
Lesson Plan Template:
Model Eliciting Activity (MEA)

Formative Assessment
Assessment of Prior Knowledge:
Prior to giving the MEA the student should have received instruction on the following: understanding ratios, comparing and ordering ratios, comparing and ordering decimals. I have provided the following questions (refer to "Review of Ratios and Decimals" attachment) that you can use as either a warmup activity or assign as home learning. You can then review/reteach before beginning the MEA.
Answers to Review Questions Document Link: Answer Key to Review of Ratios and Decimals.docx

Feedback to Students
Question and provide students with feedback when they are working on their decisions involving the first data set and second data set.
You can use the following questions, the questions provided in the Guiding/Reflective Questions section, come up with your own questions, or any combination thereof, to ask the students so you can provide feedback to each group during the process:
 What information are you using to determine your answer to the client?
 How are you using the qualitative data?
 How are you using the numerical information?
 Explain your process in comparing the numerical information.
 If the students are stuck with the numerical data, guide them using scaffolding type questions such as:
What do you think you need to do with the data?
How could you do that?
What have you learned already that could help you with the numerical data?
Are your answers reasonable?

Summative Assessment
The students are going to compare and order the ratios and decimals in the first and second data sets. The answer keys are provided in the links below. A rubric that you can use for the students' written responses is also included. Finally, benchmark examples/anchor papers are provided.
Answers to Data Set 2 Document Link: Volleyball Data Set 2 Answer Key for Passes Bumps and the Mile Run.docx For an individual grade, you may choose to have students perform these calculations individually before joining their groups for Part 2 of the problem.
MEA rubric: Champion Volleyball Team MEA Rubric.docx
To assign individual grades, you may have students write the letters to the client individually after the group has determined their procedure and solution to Part 1 of the problem.
Here are three examples of students' solutions at different levels of performance. Please note, there is no one correct procedure or answer to the problem; these are only examples. Benchmark_Examples.docx

Learning Objectives
The student will:
 Define the problem and analyze data to reach a conclusion.
 Support claims with clear reasons and relevant evidence.
 Communicate their problem solving plan and conclusion.
 Develop a procedure to rank and select players for a volleyball team.
 Compare and order ratios.
 Compare and order decimals.

Prior Knowledge
Students need to know:
 How to compare and order ratios.
 How to compare and order decimals.
Note: See the Formative Assessment section for review material.

Instructional Suggestions
The following steps are recommended when implementing this activity:
Individual Component
The individual component allows students to get settled, get oriented to the task and context of the problem, and begin thinking of possible solutions on their own.
 Show the first supplemental reading sections of the website link via computer/LCD projector.
 Distribute the first letter to the students and the first data set.
 Allow students time to individually read the letter and data set.
 Use the Readiness Questions with the class to ensure students understand the task.
 Go over the Key Terminology with students on the overhead. Explain to students the importance of clearly communicating in their letters to the client when describing their calculations and mathematical process. Ask students to provide examples for each of the key terms.
 Ratio: A comparison of two numbers by division, it can be written 3 different ways: as a fraction, colon, and with the word “to”.
 Equivalent Ratios: Two equal ratios that are multiplied or divided by the same number.
 Rate: A ratio that compares two different kinds of measured quantities such as miles per hour.
 Unit rate: A ratio that shows the cost per unit of measure or the rate for one unit of a given quantity.
 Proportion: An equation stating that two ratios are equal.
 Ratio table: a table in which columns are filled with pairs of numbers that have the same ratio. This table can be used to find equivalent ratios or rates.
 Rate of change: Rate that describes how one quantity changes in relation to another.
 Have the students work individually to brainstorm about the different ways they can address the client's needs. Each student needs to come up with one solution to the problem that they can share with their team.
Individual to Team Work Transition
When students come together in their groups, they will begin the process of building consensus, including using/understanding key terminology, concepts, and the task (i.e., understanding the client’s needs).
 Assign the students to work in groups of no larger than 4 to share ideas, come up with a process, and work collaboratively on their solution.
 If students are new to working in groups, you may choose to provide a group work rubric, establish norms, and assign roles.
 In their groups, students will share the solution that they chose individually. As a group, they must then decide which components of each student’s solution to use as their group solution.
 The teacher will facilitate group sharing of ideas, coming up with a process to solve the client’s problem, and working collaboratively on their solution.
 Ensure that each team develops a procedure for selecting the best 4 volleyball players to add to the volleyball team. The students must include an explanation for the criteria used. The students must explain and show the work for the math they used.
 Walk around the classroom and observe how the students are working on the assignment.
 Use the Guiding/Reflective Questions and/or the questions in the Feedback to Students section and provide any necessary feedback.
 Once the students are ready they need to write a letter back to the client with the names of the 4 new players they chose and a detailed explanation of their selection process they designed and supporting reasons/documentation.
 You may choose to have students write a group letter, or each student can individually write a letter back to the client to explain the procedure and solution that their team developed. Having students individually write the letter is useful for assigning a grade for the writing standard.
 Students receive the second letter with the additional data set which applies a twist to the original problem.
 Again, allow students to brainstorm individually before they get back into their groups to share their ideas.
 You may also instruct students to individually complete the calculations required for the twist. An individual grade can be assigned using the answers to Data Set 2 document in the summative assessment.
 Teams test, evaluate, and revise their first procedure to make the adjustments necessary to proceed with the second part of the task.
 Walk around the classroom and observe how the students are working on the assignment.
 Use the Guiding/Reflective Questions and/or the questions in the Feedback to Students section and provide any necessary feedback.
 Students write a second letter back to the client explaining whether their solution is different or remained the same as the first one and why. They should also explain their new process and provide supporting documentation/reason.
 Once all of the teams have completed their work (possibly in the next class), each group has to present their findings followed by critique and dialogue about the final reports for each group.
 For further assessment use the Summative Assessment section to grade the student writing and math calculations.
Information for teachers about implementing MEAs:
For MEAs, teachers will take on a facilitator role, or serve as a “guide on the side." Some tips to facilitate MEAs are:
 Question or prompt students rather than pointing out that they are wrong. For example, ask probing/reflective questions such as, “I’m not sure what you mean”
 Ask students to explain their reasoning
 Resist offering directions for how to apply the data
 Remind students to document their stepbystep procedure in writing
 Circulate to each group as they’re working
 Only answer specific questions about the activity
 Keep the big picture in focus; that is, ensure that students do not become more concerned about completing tasks than solving the client’s problem
 Checkpoints and record keeping devices can help students keep focus and on track
When students are working in groups, assigning roles can help make teams more effective. Example roles can include:
 Facilitator: moderates discussion, keeps group on task, distributes work
 Recorder: takes notes summarizing team discussions and decisions
 Reporter: serves as group spokesperson, summarizes group’s activities and conclusions
 Timekeeper: keeps group aware of time constraints and deadlines
Additionally, when placing students in groups, be sure to establish expectations beforehand. Norm setting can help to establish group expectations and roles. You may choose to grade students on their group work. In this case, a group rubric could be shared before the activity (see example). Examples of general group norms include:
 Starting and ending on time
 Sticking to the agenda
 Respectful listening and consideration of ideas
 Take care of each other
 Rotation of roles
 Rotation of duties
Here is an example of a group rubric: Group Collaboration Rubric.docx

Supplemental Reading
 You can choose to project the reading material at the website link through an LCD projector, have the students read it on their computers, or copy and paste the sections needed and photo copy the reading material.
 Please be advised that this site does contain advertisements; to avoid these, teachers are advised to copy the text to a word document.

Guiding/reflective Questions
 Why do you think that?
 How do you know if you have an answer to the problem?
 Would your solution work in a different situation?
 What are the most important things to consider in your procedure?
 What are the strengths and weaknesses of each?
 Do you agree or disagree with your classmates' ideas? Why or why not?

Reading Passage 1
First letter students will receive: VolleyballFirst Letter to Students.docx

Readiness Questions
 What is the problem? (Need 4 new volleyball players on the volleyball team)
 Who is the client? (The Volleyball Coach)
 What is the client asking your team to do? (Select the 4 best players to add to the team)
 What things do you need to include in your solution? (The selection process and how the qualitative and quantitative data was used)
 Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes. Because of the qualitative data.)

Data Set 1
First Data Set: Volleyball Data Set 1.docx

Letter Template 1
See accommodations section.

Comprehension/readiness questions
 What does the ratio in the "SERVE" column mean?
 What does the ratio in the "HITS/SPIKES" column mean?
 How did you use the ratios to determine the 4 volleyball players to add to the team?
 What other data did you use to determine who to add to the team?

Reading Passage 2
Second letter students will receive: VolleyballSecond Letter to Students.docx

Data Set 2
Second data set: Volleyball Data Set 2.docx

Letter Template 2
See accommodations section.

Reflection question 2
 How has the new data changed this problem?
 Does your model need to change to account for the new data?
 What are the new requirements your team must consider?
 What process did you assign the new data?
 What things do you need to include in your new solution?
 Have you included all calculations to show your work?