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Curriculum  

(Note: It is encouraged that the C4 expectation be integrated with other curriculum expectations.)

Grade 7 & 8:

C4. apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations 

Understanding What Mathematical Modelling Really Is

Mathematical modelling is not simply using a graph, chart, equation or physical model to represent a concept, but rather the process of engaging in a multistep, iterative process in which students use mathematics to make sense of a real-world context.  It's a creative process, involving making assumptions and decisions, in order to understand something new and relevant and make informed choices based on that learning.

The chart and articles below can help to clarify and support your understanding of mathematical modelling.

Some Sample Modelling Task Resources

3-Act Math Tasks can introduce the process of mathematical modelling with a shorter task that can potentially be done in one math block.  Using these tasks on a semi-regular basis can help students become familiar with the modelling process.  Then when they tackle a larger, more complex problem, they are less likely to feel overwhelmed. 

Dan Meyer: The Three Acts of a Mathematical Story (blog post) and 3-Act Math Tasks

Andrew Stadel: 3-Act Math Tasks

Jon Orr: MrOrr-IsAGeek.com

Kyle Pearce: TapIntoTeenMinds.com

Graham Fletcher: FGletchy.com

Assessing Mathematical Modelling

The following rubric was created based on criteria adapted from Guidelines for Assessment & Instruction in Mathematical Modeling Education (Bliss, Karen, et al).  The accompanying student guide mirrors the criteria in the rubric.  The guide is intended to support students through a larger modelling task and as student become more comfortable with the process of mathematical modelling, will likely become less needed by students.