Transcript Ratio and Proportion Strategies

Modeling and Model Eliciting
Activies
Day 4: Elementary STEM
MSTA Region 11 Teacher Center
Problem Solving & Modeling
Goals
1.Teachers
helping students develop
connections among STEM disciplines
through representation and translation.
2.Teachers helping students elicit their
mathematical, scientific and engineering
thinking through modeling.
Sequence of Activities
Modeling Activity: Chicks and Penguins
 Model Eliciting Activity: Water
 Model Eliciting Activity: Bigfoot

PLC Reflection
Sit with others who are not from your
school.
 Share lessons and student work.
 Write down three good ideas and the
person’s name who you learned the idea
from.

Lesh Translation Model
Lesh & Doerr (2003)
Chicks and Penguins
Your role: teacher and student
2. Investigate the strategies that
animals have to survive in difficult
conditions.
3. Create an activity that could be
used with kindergarten and/or 1st
grade students.
1.
Chicks and Penguins
•Write a conclusion for the story.
•How can you use the materials in your
bin to design an experiment that will
demonstrate the scientific principle
illustrated in the story? Use the activity
sheet to guide your progress.
•Each group member should complete
the worksheet.
Chicks and Penguins
Questions Asked
How Tested
Filtering Water for Salia’s Kachua
Please write a letter to me that tells me:
1. How to rank all of my filter designs.
2. Show me the work which explains how
your team ranked the filter designs.
3. Why you think your way ranking water
filter designs will help me pick the best
design.
Representations in the Filter
Problem
1.
2.
3.
What representations were elicited in
this problem?
How can you as a teacher foster
multiple representations on this
problem? Translations between
representations?
What are the “big” conceptual ideas that
are elicited in this problem?
Task 2

How does Task 2 extend the translations?
Model Construction Principle

What knowledge do students bring to this
problem?
Reality Principle

What is provided in this MEA that students
can use to test their ways of thinking?
Self-Assessment Principle

What documentation are the students being
asked to produce in this MEA?
Model Documentation Principle

What documentation are the students being
asked to produce in this MEA?
Model Share Ability & Reusability
Principle

What element will ensure that the model
will be understandable by others and will
be able to be applied to other data?
Effective Prototype Principle

What are the “big” conceptual ideas?
Complex Modeling Activities
We are going to participate in a modeling
activity called “Bigfoot”
 There are multiple solution paths to this
problem, and the answer will not be easily
apparent at first. You’ll have to work at it.

◦ Teachers: Solve this problem as if you have the
mathematical background of 3rd grade
students.
Bigfoot
Individually:
 Read the newspaper article “Expert
Tracker Shares His Experiences” and
answer the readiness questions.
Bigfoot
In your teams:
 Read the problem statement and answer
the team questions together.
 Create a procedure for the mayor
 Be prepared to share your solutions in a
2 minute presentation.
Connecting MEAs to the Standards
To which standards does this MEA
connect?
 Consider math, science, and engineering
 Are there standards to which all MEAs
connect? Which ones?

Summary and Closure
PLCs
-Plan an MEA to implement
-Implement the MEA
-Share student products