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  • Activity 3.4 and 3.5 Problem Solving (Irfan Rusmar)

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    Ipan Ivanov
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    This document summarizes two activities from a course on mathematical modeling: 1. The "Giant Size" activity involved modeling the height of a giant compared to a boy. Students drew the giant and boy to scale, with the giant typically 20 times the boy's height. 2. The "Smile" activity had students measure the length of their smiles using string to see who had the biggest smile. Students created graphs of their smiles by lining up the strings. The document notes that finding ways to represent data is a complex skill not learned through imitation alone. Explanations are needed when comparing different measurement methods.

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    At Deakin University Australia

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    This document summarizes two activities from a course on mathematical modeling: 1. The "Giant Size" activity involved modeling the height of a giant compared to a boy. Students drew the giant and boy to scale, with the giant typically 20 times the boy's height. 2. The "Smile" activity had students measure the length of their smiles using string to see who had the biggest smile. Students created graphs of their smiles by lining up the strings. The document notes that finding ways to represent data is a complex skill not learned through imitation alone. Explanations are needed when comparing different measurement methods.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    48 views2 pages

    Activity 3.4 and 3.5 Problem Solving (Irfan Rusmar)

    Uploaded by

    Ipan Ivanov
    This document summarizes two activities from a course on mathematical modeling: 1. The "Giant Size" activity involved modeling the height of a giant compared to a boy. Students drew the giant and boy to scale, with the giant typically 20 times the boy's height. 2. The "Smile" activity had students measure the length of their smiles using string to see who had the biggest smile. Students created graphs of their smiles by lining up the strings. The document notes that finding ways to represent data is a complex skill not learned through imitation alone. Explanations are needed when comparing different measurement methods.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    Name : Irfan Rusmar

    Student ID : 211076913
    Course code : E700/ ESM 704

    Activity 3.4

    Giant Size

    The stages of modeling that appear in the Giant Size activity are:

    1. Specify the real problem

    Find the height of Giant compare with Jack

    Was he as tall as a house or a tree?

    2. Formulate a mathematical model

    The students were a giant and draw Jack to scale, eg. Jack is ankle height to them.

    3. Solve the mathematical problem

    Most commonly, the Giant was about twenty times Jack.

    4. Compare with reality

    When the children tried to lie down diagonally across the room, only 8 children could fit in.

    While the teachers used different approaches…both statements of the challenges were clear and
    reliable.

    5. Communicate the result

    While teachers and parents often use children’s stories to develop and stimulate art activities, the
    fact that children’s stories are a rich source of mathematical ideas over looked.

    Activity 3.4

    Smile

    The stages are appearing in this activity are:

    1. Specify the real problem

    Find who had the biggest smile in the room

    1
    2. Formulate a mathematical model

    Cut pieces of string of the same ‘length’ as their smile and…

    3. Solve the mathematical problem


    … the best of these created quite respectable graphs of their smiles by lining up one end of the
    stramers.
    4. Interpret the solution

    Although teachers are often disappointed by children’s early attempts at such recording, finding a
    good way to represent data is a complex skill which cannot be learnt through imitative activities
    alone.

    5. Compare with reality

    People need to make their own decision on how to represent data…

    6. Communicate the result

    Within the classes themselves, explanation was necessary when the different groups compared the
    ways in which they measured their smiles and looked for a way to find the biggest smile in the
    grade.

    Activity 3.5

    From the extract “The Baby and The Heat Wave”, in my opinion, there are two aspects of modeling
    process to be missing, namely,

    1. ‘Interpret the solution’ and


    2. ‘Communicate the result’

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