what%do%you%want%on%it?% statistics,%modeling,%and%pizza
TRANSCRIPT
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WHAT DO YOU WANT ON IT? STATISTICS, MODELING, AND PIZZA
JONATHAN D. BOSTIC BGSU
GABRIEL T. MATNEY BGSU
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Materials for this presentaGon are supported by a generous grant from the Ohio Department of EducaGon MathemaGcs-‐Science Partnership
program.
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Purpose
• We will explore a 6th-‐grade task promo7ng modeling with mathema7cs and addressing several content standards found in the 6.SP cluster.
• We will explore how modeling with mathema7cs may be integrated into your classroom instruc7on.
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Modeling with mathema7cs • Take 5 minutes and jot down notes about the following ques7ons
related to the Standard for Mathema7cal Prac7ce (SMP) #4: Modeling with Mathema7cs. – What are observable behaviors indica7ve of a student expressing this SMP? – What are observable behaviors indica7ve of a teacher fostering this SMP? – What makes a modeling with mathema7cs tasks different from a word problem
or exercise?
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Elements of SMP 4 • A. Encourage student use of developmentally and content-‐
appropriate mathema7cal models (e.g., variables, equa7ons, coordinate grids) and foster transla7ons between representa7ons while problem solving.
• B. Remind students that a mathema7cal model used to represent a problem’s solu7on is ‘a work in progress,’ and may be revised as needed
• C. Employ problems arising from everyday life, the local community, society, and workplace such that the solu7on is a model to reuse.
• NOTE: Must have C to be considered a task embedded within instruc7on promo7ng modeling with mathema7cs.
• D. Engage students in oral and wriWen communica7on of their models to others.
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What do you want on it? Pizza Hut
Hungry Howie’s
Papa Johns
Domino’s
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Elements of SMP 4 • A. Encourage student use of developmentally and content-‐
appropriate mathema7cal models (e.g., variables, equa7ons, coordinate grids) and foster transla7ons between representa7ons while problem solving.
• B. Remind students that a mathema7cal model used to represent a problem’s solu7on is ‘a work in progress,’ and may be revised as needed
• C. Employ problems arising from everyday life, the local community, society, and workplace such that the solu7on is a model to reuse.
• NOTE: Must have C to be considered a task embedded within instruc7on promo7ng modeling with mathema7cs.
• D. Engage students in oral and wriWen communica7on of their models to others.
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Thoughts for integra7ng SMP 4 into your instruc7on
• Prepare students to collaborate and persevere. • Plan for mul7ple days of instruc7on. Allow adequate think 7me.
• Forma7vely assess students’ progress, focusing on model construc7on (strategy) and not necessarily a solu7on.
• What problems arise from the world, businesses, or local communi7es?
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Take Care Thank you for aWending our session. Enjoy your 2015 NCTM experience!
Feel free to contact us for more informa7on
[email protected] [email protected]