OUR LIVING LESSON PLANS-MATHEMATICAL MODELING PATHWAY
EDIBLE GARDEN LESSON STUDY 1 LESSON STUDY 2
RUNNING A SCHOOL STORE
TRAFFIC JAM
PLANNING A PARTY FOR A JAPANESE SISTER SCHOOL LESSON STUDY
PLANNING A FIELD TRIP
FIELD TRIP
FIELD TRIP LESSON STUDY 1
FIELD TRIP LESSON STUDY 2
FIELD TRIP LESSON STUDY 3
FIELD TRIP LESSON SHARE OUT (PRIMARY)
FOOD FOR THOUGHT
COIN HARVEST LESSON STUDY SHARE (UPPER) PRIMARY LESSON PRIMARY LS SHARE OUT
LUNCH COUNT LESSON STUDY SHARE (PRIMARY)
SCHOOL SUPPLY LESSON STUDY SHARE 1 LESSON STUDY SHARE (PRIMARY)
TOO MUCH TEXTING LESSON STUDY SHARE
MM Task Analysis -Problems Formulated through Math Modeling Task -Potential, Pathways, Production of Models
(Suh, Matson, Birkhead, Seshaiyer, In Progress)
Math Modeling
Potential |
MM task and Mathematics concepts | Descriptive Model-
Use math to make describe a situation, look at Data and Trends and make decisions |
Predictive Model-
Use math to predict a situation and make decisions |
Optimization Model-Finding the “best”:Use math to find the best option and make decisions |
Rating and ranking- Create a criteria to rate and rank and make decisions | Situational Features that affords MM | |
Lunch count (2nd- 4th grade) lesson |
Descriptive
predictive |
Number sense and computation | How can we figure out the number of pizzas to order?
This MM task led by a 2nd grade teacher engaged students in planning their entire school’s field trip. They began with their own classroom then expanded their model to the entire school. *Produced Model for determining the number of pizzas to order |
Determine the most accurate count, Collect, describe data and predict and prescribe | |||
Class Store
(6th grade) |
Descriptive, predictive, optimization; RR | Data analysis, computation with fractions, decimals and percent | What supplies should we sell in the school store? How do we set prices for each item? How can we get rid of deadstock? What is the “best” sale deal’?This MM task involved a service learning project where students started up their School Store to raise money for a “Fight Hunger” campaign. They looked at the statistics in their county relative to the 1 in 5 kids go hungry statement. The project pulled at their “heart strings”.*Produced Model for determining sale promotion and rate of shopping lines |
Describing and Predicting rate of change; Finding optimal price/profit; Making decisions | |||
Coin Harvest
(Grades 2-6) |
Descriptive, predictive
RR |
Computation Data analysis | How can we get the “best” meal basket for the families How soon will we reach our goal for the coin harvest? This MM task involved a service learning project where students did a Coin Harvest as a fundraiser and planned for meal baskets for families in their community. *Produced Model for determining trend for donation through the drive; Model for planning best meal considering food group and food preference and cost. |
Plan Logistics, Determine optimal time, budget, Describe and predict rate of change | |||
Back to School- Classroom Supply Organization | Descriptive, predictive | Pattern and Algebra; Data P: analysis | How can we figure out the inventory of school supply and the rate in which we use the supplies?
P: How soon will we run out? This MM task launched MM in the start of school where students became more aware of waste and ways to conserve as they described the rate of use of school supplies and how they could predict running out of supplies. |
Describing and Predicting rate of change | |||
Designing our new Classroom | Descriptive, Optimization RR |
Area | How can arrange our new classroom to “best” meet our needs?
This MM task launched when a teacher saw a MM potential in the school reconstruction. They were getting a new classroom and wanted students to determine the best way to use the space for learning. |
Arrangement of Optimal Space; Determining priority for decision making | |||
“Best” trip | Descriptive, predictive, optimization | Computation; Elapsed time | What is the “best trip”?
Ordering buses, figuring out the cost This MM task was inspired by a group of college students who had a travel blog called “America in a Day”. They visited a class and the third grade class all designed their own “best” family trips. |
Plan Logistics, Determine optimal time, budget, | |||
Reading challenge | Descriptive, predictive, optimization | Computation; Pattern and Algebra; Data analysis | How much does our class read each week?
How long will it take for our class to read a million words? How do we determine how fast we read and when we will reach our challenge? This MM task was inspired by a school wide reading challenge? |
Plan Logistics, Collect, describe data and predict rate of change | |||
Grand tree | Descriptive, predictive, | Geometry; Pattern and Algebra; Data analysis | How do you predict the height of the tree?This MM task was inspired by a STEM connection. We had many more STEM modeling lessons. | Collect, describe data and predict rate of change | |||
Snack corner for School BB game | Descriptive, predictive, | ComputationPattern and Algebra; Data analysis | How do we prescribe how much food to we need?
This MM task was inspired by a school wide BB tournament and students were planning with their teacher the menu and supplies for the snack corner. |
Determine the most accurate count, Collect, describe data and predict and prescribe |