Mathematical Modeling Teaching Showcase Projects

This vertically oriented academic poster has a dark blue background with white and red text and Utah State University branding. The left side explains a classroom modeling task in which secondary math students test a claim from a Deseret News article stating that parents are more likely to have a son play in the Super Bowl than a daughter compete in the Miss America pageant. The task requires students to use conditional probability to evaluate the claim, with sections labeled Implementation and Future Improvements describing group work, modeling expectations, and instructional adjustments. The right side shows examples of student-created posters. These include images of a football stadium, Miss America contestants, and the Super Bowl logo, as well as student-written sections titled Introduction, Methodology, Results, and Conclusion. A comparison explains that one group demonstrated a clear understanding of conditional probability while another showed limited understanding. A QR code at the bottom links to the full paper, and the poster credits Sarah Brighton of Altamont High School and Utah State University.
A poster titled “Can We Model Cherokee Population History with Math?” with Utah State University branding in the top right. The left column shows a photo of the presenter (Emily Fitchette) and a school logo (Uintah River High School). An “Introduction” box explains that students model Cherokee population data from 1650 to 1980, create two mathematical models using historical data, predict today’s population, and reflect on historical impacts including European contact, forced removals, and resilience; a small map at the bottom left depicts routes associated with forced relocation (Trail of Tears). The center column includes “Student Creations” (students build models and reflect through creative writing, with many writing a “Ghost Dance” song) and “Surprises Along the Way,” emphasizing that modeling is iterative and context matters. A central graph shows historical population behavior across years: a curve dipping and rising over earlier centuries and a steep upward curve in the modern era labeled with “Population prediction” and “Current Population.” On the right, a large handwritten-style student quote reads: “Everyone died, mourn our people, Now they are at peace, Everyone is healthy and alive,” labeled as a “Ghost Dance student sample,” alongside a short list of student model notes (including using power regression and assumptions). A “Reflection” section lists improvements such as adding deeper historical context about disease/relocation, combining data into a clearer model, rewriting analysis questions, and focusing more on repeating/refining the modeling process; a second student quote in pale green expresses sadness about deaths and missing family members.
This poster outlines a data science lesson focused on correlation and line-of-best-fit analysis. A central prompt instructs students to collect data, graph it using Desmos, calculate an R-squared value, and interpret correlation strength. Sample student work includes a scatter plot with a trend line and a brief explanation of findings. Additional sections summarize highlights, assessment strategies, improvements, and key takeaways. The poster emphasizes collaboration, process over product, and repeated exposure to modeling tasks. The visual layout uses rounded text boxes and soft colors to clearly separate instructional components.
This image shows a simple, text-based document with a white background and a thin black border around the content. At the top, a bold heading reads “Assessment:” followed by a bulleted list. The bullets describe how students are assessed during a modeling activity, including participation in data collection and entering results into a shared Google Slide for class comparison, completion of a DESMOS activity and accompanying worksheet, group research slides and presentations, and a worksheet using a formula from Task 5 to determine the velocity needed for an object to travel a specific distance. The document appears instructional and minimal, with no images or decorative elements.
This horizontally oriented instructional slide has a light purple background with dark blue text. The title at the top reads “How to Get the Quarterback to Throw Farther by Stefanie Simmons.” The slide is organized into labeled sections called Task Part 1 through Task Part 5. These sections describe a classroom modeling activity that begins with student data collection, followed by a DESMOS activity predicting basketball shots using parabolas, research on factors that affect how a quarterback throws farther, and student presentations. The final task introduces a projectile motion formula involving gravity and explains that students use collected data to build and evaluate a mathematical model. A small photograph on the left shows students outdoors collecting data by throwing an object. The lower portion of the slide contains an Assessment section with bullet points listing how student work is evaluated, including participation in data collection and shared class slides, completion of a DESMOS activity and worksheet, group research presentations, and a worksheet applying the projectile motion formula to determine the velocity needed to throw an object a specific distance.
This document introduces a multi-part modeling task titled “How to Get the Quarterback to Throw Farther.” The page outlines Task Part 1, focused on data collection, and Task Part 2, which involves using Desmos to model projectile motion with and without parabolas. A black-and-white photograph shows students standing outdoors, presumably collecting throwing data. The layout is minimal and instructional, emphasizing the progression from hands-on data gathering to mathematical modeling. The task connects physical movement to algebraic representation, reinforcing applied learning.
This continuation page describes Task Parts 3 through 5 of the quarterback modeling activity. Bullet points outline research topics such as muscle training, throwing mechanics, arm angle, and factors affecting throwing distance. Students are instructed to synthesize scholarly information and present findings. The final section introduces the projectile motion formula, defining variables and constants used to model the throw mathematically. The page emphasizes connecting physical concepts, research, and formal equations, completing the modeling cycle.
This brightly colored poster describes a classroom modeling task based on a fictional disease outbreak called “the cootie bug.” The task challenges students to model the spread of infection using percent increase and exponential growth. Central text explains the scenario, including infection rates and a prompt asking how long it would take for the entire student body to become infected without intervention. Extensions encourage students to propose and model interventions. Surrounding sections display student work samples such as handwritten calculations, spreadsheets, graphs, and posters. Additional text reflects on student engagement, successes, and ideas for improvement. The overall design emphasizes creativity, humor, and accessibility while reinforcing key mathematical concepts like growth modeling and data analysis.
A two-column poster with a dark navy left panel and a white right panel. The left side is a large, readable task prompt stating that astronauts must eat and asking students to develop a model showing the relationship between the cost of sending food into space and the weight of the food. It instructs students to identify independent and dependent variables, include visual aids, and explain how NASA could use the model to plan resupply missions to the International Space Station; Utah State University branding appears at the bottom left. The right side has a colorful banner reading “SPACE FOOD,” illustrated with cartoon space objects (rocket, astronaut, planets, and floating icons). Below is an objective statement about showing a relationship where one quantity depends on another, followed by a reflection paragraph noting the task was simplified to fit a 6th-grader’s learning after feedback. A line graph titled “Emily’s Work Sample” shows a red increasing straight line with labeled points such as (0.5, 10000) up through (1.2, 24000), indicating a constant rate of increase; the grid’s vertical scale reaches around 25,000. At the bottom is a Utah Core standard reference (6.EE.9) about using variables, graphs, and tables to analyze dependent/independent relationships, and the author credit “Joseph Runs Through” appears near the lower right.
A wide, multi-panel poster titled “Crumbl Revenue” with the subtitle “Mathematical Modeling Implementation Experience” and the author name “Victoria Marsh” near the top left; Utah State University branding appears on the right. The top row is organized into four classroom phases: “Data Talk” (prompts such as what you notice/wonder and a U.S. map graphic showing store locations), “Math Talk” (a photo of a Crumbl storefront with people outside), “Math-ish Task” (questions about customers/cookies and a photo of assorted frosted cookies), and “Video & Discussion” (discussion prompts plus a small modeling-cycle diagram and a task statement to model Crumbl’s weekly revenue). The middle and lower sections show multiple student solution approaches. A “# of Cookies Approach” panel (pink) lists assumptions and a step-by-step model using batches, hours, and cookies per batch; a “Population Approach” panel (blue) uses local population/attendance assumptions and time-per-customer reasoning; and a “More Approaches” panel displays donut-style callouts and revenue breakdowns, including notes like “Crumbl is closed Sundays” and “Open 6 days per week.” Additional blocks include equations (for weekly cookies and weekly revenue), small charts (pie charts and bar charts labeled by region/state), a spreadsheet-style table of year/location/revenue values, and concluding sections titled “Reflections & Take-Aways” and “Improvements for Future” with bullet lists about discussion, validation, and presentation structure.
This poster presents a mathematical modeling task focused on water availability in San Juan County, Utah. The left section explains the importance of water resources in an arid climate and outlines a task requiring students to analyze historical snowfall and water data from Camp Jackson. The objective is to calculate averages, identify trends, and predict future water availability, culminating in a written recommendation for community preparedness. The center displays samples of student work, including data tables, graphs showing water trends, and a poster summarizing conclusions. The right section contains reflective text discussing the success of the task, student engagement, and instructional takeaways. The poster emphasizes real-world relevance, data literacy, and environmental awareness, with university and grant acknowledgments included at the bottom.
This horizontally oriented poster has a white background with dark blue and teal accents and Utah State University branding. The title appears at the top with a headshot and author information for Derrick S. Harkness of Utah State University. The poster outlines a lesson in which students model real-world situations using exponential functions, such as car depreciation, investment growth, rumor spread, and population change. Sections titled Lesson Overview and Lesson Objectives describe students identifying variables, writing equations, creating tables, graphing functions, and determining domain and range. Additional sections labeled Key Takeaways and Reflection summarize student engagement, collaboration, common errors, and instructional outcomes. On the right side, photographs of student work show handwritten equations, tables, and graphs, including an example of an exponential decay model for car value over time. A caption notes that the images represent work from two different student groups.
A three-column poster on a light background titled “Grains and Gains: A Freerice Modeling Reflection,” credited to “Lily Roth | Math 6910,” with a small illustration of rice and fields near the top center and a quote on the right: “Play is our brain’s favorite way of learning.” The left column, “Task Overview,” includes a motivation section referencing food security/food storage rankings and the freerice.com context, then states the task: determine how long it would take to feed Utah State University students in Logan for a day. Below, “Lesson Overview” lists the setting (a Math 1030 course with student groups) and shows a circular “Task Cycle” diagram labeled with phases such as discuss/launch/explore. The middle column, “Modeling Approaches,” summarizes two main methods used by groups: “Grains Per Person” and “Calorie Intake Per Person,” each with small process flow icons (e.g., average grains, number of questions per minute, number of students, math calculations) and thumbnails of student artifacts/tables. The right column, “Lesson Reflection,” reports student engagement counts (including how many described the activity as “fun” and how many enjoyed group work), includes short student quotes, and shows a small bar chart about student perception. A “Teaching Takeaways” area uses icon badges (e.g., modeling task and food security game) and a “References” box lists cited sources at the bottom.
This infographic-style poster explains the stages of task-based mathematical modeling in the classroom. The process flows from “The Task” to “The Thinking,” “The Model,” “The Report,” and finally “The Effect,” with arrows guiding the reader through each phase. Illustrations and student work samples accompany each step, reinforcing how students generate questions, apply math, and interpret results. The bottom section lists teacher takeaways, including benefits such as deeper conceptual understanding and challenges like time demands. The poster emphasizes student agency, peer discussion, and real-world problem solving as core elements of effective modeling instruction.
A white, three-panel poster titled “Measure the U” with the subtitle “Math modeling task for Secondary Math II,” featuring a photo banner of a hillside with a large white letter “U.” The left panel, “Introduction,” includes a scanned historical text clipping titled “LETTER ‘U’ ON THE HILL,” followed by bullets explaining that students use Google Maps and related tools to (1) calculate the angle of depression to the hillside, (2) calculate the U’s linear dimensions and area, and (3) estimate the amount of lumber and rocks used in its construction. The center panel, “Student Work,” shows multiple small artifacts: screenshots of online calculations and several photos of handwritten student work pages arranged in a grid, labeled by parts (measuring angle, dimensions/area, and estimating materials). The right panel features a large quote in blue text: “Why can’t we do this everyday?” with a note that it was an actual student question. Below, “Reflections” and “Improvements” provide bullet lists (e.g., students sharing stories, introductory tasks saving time, and the need to review rubrics or pre-teach modeling if unfamiliar). Utah State University branding appears in the footer, along with a small headshot and the presenter name “Richard Saloga.”
A turquoise poster titled “DESIGNING AN OVERPASS” with the subtitle “MATH MODELING TASK FOR MATH 7,” including a small headshot and names listed on the left: Heather Larson, Brynja Kohler, and Sindura Kularajan (all labeled Utah State University). A black-and-white historical construction photo is captioned as “Picture 1 – Construction of the Starvation bridge, Duchesne, Utah.” The central task statement reads: “Find the missing values to complete the design,” followed by a large “Pier Requirements” diagram showing a bridge pier in front view, side view, and a simplified 3D view labeled “Cap,” “Column,” and “Footing.” Dimensions are annotated in feet, including a cap length labeled “42 ft,” a base labeled “21 ft,” and several unknowns labeled with letters (such as a, b, and c) plus additional height/width measurements. Below the diagram, a “Notes” section explains proportional constraints (e.g., the cap length and allowable ranges for the footing and symmetry), and includes a statement that the concrete used weighs 150 pounds per cubic foot. The bottom row shows “Student Work” with photos of handwritten calculations and sketches. On the right, “What I learned” lists brief outcomes (high engagement, solvable with math 7 skills, students enjoy group work, about 30 minutes). A “Resources” box cites standards and source materials, and the poster includes Utah State University branding.
A three-column Utah State University poster titled “Build Your Perfect Camping Menu (6th Grade)” on a dark blue header. In the upper left is a headshot and identifier text for Josh Nielson (Utah State University) and Monticello Elementary, Monticello, Utah. The left column has two sections: “Problem” (students getting sick while camping due to poor eating habits) and “Task” (plan and budget food for a five-day trip to the Abajo Mountains near Monticello, Utah). At the bottom of the left column is a small image of a local grocery store advertisement used for pricing (“We Used Our Local Store’s Add”). The center column shows a spreadsheet-style menu and budget table with rows labeled day 1 through day 5 and columns for breakfast, lunch, snack time, and dinner. Each day repeats the same foods with listed prices: breakfast includes “2 apple” and “2oz very berries”; lunch includes “2 apple” and “2oz very berries”; snack time includes “9 pop tarts” and “5 oz ice cream”; dinner includes “2 hot pokets” and “5 oz ice cream,” each with dollar amounts shown in the cells. A totals row labeled “total costs” gives meal-category totals: breakfast 11.90$, lunch 11.90$, snack time 23.40$, dinner 20.90$, and a large script-style line reads “grand total 64.71$.” Beneath the total is a teacher comment noting the student’s organization and math, but that the plan is over budget, too repetitive for every meal, and contains many grammatical errors. The right column contains headings “What I learned,” “Changes for Next Time,” and “Which Menu is Your Favorite?” with bullet points such as students loving modeling, “100% student engagement without teacher effort,” Excel being new, suggested pacing changes, and a short anonymous student quote praising a classmate for saving money.
This poster documents a modeling task exploring the relationship between cell phone use and student performance. Sections describe the lesson structure, objectives, and implementation experience, including student reactions and challenges. The task involves analyzing data, creating two-way tables, and calculating probabilities to assess whether cell phone use negatively affects GPA. On the right side, photographs show student posters summarizing findings. Additional sections highlight assessment methods and key instructional takeaways, such as the importance of teaching spreadsheet tools and using real data. University branding and contributor names appear at the top.
A teal poster titled “Building a Metronome” with a two-step instruction across the top: “Pick a song and build a metronome to match the beat,” followed by an arrow pointing to “Then, create a graphical model of the bob of the metronome.” On the left is a large photo of a homemade metronome setup: a chair frame supports a wooden stick and a coiled spring or wire, with a dangling weighted “bob” (dark cylindrical weight) hanging and swinging over carpeted flooring and classroom chairs in the background. On the right, under the heading “Student Work,” two Desmos-style graph screenshots show sinusoidal waveforms. One includes an equation resembling (-3\sin(180x - 10a)+3) with a parameter slider labeled (a) (set around (-0.76)), and a black sine wave graph over a grid. The second shows a sine function with frequency parameter (f) (displayed as (92/60 \approx 1.5333)) and a blue oscillating wave. The bottom section has “Reflections/Takeaways” bullets noting the activity was noisy and that students asked “Is this right?” needing more information for assessment; “Next time I will…” bullets suggest having students record their process and record their song choice and BPM.
This horizontally oriented poster is split into a dark blue left panel and a white right panel, with orange, pink, and white text and Utah State University branding. The left side introduces a mathematical modeling task focused on daylight hours throughout the year, connecting the project to solar energy potential in a northeast Utah community known as “The Energy Hub of Utah.” A section titled Mathematical Modeling Practices lists skills such as data collection, making assumptions, and representing real-world phenomena using equations, tables, and graphs. The right side displays student-collected data and graphs. Text explains that high school students independently gathered daylight data for their hometown and one additional global location. Photographs show handwritten data tables and sinusoidal graphs labeled with locations including Roosevelt, Rio de Janeiro (Brazil), and Zagreb (Croatia). Each graph compares original data points with a smooth modeled curve. A concluding paragraph explains that these visuals allow comparison between collected data and mathematical models, and the poster is credited to Tye Winterton of Utah State University.
This professionally designed academic poster has a white background with dark teal and blue accents and Utah State University branding at the bottom. The large title reads “Math Modeling of Teacher Turnover,” followed by the subtitle “Why is our high school’s rate double the state average?” The poster is divided into sections including Introduction, Methods, Results, and Conclusion. The Introduction explains that students calculated teacher turnover rates at Union High School, examined trends over 13 years, and predicted future staffing needs. A large data table is shown as an example of the information students were given. The center of the poster displays photos of student work, including charts, tables, and slides showing turnover rates, department breakdowns, and predictions. The Methods section describes calculating year-to-year turnover and analyzing subgroups, while the Results section notes that most groups accurately calculated an 18% turnover rate. A highlighted quote on the right defines teacher turnover as comparing current-year teachers to the previous year. The Conclusion reflects on strong student engagement and lists ideas for improving the project next year. Credits at the bottom name Atlee Zipf and Brynja Kohler from Utah State University.
A clean, white poster titled “Get your Head in the Clouds!” with the subtitle “Mathematical Modeling using AWE-some ISS Space Data,” plus a banner image of Earth from space with a colorful overlay. The left panel, “Math Modeling Lesson,” states that AP Statistics students used data connected to USU researchers and the Atmospheric Waves Experiment (AWE) mission; it lists three prompts (explain a confusion matrix in Type I/II error terms, construct a proportion from the data, and assess a claim about model accuracy) and includes a lesson objective about evaluating claims using non-standard data and inferential statistics. A circular AWE mission logo and a QR code appear near the bottom left. The center panel, “AP Statistics Student-Created Work,” shows two large gridded maps labeled “Human Created Labels” and “Machine Learning Created Labels,” plus a page of statistical work with highlighted values and a QR code for a video. The right panel shows a confusion matrix heatmap titled “Confusion Matrix for Orbit 75,” with visible cell values including 82.41, 0.00, 8.28, and 9.32 and an accompanying note indicating the combined correct classifications (82.41 + 9.32) equal 91.73% accuracy. Below are “Assessment Methods” (rubric-based scoring categories) and “Key Takeaways” bullets, including that students can contribute to active research and that it is strong AP Stats review; a short student testimonial quote appears at the bottom. The footer includes Utah State University branding and the author name “ShaunMicheal Bartschi.”
A blue, collage-style poster titled “FROM BOTTLE TO MODEL: Students Modeling Sustainability,” credited to “Julisa Gonzales | MATH 6910,” with Utah State University branding and an NSF logo. The left section, “The Task,” instructs students to estimate the amount of plastic eliminated using a bottle-filling station counter (photo of an Elkay EZH2O display with a large numeric count) and to relate the result to a familiar area covered (football fields, gym courts, tabletops, etc.). Beneath it, “Learning Objectives” lists math standards (including using volume formulas and quantitative reasoning), and “The Process” describes a multi-day sequence: introduction via a video, team work with manipulatives and measurement tools, and a “Research Poster Gallery Walk” where students present work. The center and right areas present evidence and reflections: “Student Survey Feedback” includes short quoted responses about enjoying real-world application and group work and using surface area and arithmetic operations. A large “Modeling Cycle” graphic shows steps such as making sense of the problem, making assumptions, collecting data, creating a model, reporting out, and suggesting improvements. Photos show students measuring/working and two handwritten student posters with headings like “Plastic Water Bottles Surface Area” and a question about how much plastic is reduced by the station. An “Assessment Approach” box explains rubric-based evaluation with a collaboration/participation component, and a “Teacher Reflection” box lists observed motivation gains and future improvements (e.g., classroom setup for group work and clearer expectations). A references section at the bottom cites supporting resources and videos.
A poster with a dark navy left panel and a light right panel. The left panel title reads “Kenilworth Mine Fire: How much foam is needed to contain an underground fire?” with the word “foam” highlighted in orange. Under “Background,” the text explains the mine caught fire in 2021, has been monitored by Utah since then, and that in August 2024 the fire’s intensity increased, producing a smoke plume affecting Kenilworth residents’ air quality. Bulleted points state that air quality was dangerous enough for the situation to be declared an emergency, that the Utah Division of Oil, Gas, and Mining (UDOGM) is responsible for determining a cost-effective solution, and that UDOGM plans to use fire-retardant expanding foam to seal mine entrances to choke the fire and reduce smoke. Under “Methods,” it describes Carbon High School (CHS) students calculating the foam needed to fill the northern half of the mine and using maps from the National Mine Map Repository (NMMR). The bottom left includes an Acknowledgements line referencing NSF Grant #2345194 and Utah State University branding. The right panel contains multiple visuals: a small location map with a callout box titled “The Kenilworth Coal Mine’s fire” noting the mine shut down in the late 1970s and that the state has monitored a fire there since 2021; a large photo of a rocky mountainside with a thick white smoke plume rising from a mine area; and a bold statement that CHS student groups estimated about 250 million cubic feet of foam would be required to fill the northern half of the Kenilworth Mine. Below is a wide image labeled “Example map students used to calculate the volume of the mine,” showing an old mine map/blueprint (including “Independent Coal & Coke Company / Kenilworth Seam”) with hand-shaded sections and marker annotations. Along the bottom are a QR code next to text instructing viewers to take a picture to download the full paper, plus contributor names Lane Tait (MTF) and Jessi Lajos (Mentor) (both listed with Utah State University) and a small headshot on the far right.
A three-column poster titled “Which Job? Modeling Task,” with a Utah State University header. The left column, headed “About the task,” contains a dense block of instructional text explaining a career-choice modeling activity (“Which job would you choose? Modeling Task Part 1”). It lists required presentation components (model choice/justification, assumptions, interpretation including domain, citations, answers to questions), followed by scenario descriptions and a small tax/interest-rate reference section; a large “Overview” box at the bottom explains the goal of helping students compare long-term impacts of career decisions and connects the activity to Secondary Math II standards (fitting data to linear/exponential/quadratic functions and determining domain). The center column includes “Student work” with a short narrative evaluation (“How did the students do?”) and two labeled examples: “Student work – misconception” (a photo of handwritten work) and “Student work – job well done” (a photo of a completed digital/typed student artifact). The right column contains a QR code labeled “SCAN HERE” for the full task and lesson plan, instructor contact information (name: Lesley Davis; email visible as davisle@carbonschools.org; phone number shown), and a “Reflection” section with subsections for student engagement, student learning, and improvements. A “Key Takeaways” box at the bottom summarizes teaching reflections and the value of modeling tasks for student ownership and engagement.
This poster showcases student-created mathematical models related to predicting visitation trends at Arches National Park in Utah. The central area is organized into labeled sections such as “Student Graphs,” “Model Predictions,” and “Summary.” Multiple graphs display changes in park visitation over time, including scatter plots with trend lines and future predictions. Photographs of the park are paired with graphs to connect real-world context to mathematical analysis. Text on the left explains the task design and learning goals for ninth-grade students, emphasizing relevance, accessibility, and real-world application. The right column details refinements made to the task based on classroom experience and feedback. Acknowledgments to funding organizations and university affiliations appear at the bottom, situating the work within a broader educational research initiative.
This poster centers on a real-world modeling task addressing transportation challenges faced by Navajo Nation students due to rural geography. The main headline emphasizes long bus rides and the expansive distances involved. Beneath the title are several hand-drawn student illustrations showing buses, routes, maps, and graphs that represent travel time and distance. These drawings visually communicate how students interpreted and modeled the transportation problem using mathematical reasoning. Text panels on the left describe the task’s purpose, background, and instructional methods, including the use of proportions and step functions. The right side presents results, student engagement data, and a pie chart showing time spent on different lesson components such as lectures, templates, and discussion. The poster highlights student choice, cultural relevance, and engagement, with Utah State University branding at the bottom.