What Is the Model Method?
The Singapore Math model method — also called the bar model method — is a visual problem-solving strategy used in MOE's primary school math curriculum. Instead of jumping straight to algebra, students draw rectangular bars to represent quantities and relationships.
It was introduced in the 1980s and has since become Singapore's most distinctive contribution to math education worldwide. If your child is in P3 or above, they're almost certainly using it.
Why It Works
The model method bridges the gap between concrete understanding and abstract algebra. By drawing bars, children can:
- See the relationship between known and unknown quantities
- Organise information from word problems visually
- Solve complex multi-step problems without formal equations
Type 1: Part-Whole Model
Used when you know the total and need to find a part, or know the parts and need the total.
Example: Ali has 120 stickers. He gives 45 to his sister. How many stickers does he have left?
|-------- 120 stickers --------|
|--- 45 ---|------ ? ----------|
Solution: 120 - 45 = 75 stickers
This seems simple, but the same structure scales to harder problems with three or four parts.
Type 2: Comparison Model
Used when comparing two or more quantities.
Example: Sarah has 3 times as many beads as Mei. If Mei has 24 beads, how many beads do they have altogether?
Mei: |--- 24 ---|
Sarah: |--- 24 ---|--- 24 ---|--- 24 ---|
Solution: Sarah has 24 x 3 = 72 beads. Total = 24 + 72 = 96 beads.
Type 3: Before-and-After Model
This is where the model method really shines — problems involving changes over time.
Example: John had twice as many marbles as Peter. After John gave 15 marbles to Peter, they had the same number. How many marbles did each boy have at first?
Before:
John: |------|------|
Peter: |------|
After (equal): The 15 marbles John gave = the difference that made them equal. So 15 marbles = half of one unit.
Wait — if giving 15 marbles makes them equal, Peter gained 15 and John lost 15. The difference was 30, but originally John had twice Peter's amount, meaning the difference = 1 unit = 30.
Solution: Peter had 30 marbles. John had 60 marbles. After transfer: both have 45.
Common Mistakes Students Make
- Drawing bars of equal length when quantities are different. Always draw longer bars for larger quantities.
- Forgetting to label. Every bar should be labelled with what it represents and its value (or "?").
- Not re-reading the question. The model helps set up the problem, but students still need to check what the question actually asks — total? difference? one person's amount?
Tips for Parents Helping at Home
1. Don't skip the drawing. Even if your child can "see" the answer, the model method trains systematic thinking needed for harder P5–P6 problems.
2. Use consistent bar widths. Equal units should be drawn the same size. This visual consistency prevents errors.
3. Start with simple problems. If your child struggles, go back to basic part-whole models before attempting comparison or before-after.
4. Talk through it. Ask: "What do we know? What do we need to find? How are the quantities related?" This questioning process is more valuable than the drawing itself.
Practise the Model Method with BrightBit
BrightBit includes Math problem sums aligned to the MOE syllabus for P3–P6, with step-by-step solutions that show model drawings. Help your child master bar models through regular, targeted practice. Get started free on BrightBit and build problem-solving confidence.