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In Math at Work Monday

Math at Work Monday: Becca the Trauma Nurse

When it comes to life and death situations, we want to have confidence in those that are taking care of us. How do they know when to give us medicine, or exactly how much we need? Rebecca Paisley has been a registered nurse for five years and describes her use of practical math in the workplace.

Can you explain what you do for a living?

I work on an inpatient trauma unit. We take care of the patients once they are seen in the ER. The patients either go to the Intensive Care Unit, the Operating Room or come to our floor. We have a variety of patients – from car wrecks, falls, gun shot wounds, stab wounds, motorcycle wrecks, traumatic brain injuries and some very intense medical surgical patients with complex diagnosis. We care for these patients throughout their stay which can be from 1 day to months. We are constantly on the go, getting patients out of bed, doing procedures at the bedside (extensive dressing changes, chest tube insertions, general patient care), occassionally transfering patients to ICU, if they need a higher level of care. We also admit and discharge patients throughout the day. Needless to say, we are busy!

When do you use basic math in your job?

I use math every single day at work. It’s basic math (simple multiplication, division, addition, subtraction), but I have to use it to take care of my patients. Mainly it’s medication related. For example, you’ve got Tylenol 1000 mg ordered, but the patient needs to use a liquid form (650 mg in 20.3 mL) of the medication, you then have to figure out how many milliliters you need to give the correct dose. Once you do the math a couple of times, you remember the mLs that you need. It’s easy to do it that way with a rountine medication, but sometimes we are doing the math extremely fast in an emergent situation (like a chest tube insertion or code situation). We always double check the medication during these times with a second nurse. Another example is when we give pain medication. Say the patient has diluadid ordered our standard protocol is 0.3 mg to 0.9 mg per dose. Using our judgement, we decide on the dose amount. The medication is stock in 2 mg per 1 mL vial. By using basic division I know that the concentration is 0.2 mg per 0.1 mL. I also use it to figure out the drip rate for IV fluids and antibiotics. Ancef is ordered, it comes in a 50 mL bag, it needs to infuse in 20 minutes. Here is the math in my head: 60 minutes (1 hr) divided by 20 is 3. Multiply 3 by 50 (the mLs needed to infuse) and you get 150 ml/hr. Or if we need to bolus some IV fluids, but the doctor wants them over a certain amount of time. Say 500mL over 4 hours, (500 divided by 4 equals 125, so 125 ml/hr). I also use math to estimate my time spent with my patients in the morning (15-20 mins a patient, totaling 1 hour to 1 hour and 20 minutes ), so I can grab my morning cup of coffee! 🙂 However, this math is not always correct!

Do you use any technology (like calculators or computers) to help with this math? Why or why not?

We have certain medications that are continuous drips, like heparin or insulin. The pharmacy has calculators for these high risk medications for us to use. We just have to plug in the correct numbers, and we get the new dosing rate. The formulas for these calculations are available on our protocols, so if the calculators are unavailble (which rarely happens), we have the formula to use to get the new dosing rate. These calculators are used to reduce human error on these high risk medications. They are extremely important for safe patient care, ONLY as long as the nurse is plugging in the correct values! That’s why there is always a second nurse verification! Some of the medications (like the Tylenol example) will have the milliliters needed for the dose in the order information, but I like to challenge myself, and calculate the dose myself.

How do you think math helps you do your job better?

It makes my patient care more efficient. When I am able to do basic math in my head, I can administer medications faster, especially in an emergent situation where time is everything.

How comfortable with math do you feel? Does this math feel different to you ?

I feel pretty comfortable with math, but just basic math. The math I use at work has become “second nature,” so I’m able to use it and not really think about it. More complex calculations require good ‘ole paper and pencil!

What kind of math did you take in high school? Did you like it/feel like you were good at it?

I took geometry, and trigonometry, and I’m guessing Alegbra. I honestly hated math in school, but was fairly good at it. I never wanted to aspire to take calculus or advanced Algebra.

Did you have to learn new skills in order to do the math you use in your job? Or was it something that you could pickup using the skills you learned in school?

In nursing school, we had a pharmacology class, the whole first portion of it was math. We had to pass a math exam to even continue in the class. Everyone was so stressed out about it. We had to hand calculate drip rates, dosages, and do conversions. This math wasn’t foreign to me, as far as proportions and basic alegbra, but it was definitely stressful! Once we learned the “easy” ways to figure these calculations out, it was all good. I had to learn these new ways of solving these problems, it obviously did not come naturally!

Do you have a question for Becca? Send me your question and I will forward it to her.

In Math at Work Monday

Math at Work Monday: Louisa the Greeting Card Designer

Nothing says hello to a new neighbor like sending a greeting card or an invitation. And cards can mean so much in times of grief or illness. Those special little messages to pull the heart strings have to come from somewhere, right? Louisa Wimberger, founder of Weehah Greeting Cards and Invitations has built a business around these special messages. From greeting cards to invitations, she makes some of the best cards available.

Can you explain what you do for a living?

I design and create greeting cards and invitations. I sell them through my website, at retail shows and festivals, and also wholesale them to stores.

When do you use basic math in your job?

I use math all the time! For example: I use QuickBooks to invoice customers. I have to determine the cost of my supplies and my time in order to come up with a reasonable retail price ($3.95 per card or 10 for $35) and wholesale price ($2.25 per card).

I keep a budget, make purchases with credit cards, and pay that off monthly. On occasion, I hire someone to do mindless or repetitive tasks for me such as packaging cards. I learned that I have to pay someone per piece, and not by the hour!

I have to order cardstock and envelopes almost every week. My cardstock sheets come in 8.5 x 11 or 11 x 17 usually. So, when a customer wants 100 flat cards that measure 4.25 x 5.5 each, how many can I get per sheet? The list goes on.

Do you use any technology (like calculators or computers) to help with this math? Why or why not?

I use QuickBooks (for invoicing and budget/bookkeeping) and occasionally a calculator (to figure out measurements for things, mostly).

How do you think math helps you do your job better?

If it weren’t for math, I wouldn’t be able to actually make any money doing what I do!

How comfortable with math do you feel? Does this math feel different to you ?

I haven’t usually liked math in the past, but I have learned to appreciate (and even sometimes enjoy) it in the context of my business.

What kind of math did you take in high school? Did you like it/feel like you were good at it?

I think I took Algebra and Geometry but not Calculus. I never, ever felt like I was good at it. I glazed over a lot. I excelled in English, and that came naturally. Math was a push for me almost all the time. (And yet, I did pretty well on the math section of my SATs, oddly enough!)

Did you have to learn new skills in order to do the math you use in your job? Or was it something that you could pickup using the skills you learned in school?

I did not learn new skills. I more had to learn the theories people have behind how to price things, which doesn’t seem exactly like math to me.

Do you have a question for Louisa? Would you like to check out her cards? You can find out more about her at her website.

In Math for Grownups

Common Core Common Sense: The Series

It’s been a blast going unraveling five myths about the Common Core here at Math for Grownups. And I’ve gotten a lot of terrific feedback from commenters. In case you missed any of these posts, I thought I’d put them together in one package. Enjoy — and be sure to share your thoughts in the comment sections of each post!

Myth #1: Common Core is a Curriculum

This is perhaps the most pervasive misunderstanding. In fact, the Common Core Standards are simply that: standards. In education-speak, this means they are statements of what students should know, upon completing a course or grade. Common Core does something a bit more than other sets of standards, giving a clear expectation of the depth of this understanding. >>read the rest

Myth #2: The Standards Omit Basic Math Facts

While grabbing a latte at the local Starbucks a few weeks ago, I ran into a friend of mine. She was taking a break from teaching cursive to high school students at a nearby private school’s summer program. “Kids don’t learn cursive in elementary school anymore, and so they can’t sign their names,” she explained. “Kids aren’t even required to learn their multiplication tables these days!” >>read the rest

Myth #3: The Standards Introduce Algebra Too Late

One of the reasons for Common Core is to be sure that when students graduate from high school they are ready for college and/or the job market. And these days that means having some advanced math skills under their belts. But if you read the Common Core course headings, algebra is not mentioned until high school. >>read the rest

Myth #4: The Standards Require More Testing

Perhaps the most controversial aspect of the U.S. education system is standardized testing. And for good reason. There are a myriad of problems with these tests – from their links to private companies to their use as teacher evaluation tools. >>read the rest

Myth #5: Common Core is Overflowing with Fuzzy Math

First, a definition: fuzzy math is a derogatory term for an educational movement called reform math. Therefore the claim of fuzzy math isn’t so much a myth as an attempt to insult the way that many math teachers and education researchers advocate teaching mathematics to K-12 students. >>read the rest

Know someone who could use an education on what the Common Core standards for math reallysay? Forward them this link. Or tweet about it and post on your Facebook page.

In Current Events

Common Core Common Sense: Myths About the Standards, Part 5

In recent months, there’s been a tremendous amount of buzz regarding an educational change called Common Core. And a ton of that buzz perpetuates down-right false information. There’s so much to say about this that I’ve developed a five-part series debunking these myths — or outright lies, if you’re being cynical. This is the last post of that series (read Myth 1, Myth 2, Myth 3 and Myth 4), which began in August. Of course, I’m writing from a math perspective. Photo Credit: Watt_Dabney via Compfight cc

Myth #5: Common Core is Overflowing with Fuzzy Math

First, a definition: fuzzy math is a derogatory term for an educational movement called reform math. Therefore the claim of fuzzy math isn’t so much a myth as an attempt to insult the way that many math teachers and education researchers advocate teaching mathematics to K-12 students.

Second, some history: in 1989, the National Council of Teachers of Mathematics (disclaimer: I was once a member) published a document called Curriculum and Evaluation Standards for School Mathematics, which recommended a newish philosophy of math education. The group followed with Principles and Standards for School Mathematics in 2000. School officials and curriculum companies responded by implementing many of the approaches offered by the NCTM and as a result, the way we teach mathematics began to change. This change is what advocates call reform math and critics often call fuzzy math.

Before the NCTM’s publications, math teachers focused on the math — in particular series of steps (algorithms) designed to get the right answer to a problem or question. With reform math, educators became more focused on how students best learn mathematics. Suddenly, context and nuance and “why?” were at least as important as the answer. And it is true that Common Core Standards for Mathematics are largely based on the NCTM’s publications.

If this is truly fuzzy math, then we don’t have a myth here. (Although, to be fair, there is a legitimate branch of set theory and logic called “fuzzy mathematics.” But somehow, I don’t think Common Core critics using this term have real math in mind.) I include the fuzzy-math criticism as a myth because it suggests that teaching math in a conceptual way is a bad idea.

Throughout this series, I have asserted that the best way for students to understand and remember mathematical concepts is by returning over and over to the concepts behind the applications. Why is 24 such a flexible number? Because it has eight factors: 1, 2, 3, 4, 6, 8, 12 and 24. Students who really get this will have an easier time adding and subtracting fractions, reducing fractions, simplifying algebraic expressions and eventually solving algebraic equations through factoring.

This is numeracy, folks.

Students will not become numerate (think literate but with math) without a solid, conceptual understanding of mathematical ideas and properties. Numeracy does not typically evolve from memorizing multiplication tables or long division or pages and pages of practice problems. (Disclaimer: some kids will certainly become numerate regardless of how they’re being taught, but many, many others won’t.)

Numeracy is a life-long quest concentrated between the ages of five and 18 years old. Grownups can gain numeracy, but isn’t it better for our kids to enter into adulthood with this great understanding?

If Common Core critics want to call this whole philosophy “fuzzy math,” so be it. Just know that the ideas behind reform mathematics are deeply rooted in research about how kids learn math, not some ridiculous idea that was made up in the board rooms of a curriculum development company or smoke-filled political back rooms.

In short, the problems with Common Core math are not found in the standards themselves. Instead, the application and heated discourse are clouding Common Core’s real value and promise.

Got a question about the Common Core Standards for Mathematics? Please ask! Disagree with my assessment above? Share it! And if you missed Myth #1, Myth #2, Myth #3, Myth #4, you can find them here, here, here and here.

In Current Events

Common Core Common Sense: Myths About the Standards, Part 3

In recent months, there’s been a tremendous amount of buzz regarding an educational change called Common Core. And a ton of that buzz perpetuates down-right false information. There’s so much to say about this that I’ve developed a five-part series debunking these myths — or outright lies, if you’re being cynical. This is the third in that series (read Myth 1 and Myth 2), which will continue on Wednesdays throughout August and into September. Of course, I’ll be writing from a math perspective. Photo Credit: Watt_Dabney via Compfight cc

Myth #3: The Standards Introduce Algebra Too Late

One of the reasons for Common Core is to be sure that when students graduate from high school they are ready for college and/or the job market. And these days that means having some advanced math skills under their belts. But if you read the Common Core course headings, algebra is not mentioned until high school.

Up to this point, the math is referred to by the grade level, not subject(s) covered. So at first glance, this looks suspiciously like there is no mention of algebra in middle school. You have to dig a little deeper to learn that tough algebraic concepts are covered in the middle school standards. In fact, algebra is introduced (in an extremely conceptual way, with no mention of the word algebra) in kindergarten!

The Common Core math standards are divided into domains — or mathematical concepts. Here is the full list:

Counting & Cardinality
Operations & Algebraic Thinking
Number & Operations in Base Ten
Number & Operations — Fractions
Measurement & Data
Geometry
Ratios & Proportional Relationships
The Number System
Expressions & Equations
Functions
Statistics & Probability

Of this list, you can find algebraic ideas and skills in at least four domains: Operations & Algebraic Thinking, Ratios & Proportional Relationships, Expressions & Equations and Functions. (You can argue that algebra appears in others as well.) In kindergarten, students are introduced to the idea of an equation, like this: 3 + 2 = 5. They also answer questions like this: What number can you add to 9 to get 10? (Algebraically speaking this question is x + 9 = 10, what is x?)

Variables aren’t introduced until much later, in 6th grade, when students are expected to “write, read, and evaluate expressions in which letters stand for numbers.” At this point, students begin to learn the language of algebra, with vocabulary words like coefficient (in the expression 3x, 3 is the coefficient) and term (in the expression 3x – 6, 3x and 6 are terms). Also in 6th grade, they start solving simple equations and inequalities, like 4 + x = 7 and 5x = 15.

In 8th grade, radicals and exponents are introduced, and students learn to solve simple equations with these operations. In addition, they graph lines and put equations into point-slope form and slope -intercept form, and begin solving systems of equations (pairs of equations with two variables). They also make connections between an equation of a line and the graph of a line. Finally, functions are introduced in 8th grade.

All of that happens well before high school, leaving lots of time in high school to delve into polynomials, quadratic equations and conic sections.

But here’s the most important thing: under Common Core, students are given a tremendous amount of context for all of this math, as well as time to develop true numeracy. This can speed along algebraic understanding. For example, students who are fluent with multiples and factors of whole numbers and decimals will have a much easier time learning how to solve equations by factoring. That’s because they will have the foundation of factoring or expanding. They will be able to use the distributive property with ease and focus their attention on the new concepts being presented.

In other words, this slow build develops numeracy.

So don’t let the Common Core headings fool you. Algebraic concepts and skills are meted out throughout the grade levels, allowing students to truly understand foundational concepts and fluently perform basic algebraic skills well before high school begins.

Got a question about the Common Core Standards for Mathematics? Please ask! Disagree with my assessment above? Share it! And if you missed Myth #1 or Myth #2, you can find the here and here.

In Math at Work Monday

Math at Work Monday: Tina the Event Coordinator

Business is business, right? When it’s time to have those meetings and conferences, you want everything to run smoothly so you can concentrate on the task at hand. Tina Speers has been ensuring that happens for four years as a corporate event coordinator. She is the one making sure the projector runs like it should, and the refreshments are available on time.

Can you explain what you do for a living?

I have been an corporate event coordinator for four years. The majority of my job involves scheduling and planning events. I keep a Google calendar and plan the events and schedule rooms based on the needs of each group. We also do virtual conferences, which requires IT skills such as basic knowledge of IP based systems. I also stock our small cafe and make coffee on a daily basis.

When do you use basic math in your job?

Basic math is needed for the cafe. Each item is 50 cents, or we have all day pricing. I often need to make change (cafe is operated on an honor system). I never use a calculator unless large groups pay per person for a certain amount of items.

Do you use any technology (like calculators or computers) to help with this math? Why or why not?

If we need to make copies for our groups they are charged per page copied. I often use a calculator because of the amount we charge. A black and white copy is 05 cents and a color copy is 15 cents and we usual make copies in large volumes (at least 20 pages). I also use basic math to complete the usage and metrics for the event center. We tally our guest totals by month. I use a calculator for this because the numbers are usually large and uneven.

How do you think math helps you do your job better?

Math helps me do my job better because I am able to move fast when a guest is waiting for change. I can’t imagine having to use a calculator every time a guest needs change.

How comfortable with math do you feel? Does this math feel different to you ?

I am very comfortable with this math and it does not feel different or unusual in any way. I mean, I learned how to count change in first grade! In general, I do not feel very comfortable with math unless it is very basic.

What kind of math did you take in high school? Did you like it/feel like you were good at it?

In high school I remember taking algebra, trig, and geometry as well as some sort of review class my senior year. I think it was actually called “Senior Review.” I have not used any advanced math skills in my job. I took Calc I in college and barely passed. I also feel I had a lot of bad math teachers especially in my middle school years.

Did you have to learn new skills in order to do the math you use in your job? Or was it something that you could pickup using the skills you learned in school?

I have not used any advanced math skills in my job.

Do you have a question for Tina? An event you need to plan? Send me your question and I will forward it to her.

In Math at Work Monday

Math at Work Monday: Beth the Educator

We owe a great big thanks to teachers! They equip us with many of the basic skills that we use on a daily basis. Beth McBride has been an educator for over twenty-nine years, and currently she is a seventh-grade language arts teacher. I got the chance to speak with her about her job and the use of math in her daily work.

Can you explain what you do for a living?

I educate students at the middle school level in standards related to reading, writing and vocabulary.

When do you use basic math in your job?

Grading is one place where math is used. The actual computation is done through electronic grade programs, but weighting values of assignments is still a human process. Math is used to analyze test results and gauge student learning.

Do you use any technology (like calculators or computers) to help with this math?

Absolutely! My strength is English. In the middle school, math teachers and English teachers have a healthy respect for and rivalry against each other.

How do you think math helps you do your job better?

Math is an exercise in reasoning, problem solving and utilizing already proven strategies to get where you want to go. Life is an exercise in reasoning, problem solving and utilizing already proven strategies to get where you want to go.

What kind of math did you take in high school?

I took all of the required college prep courses. I LOVED geometry, but the only “D” I have ever received in my life was in high school algebra. My father, an engineer, insisted on “helping” me, and his older methods were different than those I learned in school. I “fired” him and got a B.

Did you have to learn new skills in order to do the math you use in your job?

Several years ago, I taught all subjects. There was a point when we adopted a variant math program, and I had to relearn many concepts in a new way to present as the state believed it should be taught. It is difficult to relearn something you know using a variant method. Now, I understand how my father felt in the above scenario.

As we see every week in the Math at Work Monday series, math plays a vital role in more jobs than we realize. Educators like Beth give us many of the skills we need to succeed in life.

Photo CreditPhoto Credit: Forty Two. via Compfight cc

In Math at Work Monday

Math at Work Monday: Jaime the Forensic Psychologist

Man oh, man! You’re in for a treat today–especially if, like me your favorite character on Law & Order SVU is Dr. Huang. Jaime Adkins has been a forensic psychologist for six years. Basic math allows her to manage her time, so that she can meet those pressing deadlines.

Can you explain what you do for a living?

I complete court-ordered evaluations of felony-level offenders in 11 counties. I complete interviews and psychological assessments to offer the court a professional opinion regarding issues of competency to stand trial, not guilty by reason of insanity, death penalty mitigations, intervention in lieu of conviction and bindover status for juveniles.

When do you use basic math in your job?

I use very little math in my profession. The majority of math is simple addition and subtraction for time management. We are allotted 30 days to complete our evaluations. This amount of time includes the interview, assessment, travel time, report writing, etc. I have to calculate the amount of time needed. Also, I have to report the amount of time that was spent on each portion of the assessment.

Do you use any technology (like calculators or computers) to help with this math?

No. It is simple math that I am able to complete in my head without a calculator or computer.

How do you think math helps you do your job better?

Math contributes to time management. This affects productivity and the budget. By utilizing math I am able to determine if I am spending too much or too little time on certain aspects. Although my job is not always time specific (as some cases are more difficult), it still keeps a boundary.

How comfortable with math do you feel?

I am comfortable with simple math that is required at work. In general, I do not feel comfortable with math. I have always had difficulty with higher level mathematics.

What kind of math did you take in high school?

I took Algebra and Calculus. I did not enjoy it and had difficulty with it. I often had to ask my older brother for help with my homework. I was thrilled when I completed my last class relating to mathematics.

Curious to know more? Let me know any questions you have, and I’ll see if she can spare some time to answer.

Photo Credit Photo Credit: Jack Mallon via Compfight cc

In Math at Work Monday

Math at Work Monday: Shayna the Cook Supervisor and Team Lead

Today, we interview Shayna Hartman, the cook supervisor and team lead at a retirement community dining facility. As we learn more about the details of her job, you will see how Shayna uses math each and every day to serve meals and oversee her team.

Can you explain what you do for a living?

For the past fourteen years, I have been a cook in a retirement community.While much of my job involves measuring, another part of my job is to handle the schedule for more than 20 people. This includes conducting interviews, ordering, keeping inventory and taking care of disciplinary problems when needed.

When do you use basic math in your job?

In my job I have to use math skills to be able to convert recipes from a small amount to an amount that will feed a hundred people. Also, I have to make sure no one goes over their 40-hour work schedule. Another facet of my job is budgeting. For example, when a new department opened, I was in charge of the $150,000 budget. This involved me looking at many different details.

Do you use any technology (like calculators or computers) to help with this math?

I use technology in my job when using math. It would take a lot longer without a calculator to add up labor, inventory costs, and many other things that come with running the department. If I didn’t use a calculator, my workload would be immensely increased.

How do you think math helps you do your job better?

Math helps me do my job better because I can stay under budget and adjust hours so my employees get equal amounts of working time.

How comfortable with math do you feel?

I am very comfortable doing any type of math. I enjoy using math in my job and personal life. Math comes easy to me. I use it in any situation that I can. Math is what I enjoy, and I like to learn.

What kind of math did you take in high school?

In high school, I took Geometry, Algebra 2 and Pre-Calculus. I feel like I am very good in math, but when I get to a huge problem, I quit. In Pre-Calculus I was doing great. I quit trying when I had a two-page problem, and I didn’t need the class to graduate.

Did you have to learn new skills in order to do the math you use in your job?

I went to college to learn the skills that I need to do my job. So, I learned my skills in both high school and college.

Can you imagine increasing a recipe so that it feeds 100? Shayna is more than willing to give you some pointers. For more information from Shayna, ask in the comments section.

Photo Credit: SkyFireXII via Compfight cc

In Math at Work Monday

Math at Work Monday: Nate the Restoration Hero

Properties that are damaged by fire, water, storms, smoke, or mold require the services of a professional. This is a job for Nate Dawson, Restoration Hero and President of Sterling Restoration. Read on to see how he uses math to restore damaged properties back to mint condition.

Can you explain what you do for a living?

Sterling Restoration specializes in emergency repair to real property whether damaged by fire, water, storm, smoke or mold. Sterling Restoration is trusted for high quality and comprehensive cleanup, mitigation, and restoration services for both residential and commercial projects. We are a locally owned company based in Springfield, Ohio serving the Miami Valley and Central Ohio areas. We take pride in knowing that our team of professionals and extensive network of resources have the expertise to return any property to its pre-loss condition as quickly as possible.

When do you use basic math in your job?

Basic math is used in all aspects of our business including our accounting, estimating and production departments. Our accounting department uses it to calculate payroll, receivables, and payables. Our estimators use math more than anyone in our business. During the estimating process for reconstruction, we use square footage formulas (L x W) for calculating materials used, for example: subfloor framing, roof framing , insulation, drywall, painting, etc.. We use square yard formulas (L x W/9) for calculating vinyl floors and carpet. Basic algebra formulas are used for calculating rafter lengths based on the rise and run of roof slopes.

One of our most interesting uses of basic math, and one I will focus on going forward is with water mitigation (returning a structure to dry standard). Basically, drying a wet building! Once we determine the affected area we then use a cubic footage formula (L x W x H) along with the extent of saturation to know how much dehumidification is needed. Dehumidifiers are rated based upon how many pints of water they are capable of removing from the air within a specific amount of time (AHAM Rating). Therefore, depending on the type of dehumidification used and it’s rating, we are able to determine the number of dehumidifiers we need to dry a structure within the standards of our industry (S-500 ANSI approved standard). We also use the atmospheric readings to determine whether we are creating the desired conditions required to remove water from affected materials and to determine the effectiveness of our equipment. To do this we use the temperature and relative humidity to determine specific humidity (the weight of moisture p/lbs of air) and dew point (the temperature at which water vapor will begin to condense). The formula we use to determine the number of dehumidifiers needed is as follows:

Step 1 – Determine Cubic feet (CF).

Step 2 – CF/Class Factor(a low grain refrigerant dehu has a class factor of 40 in a class two loss) = # of AHAM pints needed.

Step 3 – AHAM points needed/Dehumidifier rating = number of dehumidifiers needed.

I know! It’s starting to sound a little complicated but it is all basic math.

Do you use any technology (like calculators or computers) to help with this math? Why or why not?

Absolutely! Even though we are in the building trade we are not in the dark ages. We use the most advanced estimating system designed specifically for the insurance restoration (property repair) business. After in-putting the dimensions into a sketch type format, this system automatically calculates all the square footages, cubic footages, and linear footages. The next step is to add a specific line item. For example, when you add drywall to your estimate it uses a current square foot price to calculate how much to charge for hanging, taping and finishing the drywall in your project. It will also calculate how many sheets of drywall, how many fasteners are needed , how much drywall tape, and how much joint compound is needed. Finally, it will calculate the material sales tax and any state sales tax on the service.

How do you think math helps you do your job better?

I do not feel it’s a matter of doing my job better. I simply could not perform my job without math! As I stated earlier, we use math in every aspect of our business. I do not feel there are too many moments throughout the day that I am not using some form of math.

What kind of math did you take in high school?

During my high school years I completed algebra and some trigonometry. If I remember correctly, that was all that was offered (yes, I graduated high school 32 years ago). Once leaving high school I furthered my math education in mechanical engineering. In my opinion, the levels of math being taught in high school today are far superior to what was then taught.

Did you like it/feel like you were good at it?

I feel like there are individuals that have an aptitude for math and those who do not. Math will obviously come easy for those who have this aptitude. I would also say that if you are good at something, the chances of enjoying it are far greater than if you are not good. Having said that, I do not believe I had this aptitude. Therefore, I had to work a little harder than others, and, at best, I was average at math. Guess where I’m going with this…no I did not like it.

Did you have to learn new skills in order to do the math you use in your job? Or was it something that you could pick up using the skills you learned in school?

I had to learn how to use the math skills I had already acquired to accomplish the task at hand. For example, if you have the lengths of two sides and the angle of a triangle, you can calculate the length of the third side. It is crazy how much I use this algebraic formula; however, it took some time and experience to learn how many applications this formula has. Having said that, ninety percent of my daily tasks require math learned in high school.

Are you interested in learning more about restoration? Let me know and I will pass your information along to Nate.

In Math at Work Monday

Math at Work Monday: Amanda the Judicial Assistant

I hope you never have to go to court. But if you do, you’ll appreciate folks like Amanda Tuttle, who is completely dedicated to accuracy and details. As a judicial assistant, her main responsibility is to keep court records, including video and audio recordings. And that takes a little bit of basic math.

Can you explain what you do for a living?

I have been in this role for five years, and I keep the court records of all court proceedings by video and audio. In addition, I run the equipment. I also hold evidence during trials, and I am responsible for transferring that evidence to the property room once the trial or case is complete. I do a lot of data entry. This entails typing to file for public record and mailing notices as well as orders and entries to individuals and/or attorneys.

When do you use basic math in your job?

The only basic math I use is telling time and reading the times in my video log to find a portion of a court hearing. [Editor’s Note: This is not as simple as it sounds, since time is in base 60, while we’re used to managing numbers in base 10.]

Do you use any technology (like calculators or computers) to help with this math?

The technology used for this math is on the computer. However, I do not use it as an aide to read the time.

How do you think math helps you do your job better?

Being able to read time helps me do my job better because I can easily tell time to look for specific portions of the record. I have to do this in order to provide a copy to the judge to make a ruling or to provide a copy to the transcribing company.

How comfortable with math do you feel?

I feel comfortable with basic math. This math does not feel different to me, because I learned how to tell time in early childhood and use it everyday.

What kind of math did you take in high school?

I took algebra and geometry in high school. I liked algebra, and I did feel like I was good at it. I actually enjoyed it. However, I did not like geometry and was not very good at it.

Are you intrigued by the role of judicial assistant? I found it interesting to hear about what goes on behind the scenes. Any questions for Amanda…let me know!

In Math for Grownups

Confession: I See Numbers Differently. (And it’s not what you think.)

I’ve shared about this little quirk I have on Facebook and to my friends and family, but this is the first time I’ve ever written it down. And I’ll admit it. I’m a little nervous. Either I’m going to come off looking like a total weirdo or like the adorable, kooky geek that I feel like. I’m hoping it’s the latter, but if it’s the first, please be kind.

Here goes.

I personify numbers.

You read that right. In my mind, the digits 1 through 9 not only have genders and personalities and ages — they have relationships. Yep, there’s a whole nursery book of stories going on in my head when numbers cross my mind. And, strangely enough, great kiddie lit didn’t put this idea in my head.

This phenomenon is called ordinal-linguistic personification. (It has a name!) And a definition: it is the automatic process of assigning personalities to sequential linguistic units–including letters, numbers, months, days and more. This is a subset of the larger condition called synesthesia, in which the senses, words, colors and other incongruous experiences all meld together. Someone with synesthesia might “taste” colors or see bright hues in letters.

Me? I have always known numbers to have personalities. Like for as long as I can remember.

Let me introduce you to the family:

0 is god-like. It has no gender but is recognized as the spiritual guide of all of the other numbers.

1 is male and very passive. He’s middle aged, perhaps the patriarch of the number family.

2 is female and extremely bossy. Married to 1, she is the matriarch of the number family.

3 is male and a loner. He’s somewhat angry, but he generally keeps to himself.

4 is female. She’s sweet and easy to get along with, but she will stand up for herself. Her brother is 3.

5 is female and bossy. She particularly likes to tell 4 what to do, but in a sisterly way.

6 is male and passive. He’s married to 4, who is head over heels in love with him.

7 is male and neutral. Like 3, he’s a bit of a loner, but he’s not angry.

8 is male and friendly. He’s particularly fond of 4 but in a brotherly sort of way.

9 is male and sneaky. He doesn’t get along with anyone but 3.

Multi-digit numbers, like 10 or 99, also have personalities, largely based on the personalities of the single digits. So 99 is super-duper sneaky, while 64 is a really trustworthy, happy number.

It took me years and years to admit that I see numbers this way. When I was in my 20s, my uncle fessed up that he does the same thing. That’s an interesting fact, because synesthesia runs in familiesand is passed down maternally. More women than men have this characteristic, and more lefties than righties. (I’m a righty, by the way, but my uncle is a lefty.)

I also do something like this with calendars. Months and weeks don’t have personalities, but the annual calendar has always followed a very distinct shape in my mind. It’s a wavy kind of oval–almost like the path on the Candy Land game board–made up of large blocks (months) divided into rows (weeks). At any given time of the year, I can immediately call to mind where we are on my visual calendar. This helps me estimate times and remember dates.

Clearly I’m a very visual thinker, eh?

So what does this have to do with math? I have no idea. This quirk doesn’t help me memorize strings of numbers — from telephone numbers to bank PINs — easily at all. And I’m guessing that it hasn’t been particularly helpful in learning some math facts, like multiplication tables. (Is that why I can’t remember that 6 • 7 = 42? Both 6 and 7 are male, but 4 and 2 are female. I don’t know why that doesn’t compute, but there you have it.)

But it has been a boon to my daydreaming. When I’m writing algebraic equations for a curriculum development assignment, the results might end up as little stories, simply based on the numbers I choose. Certainly this is where the math and writing has come together.

So how about you? In your mind, do numbers have personalities? If so, would you be willing to share about it? What do you think of how numbers look to me? Or do you see abstract ideas, like letters or dates, in some similar fashion? I’d really love to hear from you in the comment section. (Please assure me I’m not alone!)