ADD” Math to Your FACS Curriculum

							                    “ADD” Math to Your FACS Curriculum




                                Recipe for “The Math FACS”
1 Secondary FACS curriculum
4 math functions given practical application
1 basic knowledge of mathematics terminology
Several ideas for your classroom
1 amazing FACS teacher
        Begin with your FACS curriculum. Examine concepts taught and identify where you can
spice up your curriculum by including the practical application of mathematics. Add a pinch of
terminology to clarify concepts. Review the ideas you received at June Conference. Mix in the
creativity and enthusiasm of one amazing FACS teacher in a classroom. Let ideas gel for each
unit. Serve.
Yields: Relevant and practical application of math concepts for students
         FACS support of mathematics core concepts
         Increased collaboration with other departments
         Strengthened FACS curriculum
                                                      Helpful Tools
                                           Applied Math Activities:
                                           A new textbook published by Glenco.
                                           The student edition ISBN is 0-07-861688-3.
                                           “The math refresher and application sheets in this
                                           booklet help provide “real world” applications of
                                           math skills used in analyzing nutrients, comparison
                                           shopping, changing recipe yield, and more.”

                                           Web site: www.moneyinstructor.com
                                           This site has lesson plans, worksheet, interactive
                                           lessons, etc.


                                 Ratios, Proportions, Percents
Ratio: the relation between two numbers – the quotient of one quantity divided by another of the
same kind, usually expressed as a fraction

Proportions: the comparative relationship between ratios – the equality between ratios

Percent: a hundredth part of something

                                    The FACS about Ratios
       We teach ratios in several aspects of the FACS curriculum. We just need to use the
terminology and make other groups in the school aware that we do it.

Ratios in Foods: Measurements are fractions. Have students double or half a recipe before they
prepare the food in the lab. They are multiplying and dividing fractions. Even take time to give
a short review and show the students how to double a measurement and half a measurement.
        To double: multiply the numerators (the top number) straight across and get an answer;
then multiply the denominators (the bottom number) straight across to get an answer. When
doubling, the second fraction is 2/1.
i.e. 1/4 c. margarine          1/4 x 2/1 = 2/4 or 1/2 c.
        To half: invert the second fraction and follow the same rules for multiplying. When
halving, you are dividing by 2/1.
i.e. 1/4 c. margarine          1/4 / 2/1 = 1/4 x 1/2 = 1/8 c.

Ratios in Clothing: Measurements are fractions. We sew 5/8 in. seam allowances. When we
alter a pattern, we divide the amount either added or taken away by the number of pieces affected
– creating a fraction problem.
i.e. You are making a pair of shorts. The pattern fits a person with a 27” waist. You have a 26”
waist. There are two pattern pieces used to make the pants. How much needs to be cut from
each seam in order for your shorts to fit correctly?
         2 (pattern pieces) x 2 (seams on each piece) = 4 seams
         1 inch / 4 (seams) = 1/4 inch
Ratios in Design: The golden mean, the golden triangle

Proportions: Proportions can be taught and reviewed in many areas of FACS. There is a
simple technique that you can teach students to figure proportions. It is:
              IS = OF
              % 100
       To solve a proportion, you cross-multiply and solve for the missing variable.

Some examples:
You are a nutritionist and are helping a client adjust his caloric intake. It has been determined
that he should by consuming only 97% of the number of calories he presently consumes. A
dietary analysis shows he consumes 2885 calories per day. How many calories should he
consume? You need to know what is 97% of 2885.
               unknown(IS) =          2885 (OF)
               97                     100

               2885 x 97 = 279845             (IS) x 100 = 100(IS)

               279845 = 100(IS) (divide both sides by 100)

               2798.45 = (IS) Your client should consume 2798.45 calories.

What is 45% of $35.00?

               ?       =       35.00
               45              100

               100? = 1575 (divide both sides by 100)

               15.75

65 is what percent of 125?

               65      =       125
               ?               100

               6500 = 125?

               52%

Percents: to find 1% of something, multiply the amount by .01
Teach percent in lessons on investments, inflation rates, interest rates, compound interest, etc.

Compound Interest is figured: FV=PF(1 + I)
     Where: FV= Future Value; PV=Present Value;               I=Interest;    N=Numbers of Years