So… let’s talk about math in science. I don’t know about you, but I did not realize that I was signing up to be a math teacher when I was working on my chemical education degree. But, here we are.
Chemistry class is often the first time students have to use math as evidence in a science class and that can be scary for many students. For some reason, by the time they get to me they think they aren’t good at math and that math makes no sense, so, therefore, chemistry makes no sense. GAH! Chemistry and math are literally sense-making fields of study!
Taking the time at the beginning of the year to ensure that your students are ready for the math required in this course is essential to helping them succeed. This is a great time to assess where your students’ skills lie and to make adjustments to your curriculum. Every year is different. Some years, I can cut this unit short. Some years I have to add in extra support throughout the entire first semester because that cohort is particularly low.
Revisit these skills regularly. They will pop up naturally in your curriculum, but if you notice there are a couple of weeks without math skills, throw in a day or two of math review. Or incorporate them weekly with your bell ringers. I suggest checking out Graph of the Week for a ready-to-go, relevant graph to analyze.
Math + Measurement Lesson Plans
Total Duration: (10-16 days)
Note: a day refers to 45-50 minute periods.
| Topic & Timeline | Tasks | Description |
| Measurement 1-2 days | Measurement Lab Post-Lab Discussion | Students measure different objects but are given no direction on how we use the instruments (ruler, graduated cylinder, etc). Have students whiteboard their data from the lab. Ask students to compare their measurements. Ask them why they all weren’t exactly the same. What is the proper way to measure using each instrument? How should data be displayed? You will answer these questions throughout the unit. |
| Significant Figures 1-2 days | Measurement + Significant Figures POGIL Optional: Extension Notes + Practice | If this is your students’ first POGIL, use this opportunity to train them. They should be working in pairs or small groups until they get to the stop sign. Then, as a class, you discuss their ideas. All of your students should be on the same page before they attempt the next section of the POGIL. Optional: Have students complete the extension questions for homework. Go over them the next day in class, then work through Significant Figures Notes and Practice. |
| Significant Zeros 1 day | Significant Zeros POGIL | Now that your students understand how to record measurements with the correct number of sig figs, use the Significant Zeros POGIL to introduce them to the idea of zeros in measurements. Reinforce the skills they learned in the previous POGIL. |
| Scientific Notation 1 day | Intro Discussion Notes + Practice | Write some very large numbers and very small numbers. Ask students to develop different ways of writing these numbers. Some may remember scientific notation, some may not. Discuss why it’s important to have a standard way of writing very large and very small numbers. Complete Notes + Practice. |
| Metric System 1-2 days | Intro Discussion Notes + Practice | Give students several metric instruments and ask them to determine how they are similar (based on 10s). During the notes, teach your students how you want – moving decimals or using metric conversions. I like to show them both methods and let them choose. I have a “metric ruler” at the front of my classroom and they have access to metric conversions on the back of their periodic tables. |
| Conversion Factors 1-2 days | Intro Discussion Notes + Practice | I always use the same bell ringer: Convert your age from years to seconds. Students can do this with no problem. And seeing that they already can do dimensional analysis gives them confidence when converting now, between metric and imperial units (and later when you introduce them to stoichiometry). Conversions can be set up in several ways. Some students latch onto the factor-label method quickly while others really do prefer using proportions. I’ve taught it both ways. I will say, I think proportions help the most students, and many times more mathematically advanced students figure out factor-label on their own. |
| Data Tables (optional) 1 day | Organizing Data POGIL | This POGIL is optional for me. I use it, essentially, as a filler. It’s got great content, but I can get by without it. I keep it ready in the first few weeks of the year for any “strange” occurrence – emergency sub plan, HS meeting days that through your schedule out of whack, etc. |
| Graphs in Science 1-2 days | Comparing Volume Units Lab Notes + Practice | I like to use these hollow Geometric Solids for a quick inquiry activity about graphing in science. I have my students pick a shape and then determine the volume of the shape using a rule and a graduated cylinder. They fill the shape to a min of 3 different heights of water, giving them a minimum of 3 data points when they set up a cm3 vs mL graph. This quick activity opens up a great discussion about graphs and slopes having real meaning in science. I tell them that “the slope is increasing” is not enough analysis in my class. They need to be able to tell me that these different volume units increase at the same rate, or a 1:1 ratio, meaning that 1 cubic centimeter is the same as 1 milliliter of water. We then take notes on the different types of graphs we can use and when to use them. |
| Algebra in Science 1 day | Notes+ Practice | Algebra skills are important in chemistry. In the first few years of my teaching career, my students acted like algebra rules in chemistry class are different than they are in math class. So, I have been setting aside one day of my math unit every year to review the basic algebra skills they need to succeed in chemistry. We review the basic operations and practice rearranging equations BEFORE we plug in any numbers. |
| Review | Whiteboard Races Vocabulary Practice | I like to give out individual or partner whiteboards. I project a question on the board with a timer and have the students raise the whiteboard when they are done. Sometimes I make this a game where they win points. I never give extra credit for winning class games though- this is a school policy. If you’d like to give the winners something you could set up a “winners circle” where you put their names up until the next game. Or you could give them little trinkets. I can’t give candy, but I have a tub of cheap, cute erasers. For some reason, my high schoolers LOVE these cute erasers. |
| Assessment |
And that’s it! A pretty simple unit plan for teaching students about math in science. I hope you found this helpful. If you want to know more about teaching math in science class, check out the links below!
Further Reading
How to Creatively Integrate Science and Math edutopia
The Art of Teaching math in Science quanta magazine
Integrating Measurement and Uncertainty into Science Instruction Pedagogy in Action
Everything You Need to Know About How to Teach Intro to Chemistry
