
Lesson Plan Template:
Model Eliciting Activity (MEA)

Formative Assessment
 Assessment of Prior Knowledge:
Prior to giving the MEA the students should have received instruction on the following:
 understanding rates and unit rates
 calculating unit rates
 comparing and ordering decimals
 metric conversions
 calculating the circumference given the diameter or radius
 rounding decimals
In the Attachments section and in the links below, you will find a worksheet containing review questions of the prior knowledge needed and an answer key to the worksheet. You can use the review as either a warmup activity or as a home learning assignment to review/reteach before beginning the MEA. See detailed information below:
The document containing questions to review the students' prior knowledge can be found in the Attachments section and is titled "Gum Review of Prior Knowledge" or you can click on the link below.
Gum Review of Prior Knowledge.docx
The document containing the answers to the review questions can be found in the Attachments section and is titled "Answer Key Gum Review of Prior Knowledge" or you can click on the link below.
Answer Key Gum Review of Prior Knowledge.docx

Feedback to Students
Question and provide students with feedback after they have received and are working with the first data set and then the second data set.
 You can use any combination of the following to provide feedback to the students:
 the questions in the Comprehension/Readiness Questions section
 the questions in the Reflection Question 2 section
 your own questions
 the following questions:
 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/quantitative data?
 Do you agree or disagree with your classmates' ideas? Why or why not?
 Do you have a clear plan and process? If so, explain it.
 Did you include everything the client has requested in your response to the client?
 Did you clearly explain your decision making process to the client?
 If the students need help with the numerical data, guide them using scaffolding type questions such as:
 What do you think you need to do with the numerical data?
 How would you do that?
 What have you already learned that could help you with the numerical data?
 Are your answers reasonable?
 Did you show your work for the numerical computations?
 Are your numerical computations accurate?

Summative Assessment
 The students are going to calculate unit rates, round their answers, and then compare and order the unit rates in the first data set. They will do this process again for one new gum prototype in the second data set.
 In the second data set the students will have to convert metric units, find circumference, round to a given place value, and compare and order decimals.
 The answer keys for the numerical computations the students must complete in both data sets are provided in the Attachments section and in the links below. I have also included, in the Attachments section and in the links below, a math rubric for calculating the unit rate in data set 1, a math rubric for calculating circumference in data set 2, and a writing rubric you can use for the students' written responses. See detailed information below:
The answer key to Data Set 1 can be found in the Attachments section and is titled "Answer Key Gum Data Set 1" or you can click on the link below.
Answer Key Gum Data Set 1.docx
The answer key to Data Set 2 can be found in the Attachments section and is titled "Answer Key Gum Data Set 2" or you can click on the link below.
Answer Key Gum Data Set 2.docx
The math rubric you can use to score the student's computation of unit rate in Data Sets 1 & 2 can be found in the Attachments section and is titled "Math Rubric for MAFS.7.RP.1.1 Compute Unit Rate" or you can click on the link below.
Math Rubric for MAFS7RP11 Compute Unit Rate.docx
The math rubric you can use to score the student's computation of circumference in Data Set 2 can be found in the Attachments section and is titled "Math Rubric for MAFS.7.G.2.4 Compute Circumference.docx" or you can click on the link below.
Math Rubric for MAFS7G24 Compute Circumference.docx
The writing rubric you can use to score the students on their written responses to the client can be found in the Attachments section and is titled "Writing Rubric" or you can click on the link below.
Writing Rubric.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 chewing gum prototypes.
 Find unit rates.
 Convert within metric units.
 Find circumference given the radius or diameter.
 Round decimals to a given place value.
 Compare and order decimals.

Prior Knowledge
 Students need to know:
 How to find unit rates.
 How to convert within metric units.
 The formulas for circumference.
 How to find circumference given the radius or diameter.
 How to round decimals.
 How to compare and order decimals.
 How to determine the better buy.
Note: See the Formative Assessment section for review problems (worksheet) and an answer key of the prior knowledge required.

Instructional Suggestions
 The following steps are recommended when implementing this activity:
 Have students read the article "The Invention of Bubble Gum", found in the Supplemental Reading section. You can display the article via your computer/LCD projector or print out the article and distribute it to the students.
 Use the questions in the Guided/Reflective Questions section to deeply engage the students with the text. You can display the questions on the board or give the questions in a handout. Then review the questions and the students' answers with the class.
 Distribute the first letter to the students (reading passage 1) and the first data set (data set 1).
 Use the questions in the Readiness Questions section with the class to ensure students understand the assignment.
 Have the students work individually to brainstorm their own ideas about how to use the data to rank the gum prototypes.
 Assign the students to work in groups/teams of no larger than 4 to share their individual ideas and work collaboratively on the solution.
 Have the teams develop a plan for ranking the gum prototypes. The students need to show all the computation involving the quantitative data.
 Walk around the classroom and observe how the students are working on the assignment.
 Use the suggestions and questions in the Feedback to Students section and in the Comprehension/Readiness Questions section to provide feedback to the students.
 Once the students are ready, they need to write a letter back to the client with the ranking they chose and a detailed plan and an explanation of the process they used. They also need to include all computation and an explanation of how they used it in the ranking process. Direct the students to read through the client's letter they received and include in their response everything the client has requested.
 The students/teams will receive a second letter with the additional data set which applies a twist to the original problem.
 Distribute the second letter (reading passage 2) and the second data set (data set 2) to the students. (Students remain in their groups.)
 The teams will 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.
 Provide feedback to the students using the suggestions and questions in the Feedback to Students section and in the Reflection Question 2 section to provide any feedback to the students.
 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/reasoning. Direct the students to read through the second letter they received and include in their response everything the client has requested.
 Once all of the teams have completed their work 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/score the students' math calculations and their written responses.

Supplemental Reading
"The History of Bubble Gum" (Lexile Measure: 1360L) is at the following website: http://history1900s.about.com/od/1920s/qt/bubblegum.htm
You can choose to project the reading material from the website using your LCD projector, have the students read it on their computers/laptops/tablets, or you can print out the article and make copies for the students. There is a printer icon to the right of the word "Share" on the page the article is displayed on.

Guiding/reflective Questions
 Use the following questions with the Supplemental Reading ("The Invention of Bubble Gum").
 Who was the inventor of the first successful bubble gum? (Answer: Walter Diemer)
 When was the first successful bubble gum invented? (Answer: 1928)
 Why did the earlier attempts at making bubble gum fail? (Answer: The earlier attempts failed because the gums did not sell well. The gums were too wet and they usually broke before a good bubble was formed.)
 What were the characteristics of Walter Diemer's bubble gum that allowed chewers to make a bubble with it? (Answer: Walter Diemer's bubble gum formula was less sticky and more flexible, therefore cheweres could make a bubble with it.
 Why was the color pink used for bubble gum? (Answer: The color pink was used because it was the only color available at the Fleer Chewing Gum Company where Walter Diemer worked.)
 In the text, what is meant by "industry standard" when referring to the pink color of the bubble gum? (Answer: In the text, Industry Standard means the color pink is the color used when bubble gum is manufactured.)
 What is the name of Walter Diemer's bubble gum? (Answer: The name of Walter Diemer's bubble gum is "Dubble Bubble".)
 What is the name of the second bubble gum that appeared on the market after World War II? (Answer: Bazooka bubble gum).
 BONUS QUESTION: About how long was Dubble Bubble on the market before the second bubble gum appeared on the market after World War II? (Answer: Any estimate given of 15 years through 20 years would be acceptable. World War II ended in 1945. Dubble Bubble was created in 1928 and Bazooka bubble gum appeared after World War II ended.)

Reading Passage 1
The document containing the first letter the students will receive from the client can be found in the Attachments section and is titled "Gum First Letter to Students" or you can click the link below.
Gum First Letter to Students.docx

Readiness Questions
 What is the problem? (Answer: The Bubble Burst Company needs to select the chewing gum prototype(s) the company will start producing. Bubble Burst wants to select the best gum prototype(s) from the prototypes they have developed.)
 Who is the client? (Answer: Mrs. Sweet, Vice President of Product Development, Bubble Burst Corporation)
 What is the client asking your team to do? (Answer: The client is asking my team to rank the chewing gum prototypes Bubble Burst has developed.)
 What things do you need to include in your solution? (Answer: I need to include a detailed plan and an explanation of the process I used to rank the chewing gum prototypes. I need to include all computation of the quantitative data and how I used it in the ranking process.)
 Do you think there is more than one correct answer to what the client is asking? Why or why not? (Answer: Yes. I think there is more than one correct answer because of the qualitative data and also because of how each student will decide to use both the qualitative and quantitative data in their ranking of the gum prototypes.)

Data Set 1
The document containing the first data set the students will receive from the client can be found in the Attachments section and is titled "Gum Data Set 1" or you can click on the link below.
Gum Data Set 1.docx
Note: The answer key document is in the Summative Assesssment section.

Letter Template 1
See Accommodations section.

Comprehension/readiness questions
 What is the data in the "Cost per Pack" category of the data set called? (Answer: Rates)
 In order to use the data in the "Cost per Pack" category, did you have to do any computation? If yes, explain the computation you did. (Answer: Yes. The students should explain how to find unit rates.)
 If you did computation with the rates "Cost per Pack" category, what did you convert the rates into? (Answer: Unit Rates.)
 How did you use the rates/unit rates in your ranking of the gum prototypes? (Possible Answer: Comparing and Ordering Decimals from least to greatest.)
 How do you compare and order decimals? (Answer: Students will explain how to compare and order decimals.)
 What other data did you use to determine the ranking of the gum prototypes? (Answers will vary.)

Reading Passage 2
The document containing the second letter the students will receive from the client can be found in the Attachments section and is titled "Gum Second Letter to Students" or you can click on the link below.
Gum Second Letter to Students.docx

Data Set 2
The document containing the second data set the students will receive from the client can be found in the Attachments section and is titled "Gum Data Set 2" or you can click on the link below.
Gum Data Set 2.docx
Note: The answer key document is in the Summative Assessment section.

Letter Template 2
See Accommodations section.

Reflection question 2
 How has the new data changed this problem?
 Does your team's model need to change to account for the new data?
 What are the new requirements your team must consider?
 What process did your team assign the new data?
 What things does your team need to include in the new solution?
 How did you calculate the circumference of the gum's circular section of the bubble?
 What is the formula for the circumference of a circle?
 Is there anything you had to do with the measurement of the radius or diameter before you used it in your formula?
 Did your team include all calculations and show the work for the quantitative data?
 Did your team provide the client with all of their requested information?
 Do you think your team satisfactorily met the needs of your client?