Lisbon Students Discover the Real-World Value of Math Through ‘Math in the Trades’ Course

For students at Lisbon High School in the Lisbon School Department, mathematics is taking on a new meaning through a program called Math in the Trades, a course created and taught by Mr. David LeTourneau in collaboration with Curriculum Director Julie Nichols. The program, offered to juniors, seniors, and sometimes even sophomores, connects mathematical concepts to real-world applications, helping students see how the skills they learn in the classroom translate directly to skilled trades, technical careers, and everyday problem-solving.

Developed to address a gap in traditional mathematics education, Math in the Trades is in its second year running and provides students with opportunities to explore mathematics through authentic, hands-on experiences. In a community like Lisbon, where many students plan to enter the workforce through trade, technical, or apprenticeship pathways, the course helps bridge the gap between classroom learning and the mathematical reasoning required in the workplace.

While Lisbon’s mathematics curriculum has historically followed a traditional college-preparatory sequence from Algebra I through Calculus, Math in the Trades offers students another way to understand the practical relevance of mathematical concepts. The course reinforces foundational skills while helping students understand not only how to perform mathematical procedures, but why those skills matter in practical settings.

The approach is making a difference for students, as reflected in their own words. One student described the experience simply: “First time I had fun in Math class.”

Instruction begins with practical measurement skills, including learning to use a tape measure accurately and read measurements to the nearest fractional increment. Students work with authentic tools and materials, allowing mathematical concepts to emerge through meaningful, hands-on application.

Students practice adding, subtracting, multiplying, and dividing fractions using realistic trade-based measurements, including 1/2-, 1/4-, 1/8-, and 1/16-inch increments. By working with measurements they may encounter in the workforce or real-life scenarios, students build confidence and fluency with fractions that may previously have been a source of anxiety.

The course also revisits core geometric concepts, including perimeter, area, and volume, through practical applications such as estimating material quantities, project costs, and labor requirements. Students explore appropriate estimation and rounding procedures used in construction and manufacturing, while connecting concepts from Algebra and Geometry to tasks they may encounter in trade professions.

Ratios, proportions, and scale come to life through authentic materials such as blueprints, woodworking plans, and practical recipes ranging from baking to concrete mixing.

For a culminating design project, students create scale drawings of homes that must meet specific design constraints. They then transform their plans into detailed 1/4-inch-to-1-foot scale models, applying mathematical precision, problem-solving, and creativity along the way.

Throughout the course, examples are intentionally drawn from a wide variety of trades, helping students recognize that mathematical reasoning is essential across numerous professions.

Beyond mathematical competency, Math in the Trades emphasizes essential employability skills, including teamwork, leadership, communication, cooperation, and collaborative problem-solving. Students develop these skills while working together under real-world conditions, building confidence, accountability, and pride in meaningful work.

For students who may not see themselves as successful in traditional academic environments, the course provides opportunities to excel in new ways. Students frequently emerge as leaders, communicate more effectively with peers, and demonstrate perseverance and problem-solving abilities that may not have been as visible in more traditional classroom settings.

As the school year progressed, students transitioned into tool use and workplace safety training. For many, this was an entirely new experience that required them to work beyond their comfort zones. Instruction emphasized not only technical skill development, but also situational awareness, safety procedures, and the professional responsibility expected in real job-site environments.

One student reflected on learning to use power tools, saying, “I was scared at first, but it wasn’t too bad.”

The course culminated in a project that brought together students’ mathematical learning, technical skills, and teamwork: the design and construction of four full-size picnic tables for use at the elementary school.

Students who began the course unfamiliar with basic lumber dimensions and hand tools successfully learned to use equipment such as drills, impact drivers, and miter saws safely and effectively. They experienced the process of transforming raw materials into a finished product with tangible value to their community.

Knowing that elementary students would actively use the picnic tables gave the project an added sense of ownership and purpose. For many students, this was their first experience creating something meaningful from start to finish, fostering confidence, pride, and a stronger sense of personal capability.

Students were quick to recognize the value of applying their classroom learning to a practical project. As one student put it, “ ‘Bout time we did something useful in math class!”

Another student identified the highlight of the experience: “The best part was building the picnic table.”

Curriculum director Julie Nichols added that, “Because of the success of the class last year in second semester, there are 2 sections of the class running this year which are both full!”

Through projects like this, Math in the Trades demonstrates how connecting academic concepts to authentic experiences can help students see new possibilities for themselves. By combining mathematics with hands-on learning, career readiness, and community contribution, the course helps students develop skills they can carry into their futures.

When mathematics is made relevant, purposeful, and connected to students’ goals, engagement increases, confidence grows, and learning becomes both meaningful and lasting.

This story was submitted by Lisbon High School, Lisbon School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

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