Transcript Supporting Problem Solving in maths using the Singapore Bar Method

Supporting Problem Solving in
maths using the Singapore Bar
Method
Donna Swallow
How to solve this problem
Ben spent 2/5 of his money on a game. The
game cost £10. How much money did he have
at first?
£5
£10
£10
have
There are 5 blocks so he must
had £25
1/5
1/5
£10
1/5
1/5
1/5
1/5
1/5
1/5
£5
£5
£5
£5
£5 + £5 + £5 + £5 +£ 5 or 5 x £5 = £25.
1/5
1/5
£5
Now using the bar method blocks to
model this problem:
Peter has 4 books. Harry has five times as many
books as Peter. How many more books does
Harry have?
4
4
4
4
4
16
4
Progression from concrete to abstract
Pupils make use of
concrete objects to
make sense of
problems involving
whole and
comparison ideas
Drawing of
rectangular bars as
pictorial/
mathematical
representations of
the ideas
Use of representations
to identify the
mathematics that need
to be applied to solve
the problem
Children draw objects
Ginny has 2 teddy bears. Her mum gives her
one more bear. How many bears does Ginny
have now?
+
=
It’s important to set these out horizontally.
Dots replace objects – arrows appear
Peter picked three flowers. Ally picked two
flowers. How many flowers did the children
pick?
?
Numbers replace dots
Jenny has 6 cars. Her brother gives her 3 more
cars. How many cars does she have now?
6
3
?
Numbers are moved outside the bar
and bars are labelled
Juan has 36 football cards. Sue has 15 football
cards. How many more cards does Juan have
than Sue?
36
Juan’s
?
Sue’s
15
Whole-Part Method
Used for addition and subtraction – these
calculations need teaching simultaneously so
pupils see the link. Put in known information.
Whole
Part
Part
Comparison method also used for
addition and subtraction
Daniel has 248 marbles, Peter has 202. How
many more does Daniel have?
248
202
?
Pupils need to be confident using the number line
method
Multiplication
Peter has 4 books. Harry has five times as many
books as Peter. How many more books does Harry
have?
4
4
4
4
4
16
4
Division
Mr Smith has a piece of wood that measures
36cm. He cut it into 6 equal pieces. How long
was each piece?
36
36 ÷ 6 = 6
Fractions – always ask “What is the
whole?” and record the denominator first.
• Find 1/5 of 30
30
6
6
6
6
6
What does this mean for us at Firfield?
• The Bar Method starts at Y3 but KS1 should build the
foundations through vertically modelling when using objects
and pictures.
• The Juniors are being taught how – this approach is for all
abilities not just for SEN.
• Pupils will start talking more! Teachers will be able to spend
time picking apart the problem once the solutions are found
to ensure pupils understand what’s happening.