Rationale
"When will I ever use this?" The question echoes in 7 th grade math. My response is often a quick example of a job or situation where the specific type of math might be encountered. The example allows the math lesson to continue, however it does not give the students a tangible understanding of the use of mathematics in real life situations.
I teach math at August Boeger Middle School which is located in the foothills of East San Jose. We are a low-income district with 75% of our students on free or reduced lunch. The school faces many challenges and is under constant pressure to raise test scores. Gang life is influential on campus and in students' homes. Many of our students are English Language Learners struggling to understand content and develop English language skills. Math teachers struggle to fill in gaps for the students who are below grade level as well as cover the standards required for student success. In my opinion, the shift toward the common core standards will provide an opportunity for teachers to refocus on students' ability to understand and apply math concepts in context rather than rote memorization.
Research shows students who are strong in mathematical estimation excel in the math classroom as well as perform well on state tests. In my opinion this is due to a solid foundation in number sense. They are capable of estimating because they comprehend what is being asked and how it applies to real situations. Students' ability to estimate increases when given manipulatives or visual aides. I believe one of the problems in middle school math classrooms is the emphasis on memorization and calculation without context or understanding. Memorization and quick fixes will move students through curriculum and standards at a faster rate. The problem is that students will hit a ceiling. When students begin to move at a rate that allows them to grasp and internalize concepts they will be able to perform and excel in higher-level math.
Students in my district take Algebra as 8 th graders regardless of their math ability. This past year I had a student who could not multiply 8 x 3. I told him to draw and count to get the answer. He didn't even know what he could draw to get the solution. This same student knew 8 x 4 = 32. This is a tragic example of memorization without understanding. Now, don't get me wrong! I am obsessive about students memorizing their multiplication facts, but not at the cost of understanding what multiplication is. Memorization alone limits student access to success. This student will be placed in Algebra next year. I hope to continue to work with teachers in our math department to increase student understanding and make a story like this the rare exception.
Percents are one of the most difficult concepts for 7th grade students to understand. The irony is that students rate percents as one of the easiest topics they learn. The disconnect? Students enjoy math problems they know how to "solve." Translation - they know where to get started. Frustration sets in when the student doesn't know where to begin or what to do. Students perceive the repetitive steps and calculations as simple and rarely realize they lack understanding of the concept. For example, a student misses 3 questions on a 20 question test and receives an 85%. The same student then misses 3 questions on an 8 question test and doesn't understand the drop in percentage. To most students missing 3 questions should be the same grade each time.
The percent problem persists when students mistake 7% to be 0.7. If asked to find 7% of 45, students often answer 31.5 (because they multiply 0.7 x 45) instead of 3.15 (multiplying 0.07 x 45). Students are often frustrated that their answer is incorrect. The common cry, "It is the same thing." When percents are put into contextual situations it clearly is not the same thing!
This vitamin unit is content focused. It gives background on the human body, explains the use and value of vitamins A, C, and E, and then looks at percentages in terms of recommended dosages and serving sizes. I hope to eliminate the question, "When will I ever use this?" by actually USING the math concept.
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