Tag Archives: nycdoe

PD with Dan, modeling with mathematics

With the help of the NYCDOE, this past Wednesday was the third of three workshops that I’ve attended with Dan Meyer this school year. I’ve written about the first two, so why not cap off the trilogy? Read more here and here. In an effort to solidify my experience and have something to reflect upon at a later date, here’s a recap of the session.

The focus was on mathematical modeling. This is one of my weaknesses, so when I walked in and looked at the agenda, I was pretty happy. Teach me Dan! Things opened up with us sharing what we thought it meant for students to model with mathematics. The answers varied, but after feeling us out, Dan emphasized the difference between model the noun and model the verb. I had to catch myself here too as I hadn’t played close enough attention to this subtly. He used Desmos to collect our responses and our comfort level with mathematical modeling.

We then dove into the Penny Pyramid 3-Act. Dan worked his magic, as usual. During the debrief, he pulled from the CCSS and presented five actions that are necessary for students to be part of modeling experiences:

  • Identify variables
  • Formulate models
  • Perform operations
  • Interpret results
  • Validate conclusions

We talked about how the Penny Pyramid, while probably not ideal, works to get students to do all of these things. Our questions helped us to identify variables. Interestingly, Dan highlighted the vocabulary that we chose to represent the variables. This is important because, indirectly, he demanded precision and consistency from all of us when it came to describing key parts of the experience. Our tabular, algebraic, and physical representations of the pennies were the models, which we used to calculate the number of pennies in the pyramid. We spent time as a group discussing the meaning of our calculations and parts of our models – even those that weren’t correct. For example, one group landed on 22,140 pennies, which didn’t take into account that each stack was 13 pennies. Also: what does the 612 mean? The weakest part of our models was the validation. It’s not like we could actually count all the pennies. That said, we would compare outcomes of different models. There was also a newspaper article on the pyramid which helped with the actual count of pennies. Validation runs on a spectrum.

The afternoon was spent creating and improving some modeling tasks. We started with 25 billion apps and then went into a few graphing stories. We spent time thinking about how to structure modeling activities using these tasks. A great conversation occurred while exploring Distance from Camera. Someone brought up whether the graph should be piecewise linear or rounded periodic (like the solution). It was a great discussion, worthy of its own post. Dan remained vulnerable and eloquently showed us this ferris wheel Geogebra applet from the awesome John Golden. (Check out his full collection of Geogebra resources.)

We brainstormed how technology can help make our modeling dreams come true. The list was plentiful. Staying away from “textbook traps” topped the list. These include giving up numbers, tools, and other key information far too early in the modeling process. It’s also ironic that, because of technology, Dan was behind a desk for extended periods of time while we worked (he was typing our insights and using Desmos). Without technology, this teacher move is frowned upon.

The culminating task had us dig into several different versions of Barbie Bungee. Having never actually done this modeling activity, I learned not only about how to do, but also what not to do. Truth be told, if I would have looked at the activities before the workshop that day, I wouldn’t have suggested any changes. I would have been excited to implement them as is. But after purposefully rethinking modeling with mathematics with Dan for five hours, I felt very different.


  • The Penny Pyramid task would serve as a great introduction to summation notation.
  • Dan: “When there’s a great classroom experience, I ask myself: how could I have ruined this?
  • Not every aspect of modeling needs to every lesson. The goal is to feed students a healthy diet of modeling verbs.
  • Focus on broad questions. These will lead to more specific, granular questions. Avoid the reverse.
  • Seeing every teacher move I make as an investment into the lesson. Which moves are worth their investment? Which aren’t? This reflects the gravity that every decision we make. I need to be more deliberate.
  • Depending on what info we give kids, the level of modeling that they do could be very different. Don’t do the modeling for them! Give them procedural stuff.
  • It’s not if to give a handout, but when. This outcome was directly tied to Dan’s first session back in December, which helped things come full circle.
  • Once again, I was impressed with how Dan managed the audience. There were so many slick teaching moves (see notes).
  • I loved catching up with Sahar during lunch. We talked about her experiences visiting students homes with her school. She also gave me a tip about taking photos while students are working during the first couple of days of school to showcase how mathematical discussions should happen amongst students.
  • This wonderful periodic modeling Desmos activity.
  • If I ever do Barbie Bungee, I need to use Dan’s intro video.
  • Be mindful when moving between the real and math worlds. Don’t get lost on your travels.

Dan’s Google Doc for the session.


Bicycles are STEM


Last week the NYCDOE ran their first ever STEM Institute. It was a fairly large event; I want to say there was over 400 teachers and 30 presenters in attendance. I have no idea how accurate those numbers are, so don’t quote me, but they seem about right. The workshops were obviously focused on STEM disciplines, which are typically things such as applied math, robotics, computer science, environmental science, and the like.

What was intriguing most about the whole Institute was the fact that I was able help lead a workshop on bicycle mechanics. Yes, mechanics. (Thank you UBI.) My sessions focused on how bicycles and bicycle culture fit into the whole STEM arena. I teach both math and robotics, which are at the heart of STEM, so extending STEM to include bicycles, a huge passion of mine, is pretty exciting.

Bicycles aren’t something that people typically think of when they hear STEM. That is what made the experience so awesome. The whole thing felt like unchartered territory. I helped lead the way as 18 teachers got greasy, learned how to overhaul a bottom bracket, adjusted derailleurs, and then spent a few hours developing STEM lessons and curricula centered around bicycles. Some of the topics that the teachers researched included personal health and fitness, mass, acceleration, velocity, gear ratios, and how bicycles affect gentrification. I also found some great bicycle-themed resources that I shared with the group.

Huge props to Karen Overton and Recycle-a-Bicycle who essentially brought a bike shop to Stuyvesant High School for the three-day workshop.

It was an awesome experience. I got to merge my love for bicycles and bicycle mechanics with teaching, mathematics, and STEM. Plus, I meant some inspiring, like-minded teachers. It feels like the start of something bigger.