Solving Word

Problems with
the Bar Model
Method

http://news.bbcimg.co.uk/media/ DEPARTMENT OF EDUCATION

 Twingoals
What are the twin Goals
of Mathematics
in the K to 12 curriculum?

CRITICAL THINKING

and

PROBLEM SOLVING
 Objectives
At the end of this session, you should be able
to:
• draw part-whole and comparison models
to represent quantities and relationships
given in word problems
• apply bar modeling to solve word
problems involving whole numbers,
fractions, ratios and percent

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
Task :
•For 5 – 10 minutes, read and analyze each
problem assigned to your group. Solve each
one using bar models. Show your complete
and neat solution (manila paper).

•Present your output (maximum of 5

minutes only).

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 Assigned Word Problems
• Group 1 – No. 1 and No.2
• Group 2 – No. 2 and No. 3
• Group 3 – No. 3 and No. 4
• Group 4 – No. 4 and No. 5
• Group 5 – No. 5 and No. 6
• Group 6 – No. 7 and No. 8
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try

1. At a mall, Laura spent ₱988. This is 4

times as much money Michelle spent at
the same mall. How much did they spend
altogether?

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#1
988
Laura
?
Michelle

4 units ₱988
1 unit ₱988 ÷ 4 = ₱247
5 units 5 x ₱247 = ₱1,235
Laura and Michelle spent ₱1,235 altogether.

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try

2. Ian started saving some money on

Monday. Each day he saved ₱20 more
than the day before. By Friday of the same
week Ian had saved ₱350. Find the
amount Ian saved on Wednesday.

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#2 10 x ₱20 = ₱200
₱350 – ₱200 = ₱150
Monday 5 units ₱150
1 unit ₱150 ÷ 5 = ₱30
Php
Wednesday
Tuesday 20 ₱30 + ₱20 + ₱20 = ₱70

Php Php
Wednesday 20 20 ₱350

Php Php Php

Thursday 20 20 20

Ian saved ₱70 on

Php Php Php Php
Friday 20 20 20 20 Wednesday.

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 Activity 1: Let’s Try

3. Three-fifths of a group of children

were girls. If there were 24 girls, how
many children were there in the
group?

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 Activity 1: Let’s Try
?

24 girls

3 units 24
1 unit 24 ÷ 3 = 8 There were 40
5 units 5 x 8 = 40 children in the group.

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Activity 1: Let’s Try

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Activity 1: Let’s Try
total no. of pencils

no. of pencils sold

in the morning
no. of pencils sold
in the evening

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
no. of pencils sold
in the morning

no. of pencils sold

in the evening 200

5 units 200
Jayson has 400 pencils
1 unit 200 ÷ 5 = 40
in the beginning.
10 units 10 x 40 = 400
DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
5. On Monday, the ratio of the number
of beads Anna had to the number of
beads Wilma had was 4:7. On
Tuesday, after Wilma gave 36 beads
to Anna, they both had the same
number of beads. How many beads
did Anna have on Monday?

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#5
Monday

Anna

Wilma

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#5
Monday

Anna

Wilma

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#5
Tuesday

Anna

Wilma

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#5
Monday

Anna

36

Wilma

3 units 36
1 unit 36 ÷ 3 = 12 Anna has 96 beads
Anna: 4 units 8 x 12 = 96 on Monday.
DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try

6. A profit of ₱4 500 is to be divided

among three friends, A, B and C, in
the ratio of 3:4:5. Find the share of
each friend.

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#6 12 units ₱4 500
1 unit ₱4 500 ÷ 12 = ₱375
A: 3 units 3 x ₱375 = ₱1 125
A B: 4 units 4 x ₱375 = ₱1 500
C: 5 units 5 x ₱375 = ₱1 875

B ₱4500

A will receive ₱1 125,

C B will receive ₱1 500 and
C will receive ₱1 875.

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
7. Mr. Palattao bought a guitar for
₱6,400. After using it several
months, he sold it for 25% less than
the amount he paid for it. How
much did Mr. Palattao receive for
his guitar?

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
#7 ₱6 400 (100%)

? 25%
4 units ₱6,400 (less than the original
1 unit ₱6,400 ÷ 4 = ₱1,600 price of the guitar)
3 units 3 x Php 1 600 = ₱4,800
Mr. Palattao received ₱4,800 for selling his guitar.
DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
8. Michelle had 65 more yellow ribbons
than red ribbons. After giving away 30
ribbons of each color, the number of
red ribbons became 50% of the
number of yellow ribbons. Find the
total number of ribbons Michelle had
left.

DEPARTMENT OF EDUCATION
 Activity 1: Let’s Try
Yellow 30
Michelle had a
? total of 195
Red 30 ribbons left.

65 65
Even after giving away 30 ribbons of each color, there
are still 65 more yellow ribbons than red ribbons. So:
1 unit 65
3 units 3 x 65 = 195
DEPARTMENT OF EDUCATION
 Analysis
Answer these questions:
1.What can you say about the activity?
2.What were your thoughts while doing the
activity?
3.How was the sharing of ideas done during the
activity? Why?
4.Was it easy solving the problems? Why?
5.Which of the questions did you find easy to
answer? Which ones were not? Why?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Bar Model Method

The Model Method

A problem-solving heuristic
Part-Whole Model
that enables pupils to
understand, visualize and
Comparison Model represent mathematical word
problems and their solution
Examples

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 Bar Model Method
• was introduced in Singapore
The Model Method
in the 1980’s
Part-Whole Model
• to address low achievement
in basic numeracy skills and
Comparison Model difficulties in solving word
problems
Examples

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 Bar Model Method

The Model Method

Learners use rectangular bars
to illustrate how the known
Part-Whole Model and unknown quantities in a
word problem are related.
Comparison Model

Examples

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DEPARTMENT OF EDUCATION
 Bar Model Method

The Model Method

Rectangles are easy to draw,
Part-Whole Model
divide, represent larger
numbers and display
Comparison Model proportional relationships.

Examples

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DEPARTMENT OF EDUCATION
 Bar Model Method

 CPA teaching approach

The Model Method
Concrete – Pictorial – Abstract
Part-Whole Model

 Aligned with Bruner’s enactive,

Comparison Model
iconic and symbolic modes of
Examples
representing ideas

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DEPARTMENT OF EDUCATION
 Part – Whole Model

The Model Method

Shows a quantitative relationship
between a whole and the other
Part-Whole Model
parts
Comparison Model

Examples

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 Part - Whole Model
Addition or Subtraction
The Model Method

whole
Part-Whole Model

Comparison Model

Examples part part

whole = part + part
part = whole - part
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 Part - Whole Model
Multiplication
The Model Method

?
Part-Whole Model

Comparison Model

Examples

given

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 Part - Whole Model
Division
The Model Method

whole (given)
Part-Whole Model

Comparison Model

Examples

part (?)

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 Part - Whole Model

Three-fifths of a group of children

The Model Method
were girls. If there were 24 girls,
Part-Whole Model
how many children were there in
the group?
Comparison Model

Examples

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 Part - Whole Model

Mr. Palattao bought a guitar for

The Model Method
₱6400. After using it several months,
he sold it for 25% less than the
Part-Whole Model
amount he paid for it. How much did
Mr. Palattao receive for his guitar?
Comparison Model

Examples

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 Comparison Model

The Model Method

• Shows how the larger quantity
and smaller quantities are
Part-Whole Model related in addition and / or
subtraction
Comparison Model • Also used to show multiplicative
relationship between quantities
Examples

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 Comparison Model
Addition or Subtraction
The Model Method

larger quantity
Part-Whole Model
smaller quantity
Comparison Model
difference
larger quantity – smaller quantity = difference
Examples smaller quantity + difference = larger quantity
larger quantity – difference = smaller quantity

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 Comparison Model
Multiplication or Division
The Model Method
Larger quantity

Part-Whole Model

Comparison Model

Examples
Smaller quantity
larger quantity ÷ smaller quantity = multiple
smaller quantity × multiple = larger quantity
larger quantity ÷ multiple = smaller quantity

DEPARTMENT OF EDUCATION
 Comparison Model

At a mall, Mrs. Gonzaga spent

The Model Method
₱988. This is 4 times as much
Part-Whole Model
money Mrs. De Silva spent at
the same mall. How much did
Comparison Model they spend altogether?
Examples

DEPARTMENT OF EDUCATION
 Comparison Model

Ian started saving some money on

The Model Method
Monday. Each day he saved ₱20
more than the day before. By Friday
Part-Whole Model
of the same week Ian had saved
₱350. Find the amount Chris saved
Comparison Model
on Wednesday.
Examples

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 Comparison Model
Jayson is selling pencils. He sold of
The Model Method them in the morning and of the
remainder in the afternoon. If
Part-Whole Model Jayson sold 200 more pencils in the
morning than in the afternoon, how
Comparison Model many pencils did Jayson have in the
beginning?
Examples

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 Comparison Model

The Model Method A profit of ₱4,500 is to be divided

among 3 persons, A, B, and C in the
Part-Whole Model ratio of 3:4:5. Find the share of each
person.
Comparison Model

Examples

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 Comparison Model
On Monday, the ratio of the
The Model Method number of beads Anna had to the
number of beads Wilma had was
Part-Whole Model 4:7. On Tuesday, after Wilma gave
36 beads to Anna, they both had
Comparison Model the same number of beads. How
many beads did Anna have on
Examples Monday?

DEPARTMENT OF EDUCATION
 Comparison Model
Michelle had 65 more yellow
The Model Method ribbons than red ribbons. After
giving away 30 ribbons of each
Part-Whole Model color, the number of red ribbons
became 50% of the number of
Comparison Model yellow ribbons. Find the total
number of ribbons Michelle had
Examples left.

DEPARTMENT OF EDUCATION
 Examples

Sam and Jane have stamps in the

The Model Method
ratio of 7: 8. Jane gives Sam 200 of
his stamps, so that the new ratio of
Part-Whole Model
Sam to Jane is now 11: 4. How many
Comparison Model
stamps are there together?

Examples

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 Examples
A, B, C and D earned the same
The Model Method
amount of money every month. A
spent three times as much as B. D
Part-Whole Model spent twice as much as C. B saved
twice as much as A. C saved three
Comparison Model times as much as D. Find the ratio of
B's savings to D's savings.
Examples

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
Task :
•For 10 - 15 minutes, read and analyze each
problem assigned to your group. Solve each
one using bar models. Show your complete
and neat solution (manila paper).

•Present your output (maximum of 5

minutes only).

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply

Whole numbers - #1 and #3

Fractions - #1 and #5
Ratio and Proportion - #2 and #4
Percents - #2 and #4

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DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply

1. Two numbers have a sum of

64. One of the numbers is 12
less than the other number.
Find the two numbers.

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
#1

First Number
64
Second Number

64 + 12 = 76 12
2 units 76
1 units 76 ÷ 2 = 38 The first
First number: 38 number is 38,
Second number: 38 – 12 = 26 while the
DEPARTMENT OF EDUCATION second is 26.
 Activity 2: Let’s Apply
#1

First Number
64
Second Number

64 - 12 = 52 12
2 units 52
1 units 52 ÷ 2 = 26 The first
First number: 26 + 12 = 38 number is 38,
Second number: 26 while the
DEPARTMENT OF EDUCATION second is 26.
 Activity 2: Let’s Apply

3. The total of five consecutive

odd numbers is 795. What
becomes of the middle number
if it is decreased by 25?

DEPARTMENT OF EDUCATION
 10 x 2 = 20
795 – 20 = 775
#2 5 units 775
1 unit 775 ÷ 5 = 155
1st Odd Number 3rd Number / Middle Number:
155 + 4 = 159
When decreased by 25:
2nd Odd Number 2
159 – 25 = 134

3rd Odd Number 2 2 Php 795

4th Odd Number 2 2 2

When decreased by
25, the middle
5th Odd Number 2 2 2 2 number will be 134.

DEPARTMENT OF EDUCATION
Activity 2: Let’s apply

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
60 pupils

boys

5 units 60
1 unit 60 ÷ 5 = 12 There were 24
2 units 2 x 12 = 24 boys.

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Activity 2: Let’s Apply

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
Sports Plus Target ₱400

4 units ₱400
1 unit ₱400 ÷ 4 = ₱100
9 units 9 x ₱100 = ₱900

David had ₱900 at first.

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 Activity 2: Let’s Apply

2. Two numbers are in the

ratio 3:5. If the difference
between the numbers is 36,
find the two numbers.

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
36 (difference)

First Number
The first
Second Number number is 54,
while the
2 units 36 second
1 unit 36 ÷ 2 = 18 number is 90.
First number: 3 units 3 x 18 = 54
Second number:5 units 5 x 18 = 90
DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
4. In a swimming club, the ratio of
the number of boys to the
number of girls is 5:9. If there
are 104 more girls than boys in
the club, how many children
are there altogether?

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
Boys
?
Girls

104
4 units 104
1 unit 104 ÷ 4 = 26
There are 364
14 units 14 x 26 = 364
children
altogether.
DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply

2. Of the Grade Six pupils in a school,

27 usually walk to school. This
represents 30% of the total
number of Grade Six pupils in the
school. How many Grade Six
pupils are there?
DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
?

10% 10% 10%

27 children walk
to school
There are 90
3 units 27
Grade Six pupils in
1 unit 27 ÷ 3 = 9 the school.
10 units 10 x 9 = 90
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 Activity 2: Let’s Apply

4. Separate 360 into 2

numbers such that one is
125% of the other. What
are the numbers?

DEPARTMENT OF EDUCATION
 Activity 2: Let’s Apply
100%

Smaller number 25%

360
Larger number 25%

9 units 360
1 unit 360 ÷ 9 = 40 The two
Smaller number: 4 × 40 = 160 numbers are
Larger Number: 5 × 40 = 200 160 and 200.
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DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION