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||0222222$KVVk.000KpKKXv<TDVVrRK| : Math is everywhere. We use it every day.
Show students the importance of quantitative thinking across the curriculum. Plan to spend some time at least once a week using numbers to quantify what youre studying.
Lots of important questions involve numbers. Take time to set up the numbers as math problems. Pose interesting questions, then give students the numbers to work with. This is great for number sense (estimation with large numbers), fractions, ratios and proportions, practice with adding, subtracting, multiplying and dividing, decimals (think about money) and probably lots more.
Social studies
How did the population of various countries or cities change over time? How did the percent of people living in cities change over our history? What does the census tell us about people in Michigan? How did travel time change between cities in the 1800s with the advent of new modes of transportation? How many people are represented by each Congressman (or Michigan Representative, or US Senator or Michigan Senator)? What fraction of our national debt is owed by each individual? What proportion of people living in the U.S. are under 20? How does this compare to other countries?
PE and Health
Respiration rate, calories burned, percent of fat in ones diet; timed events, like races (By how much did the winner beat the second place finisher?), rate of growth from birth to puberty, variance of weight and height or lifespan across a population, etc.
Science
You cant avoid numbers in science. Those of us who are science teachers think that math was invented to help with science (dont tell the math teachers). Physics is rich with problems that use numbers, problems that shed light on important concepts in physics (inverse square laws, for example). Biology is loaded with statistics. Chemistry (stoichiometry) is all about proportional thinking. Earth science given the age of the earth and the distance to other galaxies, big numbers rule. The trick is to build up the use of numbers at a pace that all students can handle, probably differentiating the problems based on students skill as they get more and more skilled.
Music
Is 3/4 time the same as 6/8 time? How fast is vivace, really? How many songs can we sing in a half-hour program? How much music did Mozart write per year? How many decibels of sound does a symphony orchestra make compared to a string quartet? True, these uses for math dont really contribute to what students are suppose to be learning in music, but working problems like this will certainly strengthen their math abilities. Math teachers would gladly help set up problems like these.
English
Same issue as in music not directly related to what students need to learn. Focusing on reading and writing informational text is also extremely important.
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