1. Mathematical Modeling: Linking classroom mathematics and statistics to everyday life January 6 th and 11 th 2011 Kevin McLeod Beth Schefelker Connie LaughlinHank Kepner Mary Mooney The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),is supported with funding from the National Science Foundation.

2. Learning Intention To deepen our understanding of mathematical modeling To understand the fourth Standard for Mathematical Practice: Model with Mathematics

3. Success Criteria We will be successful when we can apply mathematics to model a problem arising in everyday life.

4. What does model or modeling mean in everyday life? to plan or form after a pattern : shapeshape to shape or fashion in a plastic material to produce a representation or simulation to display by wearing, using, or posing

5. Do these help us understand the definition of Mathematical Modeling? How does it work in the world of mathematics? What does it look like in the math classroom?

6. What Advice Would You Give? Hamilton High School student council decided to sell hats for spirit day. The hats will be purchased and donated by the school’s business partner. They need to know how many hats to order and how much to charge for each hat. They surveyed 500 students and asked them which amounts they would be willing to pay for a hat.

7. Survey Says… Price of hat ($)109876543 Predicted # of hats sold 120180240300360420480540 How many hats would you order?

8. Capturing the conversations… Choose a recorder for your table. Capture the conversations your group had on the paper provided. As a table group, come to consensus about how many hats to order.

9. How many hats should be ordered? Price of Hat ($)109876543 Predicted # of hats Sold based on the survey 120180240300360420480540 Profit ($)12001620192021002160210019201620

10. Modeling links classroom mathematics and statistics to everyday life, work and decision-making. CCSS p.72 Think about the conversation that you had at your table What conversations happened that proved important in coming to consensus?

11. Connections among the Standards for Math Practice Make sense of problems and persevere in solving them Modeling with Mathematics Construct viable arguments and critique the reasoning of others Reason abstractly and quantitatively

12. Modeling with Mathematics Read practice standard #4 silently to yourself Highlight phrases in the standard that connect to the hat task. Share why that phrase specifically relates to the hat task.

13. What does Mathematical Modeling look like in our students? Mathematically proficient students can apply the mathematics they know to solve problems in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that they may need these may need revision later.

14. Modeling Cycle Common Core State Standards pg. 72 Formulate ComputeInterpret Problem Validate Report

15. Connections among Standards of Practice

16. How would you reply? An MTL recently was asked by the Literacy Coach if math had to implement the CCSS this year like in the MPS CLP. What’s the message we need to be delivering in our schools regarding implementing the Common Core State Standards for Mathematics?