# Mathematical Modelling Resources

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This document, prepared by the Ontario Ministry of Education, compares in table form the key changes between the 2005 and the 2020 elementary mathematics curriculum.

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This curriculum policy replaces The Ontario Curriculum, Grades 1-8: Mathematics, 2005. Beginning in September 2020, all mathematics programs for Grades 1 to 8 will be based on the expectations outlined in this curriculum policy.

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In this lesson, children learn to make a mathematical model in order to predict the number of candies required for a candy bag. Major foci include determining important questions that need answering, missing information that is needed to solve the problem, and making assumptions about missing information.

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In this lesson, students will work on the 2 first components of the math modeling process. They will determine how to organize the math manipulatives area for a grade 2 classroom.

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In this lesson, students learn to understand the first 2 components of mathematical modeling. They develop a spatial plan for the grade 2 event in the schoolyard.

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In this lesson students delve into developing questions, determining important information, and considering assumptions within the mathematical modelling process. Using the familiar challenge of adequate power in classroom devices the students work together to ask questions, consider needed information, and determine assumptions so they can articulate a simple model and proceed to collect the data needed. The lesson is followed by lesson two (We Have Power!) where students continue the mathematical modelling process in an iterative fashion.

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In this lesson students continue to develop, analyse, and refine the mathematical model introduced in lesson one (Power Outage!). They have opportunities to collect and interpret additional data to answer additional questions, to create new models, and look for practical solutions to the situation.

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In this lesson, students create a rating scale to help them evaluate and choose DPA activities for their class. They engage in the process of mathematical modelling by working with others to identify assumptions, create a model (their rating system) and then using and revising that model.

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In this lesson, students find themselves in a messy, real-world problem. A free little library has been donated to the school. “What books are needed to continue to make the little library successful?” Students will make their own choices, assumptions and decisions as they develop a rating system to predict the likelihood a donated book will be read. Suggestions to extend the activity beyond the process of mathematical modelling to what is required to manage a real little library in the school are part of the further consolidation and next steps.

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In this lessons students will create a model then collect and organize data in order to determine the impact of a school board's handwashing policy. Students will use their model to make predictions, then test those predictions by playing out the handwashing scenario in real-life. In the end, students will present their opinion on the policy, using mathematical arguements based on information provided by their models.

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In this lesson, students will put their financial literacy and research skills to work as they move through the process of determining the perfect outing for their year-end Grade 8 trip. Students will explore the financial implications, supervision ratios, distance regulations as well as the research the hidden attractions within their community.

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This hour-long webinar will focus on Mathematical Modelling. In this webinar, we will explore in detail what the mathematical modelling process looks like and how it is truly new to the curriculum. We hope to deepen educators’ understanding of what Mathematical Modelling is and how it can be woven into a math program. Sample tasks will be discussed.

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