Math for the Workplace

# Math for the Workplace **Taking on the role of a QA assistant, discover how math skills can be supported and developed with this hands-on VR journey.**  Gain practical, visual experience in vocational training through this immersive simulation set in a manufacturing context. Deepen students' understanding of math topics such as fractions and percentages, while learning how these skills enhance production processes. Guided by a virtual QA assistant, students assume the role of a trainee technician on the factory floor. They complete a series of practical simulations - from inspecting product quality to interpreting machine efficiency - that directly link mathematical thinking to improved workplace performance. **Key features:** - Aligned to the ACT WorkKeys Applied Math curriculum (Levels 3 & 5) - Applies core maths concepts to real-world workplace scenarios - Features guided narration, virtual instructions and dynamic model interactions for every task ## Course Content: This course is one module, split into two lessons: **Module 1: Math for the Workplace** - Lesson 1: Fractions - Lesson 2: Percentages ## Duration & Guidance: Both lessons are approximately 15 minutes in duration. ## Module 1: Math for the Workplace{.objective .objective1} **Lesson 1: Fractions** Join a quality assurance assistant in a manufacturing training center. Learn how to read and apply fractions during product checks and understand how they help support decision-making. ## Learning Objectives: - Define the denominator{.info} - Define the numerator{.info} - Explore how fractions can be applied in the workplace{.info} **Lesson 2: Percentages** Return to the factory floor to explore how percentages link to fractions and decimals. Evaluate the efficiency of the factory machines by turning fractions into percentages. ## Learning Objectives: - Explore the relationship between fractions, decimals and percentages{.info} - Evaluate the efficiency of the machines{.info} # TEACHING FRAMEWORK{.objective .objective2} ## Before the Experience **KWL Chart** Activate prior knowledge and prepare students for what they will see in the Math for the Workplace simulation. Students will fill in the K (What I Know) and W (What I Want to Know) sections, while the remaining section will be completed post-experience. - What I KNOW - Identify 2-3 things that you already know or think you know about the industry, related tools, or careers. - What I WANT to know - Write 1-2 questions about what you want answered or are curious about. ## During the Experience **Tech Lab Journal** To support engagement and reinforce learning during each VR session, have students maintain a Tech Lab Journal. This journal can be a small notebook, a stapled packet, or a digital document – whatever works best in your classroom. After completing each VR lesson, students should add an entry to their journal, noting the date and the lesson they completed. Other suggested journal entries may include: - Key Vocabulary – Students identify new terms and/or technical language that was introduced, along with definitions for each. - Sketches or Diagrams – Students create simple sketches of tools, systems, processes, and/or machines they saw, labelling and annotating as much of the diagram as possible. - Notice and Wonder – Students record any interesting moments or surprising results, as well as noting any questions they are curious about. These could be written as “I noticed...” and “I wonder ...” statements. - Any other thoughts and ideas based upon the simulation. ## After the Experience **KWL Chart** To follow up, ask students to complete the L (What I Learned) section, completing the KWL Chart, reflecting on what they learned during the session. - What I LEARNED - Identify at least three things that you learned about the industry, technology, concepts, or career. ## Extended Learning **Job Quest: Explore an Entry-Level Career Role** Students are then encouraged to continue their learning by researching what an entry-level position in this career field looks like. Career exploration makes learning more personal and purposeful, helping students consider future career opportunities. Even if they decide this career is not a good fit, the process builds career awareness, critical thinking, and allows the student to take ownership of their learning. Ask students to research the following: - Job Description - Tools and Skills Needed - Education and/or Training Needed - Salary and Job Outlook - Work Environment Ask students to create a visual summary of their research. Consider giving them a choice to create a slide presentation, one-pager, infographic, short video, or use another appropriate presentation method. ## Reflection Ask students to write a reflection. Based on their VR experience and research, would they consider this as a career? Why or why not?