we take oII all the labels in the diagram and rewrite it as a math equation, we get:
22 a 118
I will call a volunteer to the board to solve Ior 'a.
(Teacher calls a volunteer to the board)
Student volunteer:
a 11822
a 96
Teacher: What is the complete answer to the question?
Student: Nick has 96 cups leIt.
Teacher: How do we check Ior the accuracy oI our answer?
Students: We will replace 'a` with our answer '96
We get: 22 96 118
Then we need to check whether the sum on the leIt side oI the equation equals to the
sum on the right side oI the equation.
LS 22 96
Or
LS 118
And RS 118
As 118 118,
ThereIore, LS RS.
So our solution to 'a is correct.
Teacher: Superb! Let`s move on to the next problem!
CHAPTER 2
90
Problem =5-7-3
Lauren has 14 pencils. She has 26 fewer pencils than Brenna. How many pencils
does Brenna have?
(students read the problem together)
Students: This story compares the number oI pencils that Lauren has to the number
oI pencils that Brenna has.
Teacher: Correct! So it is a comparison problem that describes one quantity as Iewer
or less than the other quantity. (The teacher points to the AC WP Storv Grammar
Poster posted on the board Ior guidance, as needed)
Teacher: Can you tell me which sentence is the comparison sentence?
Students: Lauren has 26 Iewer pencils than Brenna.
Teacher: That is correct. Let`s underline this comparison sentence.
(Teacher underlines the sentence on the board; students underline the sentence in
their worksheet.)
Teacher: According to the comparison sentence 'Lauren has 26 Iewer pencils than
Brenna, can you tell me who has more? Lauren or Brenna?
Students: II 'Lauren has 26 Iewer .than Brenna, then Brenna has more.
Teacher: You are right, Brenna has more.
I will label the bigger as Brenna, and the smaller as Lauren in the diagram equation.
You will do the same in your worksheet.
Teacher: What is the diIIerence between the two?
Students: 26.
Teacher: So i will write '26 in the blank Ior 'diIIerence.
Slide 5-7-3-a
+ =
26
Smaller: Lau Difference Bigger: Brenna
Teacher: Let`s input the numbers in the diagram equation above together.
How many pencils does Lauran have?
Students: 14 pencils
COMPS PROGRAM
91
Teacher: How many pencils does Brenna have?
Students: No, we do not know.
Teacher: Correct, that is the unknown we need to solve Ior. Let`s use letter 'a to
represent the unknown. (Teacher Iilling the blanks on board, and students do the
same in their worksheets)
OK, let`s look at the completed diagram equation (see Slide 5-7-3-b)
Slide 5-7-3-b
+ =
26 a 14
Smaller: Lau Difference Bigger: Brenna
Let`s check out the completed diagram above: The number oI pencils that Lauren
has is the smaller quantity, and it is14; Lauren has 26 less pencils than Brenna. Or in
other words, Brenna has 26 more pencils that Lauren. As such, the number oI pencils
Brenna has is the bigger quantity, which is the unknown that we need to solve Ior.
I will ask a volunteer to solve Ior the unknown a in the diagram equation above
Volunteer student: We will Iirst take oII all labels in the diagram equation, and
rewrite it as a true math equation:
14 26 a
That is, a 14 26
a 40
Teachers: What is a complete answer to the question?
Students: Brenna has 40 pencils.
Teacher: Great! Let`s solve one more problem.
Problem =5-7-4
Andy and Bill were in a spelling bee. Andy spelled 29 words correctly. Bill
spelled 37 words correctly. How many more words did Bill spell correctly?
(Students read the problem together)
Students: This story tells the number oI words spelled correctly by Andy and the
number oI words spelled correctly by Bill, and asks, 'How many more words |than
Andy| did Bill spell correctly?
CHAPTER 2
92
Teachers: Very good. So is it a comparison problem?
Students: ..
Teacher: It is still a comparison problem. (Teacher points to the AC WP storv
grammar poster). But can you Iind the comparison sentence that describes one
quantity as 'more or 'less than the other quantity?
Students: How many more words did Bill spell correctly?
Teacher: In Iact, this problem did not provide the comparison statement. Instead it
asks about the comparison relationship, or speciIically, the diIIerence between the
two: 'How many more words did Bill spell correctly?
Let`s underline this question (Teacher underline the question 'How many more words
did Bill spell correctly on the board; the students do the same in their worksheet.)
Teacher: Do we know who spelled more words and who spelled Iewer words?
Students: Yes, Andy spelled 29 words, and Bill spelled 37 words, so Bill spelled
more.
Teacher: Correct. So this problem is actually very simple; it asks Ior the diIIerence
between Bill and Andy about the words they spelled correctly at the spelling bee.
How do we Iind the diIIerence between Bill`s correctly spelled words and Andy`s
correctly spelled words?
Students: Subtract.
Teacher: You are right. You can directly subtract the small number Irom the bigger
number to get the diIIerence
So iI we use 'a to represent the unknown diIIerence,
a 3726
ThereIore, a 11.
Teacher: Let`s use the PPW diagram equation to check whether subtraction is the
right operation.
(Teacher present PPW diagram)
I will ask a volunteer to Iill in the three blanks in the PPW diagram equation. You
will use 'a Ior the unknown.
Slide =5-7-4
+ =
a 37 26
Smaller:
Andy Difference
Bigger:
Bill
COMPS PROGRAM
93
Teacher: So iI we take oII the labels and rewrite it as a math equation, we get:
26 a 37
ThereIore, a 3726, or a 11.
From the PPW diagram, we are sure that in order to Iind out the diIIerence between
the two quantities, we subtract the small one Irom the bigger quantity.
What is a complete answer to the problem?
Students: Bill spelled 11 more words correctly.
Teachers: Very good!
In summary, iI the problem gives two quantities being compared, and ask Ior the
diIIerence between the two quantities, we can directly subtract the smaller number
Irom the bigger number to Iind the diIIerence without using the PPW diagram
equation. Nevertheless, we can still use the PPW diagram model to check whether
our calculation, or answer, is correct.
That is, iI we replace 'a by our answer 11, we get,
26 11 37
So what is the sum on the leIt side (LS) oI the equation?
Students: LS: 26 11
Or LS 37
Teacher: What is the sum on the right side (RS) oI the equation?
Students: RS 37
Teacher: Great, does the sum Irom the LS equal the sum Irom the RS, or does LS
RS?
Students: Yes! Because 37 37, that means, LS RS.
Teacher: So our calculation is correct.
In the worksheets below, you will use the PPW diagram equation to represent and
solve the problems. The PPW WP Storv Grammar poster (please reIer to Figure 23
in Unit 2, Lesson 3) and the AC WP Storv Grammar poster (please reIer to Figure 35
in Unit 3, Lesson 5) can be used to guide your problem solving process.
AIter you read and understand the story, iI it is an additive comparison (AC) problem
(please reIer to Figure 35 in Unit 3 Ior deIinition oI the AC problems), you will
Iind the comparison sentence that tells who has more (or less) and how many more
(or less). Underline the comparison sentence because the comparison sentence is
where you will decide who has more (or the bigger quantity) and who has less (or the
smaller quantity). It will be helpIul iI you name the bigger box and smaller box in
CHAPTER 2
94
the diagram so that you make sure the bigger quantity goes to the bigger box on one
side oI the equation, and the smaller quantity goes to the smaller box on the other
side oI the equation next to the difference box.
II it is a PPW problem, we Iind out which quantity represents the 'whole (or the
bigger quantity), and which quantities represent the two parts that make up the whole.
Then you will map the inIormation Irom the word problem to the PPW diagram
equation accordingly. Again we use letter 'a to represent the unknown quantity (in
Iact, you can choose to use any letter to represent the unknown quantity).
The last step involves solving Ior the unknown quantity in the equation, and checking
the accuracy oI your answer (You do this by replacing the unknown 'a with your
answer, and checking whether the sum on the leIt side oI the equal sign is the same
as the sum on the right side oI the equation).
REFERENCE FOR THE TEACHER:
As presented in Table C2-1 in Chapter 2, there are at least 14 variations in addition
and subtraction word problems. The teacher can vary the problem construction (e.g.,
combine, change-join, and changeseparate; or the comparative situations) and the
position oI the unknowns in the PPW model. Presenting problems with various
structures Iacilitates model-based problem solving, which is transIerrable Ior solving
a range oI additive word problems.
Below only presents sample problem-solving worksheets Ior your reIerence. It does
not exhaust all variations oI additive word problems.
Trv-It-Out Worksheet
5. Mike planted 148 tulip bulbs. He planted 59 more than Henry. How many bulbs
did Henry plant?
(a 59 148)
6. Angela had many dolls. Then, she gave away 26 oI her dolls to her little sister.
Now, Angela has 49 dolls. How many dolls did Angela have in the beginning?
(26 49 a)
Independent Worksheet-Mixed Problem Solving
7. Kelsie said she had 82 apples. II Lee had 32 Iewer apples than Kelsie, how many
apples did Lee have?
(a 32 82)
COMPS PROGRAM
95
8. Selina had some video games. Then, her brother Andy gave her 24 more video
games. Now Selina has 67 video games. How many video games did Selina have
in the beginning?
(a 24 67)
9. Taylor and her Iriend Wendy collect marbles. As oI today, Taylor has 93 marbles.
Taylor has 53 more marbles than Wendy. How many marbles does Wendy have?
(a 53 93)
10. Dana has 28 goldIish in her aquarium. She has 32 Iewer goldIish than her Iriend
Gesell. How many goldIish does Gesell have in her aquarium?
(28 32 a)
PART 2
MULTIPLICATIVE PROBLEM REPRESENTATION
AND SOLVING
99
UNIT 6
REPRESENTING EQUAL GROUPS (EG) PROBLEMS
Learning Outcome: Be able to represent EG word problem stories with the
bar model and the EG diagram equation
Materials Needed:
Equation Diagram Equal Group (EG) Diagram Equation
Overhead Modeling Modeling EG story representation 1, 2, and 3
Student Worksheets Modeling EG story representation 1, 2, and 3
Try It OutEG story representation 4, 5, and 6
Independent WorksheetEG story representation 7, 8
and 9
ReIerence Guide ReIerence Guide: EG story representation 19
Teacher: In the previous Iive units, we learned how to use the Part-Part-Whole
diagram equation to help us solve addition and subtraction word problems. Today,
we are going to learn a new problem structure called 'Equal Groups (EG). First, we
will learn to represent this type oI problem in the Equal Groups diagram equation
to help us understand more about the mathematical (speciIically, multiplicative)
relations in the Equal Groups problem structure. Then, we will use the Equal Groups
diagram equation to help us solve real word problems.
We are going to read some Equal Groups story problems where no questions are
asked, so that we will be able to concentrate on the problem structure. Look at story
#1 on your worksheet. Let`s read this story.
Storv =6-1
Emily has 9 bags of marbles. Each bag has 6 marbles. There should be a total
of 54 marbles.
Teacher: This is an Equal Groups (EG) story problem. It describes a number oI
equal groups. Let me explain why
CHAPTER 2
100
This story is about Emily`s bags oI marbles. She has 9 bags oI marbles and each bag
has 6 marbles in it. That is, there are 9 equal-sized groups oI marbles; each group is
made oI 6 marbles. Let`s use a shorter name to describe the number oI items in each
group, that is, Unit Rate (UR). In this story, the Unit Rate is the number oI marbles
in each bag, or 6 marbles per bag.
Let`s use a segment oI a bar (or the unit bar) to represent one bag. We can put 9 such
bars together to represent 9 bags. See Slide 6-1-a.
Slide 6-1-a
9 bags
6 6 6 6 6 6 6 6 6
Total: 54 marbles in all bags
Teacher: How would we Iigure out the total number oI marbles iI we have 9 bags
with 6 marbles in each? (Each bag is represented by a unit bar).
Students: ???
Teacher: We can do 666666666, or we can do 96 or 69. The total # oI
marbles in all 9 bags would be 54 marbles. Here 54 is the total # oI marbles or the
product. We call this type oI problem an Equal Groups problem because each bag
(or group) has the same number oI marbles in it.
In summary, there are three parts to EG problems:
1. Unit Rate tells the # of items in EACH group. In story #1, '9'>+ bag has
? /'"0-%8 tells the Unit Rate.
2. # oI Units tells the number oI equal-sized groups. In story #1, 'Emily has 9 bags
oI marbles tells the number of Units.
3. Product tells the total # oI items in all units, Iound by multiplying the Unit Rate by
the = of Units. In story #1, 'There should be a total oI 54 marbles tells the total
number oI marbles Emily has, or the product.
The Equal Groups diagram presented below (Slide 6-1-b, the lower panel) represents
the three parts above, their relationship in a mathematical equation, and how the
three parts in the diagram equation correspond to the Bar Model (Slide 6-1-b, the
upper panel).
COMPS PROGRAM
101
4-#!% ?)@)0. The Concept Model of the Equal Groups Diagram Equation.
9 bags
Unit Rate
6 9 54
# of Units
X =
Product
6 6 6 6 6 6 6 6 6
In the above Equal Groups diagram equation, 6 represents the Unit Rate (number oI
marbles in each bag); 9 represents the number of units (bags); and 54 represents the
total # oI marbles in all 9 bags (or units), or the product oI 9 bags with 6 marbles in
each. The diagram reads: 6 marbles in each (bag) times 9 bags equals 54 marbles. In
other words, 9 groups oI 6 make up 54 marbles.
To check whether the above diagram equation is true, we can directly translate the
diagram into a math equation by 'peeling oII the boxes and circles. That is,
6 9 54
To check whether the above equation is true, all we need to do is to see whether the
quantity on the leIt side (LS) oI the equal sign is equal to the quantity on the right
side (RS) oI the equal sign.
LS 6 9,
Or LS 54
RS 54
As 54 54, thereIore LS RS
The purpose oI learning this diagram equation is to help us solve real word problems
when there is an unknown quantity. Let`s try representing the inIormation Irom
several new story problems into the Equal Groups diagram equation we`ve just
learned, and make sure we are mapping the inIormation into the diagram correctly
beIore we solve a real word problem with an unknown.
Storv =6-2
There are 48 sandwiches to be arranged equally onto 6 trays. 8 sandwiches
should be arranged in each tray.
(Students read the story.)
CHAPTER 2
102
Teacher: This story is about placing 48 sandwiches evenly onto 6 trays. Because
there are an equal number oI sandwiches (8) on each tray, and there are 6 trays, the
problem Iits the Equal Groups problem structure.
In order to correctly map the inIormation onto the Equal Groups Diagram Equation,
we need to identiIy the Unit Rate, the # of Units, and the Product in Story #2.
What is the Unit Rate? In other words, which sentence tells the number oI sandwiches
on each tray?
Students: ??
Teacher: The Iirst sentence, 'There are 48 sandwiches to be arranged equally in
6 trays, tells the total # oI sandwiches, and the # oI trays available.
Does it tell the # oI sandwiches on each tray?
Students: No.
Teacher: What does the 2nd sentence tell us?
Students: '8 sandwiches should be arranged on each tray
Teacher: So does it tell us the # oI sandwiches on EACH tray?
Students: Yes!
Teacher: Then what is the # oI items on each tray, or the Unit Rate?
Student: 8 sandwiches in each tray.
Teacher: Great! '8 sandwiches should be arranged on each tray tells us the Unit
Rate. Let`s write '8 in the Unit Rate box in the diagram.
(Students write.)
Teacher: What is the # oI units? In other words, what is the # oI trays available?
Students: 6 trays.
Teacher: Good. Let`s write '6 in the circle that represents the = of Units.
(Students write.)
Teacher: What is the product? In other words, what is the total number oI sandwiches
on all trays?
Students: There are a total oI 48 sandwiches.
Teacher: Yes! Let`s write 48 in the triangle, on the other side oI the equation, that
represents the product.
Slide 6-2
Unit Rate
8 6 48
# of Units
X =
Product
COMPS PROGRAM
103
Ok, we have completed the mapping. Now let`s directly transIorm the diagram into
a math equation. That is, 8 6 48.
To check whether above equation is true; all we need to do is calculate whether the
quantity on the leIt side (LS) oI the equal sign is the same as the quantity on the right
LS 8 6
Or LS 48
RS 48
Teacher: Is '48 equal to '48?
Students: Yes! They are the same, 48 48, so LS RS.
Teacher: That means, we have correctly mapped the inIormation Irom the Equal
Groups story problem into the Equal Groups diagram equation.
The Equal Groups diagram reads: 6 groups, with 8 sandwiches in each, make a total
oI 48 sandwiches.
Let`s try one more story.
Storv =6-3
Each movie ticket costs $7. If Emily needs to buy 8 tickets, the total cost would
be $56.
(Students read the story.)
Teacher: This story is about movie tickets and their cost. It tells us three things: the
cost oI each ticket, the number oI tickets needed, and the total cost. As the cost oI
each ticket is the same ($7), and there are 8 such tickets to purchase, it Iits the Equal
Groups problem structure.
In order to correctly map the inIormation onto the Equal Groups Diagram Equation,
we need to identiIy the Unit Rate, the = of Units, and the Product in Story #3.
What is the Unit Rate? In other words, which sentence tells the costs oI each ticket?
Students: Each movie ticket costs $7.
Teacher: Great! 'Each movie ticket costs $7 tells the Unit Rate. Let`s write '7 in
the Unit Rate box in the diagram.
(Students write.)
Teacher: What is the = of Units? In other words, what is the # oI tickets needed?
Student: 8 tickets.
Teacher: Good! Let`s write '8 in the circle that represents the number of Units.
CHAPTER 2
104
(Students write.)
Teacher: What is the product? In other words, what is the total cost Ior all 8 tickets?
Students: The total cost would be $56.
Teacher: Great. Let`s write $56 in the triangle, on the other side oI the equation, that
represents the product.
Slide 6-3
Unit Rate
$7 8 $56
# of Units
X =
Product
Ok, we have completed the mapping. Now let`s directly transIorm the diagram into
a math equation. That is, $7 8 $56.
To check whether above equation is true, all we need to do is to calculate whether
the quantity on the leIt side (LS) oI the equal sign is the same as (or equal to) the
quantity on the right side (RS) oI the equal sign.
LS 7 8,
Or LS 56
RS 56
Teacher: Is the quantity on the LS equal to or the same as the quantity on the RS?
Students: Yes. They are the same. '56 is the same as '56, or 56 56, so LS RS.
Teacher: That means we have correctly mapped the inIormation in the Equal Groups
diagram equation. What does the Equal Groups diagram tell us?
Students: The Equal Groups diagram tells us: 8 tickets, at $7 each, will cost a total
oI $56.
SUMMARY
We have been using the Equal Groups diagram to represent the Equal Groups story
problems. Let`s review the three parts in an Equal Groups problem and the Equal
Groups diagram equation: (1) the Unit Rate, (2) the # oI Units (with a Iixed Unit
Rate); and (3) the Product, or the total items in all units, Iound by multiplying the #
oI Units by the Unit Rate.
In the Equal Groups diagram equation, the Unit Rate and the = of Units are the two
Iactors at one side oI the equation, and the total # oI items is the Product, which
stands alone on the other side oI the equation. II we place the three quantities
correctly in the Equal Groups diagram equation; the LS and RS oI the equation will
be balanced, or LSRS. However, iI we randomly place the numbers in the Equal
Groups diagram equation, the LS quantity may not equal the RS quantity. In other
COMPS PROGRAM
105
words, iI we incorrectly mapped inIormation into the diagram, we will not get a true
equation (use Story #6-3 as an example, II you mistakenly placed the total cost, $56,
in the Unit Rate box, and the unit price, $7, in the triangle Ior the Product, we would
get '56 8 7, which is an incorrect equation, as 56 8 448, and '448 does not
equal '7; that is, 448 7 or 56 8 7.)
In order to correctly represent the problem in the diagram, we need to map the
inIormation into each part oI the diagram accordingly. That is, the Unit Rate, '$7,
goes into the Unit Rate box; the number oI units, '8 tickets, goes into the circle that
is designated Ior the # oI Units, and the total cost, $56, goes into the triangle that
represents the Product. The Unit Rate and the = of Units are the two factors that stay
together on one side (e.g., LS) oI the equation, and the total, or Product, stays bv
itself on the other side (i.e., RS) oI the equation.
Figure 6 presents the Equal Groups concept model, including the Equal Groups
word problem (WP) storv grammar. This is meant to Iacilitate the creation oI selI-
generated questions, and to guide the mapping oI the inIormation into the Equal
Groups diagram equation.
Equal Group (EG)
An EG problem describes number of equal sets or units
EG WP Story Grammar Questions
Which sentence or question tells about a Unit Rate (# of items in each
unit)? Find the unit rate and write it in the Unit Rate box.
Which sentence or question tells about the # of Units or sets (i.e.,
quantity)? Write that quantity in the circle next to the unit rate
Which sentence or question tells about the Total (# of items) or
ending product? Write that number in the triangle on the other side of the
equation.
Unit Rate # of Units
X =
Product
Figure 6. Equal Group WP Storv Grammar Poster (from Xin et al., 2008, p.171).
GUIDED PRACTICE
A set oI three story problems (see Unit 6: Try It OutEqual Groups story
representation 4, 5, and 6 in next page) will be distributed to students so they can
CHAPTER 2
106
practice the mapping oI inIormation Irom the Equal Groups stories into the Equal
Groups diagram equation with their teacher`s guidance.
DIRECTIONS FOR THE GUIDED PRACTICE (I.E., THE TRY IT OUT WORKSHEET):
Please complete your worksheet. For each Equal Groups story problem, you are
asked to read the problem Iirst to see iI it is an Equal Groups problem situation. II so:
(1) Find and underline the sentence that tells the Unit Rate, or the # oI items in each
group; put a box around the unit rate;
(2) Find the sentence that tells the = of Units, or groups, and circle that quantity;
(3) Find the sentence that tells the total # oI items, or the Product, and put a around
that quantity; Iinally,
(4) Map the above three quantities into the Equal Groups diagram accordingly, and
check whether or not the diagram represents the story situation and whether a
balanced equation can be established.
****************
TRY IT OUTEG STORY REPRESENTATION
4. Rudy got 442 crayons Irom the art room. He can put 26 crayons in one crayon
box. He will need 17 boxes to hold all oI the crayons he got Irom the art room.
5. There are 13 neighbourhoods in the town, and there are a total oI 702 houses
in the town. II each neighbourhood has the same number oI houses, then each
neighbourhood has 54 houses in it.
6. Each movie we rented was 93 minutes long. It took us 651 minutes to watch 7 oI
the movies.
INDEPENDENT WORKSHEETEG STORY REPRESENTATION
7. Gary made 41 buttons when running Ior class president. It takes 23 drops oI glue
to make each button. Gary used a total oI 943 drops oI glue.
8. Sue wants to buy presents Ior all her Iriends. She has $153 and each present costs
$9. She can buy 17 presents.
9. Bobby Iound 7 boxes in the attic oI his house. In each box there were an equal
number oI crystal drinking glasses. II there were 91 total glasses, there must be
13 glasses in each box.
107
UNIT 7
SOLVING EQUAL GROUPS (EG) PROBLEMS
Learning Outcome: Be able to solve EG word problems using the EG diagram
equation
Materials Needed:
Equation Diagram Equal Groups (EG) Diagram Equation
Checklist DOTS Checklist Poster
PPT Modeling Modeling EG problem solving 1, 2, and 3
Student Worksheets Modeling EG problem solving 1, 2, and 3
Try It OutEG problem solving 4, 5, and 6
Independent WorksheetEG problem solving 7, 8 and 9
ReIerence Guide ReIerence Guide: EG problem solving 19
Teacher: In Unit 6, we were shown the Equal Groups problem structure and how
to represent Equal Groups story problems in the diagram equation. In this unit, we
will learn how to use the Equal Groups diagram equation to solve real Equal Groups
story problems.
First, let me introduce you to the DOTS checklist. The DOTS checklist is meant
to help you select an appropriate diagram with which to solve word problems.
Here is the DOTS checklist (Teacher present the DOTS checklist poster, see
below).
DOTS
(Word Problem Solving Checklist)
Detect the problem structure.
Organize the information using conceptual model diagrams.
Transform the diagram into a meaningful math equation.
Solve for the unknown quantity in the equation and check your answer.
A#2;"% BC DEF4 .+%>G-#8( (Adapted from Xin et al., 2008, p.172).
We will use the DOTS checklist when we work together to solve the problems.
CHAPTER 2
108
Problem =7-1
There are 22 ice cream bars in each box. How many ice cream bars would you have
iI you bought 37 boxes?
1. Detect the problem structure
Teacher: This problem is about boxes oI ice cream bars. It tells the number oI ice
cream bars in each box and the # oI boxes. It asks Ior the total number oI ice cream
bars in all 37 boxes. It is important to note that there are an equal number oI ice
cream bars in each box.
AIter reading the problem and 'detecting the problem structure, we know that it is
an Equal Groups problem, because it has three parts: the Unit Rate, or number oI
ice cream bars in EACH box (22), the # oI Units, or boxes, bought (37), and we are
asked to Iind the total # oI ice cream bars in all boxes, or the product.
2. Organize the information in the Equal Groups diagram
Teacher: Since it is an Equal Groups problem, let`s use the Equal Groups diagram
to organize the inIormation.
1. Since we know the # oI ice cream bars in each box (or the Unit Rate ) is 22, Let`s
write '22 in the Unit Rate box on the LS oI the equation,
2. Since we know 37 boxes oI ice cream bars were purchased, we will write '37 in
the circle that is labelled '# oI Units on the LS oI the equation,
3. Since we do not know the total # oI ice cream bars, we will write the letter 'a in
the triangle that is labelled 'Product on the RS oI the equation.
Unit Rate
22 37 a
# of Units
X =
Product
We have now Iinished mapping the inIormation into the diagram. Let`s read what it
says: 37 boxes, with 22 ice cream bars in each, makes up a total oI 'a number oI
ice cream bars.
COMPS PROGRAM
109
3 & 4. Transform the Diagram into an Equation and Solve
Let`s transIorm the completed diagram into a math equation. All we need to do is
to 'peel oII the labels and boxes in the diagram and rewrite it as a math equation:
22 37 a,
i.e., a 22 37, or a 814.
So the complete answer to the problem is, 'there will be a total oI 814 ice cream bars.
Lastly, we need to check the accuracy oI our calculation and to check whether our
answer makes sense. II we replace the unknown 'a in the equation with our answer
'814, we get,
22 37 814,
In the above equation,
LS 22 37 814
RS 814,
ThereIore, LS RS,
or 814 814.
That is, the equation is 'balanced. In other words, the LS oI the equation is equal to the
RS oI the equation. That means our solution Ior the unknown quantity 'a is correct.
(Teacher points to the completed diagram with all the numbers given) In summary,
the diagram says: II each box has 22 ice cream bars and there are 37 such boxes, then
the total number oI ice cream bars would be 814. The diagram makes sense.
Problem =7-2
Lucky Luke hits the exact same number of home runs in each game he plays.
Last year, he played 93 games and hit 558 home runs! How many home runs
does he hit each game?
(Students read the problem)
1. Detect the problem structure
Teacher: This problem is about playing baseball. It tells us that Lucky Luke played
93 games during last year and hit a total oI 558 home runs. It asks how many home
runs he hit each game, assuming that he hits the exact same number oI home runs in
each game he plays.
AIter reading the problem and 'detecting the problem structure, we know that it is
an Equal Groups problem because it has three parts: the # oI Units, or # oI games
Luke played during last year ( 93), the total number oI home runs he hit in all the
games he played last year (558); and it asks Ior the # oI home runs he hit each game,
or the Unit Rate.
CHAPTER 2
110
2. Organize the information in the Equal Groups diagram
Teacher: Since it is the Equal Groups problem structure, let`s use the Equal Groups
diagram to organize the inIormation.
Which sentence or question tells the Unit Rate? Do we know the unit rate? It is the
number oI home runs Luke hit in each game.
Students: No.
Teacher: No, we do not know. This is, in Iact, the unknown quantity we are asked to
solve Ior. Because we do not know the Unit Rate, we will write the letter 'a Ior the
unknown quantity in the UR box on the LS oI the equation.
Do we know the number oI units, or the number oI games he played?
Students: Yes, 93 games.
Teacher: Let`s write 93 in the circle labelled '# oI Units on the LS oI the equation.
Do we know the total # oI home runs Luke hit?
Students: Yes, he hits 558 home runs.
Teacher: Right! The Total is 558; let`s write 558 in the triangle that is labelled as
'Product on the RS oI the equation (teacher write on the board, students do the
same on the modelling worksheet)
Unit Rate
a 93 558
# of Units
X =
Product
We have Iinished mapping the inIormation into the diagram.
Teacher: To solve Ior the problem, let`s transIorm the diagram into a math equation.
What math equation will you write based on the competed diagram?
Students: We will peel oII the labels and boxes, and rewrite it as a real math equation.
II we do that, we get 'a 93 558
Teacher: Great! Now how do we solve Ior the unknown?
Students: ..
Teachers: In above equation, because the number we are multiplying is unknown,
we need to invert, or 'undo, the multiplication. That is, to solve Ior an unknown
Iactor, we divide the product by the known Iactor.
COMPS PROGRAM
111
That is, a 558 93.
What would be the answer oI dividing 558 by 93? II necessary, you can use a
calculator to help you. So what is the answer?
Students: It is 6.
Teacher: Yes! a 558 93. So, a 6.
What is the complete answer to the problem?
Students: Lucky Luke hit 6 home runs each game.
Teacher: Great! Lastly, we need to check the accuracy oI our calculation to see
whether or not our answer makes sense.
To check the accuracy oI our calculation, we can replace the unknown 'a in the
equation with our answer '6. Now we get,
6 93 558.
In the above equation,
LS 6 93 558
RS 558
ThereIore, LS RS
Or 558 558.
That is, the equation is 'balanced. In other words, the LS oI the equation is equal
to the RS oI the equation. That means our solution Ior the unknown quantity 'a is
correct.
(Teacher points to the diagram) In summary, the diagram says: Luke hit 6
homeruns each game, and he played 93 games; thereIore he hit a total oI 558
homeruns.
Problem =7-3
Sue wants to buy presents for all of her friends. She has $153 and each present
costs $9. How many presents can she buy?
1. Detect the Problem Structure
Teacher: what this problem is about? What is the question?
Students: This problem is about Sue buying presents Ior her Iriends. It tells us the
total amount oI money that Sue has Ior buying the presents, and the cost oI each
present. It asks how many presents she can buy.
Teacher: Is this an Equal Groups problem? Why?
Students: Yes, it is an Equal Groups problem, because it has three parts: the total
amount oI money Ior buying presents Ior her Iriends ($153), the cost oI each present
($9), and we are asked to Iind out the number oI presents she can buy.
CHAPTER 2
112
2. Organize the information into the Equal Groups diagram
Teacher: Because it is an Equal Groups problem, let`s use the Equal Groups diagram
to organize the inIormation.
Which sentence or question tells the Unit Rate? Do we know the Unit Rate, or the
cost oI each present?
Students: Yes, each present costs $9.
Teacher: OK, we know the Unit Rate; let`s write the unit rate '$9 in the Unit Rate
box on the LS oI the equation.
Do we know the number oI units, or # oI presents she can buy?
Students: No, we do not know the # oI presents she can buy; this is the question we
are asked to solve.
Teacher: Great, we will write letter 'a in the circle that is labelled '# oI Units.
(Students will write on their worksheet)
Do we know the total amount oI money Sue has?
Students: Yes, Sue has a total oI $153 to buy the presents.
Teacher: Ok, the total, or the Product, is $153; we will write $153 in the triangle that
is labelled 'Product on the RS oI the equation.
Unit Rate
9 a 153
# of Units
X =
Product
We have Iinished mapping the inIormation into the Equal Groups diagram
equation. Based on your understanding oI the problem, please check the
accuracy oI your mapping beIore solving it. The above diagram equation says
the unit price oI the presents is $9 each. II Sue is buying 'a number oI presents,
the total cost is $153. The diagram seems consistent with the story in the
problem.
3 & 4. Plan and Solve
Teacher: AIter completing the Iirst two steps in the DOTS checklist, including
mapping inIormation to the Equal Groups diagram, what is the next step in the
DOTS checklist?
Students: Peel oII the labels and boxes and rewrite the diagram as a math equation.
Teacher: What would be the math equation?
Students: 9 a 153
Teacher: How do we solve Ior the unknown?
Students: To solve Ior the unknown Iactor, we divide the product by the known
Iactor.
COMPS PROGRAM
113
Teacher: Great! To solve Ior an unknown Iactor, we divide the product by the known
Iactor! So what will be the equation to solve Ior 'a?
Students: a 153 9, a 17.
Teacher: What is the complete answer to the problem?
Students: 'Sue can buy 17 presents Ior her Iriends.
Teacher: Great! How do we check the accuracy oI our answer?
Students: II we replace the unknown 'a in the equation with our answer '17, we
get,
9 17 153,
In above equation,
LS 9 17 153
RS 153
ThereIore, LS RS,
or 153 153.
That is, the equation is 'balanced. The LS oI the equation is equal to the
RS oI the equation. That means our solution Ior the unknown quantity 'a is
correct.
Teacher: Super!
(Teacher points to the complete diagram with all numbers given) In summary, the
diagram says: II each present costs $9, buying 17 such presents will cost a total oI
$153. This makes sense.
SUMMARY
We have learned to use the Equal Groups diagram to solve Ior diIIerent types oI
problems (show all three problem types with corresponding diagram representations
on the board). Notice that letter 'a is in diIIerent positions due to diIIerences in
problem construction. In the Iirst problem, the product is the unknown. In the 2nd
problem, the Unite Rate is the unknown. In the third problem, the = of units is the
unknown. In all three diagrams, although the three problems have the similar Equal
Groups problem structure, the unknown quantity was placed at diIIerent places in
the diagram equation.
To solve Ior an unknown product, we do not have to rewrite the math equation
because the two Iactors we are multiplying are given. However, to solve Ior an
unknown Iactor, we need to undo the multiplication (because one oI the numbers we
are multiplying is missing). In other words, we need to use division to solve Ior the
unknown Iactor. SpeciIically, iI one oI the Iactors is unknown, we divide the product
by the known factor Ior the solution.
CHAPTER 2
114
DIRECTION FOR TRY-IT-OUT AND INDEPENDENT WORKSHEET
You may use the DOTS checklist to guide your problem solving process. Show your
work using the EG diagram equation.
Trv it OutEG Problem Solving
4. Uncle Jim is a painter. He says that it takes 8 gallons oI paint to paint one entire
house. How many houses could he paint with 408 gallons oI paint?
5. Tina gets paid an hourly wage Ior selling cookies at the mall. She worked 16 hours
last week and made $96. How much does Tina make each hour?
6. Your class is involved in a relay race. Each student must carry a bucket oI water
22 Ieet. How Iar would the bucket travel iI there were 15 people in your class?
Independent WorksheetEG Problem Solving
to make each button. How many drops oI glue did Gary use?
$9. How many presents can she buy?
number oI crystal drinking glasses. II there were 91 total glasses, how many
glasses were in each box?
115
UNIT 8
REPRESENTING MULTIPLICATIVE COMPARE (MC)
PROBLEMS
Learning Outcome: Be able to represent MC word problem stories with the
bar model and the MC diagram equation
Materials Needed:
Equation Diagram Multiplicative Compare (MC) Diagram Equation
Posters MC Word Problem Storv Grammar Poster
PPT Modelling Modelling MC story representation 1, 2, and 3
Student Worksheets Modelling MC story representation 1, 2, and 3
Try It OutMC story representation 4, 5, and 6
Independent WorksheetMC story representation 7, 8
and 9
ReIerence Guide ReIerence Guide: MC story representation 19
Teacher: In the previous two units, we learned how to use the EG diagram equation
to help us solve equal groups word problems. Today, we are going to learn a new
problem structure called 'Multiplicative Compare (MC). They are comparison
problems that involve multiplication and division (rather than the compare problems
that involve addition and subtraction). First, we will learn how to represent this
type oI problem by using the MC diagram equation, which will help us understand
more about the mathematical (speciIically, multiplicative) relationships in the MC
problem structure. Then, in Unit 9, we will use the MC diagram equation to help us
solve real word problems.
MC Problem Representation
Teacher: We are going to read some MC word problem stories where no questions
are asked, so that we will be able to concentrate on the problem structure. Look at
story #1 on your worksheet. Let`s read this story.
Storv =8-1
Cara has 15 marbles. 1ohn has H (#/%8 '8 /'1I marbles as Cara. 1ohn has 120
marbles.
(Students read story #8-1).
CHAPTER 2
116
Teacher: This is a Multiplicative Comparison (MC) story. It describes one quantity
as a multiple (i.e., 8 times) oI the other quantity. Let me explain Iurther
This story is about the number oI marbles that Cara has and the number oI marbles
that John has. It compares the number oI marbles John has to the number oI marbles
that Cara has, and it involves a multiple relation (8 'times rather than 'more or
'less). We name this type oI problem multiplicative compare (MC) because it is a
comparison problem that involves multiplication and division (rather than addition /
subtraction). Since John has 8 times as manv as Cara, John should have 8 times 15,
or, 120 marbles.
Let`s use pictures to show the story. Say that a segment oI a bar (or the unit Bar)
represents the number oI marbles that Cara has, that is, 15. Because John has 8 times
as many as Cara, we will put together 8 unit bars to represent the total number oI
marbles that John has (See Slide 8-1-1).
Slide 8-1-1.
Cara: 15 marbles
15
John: 120 marbles
15 15 15 15 15 15 15 15
8 (times as many as 15)
As shown in the picture above, iI the number oI marbles Cara has is represented by
one bar, then John will have 8 times as many bars. That is what '8 times as manv
as means. As shown in Slide 8-1, we can do 1515151515151515 to Iind
out the total number oI marbles that John has (120). However, because they are all
equal-sized groups oI 15, we will instead use multiplication to Iind out the total, that
is, 15 8 120.
Let`s look at the MC story again (teacher points to the problem presented). In a MC
problem or story, the relational statement tells the comparison and determines 'who
is compared to 'whom. In story #1, the comparison statement 'John has 8 times as
many marbles as Cara indicates that John is compared to Cara; thereIore, Cara is
the reIerent, and John is the compared. See Slide 8-1-2.
Slide 8-1-2
Cara has 15 marbles. John has 8 times as many marbles as Cara. John has 120 marbles.
COMPS PROGRAM
117
In summary, we call this type oI problem a multiplicative comparison (MC) problem.
In the MC problem structure, there are three parts:
1. The Compared amount
2. The ReIerent UNIT, and
3. The relation (multiple or part)
For example, in story #1, because John is compared to Cara on the number oI marbles
they have, the # oI marbles John has is the compared amount, the # oI marbles that
Cara has is the referent UNIT, and '8 times is the multiple relation when the two
quantities are compared.
The MC diagram presented below (Slide 8-1-3, the lower panel) represents the three
parts above and their relationship in a mathematical equation model. Slide 8-1-3 also
shows how the MC diagram equation corresponds to the Bar Model.
Slide 8-1-3. The Concept Model of MC Diagram Equation.
Cara: 15 marbles
15
John: 120 marbles
15 15 15 15 15 15 15 15
8 (times as many)
Unit Rate
15 8 120
# of Units
X =
Product
(pointing to the diagram)
Teacher: In the MC diagram above,
1. '15 represents the number oI marbles that Cara has. Because 'John has 8 times
as manv marbles as Cara, Cara is the referent and the number oI marbles Cara
has is the reIerent UNIT.
2. '8 represents the relation between John and Cara`s marbles ('8 times as many...;
and,
3. '120 represents the total marbles that John has, which is the product oI '8 times
15 because he has '8 times Cara`s 15 marbles. This diagram reads: '15 marbles
in one UNIT times 8 units equals 120 marbles.
CHAPTER 2
118
To check whether the diagram equation above is true, we can directly translate the
diagram into a math equation by 'peeling oII the boxes and circles. That is,
15 8 120
To see iI this equation is true, all we need to do is check whether the quantity on the
leIt side (LS) oI the equal sign is the same as (or equal to) the quantity on the right
LS 15 8
Or LS 120
RS 120
So LS RS, or 120 120
The purpose oI learning this diagram equation is to help us solve real word
problems when there is an unknown quantity. Let`s try it out with several stories
so that we can learn how to correctly represent the inIormation Irom the MC
story onto the MC diagram equation beIore we solve a real problem with an
unknown.
Storv =8-2
Sara completed 288 problems for her math homework. She completed 12 times
as many problems as 1oe. So, 1oe completed 24 problems.
(Student read the story).
Teacher: This story is about comparing the # oI math problems Sara completed
to the # oI problems Joe completed. Because it is comparing the two quantities
and it involves a multiple relation (12 times as many as....), it is an MC
problem.
In order to correctly map the inIormation onto the MC Diagram Equation, we need
identiIy the relational statement (i.e., the comparison statement) and understand
'who is being compared to whom.
Which sentence is the relational statement that tells us the comparison between two
quantities?
Students: She completed 12 times as many problems as Joe.
Teacher: the relational statement: 'She completed 12 times as many problems
as Joe says that she (Sara) is compared to Joe on the # oI problems they solved,
and thereIore the number oI problems Joe completed is the reIerent UNIT. Let`s
underline the relational statement that tells us about the comparison, and identiIy
the speciIic relations when two quantities are being compared (see Slide 8-2-a
below).
COMPS PROGRAM
119
Slide 8-2-a
Sara completed 288 problems for her math home work.
She completed 12 times as many problems as Joe. So Joe completed 24 problems.
As shown in the relational statement above, Sara is compared to Joe, so the number
oI problems Joe completed is the reIerent UNIT, and the number oI the problems
Sara completed is the compared amount. Let`s name the UNIT-box 'Joe, and the
product-triangle 'Sara.
(Students name the UNIT box and product triangle on their Modelling MC storv
representation worksheet under Story #8-2)
Teacher: AIter you are done, read the story again and Iind out the number oI
problems Joe solved and the # oI problems Sara solved, respectively, and map the
inIormation onto the MC diagram.
What number we will write in the UNIT box named Joe?
Students: 24.
Teacher: Correct, because the story says, 'Joe completed 24 problems. What
number we should write in the product-triangle named Sara?
Students: 288.
Teacher: Correct, because the story says, 'Sara completed 288 problems.
Let`s write 12 in the circle, because it indicates the multiple relation when the number
oI problems Sara completed is compared to the # oI problems Joe completed.
Slide 8-2-b
Unit
24 12 288
Multiplier
X =
Product
Joe Sara
Ok, we have completed the mapping. Now let`s rewrite the diagram as a math
equation. That is,
24 12 288.
To see whether this equation is true, all we need to do is check whether the quantity
on the leIt side (LS) oI the equal sign is the same as (or equal to) the quantity on the
right side (RS) oI the equal sign.
LS 24 12
Or LS 288
RS 288
CHAPTER 2
120
Teacher: Does '288 equal, or is it the same as, '288?
Teacher: That means we have correctly mapped the inIormation Irom the MC story
onto the MC diagram equation.
Now look at the completed diagram (Slide 8-2-c).
The completed MC diagram reads: II 24 (the problems Joe completed) is considered one
UNIT, 12 such units, or 12 times 24, is 288. The diagram is consistent with the story:
She (Sara) completed 12 times as many problems as Joe. Joe completed 24 problems.
Sara completed a total oI 288 problems Ior her math homework (see Slide 8-2-c).
Slide 8-2-c
Joe: 24 problems
24
Sara: 288 problems
12 (times as many)
Joe Sara
Unit
24 12 288
Multiplier
X =
Product
24 24 24 24 24 24 24 24 24 24 24 24
Let`s try one more story.
Storv =8-3
Marie spent $288 on last weekend`s holiday shopping. She spent 4 times as
much as Dianne. Dianne spent $72 on holiday shopping.
(Student read the story)
Teacher: What is this story about?
Students: This story is about comparing the amount oI money Marie spent on
shopping to the amount oI money that Dianne spent on holiday shopping.
Teachers: Which sentence compares between the amounts oI money Marie and
Dianne spent?
Students: 'She spent 4 times as much as Dianne.
COMPS PROGRAM
121
Teacher: Great! This is the sentence that tells us who is compared to whom, or
which quantity is the referent UNIT. Because it says, 'she (Marie) spent 4 times as
much as Dianne, we know that Marie is compared to Dianne. This statement also
involves a multiple relation, '4 times as much as, so is it a MC story?
Students: Yes.
Teacher: OK. Because it is an MC story, let`s use the MC diagram to represent the
inIormation. In order to correctly map the inIormation into the MC diagram, we
need to identiIy the referent UNIT, the compared amount, and the relation oI the two
quantities being compared.
Who can underline the relational statement Ior us and use an arrow to indicate who
is compared to whom?
(Teacher call on a volunteer)
(The volunteer student will do the underlining on the board |see slide 8-3-a|, and
other students work on their worksheet: Modelling MC storv representation #3)
Slide 8-3-a
Marie spent $288 on last weekends holiday shopping.
She spent 4 times as much as Dianne. Dianne spent $72 on holiday shopping.
Teacher: Superb! Now let`s name the referent UNIT and the Compared amount (or
the product) in the MC diagram. Everyone, should we place 'Dianne under the
referent UNIT or the compared amount?
Students: ReIerent UNIT.
Teacher: Why?
Students: Because it is indicated in the relational statement that, 'she (Marie) spent
4 times as much as Dianne, thereIore, the money Dianne spent is the reIerent UNIT.
Teacher: Correct! The money Dianne spent is the referent UNIT, and the money
Marie spent is the Compared amount, or the 'product. Please write 'Marie under
the 'product triangle on the other side oI the equation.
AIter you are done, read the story again to see how much money Marie spent on her
holiday shopping, and how much Dianne spent on her holiday shopping. Map the
inIormation into the MC diagram accordingly.
What number shall we write in the UNIT box that is labelled 'Dianne?
Students: 72.
Teacher: Correct, because the story says, 'Dianne spent $72 on holiday shopping.
What number shall we write in the product-triangle that is labelled 'Marie?
Students: 288.
CHAPTER 2
122
Teacher: Correct! 'Marie spent $288 on last weekend`s holiday shopping.
Now, what number should we write in the circle that represents the relation oI the
two quantities being compared?
Students: 4 times.
Teacher: Superb!
Let`s write 4 in the circle, because it indicates the multiple relation when Marie is
compared to Dianne on the money they spent on holiday shopping.
Slide 8-3-b
Dianne Marrie
Unit
72 4 288
Multiplier
X =
Product
Ok, we have completed the mapping. Now let`s rewrite the diagram as a math
equation. That is,
72 4 288.
To see whether the equation above is true, all we need to do is check whether the
quantity on the leIt side (LS) oI the equal sign is the same as (or equal to) the quantity
on the right side (RS) oI the equal sign.
LS: 72 4 288
RS: 288
Teacher: Does '288 equal, or is it the same as, '288?
Teacher: That means we have correctly mapped the inIormation Irom the MC story
onto the MC diagram equation.
Now let`s look at the completed diagram. The MC diagram reads: iI Dianne spent
$72 on shopping, and iI Marie spent 4 times as much as Dianne, Marie must have
spent $288 on shopping. II '72 is considered the reIerent UNIT, 4 such units, or 72
times 4, is 288. The diagram is consistent with the story.
SUMMARY
We have just learned how to use the MC diagram to represent the MC stories. Let`s
review the three parts that are in MC problems (or stories) and the MC diagram
equation: (1) the reIerent UNIT, (2) the 'multiplier which tells us the relation when
the two quantities being compared, and (3) the Compared amount, or Product.
COMPS PROGRAM
123
In the MC diagram equation, the referent UNIT and the multiplier are the two Iactors
on one side oI the equation, and the compared amount is the Product, which stavs alone
at the other side oI the equation. II we place the three quantities correctly in the MC
diagram equation, the LS and RS oI the equation will be balanced, or LSRS. However,
iI we randomly place the numbers into the MC diagram equation, the quantity on the
LS may not be equal to the quantity on the RS oI the equal sign. In other words, iI we
incorrectly mapped inIormation onto the diagram, we would not get a meaningIul or
true equation. (e.g., II you mistakenly map the money Marie spent on shopping |the
compared amount: $288| onto the referent UNIT box, and map the money Dianne spent
onto the product-triangle Ior the compared amount, we would get '288 4 72, which
is an incorrect equation because 288 41152, and '1152 does not equal '72.)
In order to correctly represent the problem or story in the MC diagram, we need to
Iind out 'who is compared to 'whom in the relational statement, and by deIinition,
'who is the compared, and 'whom is the referent UNIT. AIter that, we will name
the referent UNIT box and the product-triangle in the MC diagram to anchor the
mapping oI numbers Irom the problem onto the diagramall we need to do is to
Iind the quantity Ior the referent (i.e., 'whom), and the compared (i.e., 'who), and
their relation (multiple or part). In summary, Iinding out who is the reIerent UNIT is
critical Ior us to correctly map the inIormation into each part oI the diagram.
Figure 8 presents the MC concept model including MC word problem (WP) story
grammar to promote selI-generated questions in guiding the representation oI the
inIormation onto the MC diagram equation.
Multiplicative Compare (MC)
A MC problem describes one quantity as a multiple or part of the other quantity
MC WP Story Grammar Questions
Which sentence (or question) describes one quantity as a multiple or
part of the other? Detect the two things (people) being compared and
who (the compared) is compared to whom (the referent UNIT). Name
whom and who in the diagram. Fill in the relation (e.g., 2 times or
) in the circle.
What is the referent UNIT? Write that quantity in the referent unit box.
What is the compared quantity or product? Write that quantity in the
triangle on one side of the equation by itself.
Unit Multiplier
X =
Product
Figure 8. MC WP Storv Grammar Poster (Adapted from Xin et al., 2008, p.171).
CHAPTER 2
124
The Connection Between the EG Diagram and the MC Diagram
In Iact, the EG diagram and the MC diagram are similar because both are about
multiplicative relations (expressed as Factor Factor Product). In the EG or MC
diagrams, both the UNIT Rate Box in the EG diagram as well as the reIerent UNIT
in the MC diagram stand Ior one composite unit (or one part) with a given size. The
'Product in the EG diagram and the 'Compared/Product in the MC diagram both
stand Ior the product oI the Composite Unit (CU) and the Multiplier (the number oI
duplication or the quantity). ThereIore, when the multiplier is an integer, both EG
and MC diagram equations can be deIined as:
One part (with a Iixed size) # oI such parts Total
Guided Practice: A set oI three word problem stories (see Unit 8: Try It OutMC
story representation 4, 5, and 6 in Appendix: Student Worksheets) will be distributed
to students Ior them to try out the mapping oI inIormation Irom the MC story onto
the MC diagram equation with teacher`s guidance.
DIRECTION FOR THE GUIDED PRACTICE (OR THE TRY IT OUT WORKSHEET):
Please complete your worksheet. For each MC problem, you are asked to read the
problem Iirst to see iI it is an MC problem situation. II so,
1. Find and underline the relational statement that tells the comparison, and detect
the two things (or people) being compared and who (the compared) is compared
to whom (the referent UNIT). Name 'whom and 'who in the diagram. Fill in
the relation (e.g., '2 times) in the circle;
2. Find out each oI the two quantities (i.e., the compared and the referent UNIT) and
map them in the diagram accordingly;
3. Check whether or not the diagram represents the story situation and whether a
meaningIul equation can be established.
Trv it OutMC Storv Representation
4. Sara completed 24 problems Ior her math homework. She completed 4 times as
many problems as Joe. So Joe completed 6 problems.
5. Bobby scored 21 goals in soccer. Rickie scored 3 times as many goals as Bobby.
So Rickie scored 63 goals in soccer.
6. Mary has 8 red markers and 4 green markers. So she has 2 times as many red
markers as green markers.
COMPS PROGRAM
125
Independent WorksheetMC Storv Representation
7. Tara accurately solved 72 problems. Ben accurately solved 9 problems. So Tara
accurately solved 8 times as many problems as Ben.
8. Mary spent $120 on last weekend`s holiday shopping. She spent 3 times as much
as Debbie. So Debbie spent $40.
9. Rod biked 56 miles during the season. Ted biked 3 times as many miles as Rod.
So Ted biked 168 miles.
127
UNIT 9
SOLVING MULTIPLICATIVE COMPARE (MC)
PROBLEMS
Learning Outcome: Be able to solve MC word problems using the MC
diagram equation
Materials Needed:
Equation Diagram Multiplicative Compare (MC) Diagram Equation
Posters: MC Word Problem Storv Grammar Poster
DOTS Checklist Poster
PPT Modeling Modeling MC problem solving 1, 2, and 3
Student Worksheets Modeling MC problem solving 1, 2, and 3
Try It OutMC problem solving 4, 5, and 6
Independent WorksheetMC problem solving 7, 8 and 9
ReIerence Guide ReIerence Guide: MC problem solving 19)
MC Problem Solving
Let`s review what we`ve learned about MC problems (Teacher points to the MC
WP storv grammar poster). We`ve learned that the multiplicative compare (MC)
problems describe one quantity as a multiple or part oI the other quantity. In a MC
problem, you will always Iind three parts oI inIormation:
1. The compared amount
2. The reIerent UNIT, and
3. The relation (multiple or part)
We learned to use the MC diagram model (show diagram) to organize the inIormation
in the MC diagram.
(Using the diagram to explain)
Unit Multiplier
X =
Product
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128
1. LeIt side (LS) oI the equation: The reIerent unit box represents the benchmark
(i.e., something you compare against);
2. The relation in the circle represents a multiple (e.g., 3 times) or part (e.g., )
relation when two things (i.e., compared and reIerent UNIT) are being compared.
3. Right side (RS) oI the equation: The compared amount represents the product,
which stays by itselI on one side oI the equation.
In Unit 8, when we were learning to identiIy and represent the MC story, the story
did not involve any unknown values. That is, the numerical values associated with
each oI the three parts (i.e., the compared, the reIerent, and the relation) were all
known. However, in a real problem, the numerical value associated with one oI the
three parts will be missing and you will be asked to Iind the missed value. Today,
we are going to learn how to use the diagram to accurately solve the MC problems.
BeIore we start, let`s brieIly review the DOTS checklist we learned in UNIT 7
(see Figure 7 in Unit 7) Ior guiding our problem solving process (show DOTS
checklist). First, we need to Detect the problem structure. Ask yourselI, is it an
EG or MC problem structure? Second, we need to Organize the inIormation in the
problem using an appropriate diagram or model. AIter the appropriate diagram or
model is determined, you will represent the problem using the diagram or 'map
the inIormation Irom the problem onto the diagram. Third, you will TransIorm or
rewrite the diagram into a math equation. Fourth, you will Solve Ior the unknown in
the equation, give a complete answer to the problem, and check the accuracy oI your
answer (whether it makes sense).
We will Iollow above DOTS checklist when we work together to solve MC problems.
Problem =9-1
Ray has 125 crayons. Crystal has 5 times as many crayons as Ray. How many
crayons does Crystal have?
Teacher: Look at problem #1 on your worksheet. Let`s read this problem together.
(AIter students reading the problem) What is problem is about?
Students: This problem is about the number oI crayons that Ray and Crystal have.
It compares Crystal to Ray on the number oI crayons they have (i.e., 'Crystal has 5
times as many crayons as Ray). We know the number oI crayons Ray has. We are
asked to Iind out the number oI crayons Crystal has.
Teacher: Great! AIter reading and understand the problem, do we know it is a
comparison problem?
COMPS PROGRAM
129
Students: Yes.
Teacher: In Iact, it is a multiplicative comparison (MC) problem, because the
comparison sentence (Crystal has 5 times as many crayons as Ray) describes one
quantity as a multiple (or 5 times) oI the other quantity (teacher reIer it to the MC
story grammar poster).
Teacher: Great, let`s underline this comparison sentence (teacher underlines the
sentence on the board; students underline the sentence in their worksheets)
2. Representation
Teacher: (pointing to the comparison sentence that was underlined) From the
comparison sentence, who can tell me 'who is compared to 'whom on the number
oI crayons they have?
Students: Crystal is compared to Ray.
Teacher: That is right, let`s make an arrow to show 'who is compared to 'whom
on the comparison sentence. See slide 9-1-1
Slide 9-1-1
Ray has 125 crayons. Crystal has 5 times as many crayons as Ray. How many
Teacher: Crystal is compared to Ray because it says 'Crystal has 5 times as many
crayons as Ray (rather than 'Ray has 5 times as many crayons as Crystal). That is,
the number oI crayons Ray has was used as a referent unit; iI the number oI crayons
Ray has was considered as ONE UNIT, Crystal should have 5 times as many such
units. See slide 9-1-2.
Slide 9-1-2
Ray: 125 Crayons
125
Crystal: ??
125 125 125 125 125
5 (times as many)
Based on above understanding oI the problem, let`s represent the inIormation in the
MC diagram equation.
Who can help us label the UNIT and Product in the MC diagram? The UNIT box
should be named Crystal or Ray?
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130
Students: Ray!
Teacher: Correct! Because the comparison sentence tells us that Crystal is compared
to Ray, so Ray is the reIerent UNIT. Let`s write 'Ray under the UNIT box. (Students
do the same on their worksheet)
Teacher: Which part oI the diagram should be named 'Crystal?
Students: The Product or the triangle.
Teacher: Great. The compared or the product (triangle) should be named Crystal.
(Students label the product /triangle in their worksheets).
Teacher: Still Irom the comparison sentence, can you tell me when Ray is compared
to Crystal on the number oI crayons they have, what is the speciIic relation or
multiple?
Students: 5 times
Teacher: Great. Let`s write '5 in the circle Ior the 'multiple in the diagram below.
Now let`s re-read the problem; and who can tell me how many crayons Ray has?
Students: 125
Teacher: Correct, please input 125 in the UNIT box that is named 'Ray.
Do we know the number oI crayons Crystal has?
Students: Umm..
Teacher: NO, that is in Iact the unknown quantity we are asked to Iind out.
Let`s use the letter 'a to represent the unknown quantity. So we will write 'a in the
triangle Ior the compared or the product to represent the unknown quantity.
We have completed mapping the inIormation to the diagram. Now let`s read what the
diagram says (see slide 9-1-3):
Slide 9-1-3
Unit Multiplier
X =
Product
Ray Crystal
125 5 a
II Ray has 125 crayons, Crystal has 5 times as many, but we have to Iind out exactly
how many crayons Crystal has.
COMPS PROGRAM
131
Let`s transIorm the completed diagram into a math equation. All we need
to do is peel oII the labels and boxes in the diagram and rewrite it as a math
equation:
125 5 a,
To solve Ior 'a, the unknown product, the MC diagram already tells us what to do:
Multiplying the two Iactors on the leIt side oI the equation will give the answer to
the product or the unknown.
That is, a 125 5.
What does 125 times 5 equal? You can use the calculator iI it is necessary.
Students: 125 5 equals is 625.
Teacher: So a 625.
Students: Crystal has 625 crayons.
Teacher: Great! Lastly, we need to check Ior the accuracy oI our calculation and
check whether our answer makes sense.
II Ray has 125 crayons, and Crystal has 5 times as many as Ray (or 125), then
Crystal should have a total oI 625 crayons. II we replace the unknown 'a in the
equation with our answer '625, we get,
125 5 625,
In the equation above,
LS 125 5 625
RS 625,
ThereIore, LS RS,
or 625 625.
That is, the equation is 'balanced or the LS oI the equation does equal (or is the
same as) the RS oI the equation. That means our solution Ior the unknown quantity
'a is correct.
Let`s use the MC diagram to solve more problems.
Problem =9-2
Both Johnny and Greg play little league baseball. Greg hit 60 home runs. Greg hit
3 times as many home runs as Johnny. How many home runs did Johnny hit during
the season?
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132
Teacher: What is this problem about?
Students: This problem is about Johnny and Greg playing little league baseball. It
compares the number oI homeruns Greg hit to the number oI home runs Johnny hit.
Teacher: Right, it compares Greg to Johnny on the number oI home runs they hit.
Which sentence tells about the comparison?
Students: Greg hit 3 times as many home runs as Johnny
Teacher: Great. Because the problem describes one quantity as a multiple oI the other
quantity, it is a MC problem (Teacher reIers to the MC WP storv grammar poster.)
Let`s underline this comparison sentence (teacher underlines the sentence 'Greg hit
3 times as many home runs as Johnny on the board; students underline the sentence
in their worksheets)
2. Organize the information in the diagram
Teacher: (pointing to the comparison sentence that was underlined) From the
comparison sentence, who can tell me 'who is compared to 'whom on the number
oI home runs they hit?
Students: Greg is compared to Johnny.
Teacher: That is right, let`s make an arrow to show 'who is compared to 'whom
on the comparison sentence. See Slide 9-2-1
Slide 9-2-1
Both Johnny and Greg play little league baseball. Greg hit 60 home runs.
Greg hit 3 times as many home runs as Johnny. How many home runs did
Johnny hit during the season?
Teacher: Greg is compared to Johnny because it says 'Greg hit 3 times as many
home runs as 1ohnny. That is, the number oI homeruns hit by 1ohnny was used as
a reIerence reIerent unit or 'benchmark. II the number oI homeruns Johnny hit was
considered as ONE UNIT, Greg should have 3 such units. See Slide 9-2-2.
Slide 9-2-2
Johnny:?
?
Greg: 60
? ? ?
3 ( times as many)
COMPS PROGRAM
133
Based on our understanding oI the problem above, let`s represent the inIormation
Irom the problem to the MC diagram.
Who can help us label the UNIT and Product in the MC diagram? Should the UNIT
box be named Johnny or Greg?
Students: Johnny!
Teacher: Correct. Why?
Students: Because the comparison sentence, 'Greg hit 3 times as many home runs
as Johnny, tells us that Greg is compared to Johnny, so Johnny is the reIerent UNIT.
Teacher: Great! Let`s write 'Johnny under the UNIT box (students do the same on
their worksheet).
As Johnny is the reIerent UNIT, Greg is the compared, we will label the product
triangle as Greg (Teacher does that on the board, and students do the same in their
worksheet).
Still Irom the comparison sentence, can you tell me what the speciIic relation or
multiple is when Greg is compared to Johnny on the number oI homeruns they hit?
Students: 3 times
Teachers: Great. Let`s write '3 in the circle Ior the 'multiple in below diagram.
Now let`s reread the problem. Who can tell me how many homeruns Greg hit?
Students: 60 homeruns.
Teachers: Correct, please input 60 into the product triangle that is named 'Greg.
Do we know the number oI homeruns Johnny hit?
Students: NO, that is the unknown quantity we are asked to Iind out.
Teacher: Correct. Let`s use the letter 'a to represent the unknown quantity. We will
write 'a in the UNIT box that is labelled Johnny.
We have completed the mapping oI inIormation to the diagram. Now let`s read what
the diagram says (see Slide 9-2-3):
Slide 9-2-3
Unit Multiplier
X =
Product
Johnny Greg
a 3 60
Johnny hit an unknown number oI homeruns, and Greg hit 3 times as many as many
as Johnny, which is a total oI 60 homeruns.
So, we have to Iind out exactly how many homeruns Johnny hit.
CHAPTER 2
134
Let`s transIorm the completed diagram into a math equation. All we need to do is
peel oII the labels and boxes in the diagram and rewrite it as a math equation:
a 3 60,
To solve Ior 'a, the unknown Iactor, we have learned that we divide the product by
the known Iactor.
That is, a 60 3.
What is the answer to 60 3?
Students: 60 3 equals 20.
Teacher: So a 20.
Students: Johnny hit 20 homeruns.
Teachers: Great! Lastly, we need to check Ior the accuracy oI our calculation and
check whether our answer makes sense.
II Johnny hit 20 homeruns, and Greg hit 3 times as many as Johnny (20), then Greg
should hit 60 homeruns. II we replace the unknown 'a in the equation with our
answer '20, we get,
20 3 60,
LS 20 3, or LS 60
And RS 60,
ThereIore, LS RS,
or 60 60.
That is, the equation is 'balanced or the LS oI the equation does equal (or is the
same as) the RS oI the equation. That means, our solution Ior the unknown quantity
'a is correct.
Let`s use the MC diagram to solve one more problem.
Problem =9-3
Carol has 112 black pens and 14 red pens. The number of black pens is how
many times as many as the number of red pens?
(Students read the problem Iirst.)
COMPS PROGRAM
135
Students: This problem is about the number oI black pens and red pens that
Carol has.
Teacher: That is right. It tells us the number oI black pens and number oI red pens
that Carol has, and it asks Ior the multiple relation (i.e., how many times as many...
as .) when her black pens are compared to her red pens.
Teacher: AIter reading and analysing the problem, do we know it is an MC problem?
Students: Uhmmm.
Teacher: Can you Iind the comparison sentence in the problem?
Students: Not sure.
Teacher: This problem is a little diIIerent Irom problems #1 and #2. It in Iact asks
Ior the multiple relation when the number oI Carol`s black pens are compared to
her red pens. ThereIore, there is no comparison statement that speciIies the multiple
relation; rather it is presented as a question that asks Ior the multiple relation when
the number oI Carol`s black pens are compared to her red pens.
On the basis oI the analysis and explanation above, do you think it is a comparison
problem (speciIically an MC problem)? And why?
Students: Yes, because the problem compares the number oI black pens Carol has
to the number oI red pens she has, and asks Ior the multiple relation when they are
compared.
Teacher: Great job!! Let`s underline this questions that asks Ior the relation when
black pen are compared to red pens. (Teacher will underline the sentence on the
board; students will underline the sentence in their worksheets)
Teacher: From this comparison question, can you tell me what two things are being
compared?
Students: Carol`s black pens and red pens.
Teacher: Good! So more speciIically, what is compared to what?
Students: The number oI black pens to the number oI red pens.
Teacher: Superb job. Who is willing to come to the board and make an arrow to
show that the black pens are compared to the red pens.
(Teacher calls on students. Student volunteer comes to the board and makes an arrow
on the comparison question |see Slide 9-3-1|; the rest oI the students will do the
same on their worksheets).
CHAPTER 2
136
Slide 9-3-1
Carol has 112 black pens and 14 red pens.
The number of black pens is how many times as many as the number of red pens?
Teacher: Based on the understanding oI the problem above, let`s represent the
inIormation Irom the problem to the MC diagram.
box be named 'black or 'red pens?
Students: 'Red.
Teacher: Correct! Because the arrow on the comparison statement shows that the
number oI black pens is compared to that oI the red pens, so the number oI 'red
pens is the reIerent UNIT. Let`s write 'Red under the UNIT box (students do the
same on their worksheet).
Teacher: Which part oI the diagram should be named 'black (pens)?
Students: The Product-triangle.
Teacher: Great. Let`s name the Product-triangle 'black. (Teacher does it on the
board, students label the product-triangle in their worksheets)
Do we know the multiple relation when the number oI black pens is compared to
that oI red pens?
Students: No, that is the unknown quantity we are asked to solve.
Teacher: Great job! Let`s write the letter 'a in the circle Ior the unknown
'multiple.
Now let`s re-read the problem; who can tell me how many black pens Carol has?
Students: 112 black pens.
Teacher: Correct, please write '112 in the Product-triangle that is labelled 'Black.
Do we know the number oI red pens Carol has?
Students: 14.
Teacher: 14 what?
COMPS PROGRAM
137
Students: 14 red pens.
Teacher: Superb! Let`s write '14 in the UNIT box Ior the number oI red pens.
We have completed mapping oI the inIormation Irom the problem to the diagram.
Now let`s read what the diagram says (see Slide 9-3-2):
Slide 9-3-2
Unit Multiplier
X =
Product
Red Black
14 a 112
There are 14 red pens, there are 'a times as many black pens. There are a total oI
112 back pens.
Now our task is to solve Ior the unknown 'multiple when the number oI black pens
is compared to the number oI red pens.
To solve Ior the unknown quantity in the diagram equation, we need to 'peel oII the
labels and boxes in the diagram and rewrite it as a math equation:
14 a 112
Teacher: How do we solve Ior the unknown 'a in above equation?
Students: Divide?
Teachers: Yes, you are right. Remember we have learned: 'To solve Ior an unknown
Iactor, we divide the product by the known Iactor.
So 'a equals to?
Students: a 112 14
Teacher: Great! What is the answer oI 112 14?
(II necessary, students can use the calculator to Iind out the answer.)
Students: 8
Teacher: 8 what?
Students: 8 times.
Teacher: Good, the complete answer should be: 'The number oI black pen is 8 times
as many as red pens.
Lastly, we need to check Ior the accuracy oI our calculation and check whether or
not our answer makes sense.
II we replace letter 'a in the diagram equation with our answer '8, we get,
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138
14 8 112
LS 14 8, or LS 112
RS 112
ThereIore, LS RS
Or 112 112.
That is, the equation is 'balanced or the LS oI the equation does equal the RS oI the
equation. That means our solution Ior the unknown quantity 'a is correct.
SUMMARY AND CONNECTIONS
We have just learned how to use the MC diagram to solve various situated word
problems that involve multiplicative comparison. Who can tell the three parts in a
MC problem or in the MC diagram equation?
Students: (1) the referent UNIT, (2) the 'multiplier tells the multiple relation when
the two quantities are compared, and (3) the Compared or the Product.
Teacher: Great! Who can retell the Iour steps in the DOTS checklist that serves to
guide our problem solving process?
Students: 'Detect the problem structure.
Teacher: Great! The Iirst step is to detect the problem structure. AIter we determine
whether it is an equal groups problem structure or a multiplicative compare structure,
what will you do?
Students: Organize the inIormation.
Teacher: Correct! We will organize the inIormation in either the EG or MC diagram.
In the case oI EG problems, the very Iirst step in representation is to Iind the Unit
Rate (number oI items in each unit) statement, which will help us understand the unit
in the EG problem.
In the case oI MC problems, the most important step is to identiIy the comparison
statement, which describes one quantity as a multiple (or part) oI the other quantity.
The comparison sentence helps us determine who is compared to whom so that we
can correctly represent the comparison relation in the diagram.
DIRECTION FOR GUIDED PRACTICE (OR THE TRY IT OUT WORKSHEET):
Please complete your worksheet. For each MC problem, you are asked to Iirst read
the problem and to detect iI it is an MC problem situation. II so,
1. Find and underline the relational statement that tells us the comparison, and detect
the two things (or people) being compared by determining who is being compared
to whom. Name 'whom and 'who in the diagram, and enter the relation (e.g.,
'2 times) into the circle;
COMPS PROGRAM
139
2. Find out each oI the two quantities (i.e., the compared and the referent UNIT) that
are being compared and map them to the diagram accordingly;
3. Check whether or not the diagram represents the story situation, and solve Ior the
unknown in the equation.
4. Lastly, check Ior the accuracy oI your answer and provide a complete answer to
the problem.
Unit 9. Trv-It-OutMC Problem Solving
4. Bill watched 63 Phillies games. He watched 7 times as many games as Courtney.
How many Phillies games did Courtney watch?
(a 7 63)
5. Dean has 480 drawings. Andre has 24 drawings. Dean has how many times as
many drawing as Andre?
(24 a 480)
6. Julie spent $8 at the craIt store. Mike spent 3 times as much time as Julia at the
store. How much did Mike spend at the craIt store?
(8 3 a)
Unit 9. Independent WorksheetMC Problem Solving
7. A student named Macy has 475 pencils. Another student, Francis, has 25 pencils.
Macy has how many times more pencils than Francis?
(25 a 475)
8. Edwin has 192 oranges. Brandon has 16 times as many oranges as Edward. How
many oranges does Brandon have?
(192 16 a)
9. Cameron has 242 monkeys. He has 22 times as many monkeys as Isaac. How
many monkeys does Isaac have?
(a 22 242)
141
UNIT 10
SOLVING MIXED EQUAL GROUPS AND
MULTIPLICATIVE COMPARE PROBLEMS
Learning outcome: Solving Mixed EG and MC word problems with the
diagram equations
Materials Needed:
Diagrams EG and MC Diagram Equation Models
Posters EG and MC Word Problem Storv Grammar Posters
Overhead Modeling Modeling EG and MC Problem Solving 16
Student Worksheets Modeling EG and MC Problem Solving 16
Independent worksheet- mixed EG and MC problem
solving 712
ReIerence Guide ReIerence Guide EG and MC problem solving 112
Teacher: In Units 6 and 7, we learned how to use EG Diagram Equation to represent

and solve Equal Groups (EG) problems. We were given problems that ask us to
solve Ior the Unit Rate, Number of Units, or the Product. II we use the EG diagram
equation to represent these problems, we will get EG diagram representations like
the ones below Ior each oI the given problem situations. See Table 10-1 Ior sample
EG problems and their corresponding diagram representations (Note: Letter 'a is
used to represent the unknown quantity in the problem).
Table 10-1
EG Problems with Different Unknowns COMPS Diagram Equation Representation.
Equal Groups (EG)
Janelle bought 9 presents Ior her Iriends. She
spent a total oI $54. II each present costs the
same, how much does each present cost? X = a 9 54
Janelle has $54 to buy presents Ior her
Friends. II each present costs $6, how many
presents she can buy? X = 6 a 54
(Continued)
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142
EG Problems with Different Unknowns COMPS Diagram Equation Representation.
Equal Groups (EG)
Janelle wants to buy a present Ior each oI
her 9 Iriends. II each present costs $6, How
much money does she have to spend Ior all 9
Iriends (or presents)?
Unit Rate # of Units
X =
Product
6 9 a
In Units 8 and 9, we learned how to use the MC diagram equation to solve
multiplicative compare (MC) problems. We were given problems that ask us to solve
Ior the reIerent Unit, the Multiplier, or the Product (i.e., the compared).
II we use the MC diagram equation to represent these problems, we will get MC diagram
representations like the ones below Ior each oI the given problem situations. See Table
10-2 Ior sample MC problems and their corresponding diagram representations (Note:
Letter 'a is used to represent the unknown quantity in the problem).
Table 10-2
MC Problems with Different Unknowns COMPS Diagram Representation.
Multiplicative Compare (MC)
Bill solved 72 problems; he solved 9 times
as many problems as Dan. How many
problems did Dan solve? X = a 9 72
Unit Multiplier Product
Dan solved 8 problems. Bill solved 9 times
as many problems as Dan. How many
problems did Bill solve? X = 8 9 a
Dan solved 8 problems. Bill solved 72
problems. Bill solved how many times as
many problems as Dan? X = 8 a 72
To solve Ior the unknown product in the diagram equation, the diagram equation
tells us that we need to multiply the two Iactors (the Unit Rate and number of Units
in the EG diagram, and the Unit and Multiplier in the MC diagram). On the other
hand, to solve Ior an unknown Factor, the diagram equation tells us that we need to
divide the Product by the known Factor.
In this Unit, we will use the EG and MC diagrams to solve mixed EG and MC
problems. We will Iade out the box, circle, or triangle in the diagram and simply use
an underscore ' to replace the box, circle, and triangles in the EG or MC
diagram. Let us give it a try.
Table 10-1. Continued
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143
Problem =10-1
Your class is involved in a relay race. Each student must carry a bucket of water
22 feet. How many total feet is the bucket carried if there are 15 students in your
class?
(Teacher will Iollow the DOTS checklist to guide the problem solving process)
Teacher: What this problem is about? What is the question?
Students: This problem is about a relay race. Each student must carry a bucket oI
water Ior the same distance (22 Ieet). The problem asks how many total Ieet will the
bucket travel?
Teacher: Is this an EG problem or a comparison problem? (II necessary, teacher will
prompt students to use the Word Problem (WP) Storv Grammar posters on the board
to help detect the problem structure.)
Students: It is not a comparison problem.
Teacher: You are correct; it is not a comparison problem that describes one quantity
as a multiple oI the other. Is it an equal groups problem?
Students: ..
Teacher: This problem is about an equal distance travelled by each student (See Slide
10-1). So it is an 'equal groups problem. Unlike most oI the problems we have been
seeing in Units 6 and 7, this problem involves the 'number oI Ieet in each traveling unit
or block, rather than the 'number oI items in each group.
Slide 10-1
15
22
It is an EG problem because it has three parts: (1) the unit rate, which is the number
oI Ieet in each traveling unit (22 Ieet), (2) the number oI units or students (15), and
(3) the total number oI Ieet travelled across all units (by 15 students).
2. Organize the information in the EG diagram
Teacher: Because it is an EG problem, let`s use the EG diagram to organize the
inIormation.
CHAPTER 2
144
Which sentence/question tells us about the Unit Rate (UR)? Do we know the number
oI Ieet in each UNIT, or, the number oI Ieet travelled by each student?
Students: Yes, each student must carry a bucket oI water 22 Ieet.
Teacher: Great! We know the Unit Rate; let`s write the unit rate '22 in the 'blank
Ior the UR on the LS oI the equation.
Do we know the number oI units or # oI students in the class?
Students: We know there are a total oI 15 students in the class.
Teacher: Yes, there are a total oI 15 students; each will travel the same distance, so
each student is one unit. Again, what number we will write in the blank Ior '# oI
units?
Students: '15.
Teacher: Great! I will Iill in the blank on the board, and you will do the same in
your worksheet.
Now, do we know the total number oI Ieet travelled by all students?
Students: No.
Teacher: You are right, that is the question we are asked to solve. We will write 'a
in the third blank Ior the 'product on the other side oI the equal sign in the equation.
(Students will do the same in their worksheet)
X = 22 15 a
OK, we are done mapping the inIormation to the EG diagram equation. Please check
the accuracy oI your mapping beIore solving the problem. The diagram equation
above says: Each unit travels 22 Ieet, and there are 15 such units. We are asked to
Iind the total number oI Ieet travelled. The diagram seems consistent with the story
in the problem.
Teacher: Now let`s solve Ior the unknown in the equation.
Who can tell me the answer to 'a? (Students may use a calculator to assist with the
calculation as needed).
Students: The answer to the unknown product is 330.
Teacher: 330 what?
Students: 330 Ieet.
Teacher: Great! What is a complete answer to the question 'How many total Ieet is
the bucket carried iI there are 15 students in your class?
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145
Students: The total Ieet carried are '330 Ieet.
Teacher: Great!
Lastly, we need to check the accuracy oI our calculation to see whether or not our
answer makes sense. II each student travels 22 Ieet, 15 students will travel a total oI
330 Ieet. That makes sense.
Problem =10-2
Cameron has 242 monkeys. He has 22 times as many monkeys as Isaac. How
many monkeys does Isaac have?
Teacher: What is this problem about? What is the question?
Students: This problem compares the number oI monkeys Cameron has to the
number oI monkeys Isaac has. It asks how many monkeys Isaac has.
Teacher: That is right. This problem compares Cameron to Isaac on the number oI
monkeys they have.
Is this an EG problem or a comparison problem? (II necessary, teacher will prompt
students to use the Word Problem Story Grammar posters on the board to help detect
the problem structure.)
Students: It is a comparison problem.
Teachers: Very good, it is a comparison problem because it talks about one quantity as
a multiple oI the other. More speciIically, it is a MC (multiplicative compare) problem.
Teacher: Because it is an MC problem, let`s use the MC diagram to organize the
inIormation.
Who can tell us which sentence is the comparison sentence?
Volunteer Student: He (Cameron) has 22 times as many monkeys as Isaac.
Teacher: Let`s underline this sentence. (Teacher does that on board, and students do
the same on their worksheet)
Teacher: (pointing to the comparison sentence that was underlined)
From the comparison sentence, who can tell me 'who is compared to 'whom on
the number oI monkeys they have?
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146
Students: Cameron is compared to Isaac.
Teacher: Great! Let`s make an arrow to show 'who is compared to 'whom on the
comparison sentence. See Slide 10-2-1 below.
Slide 10-2-1
Cameron has 242 monkeys.
He (Cameron) has 22 times as many monkeys as Isaac. How many monkeys
does Isaac have?
Teacher: Cameron is compared to Isaac because it says 'He |Cameron| has 22 times
as many monkeys as Isaac. That is, the number oI monkeys that Isaac has was used
as a reIerent UNIT; iI the number oI Monkeys Isaac has is represented by ONE
UNIT, Cameron should have 22 such units.
Based on the explanation oI the problem above, let`s map the inIormation Irom the
problem to the MC diagram.
box be named Cameron or Isaac?
Students: Isaac!
Teacher: That is correct. Could you tell me why?
Students: Because the comparison sentence (He |Cameron| has 22 times as many
monkeys as Isaac) tells us that Cameron is compared to Isaac, so Isaac is the reIerent
UNIT.
Teacher: Great! Let`s write 'Isaac next to UNIT (students do the same on their
worksheet).
Because Isaac is the referent UNIT, Cameron is the compared and the number oI
monkeys Cameron has is the product. So, we will label the product 'Cameron
(Teacher does that on the board, and students do the same in their worksheet).
Teacher: Still Irom the comparison sentence, can you tell me what is the speciIic
relation or multiple (when Cameron is compared to Isaac on the number oI Monkeys
they have)?
Students: 22 times.
Teacher: Great. Let`s write '22 in the blank Ior the 'multiple in below diagram.
COMPS PROGRAM
147
Now let`s look at the problem. Do we know the number oI monkeys Cameron has?
Students: 242 monkeys.
Teacher: Correct, please write 242 in the product blank that is named 'Cameron.
Do we know the number oI Monkeys Isaac has?
Students: NO, that is the unknown quantity we are asked to Iind out.
Teacher: Correct. Let`s use the letter 'a to represent the unknown quantity in the
UNIT blank labelled 'Isaac.
We are Iinished mapping the inIormation to the diagram. Now let`s read what the
diagram says (see Slide 10-2-2):
Slide 10-2-2
X = a 22 242
UNIT
Issaac
Multiplier Product
Cameron
Isaac has 'a number oI monkeys, and Cameron has 22 times as many monkeys
Ior a total oI 242 monkeys. We have to Iind out exactly how many Monkeys
Isaac has.
Teacher: Let`s peel oII the labels in the diagram and rewrite it as a math equation:
a 22 242,
the known Iactor.
That is, a 242 22.
(Students may use the calculate to solve Ior 242 22)
Teacher: So a 11.
What is the complete answer to the problem then?
Students: Isaac has 11 monkeys.
whether our answer makes sense.
II we replace the unknown 'a in the equation with our answer '11, we get,
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148
11 22 242,
In above equation,
LS 11 22, or LS 242
and RS 242,
ThereIore, LS RS,
or 242 242.
Because LS RS, the equation is 'balanced. That means our solution Ior the
unknown quantity 'a is correct.
Problem =10-3
There are 437 members of the neighbourhood football league. If there are
23 teams and each team must have an equal number of players, how many
players are on each team?
Students: This problem is about the neighbourhood Iootball league. There are a total
oI 437 members, and 23 teams. We are asked to Iigure out how many players are on
each team iI each team has the same number oI players.
Teacher: Very good. Is this an Equal Groups problem or a comparison problem?
You can always reIer to the Word Problem Storv Grammar posters to help
you.
Students: It is an EG problem.
Teachers: Correct. This problem is about equal groups oI Iootball players. So it is
an EG problem.
inIormation. (Teacher present the EG diagram)
(Teacher points to the EG word problem story grammar poster) We have learned that
in EG problems there are three parts: Unit Rate, # oI Units, and the Product.
Which sentence/question tells us the Unit Rate or the number oI players on EACH
team?
Students: Hmmm.. we do not know. That is the question we are asked to solve
Ior 'how many players are on each team?
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149
Teacher: Very good. Let`s use 'a to represent the unknown in the blank Ior the
Unit Rate.
Do we know the number oI units or the number oI teams?
Students: Yes, there are 23 teams.
Teacher: OK, we will write 23 in the blank Ior # oI Units.
Teacher: Do we know the total number oI players?
Students: We know 'there are 437 members.
Teacher: Yes, there are a total oI 437 members on all oI the teams. Where do we
write the 437?
Students: In the blank Ior the product.
Teacher: Super. I will do it on the board and you will write in your worksheet.
X = a 23 437
OK, we are Iinished mapping the inIormation onto the EG diagram equation.
Let`s 'peel oII the labels in the diagram and rewrite it as a math equation:
a 23 437,
the known Iactor.
That is, a 437 23.
(Students used the calculate to solve Ior 437 23)
Teacher: So a 19.
Students: There are 19 players on each team.
whether our answer makes sense.
I will ask a volunteer to check the accuracy oI our answer. How do we do this?
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150
Students volunteer: II we replace the unknown 'a in the equation (i.e., a 23 437)
with our answer '19, we get,
19 23 437,
LS 19 23, or LS 437
And RS 437,
ThereIore, LS RS,
or 437 437
Because LS RS, the equation is 'balanced. That means, our solution Ior the
Teacher: Superb job! Let`s move on to next problem.
Problem =10-4
1anelle received a total of $360 for her birthday. She wants to buy some giant
stuffed animals. Each giant stuffed animal costs $24. How many giant stuffed
animals can she buy?
1. Detect the Problem structure
Teacher: what is this problem about? What is the question?
Students: This problem is about Janelle buying stuIIed animals. We know the unit
price oI the stuIIed animal is $24; and we know the total amount oI money she has,
which is $360. The question is how many giant stuIIed animals she can buy.
Teacher: Is this an EG problem? (Teacher reIers to EG WP story grammar poster)
Why or why not?
Students: Yes, it is an EG problem, because it has three parts: the total amount oI
money (i.e., $360), the cost oI each stuIIed animal or the unit price which is equal
Ior each stuIIed animal (i.e., $24), and we are asked to Iind the number oI stuIIed
animals she can buy.
Teacher: Because it is an EG problem, it is about the number oI 'equal priced stuII
animals Janelle can buy with her $360. Let`s use the EG diagram to organize the
inIormation. (Teacher presents the EG diagram that shows the three elements: Unit
Rate, # oI Units, and the Total or Product)
Which sentence/question tells us the Unit Rate (UR)? Do we know the UR or the
cost oI each present?
Students: Yes, Each stuIIed animal costs $24.
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151
Teacher: OK, we know the unit price or Unit Rate; let`s write the unit rate $24 in the
blank Ior the UR on the LS oI the equation (teacher does on the board, and student
do that in their worksheet).
Teacher: Do we know the number oI units or # oI stuIIed animals she can buy?
Students: No, we do not know the # oI stuIIed animals she can buy; this is the
question we are asked to solve.
Teacher: OK, we will write the letter 'a to represent the unknown in the blank Ior
the '# oI Units.
(Students will do the same in their worksheet)
Teacher: Do we know the total amount oI money Janelle has?
Students: Yes, She has a total oI $360.
Teacher: Ok, the total or the Product is $360; we will write $360 in the blank Ior the
product on the other side oI the equation.
X = 24 a 360
OK, we are Iinished mapping the inIormation onto the EG diagram equation. BeIore
solving Ior the unknown, please check Ior accuracy oI your mapping based on your
understanding oI the problem. Diagram equation presented above says: The unit
price oI each stuIIed animal is $24. II she buys 'a number oI equal-priced stuIIed
animals, the total cost is $360. The diagram seems consistent with the inIormation
presented in the problem.
Teacher: How do we solve Ior the unknown in the equation? I will ask a volunteer to
demonstrate the solving part on the board. (Call a volunteer to the board)
Volunteer Student: We will rewrite the above diagram equation like this:
24 a 360
To solve Ior the unknown Iactor, we divide.
a 360 24,
a 15.
Teacher: Great Job. We have solved Ior 'a. What is the complete answer to the
question?
Students: 'Janelle can buy 15 giant stuIIed animals.
Teacher: Great!
answer makes sense. II each giant stuIIed animal costs $24, buying 15 oI them will
cost a total oI $360.
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152
II we replace the unknown 'a in the equation with our answer '15, we get,
15 24 360
LS 15 24, or LS 360,
and RS 360,
ThereIore, LS RS,
Or 360 360.
The equation is 'balanced because LS RS. That means our solution Ior the
(Depending on the level oI student comprehension, the teacher may ask students to
demonstrate the procedure above Ior checking the accuracy oI their answer.)
Problem =10-5
Both Lisa and Menghua were volunteers for the Chinese New Year celebration. Lisa
gave out 28 flyers for this event to students across campus. Her friend Menghua
gave out 7 times as many flyers. How many flyers did Menghua give out?
Students: This problem compares the number oI Ilyers Lisa gave out to the number
oI Ilyers Menghua gave out. Lisa gave out 28 Ilyers, Menghua gave out 7 times as
many. We are asked to Iind out how many Ilyers Menghua gave out.
Teacher: That is right. This problem compares Lisa to Menghua on the number oI
Ilyers they gave out.
Is this an EG problem or a comparison problem? (Teacher reIers to the EG and MC
Word Problem Storv Grammar posters on the board or classroom wall)
Students: It is a comparison problem.
Teacher: Very good, it is a comparison problem because it talks about one quantity
as a multiple (7 times) oI the other. More speciIically, it is an MC (multiplicative
compare) problem.
2. Organize the information in the MC diagram
Teacher: Because it is an MC problem, let`s use the MC diagram to organize the
inIormation. (Teacher presents the MC equation model.)
Who can tell us which is the comparison sentence?
COMPS PROGRAM
153
Volunteer Student: 'Her Iriend Menghua gave out 7 times as many.
Teacher: Let`s underline this sentence. (Teacher does that on board, and students do
the same on their worksheet)
Teacher: (pointing to the comparison sentence that was underlined)
From the comparison sentence, who can tell me 'who is compared to 'whom on
the number oI Ilyers they gave out?
Students: Menghua is comparing to..
Teacher: the comparison sentence says: 'Her Iriend Menghua gave out 7 times
as many. In Iact, the complete sentence should be: 'Her Iriend Menghua gave
out 7 times as many Ilyers as Lisa. Now, can you tell me who is compared to
whom?
Students: Menhua is compared to Lisa.
Teacher: Great! Let`s make an arrow to show 'who is compared to 'whom on
the comparison sentence. We will use the completed sentence so that both people
being compared will be included in the comparison sentences. See Slide 10-5-1
below.
Slide 10-5-1
Lisa gave out 28 flyers for this event to students across campus.
Her friend Menghua gave out 7 times as many [as Lisa]. How many flyers did
Menghua give out?
Teacher: (teacher reIers to the arrow in Slide 10-5-1) Because Lisa is compared to
Menghua, Menghua is the reIerent UNIT. That is, iI the number oI Ilyers Lisa gave
out (i.e., 28) represents ONE UNIT, Menghua gave out 7 such units.
Based on our understanding oI the problem above, let`s represent the inIormation
Irom the problem to the MC diagram (See below).
X =
UNIT Multiplier Product
Who can help us name the UNIT and Product in the MC diagram?
(Teacher calls on a student volunteer to name the blanks Ior the reIerent UNIT
|Lisa| and the Product |Menghua| in the MC diagrams. See Slide 10-5-2 Ior
reIerence)
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154
Teacher: From the underlined comparison sentence, can you tell me when
Lisa is compared to Menghua on the number oI Ilyers they gave out, what is the
multiple?
Students: '7 times as many.
Teacher: Great. Let`s write '7 in the 2nd blank Ior the 'multiple in the diagram.
Now let`s look at the problem; we know Lisa gave out 28 Ilyers. Do we know the
number oI Ilyers Menghua gave out?
Students: No, that is question we are asked to solve Ior.
Teacher: That is right. I will ask a volunteer to Iill in the blanks in the diagram.
Remember we use letter 'a to represent the unknown quantity.
(Student volunteers Iill in the blank on board; other students do the same in their
worksheet.)
See Slide 10-5-2 Ior a completed diagram equation.
Slide 10-5-2
X = 28 7 a
UNIT Lissa Multiplier Product Menghua
3 & 4. Transform the Diagram into Equation and Solve
Teacher: Look at above completed diagram. It says, Lisa give out 28 Ilyers, Menhua
gave out 7 times as many, and we are asked to solve Ior a, which is the number oI
Iliers Menghua gave out.
II we rewrite above diagram equation into a math equation: It would be:
28 7 a,
Or a 28 7.
What is the answer to 287? (students are allowed to use the calculator)
Students: 287 equals 196.
Teacher: Great. What is the complete answer to the question?
Students: 'Menghua gave out 196 Iliers.
Teacher: Good job! Let`s do one more problem!
COMPS PROGRAM
155
Problem =10-6
Evan has 16 Holiday greeting cards to send out to his friends. Mick has
112 greeting cards for the holiday seasons. Mick has how many times as many
greeting cards as Evan?
(Students read the problem Iirst.)
Teacher: What is this problem all about? What is the question?
Students: This problem is about the number oI greeting cards Evan and Mick have.
The question is: Mick has how many times as many greeting cards as Evan?
Teacher: That is right. It tells us the number oI greeting cards Evan and Mick
have, and it asks Ior the multiple relation between the two (i.e., how manv times as
manv as).
Teacher: So is it a comparison problem?
Students: ...
Teacher: What are we asked to solve Ior?
Students: We are asked to solve Ior 'how many times.
Teachers: You are absolutely right. We are asked to solve Ior the multiplier when
Evan is compared to Mick on the number oI cards they have. In this question:
'Mick has how many times as many greeting cards as Evan? Who is compared
to whom?
Students: Mick is compared to Evan.
Teacher: Great. I will ask a volunteer to help us make an arrow on the question to
show Mick is compared to Evan, and aIter that, name the UNIT and Product in the
diagram?
(Teacher calls on a volunteer to make the arrow and name the UNIT and Product in
the diagram. See Slide 10-6-1 below)
Slide 10-6-1
X =
UNIT
Evan
Multiplier Product
Mick
Mick has how many times as many greeting cards as Evan?
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156
Teacher: Do we know the number oI greeting cards Evan has and the number oI
Cards Mick has?
S: Yes, Evan has 16; Mick has 112.
Let`s Iill in the blanks with its corresponding numbers in the diagram.
Slide 10-6-2
X = 16 a 112
UNIT
Evan
Multiplier Product
Mick
Teacher: We are Iinished mapping the inIormation Irom the problem to the diagram
equation. Now let`s read what the diagram says (see Slide 10-6-2):
Evan has 16 cards, Mick has a` times as many cards as Evan, Ior a total oI 112 cards.
We need to solve Ior the multiplier 'a.`
Our representation seems consistent with the inIormation presented in the
problem.
To solve Ior the unknown quantity in the diagram equation, we need to rewrite it as
a math equation:
16 a 112
To solve Ior the unknown 'a` in the equation above, what operation can we use?
Students: To solve Ior an unknown Iactor, we divide.
Teacher: That is correct. To solve Ior an unknown Iactor, we divide the product by
the known Iactor.
That is, a 112 16
Teacher: What is the answer to 112 16?
(Students will be allowed to use a calculator as needed)
Students: 7
Teacher: 7 what?
Students: 7 times.
Teachers: Superb! The complete answer should be: 'Mick has 7 times as many
cards as Evans.
answer makes sense.
Again, I will ask a volunteer to show us the procedure Ior checking our answer.
(Student volunteer demonstrates the procedure below on the board)
COMPS PROGRAM
157
Student Volunteer: II we replace the letter 'a` in the equation with our answer '7,
we get,
16 7 112
LS 16 7, or LS 112;
And RS 112
ThereIore, LS RS
Or 112 112.
The equation is 'balanced. That means our solution Ior the unknown quantity 'a
is correct.
DIRECTIONS FOR TRY-IT-OUT AND INDEPENDENT WORKSHEETS
In the worksheets below, you will use the EG and MC diagram equations to solve
mixed multiplication and division problems. The EG Word Problem Storv Grammar
Poster (see Figure 6 in Unit 6) and the MC Word Problem Storv Grammar poster (see
Figure 8 in Unit8) can be used to guide your problem solving process.
AIter you read and understand the story, iI it is a |multiplicative| comparison (MC)
problem, you will identiIy and underline the comparison statement that tells who is
compared to whom (the reIerent UNIT); and then name the reIerent UNIT and the
product in the diagram. AIter that, you will just map the corresponding inIormation
into the diagram, then solve Ior the unknown quantity (or letter a) in the equation.
II it is an equal groups (EG) problem, you will Iirst identiIy and underline the
Unit Rate statement that describes the number oI items in EACH group (or unit).
Do this so that we can then see what the UNIT is (e.g., bag), and what the items in
the UNIT are (e.g., marbles in the bag). Once you understand what the UNIT and
the items in the UNIT are, you will easily identiIy inIormation about unit rate (# oI
items in each UNIT), number oI units, and total number oI items and be able to map
them into the equation.
The last step involves solving Ior the unknown quantity in the equation and checking
your answer. (Do this by replacing the unknown 'a with your answer, and checking
whether the sum on the leIt side oI the equal sign is the same as the sum Irom the
right side oI the equation).
As presented in 'Tables 10-1 and 10-2 in the beginning oI this Unit, there are
six variations in multiplicative word problems. The teacher can vary the problem
structure by changing the story context (EG or MC) and the position oI the unknowns
in the EG or MC models. Through varying unknown position, the EG problem
structure involves problems such as Rate Quantitv, measurement division, and
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158
fair-share problems. The MC problem structure involves problems such as a
comparison problem where the compared set is the unknown, the referent unit is
the unknown, or the multiplier is the unknown. Presenting problems with various
structures Iacilitates model-based problem solving, which is transIerrable to solve a
range oI multiplicative word problems.
Below presents sample problem-solving worksheets Ior your reIerence only.
Independent Worksheet-Mixed Problem Solving
7. There are 256 students outside on the playground. This is eight times as many
students as those who are inside the caIeteria. How many students are inside the
caIeteria?
(a 8 256)
8. Eddie spent 45 days reading a novel. On average, he read 38 pages every day.
How many pages does the book have?
(38 45 a)
9. There are a total oI 360 students in grade Iour. II one classroom can hold 40
students, how many classrooms does the school need Ior grade Iour?
(40 a 360)
10. The plane goes 700 miles an hour. The car goes 50 miles an hour. The plan is
how many times as Iast as the car?
(50 a 700)
11. Wendy has 96 books. She has a bookshelI with 6 shelves on it. II Wendy puts the
same number oI books on each shelI, how many books will be on each shelI?
(a 6 96)
12. Franklin Middle School has 1,593 students. An elementary school nearby,
Roosevelt Elementary, has 3 times as many students as Franklin. How many
students attend Roosevelt Elementary School?
(1593 3 a)
PART 3
SOLVING COMPLEX PROBLEMS
161
UNIT 11
SOLVING COMPLEX WORD PROBLEMS
Learning outcome: Be able to solve complex EG word problems with
irrelevant or missing inIormation and with decimals in
the answer.
Materials Needed:
Diagrams EG and MC Diagram Equation Models
Posters EG and MC Word Problem Storv Grammar Posters
Overhead Modelling Modelling Complex Problem Solving 14
Student Worksheets Modelling Complex Problem Solving 14
Try-it-Out and Independent WorksheetSolving Complex
Problems 58
ReIerence Guide ReIerence GuideSolving Complex Problems 18
Teacher: Up to this point, we have been solving word problems with simple problem
structures that contain no irrelevant inIormation. In this Unit, we will apply the skills
we have learned to solve more complex problems.
Problem =11-1
The table below shows the total number of sport cards Mike collected over 4
weeks. If Mike collected the same number of soccer cards in each week, how
many soccer cards did he collect each week?
Sport Total = of cards
collected
Football 64
Soccer 96
Baseball 110
Basketball 35
(Teacher will Iollow the DOTS checklist to guide the problem solving process)
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162
Students: This problem is about Mike`s collection oI sports cards. The table shows
diIIerent types oI sport cards that he collected.
We are asked to Iind out how many soccer cards he collected each week.
Teacher: Great job! Because the problem only asks about the soccer cards, the
inIormation in the table about the other sports cards is not relevant to the question.
Let`s highlight the inIormation that is relevant to the question (Teacher highlights
the row labelled Soccer in the Table; students will do the same in their worksheet, or
cross out the irrelevant inIormation iI highlighters are not used.)
collected
Football 64
Soccer 96
Baseball 110
Basketball 35
Teacher: Let`s now rewrite the problem so that only relevant inIormation is included.
The problem becomes: Mike collected a total of 96 soccer cards over 4 weeks. If
he collected the same number of soccer cards in each week, how many soccer
cards did he collect each week?
AIter we reword the problem, now you can tell me whether it is an Equal Groups
(EG) problem or a (multiplicative) comparison (MC) problem?
Students: It is an equal-group problem.
Teacher: Can you tell me why?
Students: Because this problem is about equal groups oI soccer cards collected each
week. So it is an EG problem.
inIormation. (Teacher presents the EG diagram.)
We have learned that in EG problems, there are three parts, Unit Rate, = of Units,
and the Product.
Which sentence/question tells us the Unit Rate or the number oI soccer cards Mike
collected EACH week?
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Students: Hmmm.. we do not know. That is the question we are asked to solve
Ior: How many soccer cards did he collect each week?
Teacher: Very good. Let`s use 'a` to represent the unknown in the blank Ior the
Unit Rate.
Do we know the number oI units or the number oI weeks during which Mike
collected soccer cards?
Students: Yes, 'Mike collected a total oI 96 soccer cards over 4 weeks - 4 weeks!
Teacher: Correct, so we will write '4 in the blank that is Ior the = of units.
Teacher: Do we know the total number oI soccer cards Mike collected?
Students: Yes, he collected a total oI 96 soccer cards.
Teacher: OK, let`s write 96 in the blank Ior the product in the EG diagram equation.
(Teacher demonstrates this on the board and students do the same on their worksheet.
See Slide 11-1 Ior a completed diagram equation.)
Slide 11-1
X = a 4 96
OK, we have Iinished mapping the inIormation to the EG diagram equation.
Let`s rewrite it as a math equation:
a 4 96,
To solve Ior 'a, the unknown Iactor, what do we do?
Students: We divide 96 by 4.
Teacher: You are right. To solve Ior the unknown Iactor, a, we divide the product by
the known Iactor. That is, a 96 4.
(Students will be allowed to use calculator as needed)
Teacher: So a 24.
What is the complete answer to the problem? Remember a stands Ior the unit rate
(teacher points to slide 11-1), that is, the number oI soccer cards Mike collected each
week.
Students: The problem asks: 'How many soccer cards did he collect each week?
So the answer to the problem should be: Mike collected 24 soccer cards each week.
Teacher: Great job! I am very proud that you go back to the problem and check what
we are asked Ior and then answer the question. This is wonderIul!
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Lastly, let`s check whether our answer makes sense: (Teacher points to the completed
diagram while replacing the unknown 'a with the answer '24) Mike collected 24
Soccer cards each week Ior 4 weeks. The total number oI soccer cards he collected
was 96. Does that make sense?
Students: It makes sense.
Teacher: II we want to check the accuracy oI our calculation, what can we do?
Students: II we want to check the accuracy oI our answer Ior a, we can replace a in
the equation (a 4 96) with our answer '24to see whether the equation is balanced.
When an equation is balanced, its leIt side is equal to its right side. In other words:
a 4 96
and we know a 24,
so, 24 4 96.
In this equation,
LS 24 4, or LS 96
and RS 96,
ThereIore, LS RS,
or 96 96.
That is, the equation is balanced. That means our solution Ior the unknown quantity
'a is correct.
Teacher: Fantastic!! I like the way you reason through the process!
Problem =11-2
Susan is putting her collection of 146 rocks into egg cartons. Each carton can
hold 12 rocks. How many cartons does she need for all 146 rocks?
Students: This problem is about Susan and her rock collection. She wanted to put
the rocks into egg cartons, and each carton can hold 12 rocks. The question is: how
many cartons does she need Ior all oI her rocks?
Why or why not?
Students: It is an equal group problem, because it talks about putting an equal
number oI rocks in each carton.
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Teacher: Great! You are correct, it is equal groups problem!
Teacher: We have learned that in EG group problems, there are three parts: Unit Rate,
= of Units, and the Product. Which sentence tells us the Unit Rate or the number oI
rocks in EACH carton?
Students: 'Each carton can hold 12 rocks.
Teacher: Let`s underline this sentence, and write 12 in the blank Ior Unit Rate.
Teacher: Do we know the number oI units or # oI egg cartons Susan needs Ior all
oI her rocks?
Students: No, we do not know the # oI cartons she needs; this is the question we
are asked to solve.
Teacher: OK, we will use the letter 'a` to represent the unknown in the blank Ior
the '= of Units.
(Students will do the same on their worksheet.)
Teacher: Do we know the total number oI rocks Susan needs to put away?
Students: Yes, 146 rocks.
Teacher: Ok, the total number oI rocks, or the Product, is $146; we will write $146
in the blank Ior the product on the other side oI the equation.
X = 12 a 146
OK, we have completed mapping the inIormation to the EG diagram equation. BeIore
solving Ior the unknown, please check Ior the mapping based on your understanding
oI the problem.
Above diagram equation says: 12 rocks can be placed in each carton, with 'a
number oI egg cartoons, Susan will be able to put away a total oI 146 rocks. We
need to solve Ior = of units or number oI egg cartoons needed.
Teacher: How do we solve Ior the unknown 'a in the equation? I will ask a volunteer
to demonstrate the solving part on the board. (T calls a volunteer to the board.)
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Volunteer student: We will rewrite the diagram equation above as:
12 a 146
a 146 12,
Teacher: What is the answer to '146 12?
Students: ..
Teacher: II needed, you can use a calculator to Iind the answer to '146 12.
Students: 146 12 12.166666,
That is, a 12.166666.
Teacher: The answer to 'the number oI cartons needed involves a decimal. The
answer '12.166666 means that we need more than 12 egg cartons to put away all
the rocks. Suppose we are not allowed to break a carton into several pieces. The
question asks how many cartons she needs, thereIore, we will round 12.166666 up
to the next integer (i.e., 13) so that Susan have enough cartons to put away all oI her
rocks. ThereIore, our Iinal answer to the question would be: Susan needs 13 cartons.
In the Iuture, when we solve similar problems to the one above (Ior instance, iI the
problem asks Ior how many bags or how many boxes are needed to bag or box certain
number oI items; Or iI the problem asks Ior how many buses/cars are needed to carry
certain number oI people), iI there is a remainder in the answer, or in other words, iI
the answer is a decimal, we need to round it up to the next higher integer, so that there
are enough units (e.g., bags, boxes, cars, buses) to store all items or carry all people.
In short, it is very important to pay particular attention to the question in the problem
so that we understand what we are asked to solve Ior. That way, we will be able to
provide an answer that makes sense within a speciIic problem context.
Problem =11-3
The Vincent elementary school is planning a spring field trip for a total of
154 students. If each minivan can carry a maximum of 16 students, how many
minivans are needed to carry all students to the field trip?
Students: This problem is about students going on a Iield trip. We know that there
are a total oI 154 students going to the Iield trip; and we know each van can carry a
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maximum oI 16 students. The question is how many minivans are needed to carry
all students.
Why or why not?
Students: It is an equal groups problem because it talks about putting an equal
number oI students (16) in each minivan.
Teacher: You are correct. This is about equal groups oI students carried by each oI
the minivans.
AIter reading the problem, could you tell me which sentence tells us about the Unit
Rate, or the number oI students in EACH minivan?
Students: 'Each minivan can carry a maximum of 16 students.
Teacher: Let`s underline this sentence, and write 16 in the blank Ior Unit Rate in the
EG diagram equation.
Teacher: Do we know the number oI units, or # oI minivans needed to carry all oI
the students?
Students: No, we do not know the # oI minivans. This is the question we are asked
to solve.
Teacher: OK, we will use the letter 'a` to represent the unknown in the blank Ior
the '# oI Units in the diagram.
(Students will do the same in their worksheet.)
Teacher: Do we know the total number oI students that will ride in the minivans to
the Iield trip?
Students: Yes, there are a total oI 154 students going to the Iield trip.
Teacher: Ok, the total number oI students that will ride in the minivans is 154; we
will write 154 in the blank Ior the product on the other side oI the equation.
X = 16 a 154
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The diagram equation above says: 16 students can ride in each minivan, a number oI
minivans will be able to carry a total oI 154 students. We need to solve Ior the # oI
minivans that are needed to carry all oI the students.
Teacher: How do we solve Ior the unknown 'a` in the equation? I will ask a volunteer
to demonstrate the solving part on the board. (T calls a volunteer to the board)
Volunteer student: We will rewrite the diagram equation above as:
16 a 154
a 154 16,
Students: 154 16 9.625
So what is the answer to the question: How many minivans are needed to carry all
of the students to the field trip?
Students: 9.625.
Teacher: 9.625 what?
Students: 9.625 minivans?
Teacher: Can we have .625 minivans? Is that possible?
Or can we cut the mini-van to pieces?
Students: No.
Teacher: So what do we do to make the answer meaningIul?
Students: To round the answer to the next integer.
Teacher: Superb! We need to round the answer with decimal to next higher integer.
So what would be the number oI mini-vans needed to carry all oI the students?
Students: 10 minivans.
Teacher: Great. In summary, we always need to think about whether or not we are
answering the question and whether our answer makes sense.
Let`s do a diIIerent problem.
Problem =11-4
When born, baby kangaroos, or joeys, spend about 235 days in their mother`s
pouch before they leave for food. About how many weeks is this?
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Students: This problem is about the number oI days baby kangaroos stay in their
mother`s pouch beIore they leave Ior Iood. We know baby kangaroos will spend 235
days in mother` pouch. The question asks: 235 days is how many weeks?
Teacher: Great job in retelling the problem!
Because the question asks about how manv weeks is 235 days, we need to know how
many days are in each week in order to solve 'about how many weeks is 235 days.
Teacher: Do we know how many days are in each week; or in other words, each
week has how many days?
Student: Each week has 7 days.
Teacher: Good. So now the problem becomes:
~If each week has 7 days in it, 235 days is how many weeks?
Teacher: BeIore we jump to solving, would you tell me whether this is an equal
group problem?
Students: ...
Teacher: Each week has 7 days in it. Our task is to divide 235 days into weeks, with
each week having 7 days. ThereIore, it is still an equal groups problem. It still has
three parts: unit rate, which is the # oI days in each week, # oI units, which is the
number oI weeks, and the total number oI days, which is the product.
inIormation. (Teacher presents the EG diagram, and points to the EG diagram.)
Teacher: Do we know how many days are in each week or the unit rate?
Students: Yes, 7 days in each week.
Teacher: OK, let`s write '7 in the Iirst blank Ior Unit Rate.
Teacher: Do we know the total number oI days that the joeys have to be in mother`s
pouch?
Students: Yes, they need to be in their mother`s pouch Ior a total oI 235 days.
Teacher: Good. We will write '235 in the blank Ior the product on the other side
oI the equation.
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What are we asked to solve Ior?
Students: We are asked to solve the number oI weeks baby kangaroos need to be in
their mother`s pouch.
Teacher: Great! SpeciIically, 235 days is about how many weeks, which is the
number oI units. We will use the letter 'a` to represent this unknown inIormation in
the blank Ior the = of units.
Slide 11-4
X = 7 a 235
The diagram equation above says: Each week has 7 days in it, and a number oI
weeks will make up a total oI 235 days.
We need to solve Ior 'a, which is # oI weeks (or # oI units) in the diagram equation.
Teacher: How do we solve Ior the unknown Iactor 'a` in the equation? I will ask
a volunteer to demonstrate the solving part on the board. (Teacher calls a volunteer
to the board.)
Volunteer student: We will rewrite the above diagram equation as:
7 a 235
a 235 7,
Students: (calculators are available to the Students) 235 7 33.57428
Teacher: So what is the answer to the question: 'About how many weeks is this?
Hint: Because the question asks about how many weeks, we can round it to the
nearest integer Ior number oI weeks. Because our answer is 33.5728 weeks, and
the decimal is over .5, we will round it up to the next integer. ThereIore, our answer
would be: 235 days is about 34 weeks.
In general, iI we are asked to provide an integer as our answer, and iI the decimal
in the answer is greater than or equal to .5, we will round it up to the next higher
integer. II the decimal is less than .5, we will round it down instead. Notice that this
rule will not apply to the 'bag or 'bus problems we have solved in problem 11-2
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and problem 11-3. SpeciIically, iI the question asks Ior how many 'bags, 'boxes, or
'cars, or 'buses, or 'vans to carry items or people, then we will always round the
decimal up to the next integer, in order to carry the reminder oI the items or people.
In summary, when we solve real world word problems, it is important that we think
about whether or not we are answering the question and whether our answer makes
sense.
SUMMARY
In this unit, we have applied Equal Groups (EG) diagram equation model to solve
more complex problems that may involve irrelevant inIormation, require background
knowledge, or require rounding decimal to make the answer meaningIul. The Iirst
problem presents inIormation in a table Iormat. To solve the speciIic question, we
need to identiIy and use only the inIormation that is relevant to the question. The
second and third problem asks Ior the number oI egg cartons, or minivans that are
needed to carry all the rocks or people, respectively. For those problems, iI the unit
(i.e., box, container, car, van, bag) cannot be cut into pieces, then we need to round
up the decimal answer to the next higher integer so that there are enough units to
carry all the items or people. In this case, as long as there is a decimal in the answer
(even iI it is less than 0.5), we need to round up the answer to the next higher integer
in order to hold the reminder oI items or people. Remember, you cannot have a
Iraction oI a minivan, only whole minivans.
The 4th problem presented in this unit only gave one oI the three parts in the EG problem:
the product (i.e., the total number oI days baby kangaroos stay in their mother`s pouch).
It asked us to solve Ior the 'number of units ('how many weeks) without giving us
the Unit Rate (days in each week). Such problems rely on our previous knowledge to
supply the missing inIormation in order to solve Ior the unknown in the problem.
In short, to solve real world problems, we need to ask ourselves several things: what
are we asked to solve Ior, what inIormation are we given, what inIormation do we
need in order to solve the problem, what inIormation is irrelevant to the question
being asked (and thereIore can be ignored), what background inIormation is needed
in order to solve the problem (just like the situation in problem #4), whether decimals
make sense in our answer, and whether we need to round the decimal up, down, or
leave it as is? To conclude, knowing what we are doing is an important part oI
mathematics word problem solving.
DIRECTIONS FOR TRY-IT-OUT AND INDEPENDENT WORKSHEETS
Following the guidelines above, you will solve the problems below using the Equal
Group (EG) diagram equation model.
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Trv-It-Out and Independent Worksheet-Mixed Problem Solving
5. Jimmy spent the same amount oI money on sports each oI 5 months. How much
did he spend on sports in each month?
Entries Monev spent for
5 months
Books 240
Food 1100
Transportation 330
Sports 250
6. There are 1,343 athletes and parents signed up Ior a sports picnic. Each table will
seat 6 people. How many tables will be needed?
7. Marilyn is putting her CD collection oI 152 CDs into cabinets. Each cabinet can
hold 25 CDs. How many cabinets does she need?
8. In 1940, a man set a world record by riding his bike Ior 500 days. About how
many weeks did he ride? (Round your answer to the nearest integer)
173
UNIT 12
SOLVING MIXED MULTI-STEP PROBLEMS
Learning Outcome: Be able to solve mixed multi-step problems (mixed
additive and multiplicative problems)
Materials Needed:
Diagrams PPW, AC, EG, and MC Diagram Equation Models
Posters PPW, AC, EG, and MC Word Problem Storv Grammar
Posters
Overhead Modelling Modelling Mixed Problem Solving 14
Student Worksheets Modelling Mixed Problem Solving 14
Try-it-Out and Independent WorksheetSolving Mixed
Problems 58
ReIerence Guide ReIerence GuideSolving Mixed Problems 18
Teacher: Up to this point, we have been solving either multiplicative or additive,

simple one step problems. In this Unit, we will apply the skills we have learned to solve
multi-step problems that may involve both additive and multiplicative operations.
Problem =12-1
Emily has 6 dolls and Dana has 11. If Laura has 8 more than Emily and
Dana combined, how many dolls does Laura have? (From Harcourt Math,
4th grade, p. 11)
Students: This problem is about Emily, Dana, Laura, and the number oI dolls they have.
Teacher: Yes, you are right. What is the question?
Students: How many dolls does Laura have?
Teacher: Great! To solve the problem, we need to know what inIormation we are
given. Do we know the number oI dolls Emily has; do we know the number oI dolls
Dana has; and do we know the number oI dolls Laura has?
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Students: we know the number oI dolls Emily has is 6, and the number oI dolls
Dana has is 11. We know Laura has 8 more..
Teacher: We know Laura has 8 more than Emily and Dana combined, but we do not
know exactly how many dolls Laura has. In Iact, that is the unknown quantity we
need to solve Ior. Let`s summarize what inIormation is given and what inIormation is
not given, to help us organize the inIormation. We will use the letter 'a to represent
the unknown quantity.
Emily 6 dolls
Dana 11 dolls
Laura a dolls
Teacher: In order to solve Ior the number oI dolls Laura has, we need to see whether
there is any other inIormation given about Laura.
The problem says: 'Laura has 8 more than Emily and Dana combined. Let`s
underline this comparison sentence. Because this comparison sentence describes
one quantity as more or less than the other quantity (Teacher reIers to the AC story
grammar poster), we can use the Additive Compare (AC) diagram to organize the
inIormation.
Slide 12-1-a
+ = ? 8 a
Smaller: E+D Difference Bigger: L
Teacher: In order to solve Ior the unknown quantity a, we need to know the question
mark in the diagram equation. Do we know the total number oI dolls that Emily and
Dana have altogether?
Students: No. But we know the number oI dolls Emily has and the number oI dolls
Dana has. To Iind out the combined number oI dolls they both have, we can use the
PPW diagram equation (Students reIer to the PPW story grammar poster). Emily has
6 and Dana has 11, so the total number oI dolls that Emily and Dana have altogether
would be
Slide 12-1-b
+ = 6 11 ?
Part Part Whole
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Teacher: Great Job! What is the sum oI 6 and 11?
Students: 17.
Teacher: Ok, now we know the combined total oI Emily and Dana is 17 dolls, or
? 17.
Let`s replace the '? in Slide 12-1-a with our answer '17. We get:
Slide 12-1-c
+ = 17 8 a
Smaller: E+D Difference Bigger: L
Teacher: Now we can solve Ior a, the number oI dolls Laura has. The equation says:
178 a, or
a 178
ThereIore, a 25
What is a complete answer to the problem?
Students: Laura has 25 dolls.
Teacher: Great!
We have just solved a two-step problem. Let`s review what we just did. In order
to Iind out the number oI dolls Laura has, we needed to Iind the missing part (see
12-1-a), which was the combined number oI dolls that Emily and Dana have. Because
the number oI dolls Emily has and the number oI dolls Dana has are given in the
problem, we easily Iind the combined number oI dolls they have altogether by using
the PPW diagram. Then we replace the '? in the AC diagram (Slide 12-1-a, the
primary problem structure oI this problem) with our partial answer (17 Irom Slide
12-1-b), and Iinally, we solve Ior the unknown (the # oI dolls that Laura has) in the AC
diagram equation (the primary diagram equation, slide 12-1-a) Ior this problem.
Problem =12-2
Bart had 6 checkers and found 7 more. 1enny has 8 checkers. How many more
checkers will she need so that she and Bart have the same number of checkers?
(From Harcourt Math, 4th grade, p. 81)
Students: This problem is about Bart and Jenny, and the number oI checkers they
have. The question asks how many more checkers does Jenny need in order to have
the same amount as Bart.
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Teacher: Great job. What inIormation do we know Irom the problem? Do we know
the number oI checkers Bart has? Do we know the number oI checkers Jenny has?
Students: Bart has 6 checkers and Iound 7 more, Jenny has 8 checkers.
Teacher: Good! Let`s organize and record the inIormation Irom the problem:
Slide 12-2-a
Bart: 6 checkers and gets 7 more
Jenny: 8 checkers
Question: How many more checkers does Jenny need to have the same amount
as Bart?
Teacher: From the question, what do we need to know in order to Iigure out whether
or not Jenny has the same number oI checkers as Bart? Do we know the total number
oI checkers that Bart has?
Students: Bart has 6 and gets 7 more. So this is a Part-Part-Whole problem (students
reIer to PPW word problem storv grammar poster).
To Iind out the total number oI checkers Bart has at the end, we can use the PPW
diagram equation to solve Ior the total:
Slide 12-2-b
+ = 6 7 ?
Part Part Whole
Teacher: Great Job! So what is the sum oI 6 and 7?
Students: The sum oI 6 and 7 is 13.
Teacher: OK, so ? 13
That is, Bart has a total oI 13 checkers.
What do we need to solve Ior?
Students: How many more checkers Jenny needs to have to be the same amount as
Bart.
Teacher: That is correct. Because we now know that Bart has 13 checkers, the
question becomes: How many more checkers does Jenny need in order to have a
total oI 13, like Bart?
(Teacher reIers to Slide 12-2-a) How many checkers does Jenny have now?
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Students: 8
Teacher: Because part and part make up the whole or total, again, we can use
the PPW diagram equation to solve Ior 'How many more checkers will Jenny
need, so that she will have 13 checkers, the same number oI checkers that
Bart has:
Slide 12-2-c
+ = 8 a 13
Part Part Whole
II we rewrite the diagram equation above, we get,
8 a 13
To solve Ior the unknown part, we Iind the diIIerence between the total and the given
part. That is,
a 138
a 5.
What is the answer to the question (teach reIers to Slide 12-2-a)
Students: Jenny needs 5 more checkers in order to have the same as Bart.
Teacher: Superb job!
Let`s move onto a diIIerent problem.
Problem =12-3
The Ricardos family paid $14.00 for parking. Parking cost $5.00 for the first
hour and $1.50 for each additional hours. How many hours were they parked?
(From Harcourt Math, 5th grade, p. 105)
Students: This problem is about how much the Ricardo Iamily paid Ior their parking.
The question is: How many hours were they parked?
Teacher: In order to Iind out how many hours they parked, do we know the total money
they paid, and do we know the unit price or the amount they have to pay Ior each hour?
Students: Yes, we know the total money they paid Ior parking is $14.
And we know the unit rate, or rate Ior each hour, is $1.50.
Teaches: Is this hourly rate applicable Ior each oI the hours they parked?
Students: No. ..
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178
Teacher: You are correct. The problem tells us that the Ricardos Iamily has to pay
$5 Ior the Iirst hour. Then they have to pay $1.50 Ior each oI the additional hours
they park.
That is, the total payment is made oI two parts:
1. The Iirst part is the payment Ior the Iirst hour: $5.00
2. The second part is the payment Ior the rest oI hours at a rate oI $1.50/hour.
The payment Ior these two parts should make up the total payment, which is $14.
We know the Iirst part oI the payment is $5, we do not know the second part oI the
payment (how many hours they paid $1.50), but we do know the total payment.
In order to solve the question about the total number oI hours Ricardos Iamily
parked, we need to Iind out how many additional hours they parked aIter the Iirst
hour. In order to solve Ior the additional hours parked, we need to know how much
they paid Ior the second part oI the parking.
We know the total that Mr. Ricardos paid and we know the Iirst part oI the total that
he paid ($5); now we need to Iind out the second part oI the total that he paid. So
it is a part-part-whole problem structure (Teacher reIers to the PPW word problem
storv grammar poster). We will use the PPW diagram equation to help us organize
the inIormation and solve Ior the unknown part, which is the amount oI money they
paid Ior additional hours they parked.
Slide 12-3-a
+ = 5 ? 14
Part Part Whole
Teacher: I will ask a volunteer to solve Ior the unknown in the equation above.
(Teacher calls a student to the board to solve Ior the '?)
Volunteer Student: To solve Ior the unknown part, we subtract to Iind the diIIerence
between the total and the given part.
That is, ? 145
? 9
Teacher: Great job! OK now we know the amount oI money they paid Ior the
additional hours is $9.
With this piece oI inIormation, let`s modiIy the original problem: The Ricardos paid
$9 Ior the additional hours that they parked, and the unit rate, or the hourly rate Ior
these hours, is $1.50/hour. How many additional hours did they park aIter the Iirst
hour?
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Because this problem talks about an equal amount oI money Ior each hour parked,
this is an 'equal groups (EG) type oI problem structure (reIer to EG storv
grammar poster). Let`s use the EG problem diagram to represent and solve the
problem.
Slide 12-3-b
X = 1.5 a 9
Teacher: In this diagram equation representation, the unit rate is the hourly rate Ior
parking ($1.50), the number oI units is the hours parked (which is the unknown), and
the product is the amount oI money paid Ior the additional hours parked.
To solve Ior the unknown a, let`s peel oII all the labels and rewrite it as a true math
equation:
1.5 a 9
How do we solve Ior the unknown Iactor?
Students: To solve Ior the unknown Iactor, we divide the product by the known
Iactor. That is,
a 9 1.5
Teacher: Let`s use the calculator to solve Ior the unknown a.
What is your answer to ' 9 1.5
Students: 9 1.56
Teacher: So what is the number oI additional hours the Ricardos parked?
Students: 6 hours.
Teacher: Now let`s get back to the original question oI the problem: what is the total
number oI hours the Ricardo Iamily parked?
Students: 6 hours plus the Iirst one hour, so a total oI 7 hours.
Teacher: Superb job!
Problem =12-4
Maria earned $110, which is $86 more than twice the amount 1oan earned. How
much did 1oan earn? (From Harcourt Math, 5th grade, p.73)
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180
Students: This is about the money Maria and Joan earned. It compares the money
Maria earned to the money Joan earned.
Teacher: What inIormation is given, and what we are asked to solve Ior?
Students: The problem tells us that Maria earned $110, and the money she earned is
'86 dollars more than twice the amount Joan earned. We are asked to solve Ior the
money Joan earned.
Teacher: Great! Because it is about comparing and it is about one quantity being
more than the other quantity, it is an additive comparison (AC) problem (or a
comparison problem involving addition and subtraction). Let`s underline this
comparison sentence (Teacher underlines the sentence on the board, students do the
same in their worksheet).
Because it is an AC problem, let`s use the AC diagram to represent and solve it.
Slide 12-4-a
+ = ? 86 110
Smaller Difference Bigger: M
Teacher: I input a '? Ior the smaller amount because this is twice the amount
Joan has. That is, iI we use 'a to represent the unknown which is the amount
Joan has,
Slide 12-4-b
? 2 a
Let`s Iirst solve Ior the '? in Slide 12-4-a.
To solve Ior '? in Slide 12-4-a, we will peel oII all labels and rewrite the diagram
equation as:
? 86 110.
How can we solve Ior '?, which is one oI the parts oI the whole (110)?
Students: To solve Ior the unknown Part, we Iind the diIIerence between the Whole
and the known Part.
Teacher: You are right. To solve Ior the unknown Part, we Iind the diIIerence
between the Whole (in this case, the Bigger quantity) and the known Part (in this
case, the Difference amount).
That is: ? 11086
What is the answer to '11086?
Students: ? 24
Teacher: Good. Now, when we replace the question mark in Slide 12-4-b, we get,
COMPS PROGRAM
181
24 2 a
II two times oI a is 24, what is the value oI a?
Students: a is halI oI 24, that is, 12.
Teacher: You are correct! II you do not have mental math Ior the answer, we have
learned that 'To solve Ior an unknown Iactor we divide the product by the known
factor.
That is, a 24 2.
The answer would be the same as yours, 12
That is, a 12.
Teacher: Great. So what is our Iinal answer to the question: 'How much did Joan
earn?
Students: She earned $12.
SUMMARY
In this unit, we have learned to solve problems that may involve two steps. In order
to solve the primary problem, we might have to solve a sub-problem Iirst so that we
have the necessary inIormation to solve Ior the Iinal answer. Typically, we will use the
back chaining strategies. That is, we will Iirst Iind out what the question is asking us to
solve Ior. Then, we will Iigure out which inIormation is needed to solve the problem.
We will list the inIormation given in order to see iI we have all the inIormation that we
need to solve Ior the primary question. The word problem storv grammar posters will
help us organize the inIormation in corresponding diagram equations, and identiIy
the inIormation needed Ior solving the problem. II any necessary inIormation Ior
solving the primary problem is not given, then we need to Iigure out how we can
Iind the inIormation we need in order to solve the sub-problem so that we can use the
answer to the sub-problem to solve the primary problem. It might be helpIul to use the
question mark to represent the intermediate answer (or sub-problem unknown), and
use the letter 'a` to represent the primary unknown that we need to solve Ior.
Based on the strategies above, let`s try out some problems similar to the examples
modelled in this unit.
DIRECTION: PLEASE FOLLOW THE GUIDELINES IN THIS CHAPTER TO SOLVE
THE MULTISTEP PROBLEMS BELOW.
Trv-it-Out and Independent Worksheet (Mixed Multi-Step Problem Solving)
5. Bobby has 17 basketball cards. Greg has 12 cards. II JeII has 13 more than Bobby
and Greg combined, how many cards does JeII have?
CHAPTER 2
182
6. The Central Florida Zoo covers 109 acres. The National Zoo, in Washington,
D.C., covers 163 acres. II the Central Florida Zoo bought another 55 acres Ior
expansion, which zoo would be larger? How much larger? (Harcourt Math,
Grade 4, p. 42)
7. Use data:
What was the total attendance at the Iestival in 2003 Ior all 3 days?
1. Fall foliage festival
attendance
Dav 2003 2004
Thursday 13,789 15,034
Friday 23,681 27,950
Saturday 34,625 41,393
8. The caIeteria served 124 school lunches. There were a total oI 11 pizzas cut
into 12 slices each. II each student received 1 slice, how many slices were leIt?
(Harcourt Math, Grade 4, p. 177)
9. Tyler collects comic books. He displays his collection in 3 binders, with
10 comic books in each. On a trip to the store, Tyler bought 2 new comic books.
How many comic books does he have in his collection now? (Harcourt Math,
Grade 4, p.184)
10. Mountain cabins are available to rent Ior $170 a night during the summer or
$140 a night during the winter. You want to rent a cabin Ior 6 nights. How much
less would your stay cost during the winter than during the summer? (Harcourt
Math, Grade 4, p. 227)
183
CHAPTER 3
CONNECTION BETWEEN MATHEMATICAL IDEAS
Extend Multiplicative Reasoning to Geometrv Learning
There is lack oI attention to the connection between geometrical concepts and
Iundamental mathematical ideas. Connections, as one oI the Iive Process Standards
stipulated by the National Council oI Teachers in Mathematics (NCTM, 2000),
emphasize students` ability to understand the connections among mathematical
ideas. The purpose oI this chapter is to present how mathematical ideas can be
connected to promote deeper conceptual understanding. As halI oI this book
is devoted to multiplicative problem solving and its reasoning, an intention is to
connect the arithmetic mathematical problem solving to basic geometry concepts
pertinent to area/volume problem solving through building on the big idea oI
multiplicative reasoning (MR). MR is the reasoning oI multiplicative relationship;
and it involves the concept oI equal groups or quantities and the relationships among
them (Simon and Blume, 1994). MR also involves an understanding oI the concept
oI the composite unit |CU| and an ability to operate on the CU. For instance, in a
situation oI '4 groups oI 3 marbles in each, '3 marbles in each represents a CU oI
3 (or in other words, it is a UNIT rate). An ability to operate on this CU as 'ONE
rather than 'three signiIies a certain level oI MR.
MR is Iundamental to all advanced mathematical thinking (Mulligan, 2002). By
connecting arithmetic problem solving and geometry learning through the bridge oI
MR, elementary mathematics is reinIorced and strengthened. Below, I will present
how the Iundamental idea oI 'equal groups that students learned in arithmetic
multiplicative problem solving can be extended to geometry learning with the
support oI concrete to semi-concrete and abstract modeling.
SAMPLE PROBLEM C3-1
What is the area of the rectangle as shown in the picture below?
3
4
During the beginning stage oI the instruction, concrete modeling would be a starting
point beIore transition to an abstract model to promote conceptual understanding.
CHAPTER 3
184
To help students understand the area model (area length width), unit squares
(a unit square is a square tile whose sides have length 1) can be used Ior the concrete
modeling. First, students will use square units to cover the length oI one side oI
the rectangle (Ior instance, 4 unit squares). Students will count the number oI unit
squares (in one row) used to cover the length oI the Iigure. Second, with the Iirst row
as the composite unit (i.e., a strip oI 4 unit squares), students will then be guided to
Iind out how many such 'strips or how many rows oI 4 ( unit squares) will cover the
entire area oI the rectangle; that number (3) would be the 'number oI |composite|
units or the width oI the rectangle. One way Ior students to Iind the area oI the
rectangle is to count the total number oI unit squares to see that '12 unit squares
is the area oI the rectangle (see Slide C3-1 Ior the semi-concrete model oI above
activity).
Slide C3-1
1 2 3 4
3
2
1
However, it is critical at this point to connect the concrete modeling activity
above to its abstract model (length width area). As shown in Slide C3-1, three
equal sized unit-square strips (with 4 unit squares in each; see the shaded row in
Slide C3-1) make up the area oI the rectangle. According to the Equal Groups
(EG) Diagram Equation model that we have learned when solving multiplicative
problems,
Unit Rate number oI Units Total (Product)
So, the area Ior this rectangle would be: 4 (# oI unit squares in %'>+ row) x 3 (# oI
rows) 12 (total # oI unit squares, which is the area oI the rectangle).
To make the connection between the concrete modeling and the abstract modeling
(Length Width Area), students are encouraged to check whether the answer they
get Irom counting the unit squares ('4, and another 4, that is 8; plus another 4, that
is a total oI 12; or use skip counting: 4, 8, and 12) is the same as the answer they
get Irom using the Iormula (or the abstract mathematical model: Length Width
Area; that is, 4 3 12).
Building on the concrete/semi-concrete modeling Ior the area oI a rectangle, the
teacher could engage the students in the discussion that the area model equation in
185
Iact tells the story about the multiplicative relationship between the length and the
width. That is, the area is expressed as a multiple oI the composite unit (the base
strip), or A (length) x B (the width) Area.
To this end, the connection is made between the concrete/semi-concrete models
and the abstract model. Students will Ieel conIident to use the abstract Iormula Ior
solving area problems (including the special case oI square). When the numbers are
large in the problem, students will be able to see more distinctively the advantages oI
using the Iormula to solve Ior the area oI rectangles and squares, instead oI counting
all oI the unit squares one-by-one.
It is strongly recommended that students are provided with ample opportunities to
engage in representing the inIormation Irom a word (or pictograph) area problem
to the model equation (i.e., Length Width Area). In the beginning stage oI the
instruction, the teacher might want to present an area 'problem (or story) with
no unknowns. Representing a problem, with no unknowns, in the model equation
provides students with opportunities to check whether they correctly represent the
inIormation in the model (by checking whether the leIt side oI the equation equals
the right side oI the equation, or in other words, whether the equation is 'balanced).
AIter students acquire a solid comprehension oI the model equation, they will learn
to use the Iormula to solve rectangular area problems with an unknown. Students
should be presented with a range oI area problems including not only problems where
the product or area is the unknown but also problems where the unknown quantity
is the length or width oI the rectangle (in other words, when one oI the Iactors is
the unknown). Using the area Iormula, students should be able to easily solve the
problems that ask Ior the unknown length or width. See the sample problem below.
SAMPLE PROBLEM C3-2
What is the -%12(+ of a rectangle that has an area of 48 square units and a width
of 8 units? (Area Length Width)
?
8
Area = 48
square units
Building on the understandings that students acquire during concrete modeling with
the manipulative (i.e., unit squares) and the connection they have made between
the concrete modeling and the abstract mathematical model (e.g., Area Length
Width), students are ready to directly use the area model equation to solve problems
with an unknown length or width.
CHAPTER 3
186
The teacher will guide students to map the known inIormation Irom the problem to
the area model equation, with the unknown quantity as letter a, as shown in Slide
C3-2 below.
Slide C3-2
X = 8 a 48
Length Width Aera
To solve Ior the unknown quantity in the equation, students can Iollow the same
procedure they learned in Chapter 2 Unit 7. That is, students will peel oII the labels
Irom the equation model above to create a true math sentence, and then solve Ior the
unknown quantity in the equation, as shown below:
8 a 48,
a 48 8,
or a 6
So the answer to the question will be: The width oI the rectangle is 6 units.
SAMPLE PROBLEM C3-3
What is the volume of the prism below? (Volume Length Width Height)
2
3
4
AIter students have learned to use the area model equation (Length Width Area)
Ior solving rectangular area problems, the multiplicative reasoning can be Iurther
reinIorced by solving problems involving the volume oI rectangular prisms.
The same instructional sequence used Ior teaching area problems can be used
Ior teaching volume problems as well. Concrete modeling is the starting point oI
instruction beIore transitioning to an abstract model. To help students conceptually
understand the abstract model (Volume length width height) Ior solving volume
problems involving rectangular prisms, concrete manipulatives, such as uniIix
cubes, can be used to model the process oI Iinding the volume oI a rectangular prism.
First, the teacher can engage students by using uniIix cubes to cover the base
oI the prism (which is the same rectangle used in the area problem above; see
Slide C3-1). Students will count the number oI uniIix cubes that make up the
187
base (12). That number should be the same as the answer they obtained Irom the
rectangular area model equation used above (Length Width Area, or 4 3 12).
AIter building the Iirst layer oI the base, students will be guided to build the second
layer (exactly the same as the base, or the Iirst layer) on top oI the base. AIter the
volume oI the prism is Iilled, the teacher will guide students to count the number
oI layers oI the bases to Iill the rectangular prism. The students will discover that
the number oI iterations oI the base (or the number oI layers used to Iill the prism)
makes up the height (or the thickness) oI the prism. To Iind the volume oI the prism,
students can count all oI the uniIix cubes used to construct the whole prism by skip
counting Ior instance (i.e., 12 |Ior the Iirst layer|, and 24). See Slide C3-3 Ior the
semi-concrete representation oI above activity with the 432 rectangular prism.
Slide C3-3

Again, it is critical at this point to connect the concrete modeling activity above with
its abstract model. As show in Slide C3-3, two layers oI rectangular base make up the
volume oI the rectangular prism. The volume oI the rectangular prism can be solved
through the use oI the EG Model equation (i.e., Unit Rate number oI Units Total
or Product); thereIore, the volume Ior this rectangular prism would be:
The Area oI the Base |unit rate| # oI Layers oI the Base |# oI composite units|;
Or: Volume 12 (length width) 2 (the height).
To make the connection between the concrete model (UniIix cubes) and the abstract
model (the Iormula Length Width Height Volume), students are encouraged
to check whether the answer they get Irom counting the uniIix cubes (that Iill the
prism) is the same as the answer they get by using the Iormula.
Building on concrete/semi-concrete model Ior Iinding the volume oI rectangular
prisms, the teacher could engage the students in a discussion about how the Iormula
Ior solving Ior the volume oI a rectangular prism in Iact tells the story about the
multiplicative relationship between the area oI the base and the number oI layers
oI the base (or the height). That is, the volume is expressed as a multiple oI the
composite unit (the area oI the base), or
Volume Height the Area oI the base (length width)
CHAPTER 3
188
To this end, the connection is made between the concrete/semi-concrete models and
the abstract model. Students should Ieel conIident enough to use the abstract Iormula
Ior solving volume problems (including the special case oI Cubes).
The teacher should present students with ample opportunities to engage in
representing the inIormation Irom a word (or pictograph) problem to the model
equation (i.e., Length Width Height Volume), starting with 'no unknowns
in the problem or equation, so that students establish a solid understanding
oI the model equation and are ready to use the equation to solve real problems.
Students should be presented with a range oI volume problems including not only
problems where the product or volume is the unknown but also problems where
the unknown quantity is the length, or width, or height oI the rectangle prism (in
other words, one oI the Iactors is the unknown). With the model equation (i.e.,
volume length width height), students should be able to easily solve problems
that ask Ior the unknown length, or width, or height. See the sample problem
below.
SAMPLE PROBLEM C3-4
What is the J#!(+ of the rectangular prism if.
length 5 meters
height 7 meters
volume 105 cubic meters
5
?
7
The teacher will guide the students to map the given inIormation to the model
equation (Ior the volume oI a rectangular prism), using a Ior the unknown, as shown
in Slide C3-4 below.
Slide C3-4
X = a 7 105
width
X 5
length height volume
To solve Ior the unknown quantity in the equation, students will Iirst peel oII all
labels in the diagram and rewrite it as a true math equation:
5 a 7 105
189
To solve Ior the unknown quantity a in above equation, we need to isolate the
unknown variable 'a. Students will simpliIy the equation by multiplying the two
known Iactors, that is,
35 a 105. ThereIore,
a 105 35, or
a 3.
So the answer to the question will be: The width oI the rectangular prism is 3 meters.
In conclusion, The instruction that emphasizes conceptual understating (at both
concrete and abstract levels) and connections among mathematical ideas is necessary
Ior building the appropriate Ioundation Ior learners, with learning diIIiculties in
particular, to advance into higher level mathematics.
191
APPENDIX A
STUDENT WORKSHEETS
UNIT 1: PART-PART-WHOLE PROBLEM REPRESENTATION
Lesson 2 Part-Part-Whole Problem Representation
Modeling PPW story representation 1, 2, and 3
1. Heather had 54 crayons. Then, her sister, Tara, gave her 32 more crayons. Now
Part Part
+ =
Whole
2. Rachel had 48 Ilowers in a big vase. Then, 19 oI the Ilowers wilted, so Rachel took
them out oI the vase. There were then 29 Ilowers leIt in the vase.
Part Part
+ =
Whole
3. It rained 45 inches in 2006, and it rained 57 inches in 2005. It rained a total oI 102
inches in the two years combined.
Part Part
+ =
Whole
APPENDIX A
192
Try It Out-PPW story representation 4, 5, and 6
Part Part
+ =
Whole
5. A basketball player named Sarah scored 43 points in the Iirst halI oI a game. Then,
she scored 12 more points in the second halI. By the end oI the game, she had scored
55 points.
Part Part
+ =
Whole
Part Part
+ =
Whole
STUDENT WORKSHEETS
193
Independent Worksheet-PPW story representation 7, 8 and 9
In total the two teachers had 112 Ilashcards.
Part Part
+ =
Whole
party.
Part Part
+ =
Whole
9. A cat caught 23 mice the spring and summer. In the Iall and winter, the same cat
got 53 mice. The cat caught a total oI 76 mice that year.
Part Part
+ =
Whole
APPENDIX A
194
UNIT 2: SOLVING PART-PART WHOLE PROBLEMS
Lesson 3 Solving PPW problems
Modeling PPW problem solving 1-6
1. Christie read two books over the summer. One book was 193 pages and
the other book was 267 pages. How many pages did Christie read over the
summer?
Part Part
+ =
Whole
ANSWER:
2. The Girl Scouts were selling cookies at the mall. They brought 93 boxes oI cookies
with them, and they sold 47 boxes that day. How many boxes oI cookies will the Girl
Scouts have to take back home?
Part Part
+ =
Whole
ANSWER:
3. Travis ordered 68 baseball cards Irom a magazine. Then, he ordered some more
Ior his brother. In all, he ordered 129 baseball cards. How many did he order Ior his
brother?
Part Part
+ =
Whole
ANSWER:
STUDENT WORKSHEETS
195
4. Two people in a particular music group have written 48 songs. II one member
wrote 27 oI the songs, how many did the other one write?
Part Part
+ =
Whole
ANSWER:
5. AIter a hard day`s work, a mailman delivered 203 letters, but he still has 148 letters
leIt in his bag. How many letters did he have in his bag at the beginning oI the day?
Part Part
+ =
Whole
ANSWER:
6. Mary wrote 54 poems over the summer, but then she realized she didn`t like some
she tear up?
Part Part
+ =
Whole
ANSWER:
APPENDIX A
196
Independent Worksheet-PPW problem solving 7, 8 and 9
students contributed $111. How much did the parents contribute?
Part Part
+ =
Whole
ANSWER:
8. Larry had a big bag oI candy aIter Halloween night. He ate 45 pieces and gave the
remaining 57 pieces to his Iriends. How many pieces oI candy did Larry originally
have?
Part Part
+ =
Whole
ANSWER:
9. Gilbert had several paperback books. Then, his brother, Sean, gave him 57 more
books did Gilbert have in the beginning?
Part Part
+ =
Whole
ANSWER:
STUDENT WORKSHEETS
197
UNIT 3: REPRESENTING ADDITIVE COMPARE PROBLEMS
Lesson 4. Representing AC-more problems
Modeling AC problem representation 1, 2, & 3
1. Christine has 43 toy cars. Bob has 66 more toy cars than Christine. Bob has 109
toy cars.
Part Part
+ =
Whole
Smaller Difference
Bigger
2. Lauren has 110 Carnival tickets. Lauren has 50 more tickets than Alex. Alex has
60 tickets.
Part Part
+ =
Whole
Smaller Difference
Bigger
3. Rob has 79 glue sticks. Felipe has 38 glue sticks. Rob has 41 more glue sticks
than Felipe.
Part Part
+ =
Whole
Smaller Difference
Bigger
APPENDIX A
198
Try It Out-AC story representation 4, 5, and 6
Part Part
+ =
Whole
Smaller Difference
Bigger
48 bikes.
Part Part
+ =
Whole
Smaller Difference
Bigger
than Simone.
Part Part
+ =
Whole
Smaller Difference
Bigger
STUDENT WORKSHEETS
199
Independent Worksheet-AC story representation 7, 8 and 9
7. Malcolm has 61 balls. Dale has 60 more balls than Malcolm. How many balls
does Dale have.
Part Part
+ =
Whole
Smaller Difference
Bigger
8. A girl Melissa has 119 books. Melissa has 72 more books than Alicia. Alicia has
47 books.
Part Part
+ =
Whole
Smaller Difference
Bigger
9. Avery has 35 more notebooks than Martin. Martin has 65 notebooks. Avery has
100 notebooks.
Part Part
+ =
Whole
Smaller Difference
Bigger
APPENDIX A
200
Lesson 5. Representing AC-less Problems
Modeling AC problem representation 10, 11, and12
10. II Cristal has 29 pens and she has 71 Iewer pens than a boy named Warren.
Part Part
+ =
Whole
Smaller Difference
Bigger
11. Eugene says he has 88 cards. II Abigail has 35 Iewer cards than Eugene, Abigail
has 53 cards.
Part Part
+ =
Whole
Smaller Difference
Bigger
12. Melissa has 119 books. Melissa has 72 more books than Alicia. Alicia has
47 books.
Part Part
+ =
Whole
Smaller Difference
Bigger
STUDENT WORKSHEETS
201
Independent Work-AC problem representation 13, 14, and 15
Part Part
+ =
Whole
Smaller Difference
Bigger
118 candies.
Part Part
+ =
Whole
Smaller Difference
Bigger
15. Malcolm has 51 balls. Malcolm has 60 Iewer balls than Dale. Dale has 111 balls.
Part Part
+ =
Whole
Smaller Difference
Bigger
APPENDIX A
202
UNIT 4: SOLVING ADDITIVE COMPARISON PROBLEMS
Lesson 6. Solving AC-more and AC-less problems
Modeling AC Problem Solving 1, 2, 3, and 4
1. Malcolm has 51 tennis balls. David has 60 more tennis balls than Malcolm. How
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
2. Kaylin has 48 candies. Kaylin has 70 Iewer candies than Melody. How many
Candies does Melody have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
3. Patrick has 119 sports cards. Patrick has 72 more sports cards than Joy. How many
Sports cards does Joy have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
STUDENT WORKSHEETS
203
4. Stacey has 106 necklaces. II Jill has 69 less necklaces than Stacey, how many
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
Try It Out Worksheet-AC problem solving 5 & 6
does Harley have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
6. Lucas has 30 stamps. Lucas has 44 Iewer stamps than Ben. How many stamps
does Ben have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
APPENDIX A
204
Independent worksheet- AC problem solving 7, 8 & 9
7. Ariana has 70 cows. Michelle has 75 more cows than Ariana. How many cows
does Michelle have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
8. Felipe has 38 glue sticks. RodolIo has 41 more glue sticks than Felipe. How many
glue sticks does RodolIo have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
9. Marlene has 49 Iewer shirts than Jack. Jack has 96 shirts. How many shirts does
Marlene have?
Part Part
+ =
Whole
Smaller Difference
Bigger
ANSWER:
STUDENT WORKSHEETS
205
UNIT 5: SOLVING MIXED PPW AND AC PROBLEMS
Lesson 7. Solving Mixed PPW and AC problems
Modeling PPW and AC Problem Solving 1, 2, 3, and 4
1. Bobby has 87 basketball cards. He has 13 more basketball cards than JeII. How
many basketball cards does JeII have?
+ =
Smaller Difference Bigger
ANSWER:
2. Nick has 118 cups. Nick gives his sister 22 cups. How many cups does Nick have
leIt?
+ =
Part Part Whole
ANSWER:
3. Lauren has 14 pencils. Lauren has 26 Iewer pencils than Brenna. How many
pencils does Brenna have?
+ =
ANSWER:
4. Andy and Bill were in a spelling bee. Andy spelled 29 words correctly. Bill spelled
37 words correctly. How many more words did Bill spell correct?
+ =
ANSWER:
APPENDIX A
206
Try-It-Out Worksheet 5 and 6
did Henry plant?
+ =
ANSWER:
6. Angela had many dolls. Then, she gave away 26 oI her dolls to her little sister.
Now, Angela has 49 dolls. How many dolls did Angela have in the beginning?
+ =
Part Part Whole
ANSWER:
STUDENT WORKSHEETS
207
Independent Worksheet-Mixed Problem Solving 7, 8 ,9 and 10
+ =
ANSWER:
games. Now Selina has 67 video games. How many video games did Selina have in
the beginning?
+ =
Part Part Whole
ANSWER:
+ =
ANSWER:
10. Dana has 28 gold Iish in her aquarium. She has 32 Iewer gold Iish than her Iriend
Gesell. How many gold Iish does Gisela have in her aquarium?
+ =
ANSWER:
APPENDIX A
208
UNIT 6: EQUAL GROUP PROBLEM REPRESENTATION
Modeling EG story representation 1, 2, and 3
1. Emily has 9 bags oI marbles. Each bag has 6 marbles. There should be a total oI
54 marbles.
X =
2. There are 48 sandwiches to be arranged equally in 6 trays. 8 sandwiches should
be arranged in each tray.
X =
3. Each movie ticket costs $7. II Emily needs to buy 8 tickets, the total cost would
be $56.
X =
Try It Out-EG story representation 4, 5, and 6
4. Rudy got 442 crayons Irom the art room. He can put 26 crayons in one crayon box.
He will need 17 boxes to hold all oI the crayons he got Irom the art room.
X =
STUDENT WORKSHEETS
209
5. II there are 13 neighborhoods in the town, There are a total oI 702 houses in the
town. II each neighborrhood has the same number oI house, then each neighborrhood
has 54 houses in it.
X =
the movies.
X =
Independent Worksheet-EG Story Representation 7, 8 and 9
to make each button. Gary used 943 drops oI glue.
X =
X =
number oI crystal drinking glasses. II there were 91 total glasses, there were 13
glasses in each box.
X =
APPENDIX A
210
UNIT 7: MODELING EG PROBLEM SOLVING
Modeling EG problem solving 1, 2, and 3
1. There are 22 ice cream bars in each box. How many ice cream bars would you
have iI you bought 37 boxes oI ice cream bars?
X =
ANSWER:
2. Lucky Luke hits the exact same number oI home runs in each game he plays. Last
year, he played 93 games and hit 558 home runs! How many home runs does he hit
each game?
X =
ANSWER:
X =
ANSWER:
STUDENT WORKSHEETS
211
Try It Out-EG problem solving 4, 5, and 6
X =
ANSWER:
X =
ANSWER:
X =
ANSWER:
APPENDIX A
212
Independent Work-EG problem solving 7, 8 and 9
X =
ANSWER:
X =
ANSWER:
number oI crystal drinking glasses. II there were 91 total glasses, how many glasses
were in each box?
X =
ANSWER:
STUDENT WORKSHEETS
213
UNIT 8: REPRESENTING MULTIPLICATIVE COMPARE PROBLEM
Modeling MC story representation 1, 2, and 3
1. Cara has 15 marbles. John has 8 times as many marbles as Cara. John has 120
marbles.
X =
X =
3. Marie spent $288 during last weekend holiday shopping. She spent 4 times as
much as Dianne. Dianne spent $72 during the holiday shopping.
X =
Try It Out-MC Story Representation 4, 5 and 6
X =
X =
APPENDIX A
214
X =
Independent Worksheet-MC Story Representation 7, 8 and 9
X =
8. Mary spent $120 during last weekend holiday shopping. She spent 3 times as
much as Dianne. So Dianne spent $40.
X =
X =
STUDENT WORKSHEETS
215
UNIT 9: SOLVING MULTIPLICATIVE COMPARE PROBLEMS
Modeling MC problem solving 1, 2, and 3
1. Ray has 125 crayons. Crystal has 5 times as many crayons as Ray. How many
X =
ANSWER:
2. Both Johnny and Greg play little league baseball. Greg hit 60 home runs. Greg hit
the season?
X =
ANSWER:
3. Carol has 112 black pens and 14 red pens. How many times as many black pens
as red pens does Carol have?
X =
ANSWER:
APPENDIX A
216
Try-It-Out-MC Problem Solving 4, 5 and 6
X =
ANSWER:
X =
ANSWER:
X =
ANSWER:
STUDENT WORKSHEETS
217
Independent Worksheet-MC Problem Solving 7, 8 and 9
How many times as many pencils does Macy have as Francis?
X =
ANSWER:
X =
ANSWER:
9. Cameron has 242 monkeys. Cameron has a brother named Isaac. Cameron has
22 times as many monkeys as Isaac. How many monkeys does Isaac have?
X =
ANSWER:
APPENDIX A
218
UNIT 10: SOLVING MIXED EQUAL GROUPS (EG) AND MULTIPLICATIVE
COMPARE (MC) PROBLEMS
Modeling EG and MC Problem Solving 1-6
22 Ieet. How Iar would the bucket travel iI there were 15 students in your class?
X =
ANSWER:
X =
UNIT Product
ANSWER:
3. There are 437 members oI the neighborhood Iootball league. II there are 23 teams
and each team must have an equal number oI players, how many players are on each
team?
X =
ANSWER:
4. Janelle received a total oI $360 Ior her birthday. She wants to buy some giant
stuIIed animals. Each giant stuIIed animal costs $24. How many giant stuIIed
X =
ANSWER:
STUDENT WORKSHEETS
219
5. Both Lisa and Menghua were volunteers Ior the Chinese New Year celebration
event. Lisa gave out 28 Ilyers about this event to students across the campus.
Her Iriend Menghua gave out 7 times as many. How many Ilyers did Menghua
give out?
X =
UNIT Product
ANSWER:
6. Evan has 16 Holiday greeting cards Ior sending out to his Iriends. Mick has
112 greeting cards Ior the holiday seasons. The number oI greeting cards Mick has
is how many times as many as Evan`s?
X =
UNIT Product
ANSWER:
Independent Worksheet-Mixed Problem Solving 7-12
caIeteria?
X =
UNIT Product
ANSWER:
8. Eddie spent 45 days reading a novel. On average, he read 38 pages everyday. How
many pages does the book have?
X =
ANSWER:
APPENDIX A
220
9. There are a total oI 360 students in Grade Iour. II one classroom can hold 40
students. How many classrooms does the school need Ior Grade Iour?
X =
ANSWER:
10. The plane goes 700 miles an hour. The car goes 50 miles an hour. The plan is how
many times Iaster as the car?
X =
UNIT Product
ANSWER:
X =
ANSWER:
Roosevelt Elementary, has 3 times as many students as Franklin. How many students
attend Roosevelt Elementary School?
X =
UNIT Product
ANSWER:
STUDENT WORKSHEETS
221
UNIT 11: SOLVING COMPLEX WORD PROBLEMS
Modeling Complex Problem Solving 1-4
1. The table below shows the total number oI sport cards Mike collected over 4
weeks. II Mike collected the same number oI soccer cards in each week, how many
soccer cards did he collect each week?
Sport
Total = of cards
collected
Football 64
Soccer 96
Baseball 110
Basketball 35
X =
ANSWER:
2. Susan is putting her collection oI 146 rocks into egg cartons. Each carton can hold
12 rocks. How many cartons does she need Ior all 146 rocks?
X =
ANSWER:
3. The Vincent elementary school is planning a spring Iield trip Ior a total oI
152 students. II each minivan can carry a maximum oI 16 students, how many
minivans are needed to carry all students to the Iield trip?
X =
ANSWER:
4. When born, baby kangaroos, or joeys, spend about 235 days in their mother`s
pouch beIore they leave Ior Iood. About how many weeks is this?
X =
ANSWER:
APPENDIX A
222
Try-it-Out and Independent Worksheet-Solving Complex Problems 5-8
Entries
Monev spent
for 5 months
Books 240
Food 1100
Transportation 330
Sports 250
X =
ANSWER:
X =
ANSWER:
X =
ANSWER:
many weeks did he ride?
X =
ANSWER:
STUDENT WORKSHEETS
223
UNIT 12: SOLVING MIXED MULTI-STEP PROBLEMS
Modeling Mixed Problem Solving 1-4
1. Emily has 6 dolls and Dana has 11. II Laura has 8 more than Emily and Dana
combined, how many dolls does Laura have? (From Harcourt Math, 4
th
grade, p. 11)
+ =
Part Part Whole
+ =
ANSWER:
2. Bart had 6 checkers and Iound 7 more. Jenny has 8 checkers. How many more
checkers will she need so that she and Bart have the same number oI checkers?
(From Harcourt Math, 4
th
grade, p. 81)
+ =
Part Part Whole
+ =
ANSWER:
3. The Ricardos Iamily paid $14.00 Ior parking. Parking cost $5.00 Ior the Iirst hour
and $1.50 Ior each additional hours. How many hours were they parked? (From
Harcourt Math, 5
th
grade, p. 105)
+ =
Part Part Whole
x =
ANSWER:
APPENDIX A
224
4. Maria earned $110, which is $86 more than twice the amount Joan earned. How
much did Joan earn? (Irom Harcourt Math, 5
th
grade, p. 73)
+ =
Part Part Whole
x =
UNIT Product
ANSWER:
Try-it-Out and Independent Worksheet-Solving Mixed Problems 5-10
+ =
Part Part Whole
+ =
ANSWER:
6. The Central Florida Zoo covers 109 acres. The National Zoo, in Washington, D.C.,
covers 163 acres. II the Central Florida Zoo bought another 55 acres Ior expansion,
which zoo would be larger? How much larger? (Harcourt Math, Grade 4, p. 42)
+ =
Part Part Whole
+ =
ANSWER:
STUDENT WORKSHEETS
225
7. Use data:
attendance
Dav 2003 2004
Thursday 13,789 15,034
Friday 23,681 27,950
Saturday 34,625 41,393
+ =
Part Part Whole
+ =
Part Part Whole
OR simply use below diagram:
+ =
Part Part Whole
+
Part
ANSWER:
8. The caIeteria served 124 school lunches. There were a total oI 11 pizzas cut into
12 slices each. II each student received 1 slice, how many slices were leIt? (Harcourt
Math, Grade 4, p. 177)
+ =
Part Part Whole
x =
ANSWER:
APPENDIX A
226
9. Tyler collects comic books. He displays his collection in 3 binders, with 10
comic books in each. On a trip to the store, Tyler bought 2 new comic books.
How many comic books does he have in his collection now? (Harcourt, Grade 4,
p. 184)
x =
+ =
Part Part Whole
ANSWER:
$140 a night during the winter. You want to rent a cabin Ior 6 nights. How much less
would your stay cost during the winter than during the summer? (Harcourt, Grade 4,
p. 227)
x =
x =
+ =
+ =
OR
x =
ANSWER:
227
APPENDIX B
REFERENCE GUIDE
UNIT 1: PART-PART-WHOLE PROBLEM REPRESENTATION
Lesson 2 Part-Part-Whole Problem Representation
Modeling PPW story representation 1, 2, and 3
1. Heather had 54 crayons. Then, her sister, Tara, gave her 32 more crayons. Now
Part Part
+ =
Whole
54 32 86
2. Rachel had 48 Ilowers in a big vase. Then, 19 oI the Ilowers wilted, so Rachel took
them out oI the vase. There were then 29 Ilowers leIt in the vase.
Part Part
+ =
Whole
19 29 48
3. It rained 45 inches in 2006, and it rained 57 inches in 2005. It rained a total oI
102 inches in the two years combined.
Part Part
+ =
Whole
45 57 102
APPENDIX B
228
Try It Out-PPW story representation 4, 5, and 6
Part Part
+ =
Whole
24 43 67
5. A basketball player named Sarah scored 43 points in the Iirst halI oI a game. Then,
she scored 12 more points in the second halI. By the end oI the game, she had scored
55 points.
Part Part
+ =
Whole
43 12 55

Part Part
+ =
Whole
57 107 164

Independent Worksheet-PPW story representation 7, 8 and 9
In total the two teachers had 112 Ilashcards.
Part Part
+ =
Whole
23 89 112
REFERENCE GUIDE
229
party.
Part Part
+ =
Whole
32 24 56
9. A cat caught 23 mice the spring and summer. In the Iall and winter, the same cat
got 53 mice. The cat caught a total oI 76 mice that year.
Part Part
+ =
Whole
23 53 76
APPENDIX B
230
UNIT 2: SOLVING PART-PART WHOLE PROBLEMS
Lesson 3 Solving PPW problems
Modeling PPW problem solving 1-6
1. Christie read two books over the summer. One book was 193 pages and the other
book was 267 pages. How many pages did Christie read over the summer?
Part Part
+ =
Whole
193 267 ?
ANSWER: 460 pages.
2. The Girl Scouts were selling cookies at the mall. They brought 93 boxes oI cookies
with them, and they sold 47 boxes that day. How many boxes oI cookies will the Girl
Scouts have to take back home?
Part Part
+ =
Whole
47 ? 93
ANSWER: 46 boxes oI cookies
3. Travis ordered 68 baseball cards Irom a magazine. Then, he ordered some more
Ior his brother. In all, he ordered 129 baseball cards. How many did he order Ior his
brother?
Part Part
+ =
Whole
68 a 129
ANSWER: 61 baseball cards
REFERENCE GUIDE
231
4. Two people in a particular music group have written 48 songs. II one member
wrote 27 oI the songs, how many did the other one write?
Part Part
+ =
Whole
27 a 48
ANSWER: 21 songs
5. AIter a hard day`s work, a mailman delivered 203 letters, but he still has 148
letters leIt in his bag. How many letters did he have in his bag at the beginning oI
the day?
Part Part
+ =
Whole
203 148 a
ANSWER: 351 letters
6. Mary wrote 54 poems over the summer, but then she realized she didn`t like some
she tear up?
Part Part
+ =
Whole
a 35 54
ANSWER: 19 poems
APPENDIX B
232
Independent Worksheet-PPW problem solving 7, 8 and 9
students contributed $111. How much did the parents contribute?
Part Part
+ =
Whole
111 a 308
ANSWER: $ 197
8. Larry had a big bag oI candy aIter Halloween night. He ate 45 pieces and gave the
remaining 57 pieces to his Iriends. How many pieces oI candy did Larry originally
have?
Part Part
+ =
Whole
45 57 a
ANSWER: 102 pieces
9. Gilbert had several paperback books. Then, his brother, Sean, gave him 57 more
books did Gilbert have in the beginning?
Part Part
+ =
Whole
a 57 113
ANSWER: 56 paperback books
REFERENCE GUIDE
233
Lesson 4. Representing AC-more problems
Modeling AC problem representation 1, 2, & 3
1. Christine has 43 toy cars. Bob has 66 more toy cars than Christine. Bob has
109 toy cars.
Part Part
+ =
Whole
Smaller Difference
Bigger
43 66 109
2. Lauren has 110 Carnival tickets. Lauren has 50 more tickets than Alex. Alex has
60 tickets.
Part Part
+ =
Whole
Smaller Difference
Bigger
60 50 110
3. Rob has 79 glue sticks. Felipe has 38 glue sticks. Rob has 41 more glue sticks
than Felipe.
Part Part
+ =
Whole
Smaller Difference
Bigger
38 41 79
APPENDIX B
234
Try It Out-AC story representation 4, 5, and 6
Part Part
+ =
Whole
Smaller Difference
Bigger
30 64 94
48 bikes.
Part Part
+ =
Whole
Smaller Difference
Bigger
48 64 112
than Simone.
Part Part
+ =
Whole
Smaller Difference
Bigger
69 37 106
REFERENCE GUIDE
235
Independent Worksheet-AC story representation 7, 8, and 9
Part Part
+ =
Whole
Smaller Difference
Bigger
60 61 121
8. A girl Melissa has 119 books. Melissa has 72 more books than Alicia. Alicia has
47 books.
Part Part
+ =
Whole
Smaller Difference
Bigger
47 92 119
9. Avery has 35 more notebooks than Martin. Martin has 65 notebooks. Avery
has100 notebooks.
Part Part
+ =
Whole
Smaller Difference
Bigger
65 35 100
APPENDIX B
236
Lesson 5. Representing AC-less problems
Modeling AC problem representation 10, 11, and 12
10. II Cristal has 29 pens and she has 71 Iewer pens than a boy named Warren.
Part Part
+ =
Whole
Smaller Difference
Bigger
29 71 100
11. Eugene says he has 88 cards. II Abigail has 35 Iewer cards than Eugene, Abigail
has 53 cards.
Part Part
+ =
Whole
Smaller Difference
Bigger
53 35 88
12. Melissa has 119 books. Melissa has 72 more books than Alicia. Alicia has 47 books.
Part Part
+ =
Whole
Smaller Difference
Bigger
47 72 119
REFERENCE GUIDE
237
Independent Work-AC problem representation 13, 14, and 15
Part Part
+ =
Whole
Smaller Difference
Bigger
43 37 80
118 candies.
Part Part
+ =
Whole
Smaller Difference
Bigger
48 70 118

15. Malcolm has 51 balls. Malcolm has 60 Iewer balls than Dale. Dale has 111 balls.
Part Part
+ =
Whole
Smaller Difference
Bigger
51 60 111
APPENDIX B
238
UNIT 4: SOLVING ADDITIVE COMPARISON PROBLEMS
Lesson 6. Solving AC-more and AC-less problems
Modeling AC Problem Solving 1, 2, 3, and 4
1. Malcolm has 51 tennis balls. David has 60 more tennis balls than Malcolm. How
Part Part
+ =
Whole
51 60 a
Smaller Difference
Bigger
ANSWER: 111 tennis balls
2. Kaylin has 48 candies. Kaylin has 70 Iewer candies than Melody. How many
candies does Melody have?
Part Part
+ =
Whole
48 70 a
Smaller Difference
Bigger
ANSWER: 118 candies
3. Patrick has 119 sports cards. Patrick has 72 more sports cards than Joy. How many
Sports cards does Joy have?
Part Part
+ =
Whole
a 72 119
Smaller Difference
Bigger
ANSWER: 47 sports cards
REFERENCE GUIDE
239
4. Stacey has 106 necklaces. II Jill has 69 Iewer necklaces than Stacey, how many
Part Part
+ =
Whole
a 69 106
Smaller Difference
Bigger
ANSWER: 37 necklaces
Try It Out Worksheet-AC problem solving 5 & 6
does Harley have?
Part Part
+ =
Whole
a 34 64
Smaller Difference
Bigger

ANSWER: 30 worms
6. Lucas has 30 stamps. Lucas has 44 Iewer stamps than Ben. How many stamps
does Ben have?
Part Part
+ =
Whole
30 44 a
Smaller Difference
Bigger
ANSWER: 74 stamps
APPENDIX B
240
Independent worksheet-AC problem solving 7, 8 & 9
7. Ariana has 70 cows. Michelle has 75 more cows than Ariana. How many cows
does Michelle have?
Part Part
+ =
Whole
70 75 a
Smaller Difference
Bigger
ANSWER: 145 cows
8. Felipe has 38 glue sticks. RodolIo has 41 more glue sticks than Felipe. How many
glue sticks does RodolIo have?
Part Part
+ =
Whole
38 41 a
Smaller Difference
Bigger
ANSWER: 79 glue sticks
9. Marlene has 49 Iewer shirts than Jack. Jack has 96 shirts. how many shirts does
Marlene have?
Part Part
+ =
Whole
a 49 96
Smaller Difference
Bigger
ANSWER: 47 shirts
REFERENCE GUIDE
241
UNIT 5: SOLVING MIXED PPW AND AC PROBLEMS
Lesson 7. Solving Mixed PPW and AC problems
Modeling PPW and AC Problem Solving 1, 2, 3, and 4
1. Bobby has 87 basketball cards. He has 13 more basketball cards than JeII. How
many basketball cards does JeII have?
+ =
a 13 87
ANSWER: 74 basketball cards
2. Nick has 118 cups. Nick gives his sister 22 cups. How many cups does Nick have
leIt?
+ =
Part Part Whole
a 22 118
ANSWER: 96 cups
3. Lauren has 14 pencils. Lauren has 26 Iewer pencils than Brenna. How many
pencils does Brenna have?
+ =
14 26 a
ANSWER: 40 pencils
4. Andy and Bill were in a spelling bee. Andy spelled 29 words correctly. Bill spelled
37 words correctly. How many more words did Bill spell correct?
+ =
29 a 37
ANSWER: 8 words
APPENDIX B
242
Try-It-Out Worksheet 5 and 6
did Henry plant?
+ =
a 59 148
ANSWER: 89 tulip bulbs
6. Angela had many dolls. Then, she gave away 26 oI her dolls to her little
sister. Now, Angela has 49 dolls. How many dolls did Angela have in the
beginning?
+ =
Part Part Whole
26 49 a
ANSWER: 75 dolls
Independent Worksheet-Mixed Problem Solving 7, 8 ,9 and 10
+ =
a 32 82
ANSWER: 50 apples
games. Now Selina has 67 video games. How many video games did Selina have in
the beginning?
+ =
Part Part Whole
a 24 67
ANSWER: 43 video games
REFERENCE GUIDE
243
+ =
a 53 93
ANSWER: 40 marbles
10. Dana has 28 gold Iish in her aquarium. She has 32 Iewer gold Iish than her Iriend
Gesell. How many gold Iish does Gisela have in her aquarium?
+ =
28 32 a
ANSWER: 60 gold Iish
APPENDIX B
244
UNIT 6: EQUAL GROUP PROBLEM REPRESENTATION
Modeling EG story representation 1, 2, and 3
1. Emily has 9 bags oI marbles. Each bag has 6 marbles. There should be a total oI
54 marbles.
6 9 54 X =
2. There are 48 sandwiches to be arranged equally in 6 trays. 8 sandwiches should
be arranged in each tray.
X = 8 6 48
3. Each movie ticket costs $7. II Emily needs to buy 8 tickets, the total cost would
be $56.
X = $7 8 56
Try It Out-EG story representation 4, 5, and 6
4. Rudy got 442 crayons Irom the art room. He can put 26 crayons in one crayon box.
He will need 17 boxes to hold all oI the crayons he got Irom the art room.
X =
26 17 442
5. II there are 13 neighborhoods in the town, There are a total oI 702 houses in the
town. II each neighborhood has the same number oI house, then each neighborhood
has 54 houses in it.
X = 54 13 702
REFERENCE GUIDE
245
the movies.
X = 93 7 651
Independent Worksheet-EG Story Representation 7, 8 and 9
to make each button. Gary used 943 drops oI glue.
X = 23 41 943
X = 9 17 153
number oI crystal drinking glasses. II there were 91 total glasses, there were
13 glasses in each box.
X = 13 7 91
APPENDIX B
246
UNIT 7: MODELING EG PROBLEM SOLVING
Modeling EG problem solving 1, 2, and 3
1. There are 22 ice cream bars in each box. How many ice cream bars would you
have iI you bought 37 boxes oI ice cream bars?
22 37 a X =
ANSWER: 814 ice cream bars
2. Lucky Luke hits the exact same number oI home runs in each game he plays. Last
year, he played 93 games and hit 558 home runs! How many home runs does he hit
each game?
X = a 93 558
ANSWER: 6 home runs
X = 9 a 153
ANSWER: 17 presents
REFERENCE GUIDE
247
Try It Out-EG problem solving 4, 5, and 6
X = 8 a 408
ANSWER: 51 houses
X = a 16 96

ANSWER: $ 6
X = 22 15 a
ANSWER: 330 Ieet
APPENDIX B
248
Independent Work-EG problem solving 7, 8 and 9
X = 23 41 a
ANSWER: 943 drops oI glue
X = 9 a 153
ANSWER: 17 presents
number oI crystal drinking glasses. II there were 91 total glasses, how many glasses
were in each box?
X = a 7 91
ANSWER: 13 glasses
REFERENCE GUIDE
249
UNIT 8: REPRESENTING MULTIPLICATIVE COMPARE PROBLEM
Modeling MC story representation 1, 2, and 3
1. Cara has 15 marbles. John has 8 times as many marbles as Cara. John has 120 marbles.
15 8 120 X =
X = 24 12 288
3. Marie spent $288 during last weekend holiday shopping. She spent 4 times as
much as Dianne. Dianne spent $72 during the holiday shopping.
X = 72 4 288
Try It Out-MC Story Representation 4, 5 and 6
X =
6 4 24
X = 21 3 63
APPENDIX B
250
X = 4 2 8
Independent Worksheet-MC Story Representation 7, 8 and 9
X = 9 8 72
8. Mary spent $120 during last weekend holiday shopping. She spent 3 times as
much as Dianne. So Dianne spent $40.
X = 40 3 120
X = 56 3 168
REFERENCE GUIDE
251
UNIT 9: SOLVING MULTIPLICATIVE COMPARE PROBLEMS
Modeling MC problem solving 1, 2, and 3
1. Ray has 125 crayons. Crystal has 5 times as many crayons as Ray. How many
125 5 a X =
ANSWER: 625 crayons
2. Both Johnny and Greg play little league baseball. Greg hit 60 home runs. Greg hit
the season?
X = a 3 60
ANSWER: 20 home runs
3. Carol has 112 black pens and 14 red pens. How many times as many black pens
as red pens does Carol have?
X = 14 a 112
ANSWER: 8 times
APPENDIX B
252
Try-It-Out-MC Problem Solving 4, 5 and 6
X = a 7 63
ANSWER: 9 Phillies games
X = 24 a 48
ANSWER: 2 times
X = 8 3 a
ANSWER: $ 24
REFERENCE GUIDE
253
Independent Worksheet-MC Problem Solving 7, 8 and 9
How many times as many pencils does Macy have as Francis?
X = 25 a 475
ANSWER: 19 times
X = 192 16 a
ANSWER: 3072 oranges
X = a 22 242
ANSWER: 11 monkeys
APPENDIX B
254
UNIT 10: SOLVING MIXED EQUAL GROUPS (EG) AND MULTIPLICATIVE
COMPARE (MC) PROBLEMS
Modeling EG and MC Problem Solving 1-6
22 Ieet. How Iar would the bucket travel iI there were 15 students in your class?
X =
22 15 a
ANSWER: 330 Ieet
X =
UNIT Product
a 22 242
ANSWER: 11 monkeys
3. There are 437 members oI the neighborhood Iootball league. II there are 23 teams
and each team must have an equal number oI players, how many players are on each
team?
X =
a 23 437
ANSWER: 19 players
4. Janelle received a total oI $360 Ior her birthday. She wants to buy some giant
stuIIed animals. Each giant stuIIed animal costs $24. How many giant stuIIed
X =
24 a 360
ANSWER: 15 giant stuIIed animals
REFERENCE GUIDE
255
5. Both Lisa and Menghua were volunteers Ior the Chinese New Year celebration
event. Lisa gave out 28 Ilyers about this event to students across the campus. Her
Iriend Menghua gave out 7 times as many. How many Ilyers did Menghua give out?
X =
UNIT Product
28 7 a
ANSWER: 196 Ilyers
6. Evan has 16 Holiday greeting cards Ior sending out to his Iriends. Mick has
112 greeting cards Ior the holiday seasons. The number oI greeting cards Mick has
is how many times as many as Evan`s?
X =
UNIT Product
16 a 112

ANSWER: 7 times
Independent Worksheet-Mixed Problem Solving 7-12
caIeteria?
X =
UNIT Product
a 8 256
ANSWER: 32 students
8. Eddie spent 45 days reading a novel. On average, he read 38 pages everyday. How
many pages does the book have?
X =
38 45 a
ANSWER: 1710 pages
9. There are a total oI 360 students in Grade Iour. II one classroom can hold
40 students. How many classrooms does the school need Ior Grade Iour?
X =
40 a 360
ANSWER: 9 classrooms
APPENDIX B
256
10. The plane goes 700 miles an hour. The car goes 50 miles an hour. The plan is how
many times Iaster as the car?
X =
UNIT Product
50 a 700
ANSWER: 14 times
X =
a 6 96
ANSWER: 16 books
Roosevelt Elementary, has 3 times as many students as Franklin. How many students
attend Roosevelt Elementary School?
X =
UNIT Product
1593 3 a
ANSWER: 4779 students
REFERENCE GUIDE
257
UNIT 11: SOLVING COMPLEX WORD PROBLEMS
Modeling Complex Problem Solving 1-4
1. The table below shows the total number oI sport cards Mike collected over
4 weeks. II Mike collected the same number oI soccer cards in each week, how many
soccer cards did he collect each week?
collected
Football 64
Soccer 96
Baseball 110
Basketball 35
X =
a 4 96
ANSWER: 24 soccer cards
2. Susan is putting her collection oI 146 rocks into egg cartons. Each carton can hold
12 rocks. How many cartons does she need Ior all 146 rocks?
X =
12 a 146
ANSWER: 13 cartons
3. The Vincent elementary school is planning a spring Iield trip Ior a total oI
152 students. II each minivan can carry a maximum oI 16 students, how many
minivans are needed to carry all students to the Iield trip?
X =
16 a 152
ANSWER: 10 minivans
4. When born, baby kangaroos, or joeys, spend about 235 days in their mother`s
pouch beIore they leave Ior Iood. About how many weeks is this?
X =
7 a 235
ANSWER: 34 weeks
APPENDIX B
258
Try-it-Out and Independent Worksheet-Solving Complex Problems 5-8
Entries Monev spent
for 5 months
Books 240
Food 1100
Transportation 330
Sports 250
X =
a 5 250
ANSWER: $ 50
X =
6 a 1343
ANSWER: 224 tables
X =
25 a 152
ANSWER: 7 cabinets
many weeks did he ride?
X =
7 a 505
ANSWER: About 72 weeks
REFERENCE GUIDE
259
UNIT 12: SOLVING MIXED MULTI-STEP PROBLEMS
Modeling Mixed Problem Solving 1-4
1. Emily has 6 dolls and Dana has 11. II Laura has 8 more than Emily and Dana
combined, how many dolls does Laura have? (From Harcourt Math, 4
th
grade, p. 11)
(1) Find out the total oI Emily and Dana combined
+ =
Part Part Whole
6 11 ?
? 6 11
? 17
That is, the total oI Emily and Dana combined: 17 dolls.
(2) Find out the # oI dolls that Laura has
+ =
17 8 a
a 17 8
a 25
ANSWER: 25 dolls
2. Bart had 6 checkers and Iound 7 more. Jenny has 8 checkers. How many more
checkers will she need so that she and Bart have the same number oI checkers?
(From Harcourt Math, 4
th
grade, p. 81)
(1) Find out the total # oI checkers that Bart has
+ =
Part Part Whole
6 7 ?
? 6 7
? 13
That is, Bart has a total oI 13 checkers.
(2) Find out how many more checkers that Jenny needs to have so that she and
Bart will have the same # oI checkers (i.e., 13)
+ =
8 a 13
APPENDIX B
260
a 13 8
a 5
ANSWER: 5 more checkers
3. The Ricardos Iamily paid $14.00 Ior parking. Parking cost $5.00 Ior the Iirst hour
and $1.50 Ior each additional hours. How many hours they parked? (From Harcourt
Math, 5
th
grade, p. 105)
(1) Find out how much was charged Ior the parking aIter the Iirst hour
+ =
Part Part Whole
5 ? 14
? 14 5
? 9
That is, $9 was charged Ior the additional hours parked aIter the Iirst hour.
(2) Find out # oI hours parked (at the $1.5/ hour rate) aIter the Iirst hour
x =
1.5 a 9
a 9 1.5
a 6
That is, they parked 6 additional hours aIter the Iirst hour.
(3) Find out the total # oI hours they parked
From (2), we know that they parked 6 additional hours (at the $1.5 rate) aIter the
Iirst hour ($5), thus the total hours they parked would be:
6 1 7
ANSWER: They parked 7 hours.
4. Maria earned $110, which is $86 more than twice the amount Joan earned. How
much did Joan earn? (Irom Harcourt Math, 5th grade, p.73)
(1) Find out 'twice the amount Joan earned
+ =
Small Difference Bigger
? 86 110
REFERENCE GUIDE
261
? 110 86
? 24
That is, 'twice the amount Joan earned is $24.
(2) Find out the amount Joan earned
x =
UNIT Product
a 2 24
a 24 2
a 12
ANSWER: Joan earned $ 12.
Try-it-Out and Independent Worksheet-Solving Mixed Problems 5-10
(1) Find out the # oI basketball cards Bobby and Greg combined
+ =
Part Part Whole
17 12 ?
? 17 12
? 29
That is, together, Bobby and Greg has a total oI 29 basketball cards.
(2) Find out the # oI basketball cards the JeII has
+ =
29 13 ?
a 29 13
a 42
ANSWER: JeII has 42 basketball cards.
6. The Central Florida Zoo covers 109 acres. The National Zoo, in Washington, D.C.,
covers 163 acres. II the Central Florida Zoo bought another 55 acres Ior expansion,
which zoo would be larger? How much larger? (Harcourt, Grade 4, p. 42)
(1) Find out the total # oI acres Central Florida Zoo covers
+ =
Part Part Whole
109 55 ?
APPENDIX B
262
? 109 55
? 164
That is, Central Florida Zoo covers a total oI 164 acres.
(2) Find out which zoo would be larger? How much larger (the diIIerence)?
+ =
163 a 164
a 164 163
a 1
ANSWER: The Central Florida Zoo is larger; it is 1 acre larger.
7. Use data:
attendance
Dav 2003 2004
Thursday 13,789 15,034
Friday 23,681 27,950
Saturday 34,625 41,393
As the question asks Ior year 2003 only, we will only pay attention the column Ior
year 2003.
(1) Find out the total # oI attendance Ior Thursday and Friday
+ =
Part Part Whole
13789 23681 ?
? 13789 23681
? 37470
(2) Find out the total # oI attendance Ior all three days
+ =
Part Part Whole
37470 34625 ?
a 37470 34,625
a 72095
REFERENCE GUIDE
263
OR simply use below diagram:
+ =
Part Part Whole
+
Part
13789 23681 34625 a
a 13789 23681 34625
a 72095
ANSWER: Total attendance in 2003 is 72095 people.
8. The caIeteria served 124 school lunches. There were a total oI 11 pizzas cut into
12 slices each. II each student received 1 slice, how many slices were leIt? (Harcourt,
Grade 4, p. 177)
(1) Find out the total # oI slices
x =
12 11 ?
? 12 11
? 132
(2) Find out how many slices were leIt
+ =
124 a 132
a 132 124
a 8
ANSWER: There were 8 slices leIt.
9. Tyler collects comic books. He displays his collection in 3 binders, with 10 comic
books in each. On a trip to the store, Tyler bought 2 new comic books. How many
comic books does he have in his collection now? (Harcourt, Grade 4, p.184)
(1) Find out the total # oI comic books in his collection in 3 binders
x =
10 3 ?
? 10 3
? 30
APPENDIX B
264
(2) Find out the total # oI comic books in his collection now
+ =
Part Part Whole
30 2 a
a 30 2
a 32
ANSWER: He has 32 comic books in his collection now.
$140 a night during the winter. You want to rent a cabin Ior 6 nights. How much less
would your stay cost during the winter than during the summer? (Harcourt, Grade 4,
p. 227)
(1) Find out the cost Ior 6 nights during the summer
x =
170 6 S
S 170 6
S 1020
That is, the cost Ior summer stay would be $1020.
(2) Find out the cost Ior 6 nights during the summer
x =
140 6 W
W 140 6
W 840
That is, the cost Ior winter stay would be $840.
(3) Find out the diIIerence between the summer and winter costs
You can either directly subtract the two numbers or use the model; it will result
the same math sentence:
+ =
840 a 1020
a 1020 840
a 180
ANSWER: $ 180 less
REFERENCE GUIDE
265
OR
(1) Find out the diIIerence in cost Ior 1 night stay between summer and winter
+ =
140 ? 170
? 170 140
? 30
That is, it will cost $30 less Ior each night stay during the winter than summer.
(2) Find out the total saving Ior 6-night stay
x =
30 6 a
a 30 6
a 180
ANSWER: $ 180 less.
267
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Teacher: In the last Unit, we learned how to represent AC stories (including

Teacher: In units 1, 2 and 3, we learned how to represent and solve Part-Part-

Teacher: In Units 6 and 7, we learned how to use EG Diagram Equation to represent

Teacher: Up to this point, we have been solving either multiplicative or additive,

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