Uses of maths in daily life
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Answer:
Even those suffering from math-related anxieties or phobias cannot escape its everyday presence in their lives. From home to school to work and places in between, math is everywhere. Whether using measurements in a recipe or deciding if half a tank of gas will make the destination, we all use math. It is a good idea, therefore, for teachers and parents of reluctant math learners to use real-world examples to ignite a spark of practical interest.
At Home
Some people aren't even out of bed before encountering math. When setting an alarm or hitting snooze, they may quickly need to calculate the new time they will rise. Or they might step on a bathroom scale and decide that they’ll skip those extra calories at lunch. People on medication need to understand different dosages, whether in grams or milliliters. Recipes call for ounces and cups and teaspoons — all measurements, all math. And decorators need to know that the dimensions of their furnishings and rugs will match the area of their rooms.
In Travel
Travelers often consider their miles per gallon when fueling up for daily trips, but they might need to calculate anew when faced with obstructionist detours and consider the additional cost in miles, time and money. Air travelers need to know departure times and arrival schedules. They also need to know the weight of their luggage, unless they want to risk some hefty baggage surcharges. Once on board, they might enjoy some common aviation-related math such as speed, altitude and flying time.
At School and Work
Students can’t avoid math. Most take it every day. However, even in history and English classes they may need to know a little math. Whether looking at time expanses of decades, centuries or eras or calculating how they’ll bring that B in English to an A, they’ll need some basic math skills. Jobs in business and finance may require sophisticated knowledge of how to read profit and earning statements or how to decipher graph analyses. However, even hourly earners will need to know if their working hours multiplied by their rate of pay accurately reflects their paychecks.
At the Store
Whether buying coffee or a car, basic principles of math are in play. Purchasing decisions require some understanding of budgets and the cost and affordability of items from groceries to houses. Short-term decisions may mean only needing to know cash on hand, but bigger purchases may require knowledge of interest rates and amortization charts. Finding a mortgage may be much different from choosing a place to have lunch, but they both cost money and require math.
Pastimes
Even off-time can be math time. Baseball fans know a lot about statistics, whether they’re considering basic win-loss ratios, batting averages or pitchers' earned run averages. Football fans know about yardage gains and passing stats. And individual athletes, whether runners, bikers, sailors or hikers, often have their own ways of charting their progress, from time to mileage to elevation.
hope it helps!
Answer:
Managing money $$$
Balancing the checkbook.
Shopping for the best price.
Preparing food.
Figuring out distance, time and cost for travel.
Understanding loans for cars, trucks, homes, schooling or other purposes.
Understanding sports (being a player and team statistics)
History
Everyday Mathematics curriculum was developed by the University of Chicago School Math Project (or UCSMP )[1] which was founded in 1983.
Work on it started in the summer of 1985. The 1st edition was released in 1998 and the 2nd in 2002. A third edition was released in 2007 and a fourth in 2014-2015.[2]
Curriculum structure
Below is an outline of the components of EM as they are generally seen throughout the curriculum.
Lessons
A typical lesson outlined in one of the teacher’s manuals includes three parts[3]
Teaching the Lesson—Provides main instructional activities for the lesson.
Ongoing Learning and Practice—Supports previously introduced concepts and skills; essential for maintaining skills.
Differentiation Options—Includes options for supporting the needs of all students; usually an extension of Part 1, Teaching the Lesson.
Daily Routines
Every day, there are certain things that each EM lesson requires the student to do routinely. These components can be dispersed throughout the day or they can be part of the main math lesson.
Math Messages—These are problems, displayed in a manner chosen by the teacher, that students complete before the lesson and then discuss as an opener to the main lesson.
Mental Math and Reflexes—These are brief (no longer than 5 min) sessions “…designed to strengthen children's number sense and to review and advance essential basic skills…” (Program Components 2003).
Math Boxes—These are pages intended to have students routinely practice problems independently.
Home Links/Study Links—Everyday homework is sent home. Grades K-3 they are called Home Links and 4-6 they are Study Links. They are meant to reinforce instruction as well as connect home to the work at school.
Supplemental Aspects
Beyond the components already listed, there are supplemental resources to the program. The two most common are games and explorations.
Games— “…Everyday Mathematics sees games as enjoyable ways to practice number skills, especially those that help children develop fact power…” (Program Components 2003). Therefore, authors of the series have interwoven games throughout daily lessons and activities.
Scientific support for the curriculum
What Works Clearinghouse ( or WWC ) [4] reviewed the evidence in support of the Everyday Mathematics program. Of the 61 pieces of evidence submitted by the publisher, 57 did not meet the WWC minimum standards for scientific evidence, four met evidence standards with reservations, and one of those four showed a statistically significant positive effect. Based on the four studies considered, the WWC gave Everyday Math a rating of "Potentially Positive Effect" with the four studies showing a mean improvement in elementary math achievement (versus unspecified alternative programs) of 6 percentile rank points with a range of -7 to +14 percentile rank points, on a scale from -50 to +50.[5][6]
Criticism
After the first edition was released, it became part of a nationwide controversy over reform mathematics. In October 1999, US Department of Education issued a report labeling Everyday Mathematics one of five "promising" new math programs.[7] The perceived endorsement of Everyday Mathematics and a number of other textbooks by an agency of the US government caused such outrage among practicing mathematicians and scientists that a group of them drafted an open letter to then Secretary of Education Richard Riley urging him to withdraw the report. The letter [8] appeared in the November 18, 1999 edition of the Post and was eventually signed by more than 200 prominent mathematicians and scientists including four Nobel Laureates (one of whom, Steven Chu, has since become Secretary of Energy), three Fields Medalists, a National Medal of Science winner from the University of Chicago, and the some chairs of math departments.[9]
Even off-time can be math time. Baseball fans know a lot about statistics, whether they’re considering basic win-loss ratios, batting averages or pitchers' earned run averages. Football fans know about yardage gains and passing stats. And individual athletes, whether runners, bikers, sailors or hikers, often have their own ways of charting their progress, from time to mileage to elevation