The Math-in-CTE professional development model is not a curriculum; instead, it is a process, organized around a set of five core principles (PDF), through which CTE and math teachers working in teams learn how to enhance the math that naturally occurs in their CTE curricula. Math-in CTE professional development always begins with *curriculum mapping*. In this process, CTE teachers examine the CTE concepts they teach, then work with math teacher partners to identify embedded math intersections, as linked to the Common Core math standards, and create a curriculum map. Once the map is complete, the CTE and math teacher teams select from within it one or more CTE concepts and related math concepts to develop into CTE lesson plans.

This sample Math-in-CTE curriculum map was created by teacher teams composed of manufacturing and math teachers. The associated sample lesson plan and related materials were identified and developed from this curriculum map.

Click on the linked CTE and math concepts within this map to view the lesson plan associated with them. Scroll to the right to view the middle and high school Common Core math standards associated with each unit.

## Manufacturing

CTE Course/Unit | CTE Concepts or Applications | Embedded Math Concepts | Middle School Common Core Math Standards | High School Common Core Math Standards |
---|---|---|---|---|

Tank Safety | Start up (shut down); 100% accuracy; 1/7th rule; Adjust regulator; Max pressure; Dangers (hazards) (explosions, rupture); Tachometer analogy; Shielding gas mixtures | Reading gauges, scales; Finding numbers on a line (scale); Volume of cylinder; Order of operations; Lbs/ft3 estimate; Vocabulary; Ratio-PSI; Percent; Multiplying whole numbers | 6.NS.2; 6.NS.3; 7.NS.1; 7.EE.3; 6.G.2; 6.G.3; 7.G.6; 8.G.9; 6.EE.2; 7.G.1; 6.RP.1; 6.RP.2; 6.RP.3; 7.RP.1; 7.RP.2; 7.RP.3 | A.APR.1; A.APR.7; N.RN.3; N.Q.1; G.GMD.1; G.GMD.3; G.MG.2; G.MG.3 |

Grinder Safety | Keep hands out of the wheel; Drop wheel throw away; Check condition; Chunk off wheel; Cutting vs grinding; Know RPM; Match rpm to grinder | Circumference (diameter/ radius); Rpm to mph; Reaction time; Average each student (online reaction test); Change in size effects of speed at edge | 6.NS.2; 6.NS.3; 7.NS.1; 7.EE.3; 6.G.1; 7.G.4; 7.G.6; 8.F.3 | A.APR.1; A.APR.7; N.RN.3; N.Q.1; G.C0.5; G.GMD.1 |

Linear Measurement | Read to 1/16”; Read metric (millimeter, centimeter, meter); Estimating size | Reading a ruler; Reducing fractions; Equivalent fractions; Comparing fractions; Reasonable dimensions; Tolerance | 6.NS.2; 6.NS.3; 7.NS.1; 7.EE.3; 6.NS.1; 6.EE.2; 7.NS.2; 7.NS.3 | A.APR.1; A.APR.7; N.RN.3; N.Q.1; N.Q.3 |

Layout and Cutting | Nesting parts (# coupons out of piece); Cutting off pieces; How many pieces; Kerf; Cutting coupon; Parallel to track | Area (length/width); Adding, subtracting, and multiplying fractions; Mixed numbers; Parallel lines | 6.G.1; 6.G.2; 6.G.3; 7.G.1; 7.G.4; 7.G.6; 6.NS.1; 6.EE.2; 7.NS.1; 7.NS.2; 7.NS.3; 7.EE.3 | G.GPE.7; G.MG.2 |

Squaring Projects | Using a square (types); 6-8-10; Check diagonals; 90° | Pythagorean (Triple); Right angle; Properties of rectangle/ Square; Congruent angles | 8.G.6; 8.G.7; 8.G.8; 7.G.5 | G.SRT.6; G.SRT.8; F.IF.8; G.CO.9; G.CO.12; G.CO.13 |

Angle Cutting | Layout correct angle; Setup cutting equipment; Read protractor from 1 side; Material position (for correct angle to be cut); Cut 0-45; Axis point/pivot point | Measuring an angle; Read protractor; Name: acute/obtuse/ supplementary/complimentary; Vertex of an angle | 7.G.5 | G.CO.9; G.CO.12; G.CO.13 |