HEADLINE

Stop guessing which problem type you just wrote. This 5-page teacher reference puts all 13 CGI problem types — Active, Static, and × / ÷ — on one desk-side guide, each paired with the DMTI bar model. Plan tasks faster, vary the unknown on purpose, and build the conceptual structure your students need to solve word problems.

WHAT'S INSIDE

A 5-page landscape PDF (13.33 × 7.5) you can print, project, or pull up on your iPad during planning:

• Page 1 — Series overview: Active, Static, and × / ÷ problem types at a glance

• Page 2 — Active problem types (6 situations): JRU, JCU, JSU + SRU, SCU, SSU with worked bar models

• Page 3 — Static problem types (5 situations): Part-Part-Whole (WU, PU) + Compare (CDU, CSU "more", CSU "fewer") with worked bar models

• Page 4 — Multiplication & Division (3 situations): Multiplication, Measurement Division, and Partitive Division with worked bar models

• Page 5 — CGI ↔ CCSS-M Crosswalk: every problem-type name mapped to its CCSS-M Glossary equivalent (so you can speak both languages with your district)

WHO IT'S FOR

• K–6 classroom teachers planning word-problem instruction

• Math coaches and instructional coordinators leading PD on problem types or bar modeling

• New teachers who learned about CGI in their methods course and want a one-page-per-strand reference on their desk

• Curriculum writers building task banks aligned to CCSS-M problem-type expectations

• Anyone using DMTI's bar model conventions and wanting them on a single reference

HOW TO USE IT

• Planning. Identify the problem type before you write the task. Vary the position of the unknown deliberately so students see all six joining/separating structures, not just JRU and SRU.

• Instruction. Keep page 2, 3, or 4 visible during small-group time. The worked bar model is the prompt you need when a student says "I don't know where to start."

• Coaching. Use the crosswalk on page 5 when your district's curriculum uses CCSS-M Glossary names but your training was in CGI vocabulary (or vice versa). Same situations, two name systems.

• Pair with the matching student-facing 18×24 anchor charts: Adding & Subtracting Poster and Multiplication & Division Poster (sold separately, also as a bundle).

WHAT MAKES THIS DIFFERENT

• Every problem type gets a worked bar model — not just a definition. You see what the model looks like with the unknown in each position.

• Same characters and quantities (Maria, Alonzo, Lisa; 24, 17, 41; 36 apples in 12-apple bags) across the addition/subtraction situations so the structural difference between problem types is what stands out — not the surface story.

• DMTI bar model conventions throughout: bracket above the bar, ticks pointing to the total, known parts in fill color, unknown in pale orange with "?". If you've used DMTI's curriculum or PD, this matches.

• Carpenter (CGI) and CCSS-M situation names side by side — no need to pick one vocabulary or translate on the fly.

FORMAT & SPECS

• 5-page PDF, landscape 13.33 × 7.5 inches

• Print-ready. Projects cleanly to a screen or interactive whiteboard.

• Cream background with teal accents — easy on the eyes during long planning sessions.

• No editable file included; this is a fixed reference.