Integrating Math Into the FCS Classroom

1. Integrating Math Into the FCS Classroom Presentation by: Molly Goldreich Dr. Holly Hunts Ph.D Sandra Mertesdorf Bethany Ringer

2. Our Website A compilation of math integrated FCS lesson plans Lesson plans are compiled by Montana Math Standards and by Family and Consumer Sciences subjects. Extras on the website include links to other websites, conference materials, Montana Math Content Standards and officer information.

3. Why Math and FCS? Integrating math into the FCS classroom can sometimes be seen as difficult. We wanted to show FCS people that it is possible! Math relates to every subject in FCS, it just needs to be looked at differently.

4. Why Math and FCS? Career clusters Math can add rigor and relevance to any FCS subject area. As future teachers, we thought it would be nice to be able to go to one place and have the lesson plans already sorted.

5. �When am I ever going to use this?� Math is used in almost everything we do. As FCS people we should always be able to answer this question. FCS can be a safe environment to introduce new math concepts. We want to make math integration less overwhelming for everyone.

6. How to use the site www.montana.edu/hhunts

7. The MAFCS site

8. Lesson Plans Page

9. Lesson Plans List

10. For Example�

11. Montana Math Content Standards

12. Montana Math Standards Page

13. For Example�

14. FCS Class Subject

15. FCS Class Subject List

16. For Example�

17. In Conclusion� We would like to think of this website as a work in progress. If you would like to add your own lesson plans, or have any suggestions, please email them to: hhunts@montana.edu The PowerPoint will be available through our website under Conference Materials.

18. Sandy Mertesdorf will introduce a Math/FCS integrated lesson plan we have developed.

19. Tangram Examples

20. Alternative Lesson Plans Creating a quilt using tangram shapes Creating story boards for use with Focus on the Family or Storytelling or Child Care Service Learning Center (FCCLA) Create a wall hanging by using ratios to create large tangram shapes

21. Math, Tangrams and FCS National Content Standards FCS 4.0 Integrate knowledge, skills and practices required for careers in early childhood education and services. FCS 4.3 Demonstrate integration of curriculum and instruction to meet children's developmental needs and interests.

22. Math, Tangrams and FCS National Content Standards FCS 4.4 Demonstrate a safe and healthy learning environment for children FCS 4.5 Demonstrate techniques for collaborative relationships with children

23. National FCS Standards (cont.) FCS 16.0 Integrate knowledge, skills and practice required for careers in textiles and apparel. FCS 16.4 Demonstrate skills needed to produce, alter or repair textile products and apparel.

24. Montana Math Standards Content Standard 4: Students demonstrate understanding of shape and an ability to use geometry Content Standard 5: Students demonstrate understanding of measurable attributes and an ability to use measurement processes.

25. Montana Math Standards (cont.) Content Standard 7: Students demonstrate understanding of and an ability to use patterns, relations and functions.

26. Topics in Human Development that Relate to Math Charting basal temperature for conception Estimating due dates based on normal gestation EDC (estimated date of confinement) Calculating pregnancy weight gain Reading Charts and Graphs about low birth weights.

27. Topics in Human Development that Relate to Math Correlating low birth weights and infant mortality across the globe Understanding Percentiles with growth charts Using Algebra and parents� height to estimate adult height for girls and boys. Converting English to Metric to be able to use algebra to estimate adult height.

28. Topics in Human Development that Relate to Math Understanding relationship between foot size and height Using ratios to understand BMI (body mass index) Using statistics to understand normal distribution of height and weight.

29. What does a mean � mean? Income City A $20,000 $20,000 $20,000 $20,000 $20,000 Mean = $20,000 Income City B $50,000 $5,000 $11,000 $11,000 $23,000 Mean = $20,000

30. Means are one number � but more is needed Income City A $20,000 $20,000 $20,000 $20,000 $20,000 Mean = $20,000 Deviation = $0 Income City B $50,000 $5,000 $11,000 $11,000 $23,000 Mean = $20,000 Deviation = $18,000

31. Normal Curve

32. Normal Curve with Standard Deviations

34. Are they normal? Calculate the mean MOST IMPORTANTLY CALCULATE THE STANDARD DEVIATION �the mean by itself means nothing Are you within 1 standard deviation of the average � if so, you are like 68.5% of other people. Are you within 2 standard deviations � 95%

35. So, if you know the �Average� weight for a female of a particular height � you really don�t know anything without knowing the standard deviation � the �normal� range of that number.

36. Moral of the Story No point feeling awful about not being �average� since that one number is meaningless. It is possible that NO ONE is �average� More important to see how you fit in the normal range

37. Lesson Plan Modification One of our main objectives is for you to be able to see the opportunity to add math to any lesson plan. Short exercise Work with group to brain storm how to add math to the lesson plan at your table Think Outside the Box Use Montana Math Standards provided Pick your top 2 to share

38. THANK YOU!