Bob Krech is a math consultant and author. He is a former elementary teacher and math supervisor and a recipient of the Presidential Award for Excellence in Math and Science Teaching. Easy-to-implement activities connect standards-based math lessons with science, social studies, and the arts.
This book gives strategies for integrating standards across disciplines, plus experiences of teachers who have successfully integrated curricula. ThingLink allows students to create interactive images with tags to text, audio, video, and images as they integrate math and other subject areas into unique presentations.
Seesaw lets students create digital portfolios that include images, audio, video, and more—and add comments and captions. Perfect as a platform for integrating math with any subject area. Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List. Save to. Save to:. Save Create a List. Create a list. Save Back. Grades PreK—K , 1—2 , 3—5 , 6—8. Social Studies Loves Stats Jo-Ann Trifiro, a fourth-grade teacher at Millstone Township Elementary School in New Jersey, uses math to help her students better appreciate and understand the differences between life in the s and today.
Writing Math To really empower kids in math, have them write their own math word problems. Music and Numbers Patterns are foundational for math and for systems of notation, like those found in music. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not.
Labels from those products will be sufficient, especially if the products are in breakable containers. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item.
Have them place an asterisk or checkmark next to the food item each time they find that item in a different source.
If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion.
Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement. Related: Report Card Comments for positive comments! Needs Improvement- all topics is a hard worker, but has difficulty staying on task.
Additional work on these topics would be incredibly helpful. Practicing at home would be very beneficial. Slowing down and taking more time would help with this. We are working on learning when it is a good time to share and when it is a good time to listen.
Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful. Active participation would be beneficial. Paying closer attention to the class discussions and the readings that we are doing would be beneficial. Intervention is required. Practicing this at home would be helpful. Student Award Certificates! Back to Top.
Receive timely lesson ideas and PD tips. Web Page Playing With Time Visit the gallery and "a place in time" to examine speeded-up and slowed-down time sequences. Web Page Real World Applications of Arithmetic This downloadable collection of 20 real-world math projects is adaptable for upper elementary- and middle-school students. Web Page Road Sign Math Look for "mathematically significant" road signs, for which at least one equation can be written using all the numbers in the sign s.
Web Page The Data Library The Data Library includes data sets that can be downloaded as Excel spreadsheets, collaborative data projects, and other data sources. Web Page World Mapper This intriguing site displays distorted world maps to give a quick sense of statistics on world resources and consumption of resources, health, education, income, disease, causes of death, natural disasters, economics, pollution, transportation, and lots more.
Some maps are historical, so for example comparisons of population or wealth for diffe Web Page. Web Page. Math in Daily Life This collection of lessons, geared for high school but adaptable to younger students, presents realistic applications of math skills and concepts, including managing credit cards, determining the economics of buying vs.
Math-kitecture Students apply math skills and concepts through online and offline architectural design activities, including "Floor Plan Your Classroom.
Music Activities and Arts Integration Lessons Mix math and music to play with rhythms and notes, bringing fractions to life. In these activities, students use reasoning skills to figure out relations between numbers, distance, time, fractions and decimals. I also use another beginning-of-the-year activity that not only builds math skills but fosters community and friendship. The whole class discusses what a survey or poll is and brainstorms questions that they would like to ask each other.
After I model one survey, each student surveys their classmates about a different topic. Each student tabulates his or her survey data, makes a bar graph displaying the results, and reflects on what they have learned in writing. Later in the year they convert the data into fractions and percentages and make circle graphs. I encourage the students to draw conclusions from their data, and hypothesize why the results are the way they are. They then present these conclusions orally and in writing.
This activity is particularly popular with my students, and often they will want to do more extensive surveys with broader groups of people. The activity lays the basis for more in-depth study of polling and statistics around issues such as sampling, randomness, bias, and error. For extensive curricular ideas on the use of polls and statistics in social studies, see The Power of Numbers curriculum published by the Educators for Social Responsibility. To help my students understand that mathematics is a powerful and useful tool, I flood my classroom with examples of how math is used in major controversies in their community and in society at large.
For example, during October and November, there is often lots of discussion of poverty and hunger in my classroom, related either to the UNICEF activities around Halloween or issues raised by the Thanksgiving holiday. This is a good time to use classroom simulation exercises to help the children understand the disparity of wealth in the United States and around the world. After working with the students so they understand the data, we do a class simulation using a map of the world that is painted onto our playground.
I then use chocolate chip cookies, instead of chips, to represent the distribution of wealth, and hand out chocolate chip cookies accordingly. As you can imagine, some kids get far more chocolate chip cookies than others, and lively discussions ensue. Afterwards, we discuss the simulation and write about the activity. Not only does such a lesson connect math to human beings and social reality, it does so in a way that goes beyond paper and pencil exercises; it truly brings math alive.
I also use resources such as news articles on various social issues to help the students analyze inequality. The students, again in small groups, study data such as unemployment or job trends, convert the data into percentages, make comparisons, draw conclusions, and make graphs. This is a great way to help students understand the power of percentages.
Because they also use a computerized graph-making program, they realize how the computer can be a powerful tool. One group, for example, looked at news stories summarizing a university report on the 10, new jobs created in downtown Milwaukee due to commercial development. Using this data, my students made bar graphs and pie graphs of the racial breakdown of people in different jobs and in the city population. They compared the graphs and drew conclusions. They then did a role play with some students pretending to be representatives of community organizations trying to convince the mayor and major corporations to change their hiring practices.
What began as a math lesson quickly turned into a heated discussion of social policy.
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