Solve real-world problems involving proportional relationships.
Gordy is taking a trip from Tallahassee, FL to Portland, Maine which is about 1,407 miles. On average his SUV gets 23.1 miles per gallon on the highway and his gas tanks holds 17.5 gallons. If Gordy starts with a full tank of gas, how many times will he be required to fill the gas tank?
| Name |
Description |
| Clean It Up | Students will help a volunteer coordinator choose cleanup projects that will have the greatest positive impact on the environment and the community. They will apply their knowledge of how litter can impact ecosystems along with some math skills to make recommendations for cleanup zones to prioritize. Students will explore the responsibilities of citizens to maintain a clean environment and the impact that litter can have on society in this integrated Model Eliciting Activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Guiding Grids: Math inspired self-portraits | Students will create a proportional self portrait from a photo using a gridded drawing method and learn how a grid system can help accurately enlarge an image in a work of art. Students will use the mathematical concepts of scale, proportion and ratio, to complete their artwork. |
| Smith Valley Farms Horse Pedigrees | The owner of newly opened Smith Valley Farms is looking to breed the next generation of top race horses. In this MEA, students will study race horse pedigrees as well as horse racing data to determine which is the best stallion to breed with a filly. Students will have to read a horse pedigree, calculate percentages based on a data table, and complete Punnett squares to determine genetic probability.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| How Fast Can One Travel on a Bicycle? | Students investigate how the pedal and rear wheel gears affect the speed of a bicycle. A GeoGebra sketch is included that allows a simulation of the turning of the pedal and the rear wheel. A key goal is to provide an experience for the students to apply and integrate the key concepts in seventh-grade mathematics in a familiar context. |
| Is My Backpack Too Massive? | This lesson combines many objectives for seventh grade students. Its goal is for students to create and carry out an investigation about student backpack mass. Students will develop a conclusion based on statistical and graphical analysis. |
| Building Graduation Caps | Students will apply skills from the Geometry Domain to build graduation caps for themselves using heavyweight poster paper. They will also apply some basic mathematical skills to determine dimensions and to determine minimum cost. Some of the Geometric skills reinforced in Building Graduation Caps: Cooperative Assignment are finding area, applying the concept of similarity, and the application of the properties of parallelograms. Other skills also involved in this application are measuring, and statistical calculations, such as finding the mean and the range. In addition to the hands-on group project that takes place during the lesson, there is the Prerequisite Skills Assessment: Area that should be administered before the group activity and a home-learning activity. Building Graduation Caps: Individual Assignment is the home-learning assignment; it is designed to reinforce the skills learned in the group activity. |
| Family Restaurant | In this Model Eliciting Activity, MEA, students will use unit rates and scoring systems to analyze and interpret data to recommend the best store from which a family restaurant should purchase its weekly non-frozen food items.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| An Introduction to Functions: How Much Are Playoff Tickets? | This lesson introduces functions with the real-world example of the cost of tickets for a playoff game. Also, students will determine if tables, graphs, or sets of ordered pairs represent linear functions and explain their reasoning. |
| We're Going on Vacation! | In this Model Eliciting Activity, MEA, students will act as travel agents to plan a vacation package for a family of 5. Students will apply proportional reasoning and multi-step problem-solving skills to design vacation packages that meet specific criteria and stay within a given budget.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Getting Graphic with Linear Functions | Students will determine whether a function defined by a graph or an equation is a linear function, determine the rates of change and initial value from a table and graph, as well as be able to interpret what the rate of change means as it relates to a situation. |
| When Pigs Fly | In this lesson students will explore probability and likelihood that an event will occur. They will place both serious and silly events on a number line, once they have assigned a value to that event. They will work with a group and then justify their classifications to their peers. |
| Installing Tile Floor | In this Model Eliciting Activity (MEA), students will analyze data related to tiling rooms in a house. Students will calculate the square footage of various rooms, convert measurements to determine the amount of tile needed, and compute both the cost of the tiles and the cost of installation. They will evaluate and compare different flooring options based on cost, quality, and installation factors, and develop a procedure to recommend the best choices.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Travel Troubles | This activity engages the students into time scheduling, budgeting, and decision making to maximize time efficiency.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx. |
| Zany's Joke Shop Dilemma | In this Model Eliciting Activity, MEA, students will analyze and compare data for various products sold in a joke shop to make recommendations on the best, and worst, products. Students will apply weighted averages, ratios, percentages, and proportions to perform calculations that support their recommendations as well as create graphical representations to help make sense of and compare the data.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Water Troubles | This Model Eliciting Activity (MEA) presents students with the real-world problem of contaminated drinking water. Students are asked to provide recommendations for a non-profit organization working to help a small Romanian village acquire clean drinking water. They will work to develop the best temporary strategies for water treatment, including engineering the best filtering solution using local materials. Students will utilize measures of center and variation to compare data, assess proportional relationships to make decisions, and perform unit conversions across different measurement systems. |
| The Speeding Ticket: Part 2 - Graphing Linear Functions | This lesson allows the student to learn about dependent and independent variables and how to make the connection between the linear equation, a linear function, and its graph. The student will learn graphing relationships and how to identify linear functions. |
| The Speeding Ticket (Part 1: Solving Linear Equations with One Variable) | "The Speeding Ticket" lesson uses real world application to create and solve linear equations and tables with one variable numerically, verbally, and algebraically. The student will also learn the relationship between the independent and dependent variables. |
| Practically Probable | In this lesson, students will differentiate between likely and unlikely event, as well as learn the difference between dependent and independent events. Finally, they learn how to compute theoretical probabilities in simple experiments. |
| All Around Fences | In this Model Eliciting Activity, MEA, students will help analyze, compare, and select fencing options for a college’s pool and recreation area. Students will use unit conversions, calculate total costs, and justify their recommendations to develop problem solving and critical thinking skills within a purchasing context.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Cool Uniforms | In this Model Eliciting Activity, MEA, students are asked to rank fabrics designated for a new women's volleyball team. Students will use proportional reasoning, percentages, and conversions to analyze and compare fabrics to support their rankings.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Math in Mishaps | Students will explore how percentages, proportions, and solving for unknowns are used in important jobs. This interactive activity will open their minds and address the question, "When is this ever used in real life?" |
| Shopping & Dining with Proportions | Students will apply their knowledge of proportions to calculate sales tax, tips, and discounts, making real-connections to everyday financial decisions. |
| Fastest Route | In this Model Eliciting Activity, MEA, students will interpret and analyze a scale drawing to provide possible routes from a teacher’s home to the school. Students will consider factors including traffic patterns, construction zones, and wait times to recommend the best route including the total distance, in miles, and estimated delay times.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| What's the Going Rate? | Students discover that the unit rate and the slope of a line are the same, and these can be used to compare two different proportional relationships. Students compare proportional relationships presented in table and graph form. |
| Who goes faster, earns more, drives farthest? | Given a proportional relationship, students will determine the constant of proportionality, write an equation, graph the relationship, and interpret in context. |
