Sybilla Beckman 43
Mary made 686 biscuits. She sold some of them. If
298 were left over, how many biscuits did she sell?
(Primary Mathematics volume 3A, page 20,
problem 4)
The problem is accompanied by a strip diagram like
the one shown in Figure 1.
Figure 1: How Many Biscuits Were Sold?
On the next page in volume 3A is the following
problem:
Meilin saved $184. She saved $63 more than Betty.
How much did Betty save? (Primary Mathematics
volume 3A, page 21, problem 7)
This problem is accompanied by a strip diagram like
the one in Figure 2.
Figure 2: How Much Did Betty Save?
These two problems are examples of some of the
more difficult types of subtraction story problems for
children. The first problem is difficult because we must
take an unknown number of biscuits away from the
initial number of biscuits. This problem is of the type
change-take-from, unknown change (see Fuson, 2003,
for a discussion of the classification of addition and
subtraction story problems). The second problem is
difficult because it includes the phrase “$63 more
than,” which may prompt children to add $63 rather
than subtract it. This problem is of type compare,
inconsistent (see Fuson, 2003). The term inconsistent is
used because the phrase “more than” is inconsistent
with the required subtraction. Other linguistically
difficult problems, including those that involve a
multiplicative comparison with a phrase such as “N
times as many as”, are common in Primary
Mathematics and are often supported with a strip
diagram. Consider the following 3rd grade problem,
which is supported with a diagram like the one in
Figure 3:
A farmer has 7 ducks. He has 5 times as many
chickens as ducks….How many more chickens
than ducks does he have? (Primary Mathematics
volume 3A, page 46, problem 4)
(Note: The first part of the problem asks how many
chickens there are in all, hence the question mark about
all the chickens in Figure 3 below.)
Figure 3: How Many More Chickens Than Ducks?
Although the strip diagrams will not always help
children carry out the required calculations (for
example, we don’t see how to carry out the subtraction
$184 – $63 from Figure 2), they are clearly designed to
help children decide which operations to use. Instead
of relying on superficial and unreliable clues like key
words, the simple visual diagram can help children
understand why the appropriate operations make sense.
The diagram prompts children to choose the
appropriate operations on solid conceptual grounds.
From volume 3A onward, strip diagrams regularly
accompany some of the addition, subtraction,
multiplication, division, fraction, and decimal story
problems. Other problems that could be solved with the
aid of a strip diagram do not have an accompanying
diagram and do not mention drawing a diagram.
Fraction problems, such as the following 4th grade
problem, are naturally modeled with strip diagrams
such as the accompanying diagram in Figure 4:
David spent 2/5 of his money on a storybook. The
storybook cost $20. How much money did he have
at first? (Primary Mathematics volume 4A, page
62, problem 11)
Without a diagram, the problem becomes much
more difficult to solve. We could formulate it with the
equation (2/5)x = 20 where x stands for David’s
original amount of money, which we can solve by
dividing 20 by 2/5. Notice that the diagram can help us
see why we should divide fractions by multiplying by
the reciprocal of the divisor. When we solve the
problem with the aid of the diagram, we first divide
$20 by 2, and then we multiply the result by 5. In other
words, we multiply $20 by 5/2, the reciprocal of 2/5.