MATHEMATICAL MODELLING

WHAT IS MATHEMATICAL MODELLING?

Mathematical model:
Uses Mathematics to describe real-life situations,
investigate important questions about the observed
world, explain their behaviour, test ideas and make
predictions about their future behavior
Process of formulating and improving a mathematical
model to represent and solve real-world problems
WHY MM?
To allow students to:
• See connections between math and the real world
• Apply math concepts and skills learnt
• Collaborate as a team to solve complex problems
• Make the learning of math more meaningful
• Reason and communicate effectively
• Develop 21st Century Competencies such as Real World
Problem Solving and Innovation
 IMPORTANCE OF MATHEMATICAL
MODELLING
Ability to identify the Mathematics involved
Transfer and apply Mathematics to solve problems in a
meaningful way
Make connections between classroom Mathematics and
the real world
Deepens understanding and enriches learning of
mathematics
OVERVIEW OF
MATHEMATICAL
MODELLING
PROCESS
(4 STAGES)

1) Formulating
2) Solving
3) Interpreting
4) Reflecting
 1) FORMULATING
Understand the problem
• Make sense of information provided
• Identify and collect any additional information
required

Make assumptions to simplify problem

• List all variables involved
• Make necessary assumptions to obtain relationship
between variables

Represent problem mathematically

• Represent information and variables in
mathematical form using equation, table, graph,
etc
2) SOLVING
Select and use appropriate mathematical methods
and tools
• Tap on mathematical knowledge and skills learnt
• Devise plan or strategy to solve problem by
exploring different methods and techniques

Solve the problem and present the solution

• Apply relevant mathematical concepts and skills
and use necessary tools to derive a mathematical
solution
• Calculations, manipulations of algebraic
expressions, geometrical diagrams, etc
3) INTERPRETING
Interpret mathematical solution in the context
of real-world problem
• Translate mathematical solution in context of
problem
• Ensure that mathematical solution make sense
in context

Present the solution of the real-world problem

• Explain how the conditions or constraints in the
real-world problem impact the model and
solution
4) REFLECTING
Reflect on the real-world
solution
• Reflect on reasonableness
of solution, assumptions and
mathematics used
• Check if there are
alternative strategies or
solutions
 4) REFLECTING (CONT..)
Improve the model
• Evaluate the model
• Discuss its limitations
• Review assumptions to check if
the problem is oversimplified
• May accept solution with
limitations or decide to refine
model by varying assumptions
or initial conditions
RWPS RUBRICS
21CC REAL-WORLD PROBLEM SOLVING RUBRICS
THEMES STRANDS
Planning Definition

Research Research: Finds additional/ supporting information,

using actual data (if appropriate)

Solution Validity: Addresses criteria

Quality Feasibility: Accounts for real-world features and
constraints

Innovation Diversity of ideas: Considers untested or alternative

ideas and approaches
Value to audience: Responds to audience needs
 21CC REAL WORLD PROBLEM SOLVING AND INNOVATION RUBRICS
Secondary 1 & 2 Approaching Expectation Meeting Expectation Exceeding Expectation
Planning
Student does not define Student does not define Student defines the
the problem enough of the problem to problem enough to solve
Definition a a
make progress part of the problem
Research

Student starts problem- Student collects Student collects

solving without collecting information from easy to information from multiple
b
information find and readily available key sources BUT
b
resources does not evaluate the
quality (accuracy,
Research
credibility) and relevance
of the information
obtained; AND
Student uses real data if
b
appropriate
 21CC REAL WORLD PROBLEM SOLVING AND INNOVATION RUBRICS
Solution Quality
Solution does not meet the Solution meets some of the Solution thoroughly
Validity given criteria OR given criteria OR addresses all criteria AND
includes serious errors has some errors has only minor errors
Ideas and solutions do not Ideas suggest that real-world Solution addresses some real-
suggest that real-world features and constraints were world features and
Feasibility features and constraints were considered, but the selected constraints
considered solution does not address
these
Innovation
Student sticks to conventional Student considers novel Student introduces some
and established ideas/ ideas, but adopts novel ideas and considers
Diversity of ideas approaches only conventional or established alternative approaches to
ideas/ approaches only solving the problem

Audience needs are not Audience needs are Audience needs are
considered considered but not addressed to some extent in
Value to audience
incorporated into students' the ideas/ solutions
ideas/ solutions
 RWSPI RUBRICS FOR SEC 1 PERFORMANCE TASK
Secondary 1 Approaching Expectation Meeting Expectation Exceeding Expectation Scoresheet

Marks 1 2 3 4 5 30

Planning

Student define fairness

Definition
Student does not define fairness to Student define fairness to make with valid assumptions to
- Student collects information from
make comparison between the country comparison between the country of make comparison between
easy to find and readily available
of choice and Singapore. choice and Singapore. the country of choice and
resources
Singapore.

Research

"Student collects
information from multiple
key sources BUT
does not evaluate the
Student collects information from
Research Student starts problem-solving without quality (accuracy,
easy to find and readily available
- Students to research on a relevant collecting information credibility) and relevance
resources
country Research found is not relevant of the information
Research found is generally
- Tax rates, Reliefs Limited or no references and links obtained; AND
relevant
- Provide references & Links provided Student uses real data if
Provide references and links
appropriate"
Research found is relevant
Provide references and
links
 RWSPI RUBRICS FOR SEC 1 PERFORMANCE TASK
Solution Quality

Solution does not meet the given

Solution meets the given
taxation criteria OR has major Solution thoroughly addresses
taxation criteria OR has some
errors all taxation criteria AND has
errors
minor errors
Validity * Did not show a taxation
* Inappropriate presentation
- Clear workings with proper presentations calculation plan or did not * Presented a clear taxation
in the taxation calcuation
- Clear justification consider the appropriate calculation plan with accurate
plan or present plan with
Chargeable income or tax rate mathematical workings
some errors in calculation
* Provided a conclusion with
*Provided a conclusion with
*Did not provide a conclusion or clear justification.
some justification given.
conclusion given is unclear.

Ideas and solutions suggest

that real-world features and
Ideas and solutions suggest that
constraints were considered,
real-world features and
Ideas and solutions do not but the selected solution
constaints are considered and
suggest that real-world features does not address these
addressed
and constraints were considered constraints
Feasibility
- Comparison * Stated the country of choice
* Did not state the country of * Stated the country of choice
and their income tax
choice and their income tax and their income tax system.
system. Show the comparison
system clearly Did not show comparison
with Singapore's tax system with
with Singapore's tax system
no errors
or made some errors in the
comparision
 RWSPI RUBRICS FOR SEC 1 PERFORMANCE TASK
Innovation
Student introduces some
Student considers
Student sticks to novel ideas and
novel ideas, but
conventional and considers alternative
adopts conventional
established ideas/ approaches to solving
or established ideas/
approaches only the problem
Diversity of Ideas approaches only
No suggestion given on 2 or more suggestions
1 suggestion given on
how to make income tax given on how to make
how to make income
system even fairer income tax system even
tax system even fairer
fairer
Collaboration
Peer Assessment where students score the participation and contribution of fellow team members from a range of 1 -
5 marks.
Final score
%
21 CC FRAMEWORK
ENSURE SOLUTION QUALITY
PLANNING RESEARCH INNOVATE

Definition of Problem Research Validity Diversity of Ideas

• Identify problem, • Collect information • Address all criteria • Seek out and follow
assumptions and • Evaluate quality and through on novel ideas
contextual factors relevance of information Feasibility
• Use real data • Address relevant real- Value to Audience
world features and • Address the needs of the
constraints audience
21 CC FRAMEWORK FORMULATING SOLVING / INTERPRETING /
INTERPRETING REFLECTING

ENSURE SOLUTION
PLANNING RESEARCH QUALITY INNOVATE

Definition of Problem Research Validity Diversity of Ideas

• Identify problem, • Collect information • Address all criteria • Seek out and follow
assumptions and • Evaluate quality and through on novel
contextual factors relevance of Feasibility ideas
information • Address relevant
• Use real data real-world features Value to Audience
and constraints • Address the needs
of the audience
SAMPLE TASK –
POLYGONAL TILES