Wisconsin Math Conference 2012 Bridget Schock Milwaukee Public Schools Rachel Strutz Nathan Hale High School, West Allis

List everything you know about the Common Core State Standards in 60 seconds

Learning Intention:  We are learning to deepen our understanding of the Common Core State Standards with an emphasis on the Modeling standards. Success Criteria:  We will be successful when we can incorporate the modeling standing into the teaching and learning of mathematics.

CCSSM  Model with Mathematics  Math Practice Standard  Modeling  Conceptual Category What is the difference?

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revisions later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possible improving the model if it has not served its purpose.

Functions Number & Quantity Statistics & Probability Geometry Algebra Figure 1: High School - from a modeling perspective)

The Modeling Framework Identify a problem suggested by the Modeling Conceptual Category (page 72-73) and connect it to the conceptual category of your group. Identify the above components to the problem selected.

How long would the bungee cord have to be to safely jump from the 220 foot Golden Gate Bridge?

The Modeling Framework Explain how the elements of the Modeling Framework were evident in the Bungee Jump task?

Functions Building Functions Build a function that models a relationship between two quantities. F-BF.1. Write a function that describes a relationship between two quantities* Linear, Quadratic, and Exponential Models* Construct and compare linear quadratic, and exponential models and solve problems F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions Statistics and Probability* Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data in two categorical and quantitative variables S-ID.6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

 Problem: How long would the bungee cord be in order to safely drop an object 8 feet? 20 feet?

Learning Intention  We are learning to deepen our understanding of the Common Core State Standards with an emphasis on the Modeling standards. Success Criteria  We will be successful when we can incorporate the modeling standing into the teaching and learning of mathematics.

As you reflect on the CCSSM…  Math Practice Standard of Modeling:  What do you think a student would be doing and understanding if he/she were practicing this standard?  H.S. Conceptual Category Modeling:  What do you think a student would be doing and understanding if he/she were practicing this standard?

 Bridget Schock  Milwaukee Public Schools   Rachel Strutz  Nathan Hale High School, West Allis 