When I started teaching, there was a surprising phrase students often repeated: how do we use math in science class? It was a question that caught me off-guard. I tried to remember if I ever saw them as separate things. Then, it occurred to me. I didn’t realize the connections between math and science until high school. I thought the same way when I was in middle school.
I thought about how to explain it to students. Smarter people than I have stated, “mathematics is the language of the universe.” But, most middle schoolers cannot think in such abstract terms. I thought about saying, “math helps us explain the world around us.” Again, too abstract. As a former engineer, I could rattle off numerous ways we use math in science. That was not effective either. So, what is a middle school science teacher to do?
How do you show students that math connects to science?
The best approach is modeling how you use math whenever possible. Teachers convert metric units, measure volume, and calculate speed without thinking about it. Students move from class to class without seeing those connections unless you point them out on purpose, and anything purposeful takes planning.
To me, the best approach is modeling how to use math in science whenever possible. As teachers, we use math without thinking about it: converting metric units, measuring volume, or calculating speed. It’s easy to forget why they feel disconnected from students. Students leave one class and head into another without seeing those connections unless we purposefully tell them. And anything purposeful takes planning.
What are the best ways to use math in science lessons?
Nearly every standard has room for authentic math. Whether you teach earth, life, or physical science, you can add math through data collection and graphing, data analysis like percent change, unit measurements, calculations, and estimation. Letting students make these connections is exactly what the science standards are all about.
We have a lot of standards to cover in a year. You may teach earth science, life science, or physical science, or use the integrated method combining all three. There are also cross-cutting concepts and science and engineering practices to utilize in the classroom. Look into any of our standards – you can find a way to add math authentically somewhere. After all, allowing students to make these connections is what our science standards are all about.
Here’s a list of ideas for using math in science lessons.
Data Collection and Graphing: While we see connections, students may not see how they use math in science when collecting data. Have you ever asked students to make a data table for an experiment? Many will probably look at you with a blank stare. It’s a skill that I’ve seen my students lacking.
Graphing is even more difficult. Determining the range and interval of an axis can be tricky. Whenever I expect students to make a graph, I spend time helping them set up the graph correctly. However, I try to take the role of asking questions to them. Try to ask students to explain why they chose their range and interval when graphing data from an experiment.
Data Analysis: My students can calculate the average of a data set with ease. But how about more complex data analysis? They lack number sense when it comes to significant changes. Here is an example.
Every year, we do a lab involving gum. It’s always popular because they get to chew it in class. Students measure the mass of pre-chewed gum and then compare it to chewed gum. We compile all the data for analysis. One time, our combined data showed that the chewed gum had 0.1 grams less mass than the pre-chewed gum. A student confidently stated they were right because they predicted mass would decrease. I pointed out that the starting mass of each piece of gum was about 5 grams. It was a great lesson on how scientists decide if their change is significant.
Data analysis is a skill that does not come naturally to students. I think this is because they view math in absolute terms. While this student was technically correct, the overall change was not significant. While standard deviation is likely too complex to introduce to most middle school students, calculating percent change is an easy data analysis tool to try.
Unit Measurements: Students often overlook simple ways of using math in science. I’m guilty of glossing over the purpose of choosing one unit of length instead of another. However, we can give students the opportunity to justify that choice during an experiment. Take time to discuss why you are collecting data in that unit of measurement. Then, let them decide how to measure the length and justify their reasoning.
Calculations: Want to see the look of stress on your students’ faces? Tell them you are going to be doing some calculations. In a math classroom? Fine. Mention it in science? It’s like you’ve asked them to explore Mars. Again, I think they cannot see the connections between math and science because we don’t give them enough opportunities.
Make calculations simple. Ask students to calculate the speed of an object. But you are not teaching the physics standards this year? That’s ok! Relate it to potential and kinetic energy. Earth science? Calculate the age of fossils using carbon dating. Biology? Determine the number of bacterial cells after ten generations.
Estimation: Estimation is the skill I use most often in my daily life. I routinely estimate how long it will take me to drive somewhere adding in time for traffic at that time of day. I estimate how many apples my family will eat in a week knowing I can only buy them in bags of eight. Students also do this without realizing it. Ask them to do this in class? You’ll likely get some blank stares. We don’t ask them to do this kind of math often enough.
Here is a fun way to quickly build this skill — Fermi questions. Enrico Fermi was a Nobel-winning physicist that used this strategy for a quick estimation justified by data. The final answer is not as important as the process. The goal of a Fermi question is only to get within an order of magnitude (10x more or 10x less) of the correct answer.
For example, “How many pencils are in our school today?” Students may make a quick guess but ask them to justify it. How many pencils does each student have in their book bag right now? How many students are in this class? How many classes are in our school? Try this together one time, then let each student come up with their answer to the next question.
Should students use calculators in science class?
Opinions differ, and both sides have merit. I fall on the side of allowing them. As one professor put it, he didn't want a student to miss a lesson over a one-dollar piece of equipment. I'd rather teach students how to use a tool than replace it, but I wouldn't fault a teacher who requires the work by hand.
I know people have different opinions about students using calculators in science class. I can see the merit of allowing calculators. I had a professor say, “I don’t want a student to miss my lesson because I wouldn’t let them use a $1 piece of equipment.” I also see the benefit of requiring students to do the calculations without assistance.
I fall into the first category. I use my cell phone’s calculator to do quick math. I imagine that will continue to be the case in the future. I prefer to teach my students how to use a tool than try to replace it. However, I would not fault anyone who did not allow students to use calculators in their science class.
It sounds counter-intuitive. Students groan when they hear we will be using math in my class. Students push back initially. But, they begin to develop confidence the more familiar they get. I think it’s similar to facing a fear. Don’t be afraid to bring math into your lessons in small pieces. A little graphing here, a calculation there. They may even tell their math teacher, “Hey! We used this in science!”
If there is a topic you need to teach, tell me about it by sending a message to info@mrsharktooth.com!