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# Articulate Why The Mathematical Model Is Effective (Mathematical Modeling)

### Description

What makes my mathematical model effective?

Provide evidence and reasoning to convince others that your model is effective.

1-2 Hours

• Math

• CCSS.MP.4
• CCSS.MP.2
• CCSS.MP.3

### I Can Statements

I can

• Explain how my mathematical model accurately represents the data.
• Apply correct reasoning to make my mathematical argument.
• Provide a mathematical basis for my argument.

I will know that my articulation of the effectiveness of my mathematical argument is of high quality when it:

• Explains how my mathematical model accurately represents the data.
• Applies correct reasoning to make my mathematical argument.
• Provides a mathematical basis for my argument.

Suggestions for Assessing Student Readiness to Move Forward:

• Confer with students, asking them to point out specific examples of how they met the quality criteria in their reflection.
• Ask students to self-evaluate their work after completing one of the activities below.
Possible Activities
1. Ask students to use Jo Boaler’s three levels of being convincing: convince yourself, convince a friend, convince a skeptic. Have students egin with the first level and work up to the final level, adding more detail or explanation as they go along.

2. Provide examples of convincing mathematical arguments. Have students evaluate exemplars with rubric-specific feedback to help solidify what they need to do for the task. Exemplars can be coded as well, using indicators to mark necessary parts of the argument.

3. Provide a modified copy of the project rubric with spaces that allow for the students to evaluate themselves and require them to add comments to justify the evaluation.  Quality criteria should be clear and the rubric should be the original that was handed to the student to follow at the beginning of the project.

4. Students and teachers engage in an interview process about their mathematical model.  This can be a simple conversation or more creatively done such as a news interview for a mock company.  An alternative would be the students interviewing each other in a small roundtable format with a scribe to record the responses or to make a video.

5. If presentations are given, ask the audience to reflect on what they are seeing according to an organized format.  Provide this input to the project author and allow them to respond to the feedback either privately or publicly.

6. Provide students sentence starters or frames to help them make their argument.​