what%do%you%want%on%it?% statistics,%modeling,%and%pizza
TRANSCRIPT
WHAT DO YOU WANT ON IT? STATISTICS, MODELING, AND PIZZA
JONATHAN D. BOSTIC BGSU
GABRIEL T. MATNEY BGSU
Materials for this presentaGon are supported by a generous grant from the Ohio Department of EducaGon MathemaGcs-‐Science Partnership
program.
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.
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?
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.
What do you want on it? Pizza Hut
Hungry Howie’s
Papa Johns
Domino’s
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.
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?
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]