“Challenging ourselves to making these concepts more meaningful to the kids.”








Hello! For this week’s installment of Teachers of SIS, we are pleased to have math teacher Jacob Scott, here at our bayside campus. Jacob walked me through his exponential growth and exponential decay unit, how he and the science teachers collaborated together to integrate a skill set that spanned both math and the sciences.

Here are his responses to the questions regarding his lesson.

What did you want your students to know or understand?

I wanted my kids to understand exponential growth and exponential decay function work in the real world and how they correlate over into, say… science classes where they are going to use them, where they need to have that basic foundation in mathematics to be able to apply it to scientific research that they’ll be doing in there science classes. 

What skills did you want your students to gain?

Kids at this age level can have a hard time seeing how math relates to the real world and those those connection to the outside, across subject as well. Really getting them to see that it’s not just a problem on the board or on the page but as something that scientists, engineers use it to solve everyday problems.  Specifically with that skill, they needed to know it in class if they’re going to look at ecosystems or looking at endangered animals and how that is affected by populations growth or  decline – so, again, how can they apply something that looks like math formula with a function in class but be a real-world problem.

How did you teach this lesson in the past?

In the past, it wasn’t in the curriculum so one thing after collaborating with the science teachers, we felt that it needed to be added in the mathematics curriculum and not just as a stand-alone unit where students might plot some numbers on graph paper but means nothing to them – so really bringing it in and challenging ourselves to making these concepts more meaningful to the kids. So right now they’re getting the foundation in Math and applying it in science because that is where that connection will be made. With grade eight, for example, we looked at other units to find other areas of overlap – what are things he (Peter) needs to teach physics or chemistry that will require a mathematical foundation.

How did you problem-solve and be creative to come up with this new method for this lesson?

As teachers, we had to be flexible to see where those areas of overlap would be…Everyone always thinks that math and science just go right together but they don’t always. Although they are very different, their skills are used across the curriculum. In other words, we had to look and shift unit so that I could help provide background knowledge that would be accessed later in Peter’s class for example.

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