Background and Context. Problem decomposition is a core concern of computing education. It has also become increasingly relevant: in response to GenAI, many CS1 educators are advocating for shifting instructional emphasis away from code writing and towards decomposition and higher-level planning. Currently, there is a lack of knowledge in how novices do decomposition in large, multifunction tasks. Objectives. In this study, we describe how students represent solutions to a decomposition task, and characterize common issues that arise in those representations. Method. In a 50-minute lab, students were given a description of a game and asked to draw (with pencil and paper) a decomposition diagram for a program that would implement this game. We performed an inductive thematic analysis with negotiated agreement on 55 of the diagrams, coding the elements (e.g. functions and the relationships between them) that arose and the issues we found. Findings. Students used multiple representational strategies, including hierarchical function calls and sequencing (order of execution). We identified issues in notation (including use of differing, incompatible notations within the same diagram), order of execution, abstraction and reuse, encapsulation, clarity, and problem-specific misunderstandings. Implications. These findings suggest that novice decomposition is shaped by multiple underlying models of program behavior, with tensions between structural and sequence-focused reasoning. We discuss future work and implications for decomposition instruction, including diagram-tracing as simulation and clarifying representational constraints.