Modeling Problems that Bring the Common Core to Life

Instructor: Maria Hernandez

Reflective Summary by Diana Tunnell
6/22/14 Day 1
Our course began with introductions of each other, of mathematics modeling in general, and of goals
for this class. The class was composed of eleven students from around the country (two from outside the US)
teaching the full range of secondary math courses. One participant was the TI representative for the
conference which proved very helpful considering the first modeling problem we worked on used the graphing
calculator.
Maria was particularly interested in the students interest in the Common Core focus since the
majority of participants were representing independent schools. It was repeatedly voiced that although we
are not held to Common Core in the independent schools, we do wish to take advantage of good math
structure when it fits our curriculum. We value the importance of including modeling in our classes. As well,
we want to be knowledgeable and skilled in teaching to the standards most schools are following in our
country.
Maria reiterated the need for students to be able to make decisions regarding real world problems
based on sound mathematical and statistical methods. The goal of this course was to introduce problems that
bring appropriate challenge, excitement, opportunity to use reasoning strategies and cause for acquiring new
math skills into our classes. We were told that the modeling process is cyclical, as Maria defines it, and
involves the steps of simplify, analyze, interpret, and verify. Many of the modeling projects Maria uses are
addressed through group challenges as ours would be for the week.
The problem we looked at today was the Ball Bounce which is intended to model quadratic functions.
The handout provided includes the Common Core Standards that this activity addressed. In this exercise we
used the Vernier technology, Go!Motion or CBR 2, which is the latest version of the Calculator Based Ranger.
This tool enabled the class to capture distance data as a ball bounced to and from the stationary location of
the CBR above the table. The CBR was hooked to Marias laptop via a USB cable. Maria captured this data into
Verniers software application called Logger Pro, which allows for graphing and analysis of various types of
data. Verniers Video Physics IPad app and a free open-source equivalent Tracker software were discussed
as recommended options to use if a school does not own the Logger Pro site license.
The Ball Bounce data was projected to the overhead screen for the class to review. The data had some
outlining points which did not allow for a smooth graph as expected. It provided for a good teaching
opportunity to discuss errors which may have been made in the data capture steps. Maria reminded us in
modeling that it is always a good idea to have a back-up data set for students to move forward with when the
data they collect does not work out well. We would continue with the mathematical analysis on Day 2.
I appreciated the sharing and discussion among the group of educators in this class. It was interesting
to collaborate with those facing similar challenges and having exposure to different resources which provide
valuable options for us all to bring back to our schools.