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![Page 1: Hilda Castillo and Min Sung Ku. Over 30 years combined teaching experience in 4-8th grade in Ontario Montclair School District. Active participants.](https://reader035.fdocuments.us/reader035/viewer/2022070414/5697c0141a28abf838ccd241/html5/thumbnails/1.jpg)
IMPLEMENTING MATHEMATICAL MODELING IN THE COMMON
CORE CLASSROOM
Hilda Castillo and Min Sung Ku
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ABOUT US Over 30 years combined teaching
experience in 4-8th grade in Ontario Montclair School District.
Active participants of Algebraic Concepts for Elementary Students (ACES) since summer of 2010 facilitated by California State University of San Bernardino.
This work was supported by ACES - sponsored by the National Science Foundation, Ontario-Montclair School District, and the Center for Enhancement of Mathematics Education at CSU San Bernardino.
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WHICH FLIGHT IS THE BETTER VALUE? WHY?
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WHAT IS MODELING WITH MATHEMATICS?
Describe “Modeling with Mathematics” and what that looks like in a classroom.
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WHAT IS NOT MODELING WITH MATHEMATICS?
It is NOT showing students how to do a procedure.
It is NOT using manipulatives to teach a mathematical concept.
It is NOT modeling just because the word “model” is there.
It is MORE THAN using mathematical models such as tables, graphs, equations, drawings, etc.
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TRADITIONAL APPROACH VS
MODELING APPROACH Traditional Approach to Teaching Math
Math Math Math Possible Application
o Mathematics is learned in a logical, pre-determined order. Application problems are usually contrived, overly guided or often skipped.
Modeling Approach to Teaching Math
Life Math Life Extend to Other Contexts
o Models and mathematics applied to one context may be adapted to other contexts. Original context may need to be simplified to apply useful mathematics. New mathematics may need to be learned.
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VALENTINE’S DAY DANCE PTA would like us to plan and host a
Valentine's Day dance as our next fundraiser.
What would we need to prepare for the dance?
Dance is set for Friday, 02/12/16 from 4:00 pm – 6:00 pm
The goal is to make a profit.
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WORK ON THE TASK!
Create a poster showing your itemized proposal to make a profit.
Share out.
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THINK TIME!
Write out “I notice/I wonder” on Post-it. Write “I notice” on one Post-it and “I wonder” on a separate Post-it. Place responses on board.(2 minutes)
Share your “I notice/I wonder” with your group (3 minutes)
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EXTENSIONS What happens if we doubled the
number of ticket sales, how would it impact the amount of food we need to provide?
How would the pricing vary if we buy food for 20 people versus 200 people?
What if only 20 people came to the dance, how would that impact the profit?
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DEBRIEF
What math was involved in this problem?
What math could be introduced?
How would students be engaged with this problem?
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MATHEMATICAL MODELING Henry Pollak
“Mathematical modeling…begins in the “unedited” real world, requires problem formulating before problem solving, and once the problem is solved, moves back into the real world where the results are considered in their original context.”
“(The real world) usually has so many facets that you can’t take everything into account, so you decide which aspects are most important and keep those. At this point, you have an idealized version of the real-world situation, which you can then translate into mathematical terms. What do you have now? A mathematical model of the idealized question.”
Remember: Life Math Life Extensions
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THE MATH MODELING PROCESS
Begin with a real-world situation.
Identify key factors and simplify.
Create and solve mathematical models.
Analyze the result.
Report and support your results.
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BEGIN WITH A REAL-WORLD SITUATION
Problem to solve?
Situation to understand
Decision to make
Product or process to create or improve
Question to answer – “I wonder…”
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IDENTIFY KEY FACTORS AND SIMPLIFY
What are my variables?
What are my constants?
Assumptions?
Features to ignore?
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CREATE AND SOLVE MATHEMATICAL MODELS Create a plan Use math!
Pictures Drawings Graphs Equations Tables Spreadsheets Maps
Check for reasonableness Rework if needed
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ANALYZE THE RESULT Will it work? Is it doable? Do we need to simplify? Add back complexity? Change the question? Change assumptions? Change the model?
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REPORT AND SUPPORTYOUR RESULTS
Share your findings
Receive feedback
Accept suggestions
Act!
video time!
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MODELING WITH MATHEMATICS IN THE
CLASSROOM Modeling problems can be completed in
one class period or over several periods.
Simple to complex
Modeling problems can be used to
Introduce new math skills
Reinforce recently learned math skills
Authentic Engagement
Modeling problems can be adapted to your students’ skills and grade level.
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POTENTIAL REAL WORLD IDEAS TO USE FOR
MATHEMATICAL MODELING
Planning a party or event Examples: Quinceñera, birthday party,
wedding Baking brownies for fundraiser How much to charge for a cup of
lemonade to fundraise for a field trip? Determine the better buy Comparing smart phone plans Direct TV vs. Dish Network
Validating claims McDonalds: “Over 247 billion served”
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IN CLOSING Reflection: How has your
thinking about modeling with mathematics changed?
How will modeling with mathematics increase problem solving skills with your students?
Modeling with Mathematics, like many things worth doing, is not built in a day.
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RESOURCES Google Henry Pollak Eric Muller and Hugh Burkhardt’s Application and Modeling
for Mathematics http://www.mathshell.com/papers/pdf/hb_2007b_icmi_14_intro.pdf
Dan Meyer’s Three Acts Math Tasks www.threeacts.mrmeyer.com
Math modeling task force
http://caccssm.cmpso.org/k-8-modeling-task-force
http://caccssm.cmpso.org/high-school-modeling-task-force
Emergentmath.com
Wyrmath.wordpress.com
Other contributors: Bruce Grip and Jenny Hagman
Hilda Castillo [email protected]
Min Sung Ku- [email protected]
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