* Week 2 modeling:*for Probability & Statistics:

http://www.education.com/activity/article/Fermi_middle/

for calculus:

http://www.ilovemath.org/index.php?option=com_weblinks&catid=16&Itemid=23 but then it has links to activities, etc like:

http://www.math.lsa.umich.edu/~glarose/courseinfo/calc/projhtml/cal1_p1s98.html &

http://barzilai.org/z/init/first-lecture.html

for numbers, etc:

http://www.teachingideas.co.uk/maths/contents_nopatterns.htm

http://education.ti.com/calculators/timathnspired/US/Activities/Detail?sa=1008&t=9448&id=17158

http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/number_system.shtml

I think kids will enjoy using websites from the UK or other countries and realizing math is very universal.

__Question 1 Response:__

I truly think you have to do both. The models/activities already out there are important for teaching & instilling those lessons. If it’s the first time students are learning a math concept or for review, its important to use ready made models. I think also, a combination of computer activities individually as well as group activities with & without technology.

I love when students work on teams to come up with their own activities or models/examples of any math concept. This is what really settles in the math from being numbers, equations, etc into real life. I think math really comes alive when the kids are thinking of their own scenarios (sometimes with a little nudging…but that’s ok !!)

__Question 2 Response:__

*So the prob & stat website link has many different math skills wrapped up in one models from rounding to probability & statistics & estimating. So , this model is using a word problem. I think any good word problem is really wonderful when you are helping students brush up on more than one skill. The model also talks about something everyone can relate to…pets… & how some people have cats and some don’t. I get so frustrated reading some of these test questions that an urban 7^{th} grader is suppose to relate to (who’s writing those doarn benchmark tests anyway?) .. Any good lesson has to aim to have relatable models to the audience.

*The calculus model I’m not in love with, because its not very jazzy looking…but it does start small & build & gets to the eventual real life scenarios models of how some things are functions (or rely on) other things…like weather, to temperature & time of day, etc

*In the bbc. Link for number lines, etc, this shows the places tens, hundreds, thousands places of larger numbers which I think is a tough concept for kids that I’ve seen. I guess I’d call this a picturesque moving number line model. Seeing it as sort of moving & breathing in this way truly models WHAT those numbers are & WHY they are written the way they are written…which I LOVE!

Question 3:

I’d say that the probability example is definitely a life phenomenon with math model mixed in. The whole scenario is about the reality of how many people have cats & with the conversation comes math on many levels.

The calculus model begins as a math model, but the lesson quickly takes shape as a life phenomenon as the author speaks of functions in things we know to be true like weather.

The number line activity is a math model for the most part. I really hate to pigeon whole any math lessons/equations/activities, etc as “just math” though because on every level math is a life phenomenon as long as you take it there. (Feeling very philosophical tonight : )

ok-- & I have to ask. ..when doing a link...how do you get it to say " here's one" (in blue for someone to click on) instead of having the full website link there? Thanks much! - Lisa