Math Problems in Science

Many science teachers think that they shouldn't have to teach math in science class....that is the math teacher's responsibility.  But guess what...math is a science problem too!  Many of the students understand the science concepts, but get stuck when there is a mathematical equation involved, especially if it involves unknown variables or basic algebra as it does on the 8th grade science assessment.  

I got called in from one of the middle schools I work with and they asked me to work with their special populations of students (special education, ESL, and 504's)  in small groups once a week.  Based on their district assessments, many were getting low mastery on TEKS associated with math equations.  I decided to confront the math issue straight in the face and spent two entire sessions on math in 8th grade science pull-outs.  As I was working with the students I noticed six trends that were holding the students back from getting the correct answers.

1. Using the wrong equation, especially when dealing with force.

2. Not knowing when to divide or multiply when trying to separate an unknown variable.

3. Getting stuck on problems that required two steps.

4. Moving the decimal point for long division problems (since they cannot use calculators on the test).

5. Rounding to the appropriate decimal (in this case to the nearest hundredth).

6. Bubbling appropriately on their griddable responses. 

Students were very good at determining which equation to choose if it had the keyword in the problem (i.e. work, speed, or density) which gave them a clue which equation to use. The problems arose when we needed to find force. They would automatically pull out the force equation but where getting stuck because mass or acceleration wasn't provided. The students did not make the connections that some variables such as force and distance where part of multiple equations.  

So I decided to create a 4 x 4 activity where they could see this visually.  Each student created a flash card with the keyword on one side and the known equation on the back which is also already provided on their reference sheet. Then I gave students a stack of 16 small cards: 14 which were words, in this case, variables from each of the four equations and 4 which were pictures (for the learners who need reinforcement through visuals).  The students needed to lay the variables for each equation and the picture above the matching equation on the flashcard which they had created like so.

4 x 4 Math Equations in 8th Grade Science

Once students could see all variables, they could manipulate them much easier and the algebra was no longer as confusing since we took the numbers out of the equation (no math pun intended)!  Now they could see that if you were using distance or force, there might be two equations to choose from instead of just one.

My next obstacle was getting the students to understand when to divide and when to multiply using the equations and the variables provided in the question.  Many science teachers teach their students about the triangles.  So I reinforced this concept in my science pull-outs by incorporating them into my equation foldables.  Students used construction paper to create these arrow like foldables for each equation (density, force, work, and speed) and inside we created a triangle for each using the slogans our teachers use to remember the order such as "Falcons Must Attack" for the Force, Mass, and Acceleration equation.  You can see inside each foldable below there is a triangle that corresponds with that equation. I also made empty general triangles (shown in green) so we could use the 4 x 4 cards mentioned above and manipulate each variable as needed depending on the equation being used.  This helped the students determine whether they needed to multiply or divide depending on the variables provided in their specific problem.

Reinforcing Math Through Foldables, Triangles, and Griddables

The last few math problems can be solved with lots of practice.  We practice bubbling (as you can see on my griddable scantrons for pull-outs...no multiple choice answers here!) time and time again.  All of our problems are griddables!  The students complain....yes, but there is no other way to get them to practice their rounding and their bubbling.  We also practice long division and short tricks such as getting rid of unnecessary zeros or moving the decimal when needed to ensure they are confident with their math skills in order to have success on their science state assessments.  

Take the time to understand why your students are having trouble with math in your science class.  Collaborate with your fellow math teachers and see how they teach their students these concepts.  You can use what they teach and reinforce it in your science class.  It will be a win-win situation for both science and math.  Let's ensure that all of our students are understanding, not only the science, but also the math behind it!