Reflection: The Music Shop Model, Day 1 of 2 - Section 3: Building the Model


One student became very upset when I refused to allow him to leave class to look for his misplaced pencils.  Instead, I gave him one of my extra pencils to use for the period.  He turned his back on his group and stared at the wall, fuming.  After giving him a minute or two, I spoke with him about the relative importance of being present in class versus having his own pencils, reiterated that I was not going to allow him to miss class to look for lost pencils, and then suggested that he go get a drink of water to clear his head. A few minutes later he was back in class, not happy, but working. 

He returned to me after school for some help, so I guess he isn’t holding a grudge.  However, my suspicion is that he is confused by the modeling problem and doesn’t want to face that confusion. He deliberately avoided asking any questions about the classwork assignment and only wanted help with the Weekly Workout problems.

Follow Up:  This student was back in class the next day with a much better attitude.  He had made sense of the model (perhaps with help at home), and had set himself the challenge of explicitly identifying all of the feasible solutions in one big table (see the attached student work).  Not the best use of his time, perhaps, but he clearly understands how to interpret the model in context, and, more importantly, he's excited to be making sense of the problem.

  Classroom Management
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The Music Shop Model, Day 1 of 2

Unit 1: Modeling with Algebra
Lesson 2 of 15

Objective: In the context of a small business, SWBAT represent constraints as a system of inequalities and identify viable solutions.

Big Idea: A system of inequalities is used to model a business situation that requires students to balance various cost constraints.

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