The Mathematics: Modeling Our World curriculum is founded on the principle
that mathematics is a necessary tool
for understanding the physical and
social worlds in which we live. This is
not the same as saying that mathematics can be
applied. Rather, important questions about the “real
world” come first and serve to motivate the
development of the mathematics. Thus the contextual
questions “drive” the mathematics.
Mathematics: Modeling Our World derives mathematical
concepts from reallife situations rather than
illustrating skills, after the fact, with examples. As
students discover a variety of ways to solve a
problem, they not only learn mathematics and
content in other curriculum areas but they also learn
how to organize and analyze data, make predictions,
prepare and present reports, and revise their
predictions based on new information.
For example, in the first chapter, Gridville, students are
challenged to find the optimum placement for a fire
station. This leads to development of the absolutevalue
function and a new kind of geometry.
Throughout the , the role of mathematics and the
role of commy values are considered together in
the search for the “best” location.
In Chapter 2, Strategies, students learn about game theory
as they solve problems in the contexts of a wide
range of situations—including the strategies needed
to win a simple matching game, the international
political strategy involved in the Cuban Missile Crisis of
1962, and the economic strategies employed by
everyday business competitors and investors.
In Chapter 3, Hidden Connections, students are immersed
in finding optimal solutions to such reallife problems
as finding the most economical way to plan a trip, the
fewest time slots needed for meetings or activities,
and a stable way of matching partners. All these
settings lead to a common descriptive structure, a
new kind of graph, which turns out to be geometric
rather than algebraic.
Chapter 4, The Right Stuff, challenges students to define
“efficiency” as they examine ways to package soft
drink cans with the goal of optimizing either the use
of package space or packaging material. They then
move on to apply their skills to the problem of
designing a package to hold melons of more than
one size. These problems lead to the development of
many ideas in the study of Euclidean geometry.
In Chapter 5, Proximity, students are challenged with
several engaging contextual problems: estimating
rainfall in the state of Colorado, estimating the
volume of water in a lake, drawing school attendance
boundary lines, choosing a location for a restaurant,
and locating archaeological dig sites. Again, the
mathematical result is the development of geometric
concepts.
In Chapter 6, Growth, students work within such reallife
contexts as deciding on appropriate limits on home
construction, tracking the accumulation of money in a
savings account, determining the proper dose of a
medicine, monitoring available space in existing
landfills, and developing the mathematics of
sequences and series.
In Chapter 7, Motion, the study of motion evolves from
understanding some of the mathematics involved in
planning successful car and motorcycle stunt jumps.
As they use motion detectors to collect distanceversus
time data on moving objects, including
themselves, students model four different stunts
during the : two nearcollision stunts, one
intentional “collision,” and a ramptoramp jump. Out
of these experiments and designs comes an indepth
understanding of quadratic functions and their
properties.
English, speech, international policy, history,
environmental science, family and consumer sciences,
economics, medicine, and a host of other content
areas are brought into the mathematics classroom as
various issues and problems are solved by students in
the context of realworld experiences.
Click here to download a Scope and Sequence Chart for
Mathematics: Modeling Our World (MMOW) Course 2, 2nd edition.
Click Here To Download A Detailed Overview of Course 2, 1st edition.
Click Here To Download A Review of Course 2, 1st edition.
Click Here To Download the MMOW Final Evaluation Report, 1st edition.
Chapter 1
Gridville 

LESSON ONE
In Case of Fire
LESSON TWO
Linear Village
LESSON THREE
Absolute Value
LESSON FOUR
Minimax Village
LESSON FIVE
Return to Gridville
Summary 


Chapter 2
Strategies 

LESSON ONE
Decisions
LESSON TWO
Changing Your Strategy
LESSON THREE
Changing the Payoffs
LESSON FOUR
Optimal Strategies
LESSON FIVE
Optimal Strategies
Revisited
LESSON SIX
Games That Are
Not Zero Sum
Summary 


Chapter 3
Hidden
Connections 

LESSON ONE
Connections
LESSON TWO
Procedures
LESSON THREE
Minimum Spanning Tree
Algorithms
LESSON FOUR
Coloring to Avoid
Conflicts
LESSON FIVE
Traveling Salesperson
Problems
LESSON SIX
Matching
Summary 


Chapter 4
The Right Stuff 

LESSON ONE
Packaging Models
LESSON TWO
Designing a Package
LESSON THREE
Technological Solutions
LESSON FOUR
Getting the Facts
LESSON FIVE
Packaging Spheres
Summary 


Chapter 5
Proximity 

LESSON ONE
Colorado Needs Rain!
LESSON TWO
Neighborhoods
LESSON THREE
Rainfall
LESSON FOUR
A Method of
a Different Color
LESSON FIVE
Digging for Answers
Summary 


Chapter 6
Growth 

LESSON ONE
Growing Concerns
LESSON TWO
Double Trouble
LESSON THREE
Finding Time
LESSON FOUR
Sum Kind of Growth
LESSON FIVE
Mixed Growth
Summary 


Chapter 7
Motion 

LESSON ONE
Learning Your Lines
LESSON TWO
Falling in Line
LESSON THREE
It Feels Like Fall
LESSON FOUR
What Goes Up
Must Come Down
LESSON FIVE
The Grand Finale
Summary 


Course 2 of the Mathematics: Modeling Our World (MMOW) curriculum offers additional resources to supplement the text:
Teacher's Edition
CDROM
The embedded teacher materials are designated by two kinds of icons that are also colorcoded.
A note icon opens a popup window when the cursor moves over it. Whether the entire note fits in the popup depends on the individual settings.
There are two types of notes embedded in the teachers files:
Yellow teaching notes that are relatively short and contain no figures or equations.
Short answer sets that contain no figures or equations. Usually these are answers for discussion/reflection questions or short activities.
The second type of icon is a pin that indicates an attachment. The attachment opens in a second window when the icon is doubledclicked.
There are three types of attachments embedded in the teachers files:
Yellow teaching notes that contain figures or equations.
Answer sets for most activities and individual work exercises.
Support materials: assessment problems, handouts, transparencies, and supplemental activities.
Calculator and computer software
Calculator and computer software written specifically for Mathematics: Modeling Our World (MMOW). With software programs for each allows students to explore realworld themes with the same tools used by scientists, technicians, and business people. The software includes graphing calculator programs, specialty computers, spreadsheet template, data sets, and geometric drawing utility sketches.
DVD Video
Video segments accompany each and are used to motivate students as they begin a , or to provide additional information for a specific problem.
Ordering Information To download a Mathematics: Modeling Our World (MMOW) Course 2 price list click here.
