# Modeling 101: Modeling the Standards With Style

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```					Wisconsin Math Conference 2012

Bridget Schock
Milwaukee Public Schools
Rachel Strutz
Nathan Hale High School, West Allis
List everything you
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.
Figure 1: High School - from a modeling perspective)

Functions
Algebra

Number &
Geometry                               Quantity

Statistics &
Probability
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
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*
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?
1. Plan of attack        2. Data you collected

3. How did you determine 4. Conclusion. How did
the number of rubber     your estimation work?
bands to use?            Did you need to modify
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
 schockbx@milwaukee.k12.wi.us

   Rachel Strutz
 Nathan Hale High School, West Allis
 rs92117@teachers.wawm.k12.wi.us

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