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Suggest ways of integrating CCSS Math in Science?
Math teachers need suggestions on the applications of math, isn't science a great place for this?
 Math / Science
 38
 Collaboration / Common Core / Differentiation / Next Generation Science Standards
Many of the connections are actually built into the Standards, this is the idea of coherence within a grade level. Often the major work of the grade level is applied in the Measurement and Data domain and can be applied in science. For instance, in fifth grade, one of the major emphasis areas is fractions and decimals. Standard 5.MD.A.1 says, "Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems." This can definitely be done in science when students are using metric measurement within a science lab situation, as a way for the students to apply their math learning around decimals in science.
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Just what I needed, thanks! I will look more closely at the Math CCSS standards for those hints.
When I taught gifted students (46) fractions, decimals, and Percentages were taught as equivalencies. Students that had some difficulty were shown how decimals were used to denote currency and how "half dollars," "quarters," "dimes," and "nickels" were fractional names for $.50, $.25,.$.10, and $.05, and that 50/100, 25/100, 10/100, and 5/100 were expressed as rhese percentages: 50%, 25%, 10%, and 5%. After tenths we worked of fifths and fourths. Thirds, sixths, eighths, ninths, and twelths were determined using division. Once students saw the relationship between all three their understanding of each numerical form.
When I taught gifted students (46) fractions, decimals, and Percentages were taught as equivalencies. Students that had some difficulty were shown how decimals were used to denote currency and how "half dollars," "quarters," "dimes," and "nickels" were fractional names for $.50, $.25,.$.10, and $.05, and that 50/100, 25/100, 10/100, and 5/100 were expressed as these percentages: 50%, 25%, 10%, and 5%. After tenths we worked of fifths and fourths. Thirds, sixths, eighths, ninths, and twelths were determined using division. Once students saw the relationship between all three their understanding of each numerical form.