\input zb-basic \input zb-matheduc \iteman{ZMATH 2016a.00904} \itemau{Usiskin, Zalman} \itemti{Mathematical modeling and pure mathematics.} \itemso{Math. Teach. Middle Sch. 20, No. 8, 476-482 (2015).} \itemab Summary: Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in mathematics classrooms. The five steps in the modeling process are nicely described in the Common Core State Standards for Mathematics (CCSSM) in the second half of the fourth Standard for Mathematical Practice. These five steps can be shortened to the following: (1) Choose the real problem; (2) Find a mathematical model for the simplified problem; (3) Solve the problem that is the mathematical model; (4) Translate the solution back into the real-world situation; and (5) Check whether the solution is feasible; if not, go back to step (1) or step (2). The three examples of mathematical modeling situations presented here all involve statistical ideas -- even though statistics are never mentioned. (ERIC) \itemrv{~} \itemcc{M10 M90 D50} \itemut{mathematical modeling; problem solving; real-life problems} \itemli{http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2015/Vol20/Issue8/Mathematical-Modeling-and-Pure-Mathematics/} \end