{"id":170,"date":"2026-03-27T02:56:13","date_gmt":"2026-03-27T02:56:13","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/?post_type=chapter&#038;p=170"},"modified":"2026-06-04T20:46:51","modified_gmt":"2026-06-04T20:46:51","slug":"math-integration","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/chapter\/math-integration\/","title":{"raw":"Math Integration","rendered":"Math Integration"},"content":{"raw":"<h2>Core Principles<\/h2>\r\n<h3>Identify the Learning Objectives<\/h3>\r\nThe first step in planning an integrated math lesson is to clearly define the learning objectives. This involves determining what math concepts or skills students should understand by the end of the lesson and how they will apply those concepts in the context of another subject. For example:\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><strong>Math Objective:<\/strong> Understand the concept of area and perimeter.<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>Integrated Subject Objective:<\/strong> Apply the concept of area and perimeter to design a park or garden in a social studies project.<\/li>\r\n<\/ul>\r\n<h3>Select Real-World Applications and Cross-Curricular Connections<\/h3>\r\nMath can be made more engaging and relevant by tying it to real-world applications and other subjects. When planning integrated lessons, teachers should seek ways to show students how math is used in the world around them. For example:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Science and Math\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Use math to collect and analyze data from a science experiment (e.g., measuring the height of plants or calculating the rate of reaction in a chemistry experiment).<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400\">History and Math\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Analyze historical population trends or use math to understand timelines and events (e.g., calculating the years between key events in history or creating bar graphs to represent data).<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nBy connecting math to other subjects, students see the relevance and application of what they are learning. This approach encourages them to understand that math is not just a standalone subject but something that helps us understand the world.\r\n<h3>Develop Hands-On, Inquiry-Based Activities<\/h3>\r\nHands-on activities are a crucial part of integrating math into other subject areas. These activities allow students to engage with math concepts in a concrete and interactive way, which fosters deeper understanding. Teachers can structure lessons around project-based learning, problem-based learning, or inquiry-based activities, which provide students with opportunities to:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Explore and Discover\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Students might design a model of a bridge using geometric shapes to explore concepts of symmetry, area, and angles in math while learning about engineering and physics in a STEM project.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400\">Solve Real-World Problems\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Students can calculate the cost of materials for a class project, such as building a garden or creating a class newspaper, which integrates budgeting, data collection, and measurement into math learning.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nBy integrating hands-on, inquiry-based activities, students develop critical thinking and problem-solving skills while also learning math concepts in context.\r\n<h3>Differentiate Instruction<\/h3>\r\nTo meet the diverse needs of all learners, math-integrated lessons should be designed with differentiation in mind. Teachers can differentiate by:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Content: Offering materials at varying levels of complexity (e.g., different levels of text or problem sets).<\/li>\r\n \t<li style=\"font-weight: 400\">Process: Using varied instructional strategies such as direct instruction, collaborative learning, or small group instruction.<\/li>\r\n \t<li style=\"font-weight: 400\">Product: Providing students with different ways to demonstrate their learning (e.g., using art, oral presentations, written reports, or digital projects).<\/li>\r\n<\/ul>\r\nFor example, in an integrated math and art lesson on symmetry, teachers can offer different tasks for students depending on their understanding of the topic. Advanced students might create a more complex piece of artwork using advanced geometric principles, while students who need additional support might focus on identifying symmetrical patterns in simple shapes.\r\n<h3>Culturally Responsive Integration<\/h3>\r\nMath is not isolated from the culture in which it is taught. Teachers can explore math through the lens of diverse cultures by examining how different civilizations contributed to mathematics, such as the ancient Egyptians and their understanding of geometry or the use of patterns in Indigenous art. This not only highlights the global relevance of math but also fosters an appreciation for cultural diversity (Gay, 2018).\r\n<h3>Create Opportunities for Collaboration and Group Work<\/h3>\r\nCollaboration is a powerful tool for helping students learn math concepts. When math is integrated with other subjects, group work becomes even more valuable, as students can learn from each other while working on interdisciplinary projects. Collaborative work can take various forms:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Collaborative Problem-Solving: Students can work in teams to solve a complex problem that involves both math and another subject (e.g., designing a classroom or planning a fictional city, integrating measurements, budgeting, and geography).<\/li>\r\n \t<li style=\"font-weight: 400\">Peer Teaching: Students who grasp the math concepts more quickly can help their peers by explaining problems or helping with calculations during group activities.<\/li>\r\n<\/ul>\r\nThis collaborative approach promotes social-emotional learning while strengthening math and other academic skills.\r\n\r\n<hr \/>\r\n\r\n<h2>Focus on Conceptual Understanding<\/h2>\r\nInstead of merely focusing on rote procedures, math integration should emphasize understanding the underlying concepts. By focusing on the \"why\" behind math operations, students gain a deeper understanding of mathematical principles. For example, when studying patterns in art, students can explore how algebraic expressions represent these patterns and relationships. This helps build a more solid conceptual foundation (CDE, 2013).\r\n\r\nMath manipulatives are physical or digital objects that help students understand mathematical concepts through hands-on learning and exploration. These tools are especially valuable for younger learners or those who benefit from visual and tactile experiences, as they allow abstract ideas like addition, subtraction, place value, and fractions to be represented in concrete, interactive ways. By using manipulatives, students can experiment, make connections, and build foundational skills with greater confidence and engagement. They are widely used in classrooms to enhance instruction and support differentiated learning.\r\n\r\nModeling how to use math manipulatives is essential before allowing students to work with them independently. When teachers demonstrate the correct and effective use of a manipulative, they provide a clear example of how it connects to the mathematical concept being taught. This guided instruction helps students understand the purpose of the tool and how to use it meaningfully, rather than as a toy or distraction. Once students have seen the manipulative in action, they are better prepared to explore and apply it on their own, which promotes deeper learning and problem-solving skills. Allowing hands-on practice after modeling gives students the opportunity to internalize concepts, ask questions, and develop confidence in their understanding.\r\n\r\nIn math instruction, moving from the concrete to the abstract is a critical progression that helps students develop a deep and lasting understanding of mathematical concepts. This approach begins with concrete experiences using manipulatives, allowing students to physically model problems and visualize the math in action. Once they are comfortable with the concept, they transition to representational or pictorial stages, such as drawing diagrams or using number lines. Finally, students move to the abstract level, where they use symbols, numbers, and algorithms to solve problems without physical aids. This gradual shift ensures that students build a strong conceptual foundation before tackling traditional equations and formulas, making the abstract math more meaningful and easier to apply.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBelow is a list of commonly used math manipulatives\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Base ten blocks<\/li>\r\n \t<li style=\"font-weight: 400\">Counters (e.g., two-color counters)<\/li>\r\n \t<li style=\"font-weight: 400\">Pattern blocks<\/li>\r\n \t<li style=\"font-weight: 400\">Unifix cubes<\/li>\r\n \t<li style=\"font-weight: 400\">Number lines<\/li>\r\n \t<li style=\"font-weight: 400\">Fraction circles or fraction bars<\/li>\r\n \t<li style=\"font-weight: 400\">Geoboards<\/li>\r\n \t<li style=\"font-weight: 400\">Cuisenaire rods<\/li>\r\n \t<li style=\"font-weight: 400\">Ten frames<\/li>\r\n \t<li style=\"font-weight: 400\">Dice and spinners<\/li>\r\n \t<li style=\"font-weight: 400\">Judy Clocks<\/li>\r\n \t<li style=\"font-weight: 400\">Fake or real money<\/li>\r\n \t<li style=\"font-weight: 400\">Measuring tools (balance scale, rulers, measuring cups etc)<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Technology and Interactive Tools (with Considerations)<\/h2>\r\nTechnology plays an essential role in enhancing math-integrated lessons by offering dynamic, visual, and interactive learning experiences. Digital tools can support the delivery of content, promote exploration, and deepen engagement\u2014particularly when students use them to visualize complex ideas or apply math concepts across subject areas. For instance, interactive math software and apps like GeoGebra, Desmos, and Khan Academy allow students to experiment with variables, manipulate shapes, and explore relationships in real time. Project management platforms such as Google Classroom or Padlet can help students collaborate on integrated tasks, share insights, and track their progress across disciplines. Simulations and games bring abstract concepts to life\u2014for example, reinforcing probability through game design in social studies or exploring transformations in digital art.\r\n\r\nHowever, it is important to acknowledge some cons of relying on technology over hands-on manipulatives. While digital tools offer convenience and broad access, they can sometimes lack the tactile, sensory-rich experiences that manipulatives provide, especially for younger learners who benefit from physically handling objects to develop spatial and numerical understanding. Overuse of screens may also contribute to reduced attention spans, limited fine motor practice, or decreased peer interaction, depending on how the tech is implemented. Furthermore, students who struggle with digital navigation or lack access to reliable devices may face inequities. For this reason, effective instruction should balance technology with concrete, hands-on learning opportunities, ensuring that all students develop deep, meaningful mathematical understanding.\r\n\r\nIt is important for teachers to carefully evaluate online math games and programs to ensure they provide meaningful math practice rather than distractions. While many digital tools are engaging and fun, some may prioritize flashy animations or game mechanics over solid math content, which can divert students\u2019 attention away from learning objectives. By selecting programs that focus on clear math skills, offer appropriate challenge levels, and provide immediate, targeted feedback, teachers can help students build genuine understanding and fluency. Thoughtful evaluation also ensures that technology complements, not replaces, effective teaching strategies and supports students in developing critical math thinking.\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\n<ol>\r\n \t<li style=\"font-weight: 400\">California Department of Education (CDE). (2013). California Common Core State Standards for Mathematics. Retrieved from https:\/\/www.cde.ca.gov\/re\/cc\/<\/li>\r\n \t<li>Gay, G. (2018). <em class=\"eujQNb\" data-sfc-root=\"c\" data-sfc-cb=\"\" data-complete=\"true\" data-copy-service-computed-style=\"font-family: &quot;Google Sans&quot;, Roboto, Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);\">Culturally responsive teaching: Theory, research, and practice<!--TgQPHd|[]--><\/em> (3rd ed.). Teachers College Press.<\/li>\r\n \t<li>Sambou, M. A., Nalukyamuzi, N., &amp; Geyang, Z. (2026). Strategies for culturally responsive mathematics teaching: Secondary school teachers' perspectives and experiences. International Journal of Studies in Education and Science (IJSES), 7(2), 167-187. https:\/\/doi.org\/10.46328\/ijses.5880<\/li>\r\n<\/ol>","rendered":"<h2>Core Principles<\/h2>\n<h3>Identify the Learning Objectives<\/h3>\n<p>The first step in planning an integrated math lesson is to clearly define the learning objectives. This involves determining what math concepts or skills students should understand by the end of the lesson and how they will apply those concepts in the context of another subject. For example:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Math Objective:<\/strong> Understand the concept of area and perimeter.<\/li>\n<li style=\"font-weight: 400\"><strong>Integrated Subject Objective:<\/strong> Apply the concept of area and perimeter to design a park or garden in a social studies project.<\/li>\n<\/ul>\n<h3>Select Real-World Applications and Cross-Curricular Connections<\/h3>\n<p>Math can be made more engaging and relevant by tying it to real-world applications and other subjects. When planning integrated lessons, teachers should seek ways to show students how math is used in the world around them. For example:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Science and Math\n<ul>\n<li style=\"font-weight: 400\">Use math to collect and analyze data from a science experiment (e.g., measuring the height of plants or calculating the rate of reaction in a chemistry experiment).<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\">History and Math\n<ul>\n<li style=\"font-weight: 400\">Analyze historical population trends or use math to understand timelines and events (e.g., calculating the years between key events in history or creating bar graphs to represent data).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>By connecting math to other subjects, students see the relevance and application of what they are learning. This approach encourages them to understand that math is not just a standalone subject but something that helps us understand the world.<\/p>\n<h3>Develop Hands-On, Inquiry-Based Activities<\/h3>\n<p>Hands-on activities are a crucial part of integrating math into other subject areas. These activities allow students to engage with math concepts in a concrete and interactive way, which fosters deeper understanding. Teachers can structure lessons around project-based learning, problem-based learning, or inquiry-based activities, which provide students with opportunities to:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Explore and Discover\n<ul>\n<li style=\"font-weight: 400\">Students might design a model of a bridge using geometric shapes to explore concepts of symmetry, area, and angles in math while learning about engineering and physics in a STEM project.<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\">Solve Real-World Problems\n<ul>\n<li style=\"font-weight: 400\">Students can calculate the cost of materials for a class project, such as building a garden or creating a class newspaper, which integrates budgeting, data collection, and measurement into math learning.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>By integrating hands-on, inquiry-based activities, students develop critical thinking and problem-solving skills while also learning math concepts in context.<\/p>\n<h3>Differentiate Instruction<\/h3>\n<p>To meet the diverse needs of all learners, math-integrated lessons should be designed with differentiation in mind. Teachers can differentiate by:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Content: Offering materials at varying levels of complexity (e.g., different levels of text or problem sets).<\/li>\n<li style=\"font-weight: 400\">Process: Using varied instructional strategies such as direct instruction, collaborative learning, or small group instruction.<\/li>\n<li style=\"font-weight: 400\">Product: Providing students with different ways to demonstrate their learning (e.g., using art, oral presentations, written reports, or digital projects).<\/li>\n<\/ul>\n<p>For example, in an integrated math and art lesson on symmetry, teachers can offer different tasks for students depending on their understanding of the topic. Advanced students might create a more complex piece of artwork using advanced geometric principles, while students who need additional support might focus on identifying symmetrical patterns in simple shapes.<\/p>\n<h3>Culturally Responsive Integration<\/h3>\n<p>Math is not isolated from the culture in which it is taught. Teachers can explore math through the lens of diverse cultures by examining how different civilizations contributed to mathematics, such as the ancient Egyptians and their understanding of geometry or the use of patterns in Indigenous art. This not only highlights the global relevance of math but also fosters an appreciation for cultural diversity (Gay, 2018).<\/p>\n<h3>Create Opportunities for Collaboration and Group Work<\/h3>\n<p>Collaboration is a powerful tool for helping students learn math concepts. When math is integrated with other subjects, group work becomes even more valuable, as students can learn from each other while working on interdisciplinary projects. Collaborative work can take various forms:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Collaborative Problem-Solving: Students can work in teams to solve a complex problem that involves both math and another subject (e.g., designing a classroom or planning a fictional city, integrating measurements, budgeting, and geography).<\/li>\n<li style=\"font-weight: 400\">Peer Teaching: Students who grasp the math concepts more quickly can help their peers by explaining problems or helping with calculations during group activities.<\/li>\n<\/ul>\n<p>This collaborative approach promotes social-emotional learning while strengthening math and other academic skills.<\/p>\n<hr \/>\n<h2>Focus on Conceptual Understanding<\/h2>\n<p>Instead of merely focusing on rote procedures, math integration should emphasize understanding the underlying concepts. By focusing on the &#8220;why&#8221; behind math operations, students gain a deeper understanding of mathematical principles. For example, when studying patterns in art, students can explore how algebraic expressions represent these patterns and relationships. This helps build a more solid conceptual foundation (CDE, 2013).<\/p>\n<p>Math manipulatives are physical or digital objects that help students understand mathematical concepts through hands-on learning and exploration. These tools are especially valuable for younger learners or those who benefit from visual and tactile experiences, as they allow abstract ideas like addition, subtraction, place value, and fractions to be represented in concrete, interactive ways. By using manipulatives, students can experiment, make connections, and build foundational skills with greater confidence and engagement. They are widely used in classrooms to enhance instruction and support differentiated learning.<\/p>\n<p>Modeling how to use math manipulatives is essential before allowing students to work with them independently. When teachers demonstrate the correct and effective use of a manipulative, they provide a clear example of how it connects to the mathematical concept being taught. This guided instruction helps students understand the purpose of the tool and how to use it meaningfully, rather than as a toy or distraction. Once students have seen the manipulative in action, they are better prepared to explore and apply it on their own, which promotes deeper learning and problem-solving skills. Allowing hands-on practice after modeling gives students the opportunity to internalize concepts, ask questions, and develop confidence in their understanding.<\/p>\n<p>In math instruction, moving from the concrete to the abstract is a critical progression that helps students develop a deep and lasting understanding of mathematical concepts. This approach begins with concrete experiences using manipulatives, allowing students to physically model problems and visualize the math in action. Once they are comfortable with the concept, they transition to representational or pictorial stages, such as drawing diagrams or using number lines. Finally, students move to the abstract level, where they use symbols, numbers, and algorithms to solve problems without physical aids. This gradual shift ensures that students build a strong conceptual foundation before tackling traditional equations and formulas, making the abstract math more meaningful and easier to apply.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Below is a list of commonly used math manipulatives<\/p>\n<ul>\n<li style=\"font-weight: 400\">Base ten blocks<\/li>\n<li style=\"font-weight: 400\">Counters (e.g., two-color counters)<\/li>\n<li style=\"font-weight: 400\">Pattern blocks<\/li>\n<li style=\"font-weight: 400\">Unifix cubes<\/li>\n<li style=\"font-weight: 400\">Number lines<\/li>\n<li style=\"font-weight: 400\">Fraction circles or fraction bars<\/li>\n<li style=\"font-weight: 400\">Geoboards<\/li>\n<li style=\"font-weight: 400\">Cuisenaire rods<\/li>\n<li style=\"font-weight: 400\">Ten frames<\/li>\n<li style=\"font-weight: 400\">Dice and spinners<\/li>\n<li style=\"font-weight: 400\">Judy Clocks<\/li>\n<li style=\"font-weight: 400\">Fake or real money<\/li>\n<li style=\"font-weight: 400\">Measuring tools (balance scale, rulers, measuring cups etc)<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Technology and Interactive Tools (with Considerations)<\/h2>\n<p>Technology plays an essential role in enhancing math-integrated lessons by offering dynamic, visual, and interactive learning experiences. Digital tools can support the delivery of content, promote exploration, and deepen engagement\u2014particularly when students use them to visualize complex ideas or apply math concepts across subject areas. For instance, interactive math software and apps like GeoGebra, Desmos, and Khan Academy allow students to experiment with variables, manipulate shapes, and explore relationships in real time. Project management platforms such as Google Classroom or Padlet can help students collaborate on integrated tasks, share insights, and track their progress across disciplines. Simulations and games bring abstract concepts to life\u2014for example, reinforcing probability through game design in social studies or exploring transformations in digital art.<\/p>\n<p>However, it is important to acknowledge some cons of relying on technology over hands-on manipulatives. While digital tools offer convenience and broad access, they can sometimes lack the tactile, sensory-rich experiences that manipulatives provide, especially for younger learners who benefit from physically handling objects to develop spatial and numerical understanding. Overuse of screens may also contribute to reduced attention spans, limited fine motor practice, or decreased peer interaction, depending on how the tech is implemented. Furthermore, students who struggle with digital navigation or lack access to reliable devices may face inequities. For this reason, effective instruction should balance technology with concrete, hands-on learning opportunities, ensuring that all students develop deep, meaningful mathematical understanding.<\/p>\n<p>It is important for teachers to carefully evaluate online math games and programs to ensure they provide meaningful math practice rather than distractions. While many digital tools are engaging and fun, some may prioritize flashy animations or game mechanics over solid math content, which can divert students\u2019 attention away from learning objectives. By selecting programs that focus on clear math skills, offer appropriate challenge levels, and provide immediate, targeted feedback, teachers can help students build genuine understanding and fluency. Thoughtful evaluation also ensures that technology complements, not replaces, effective teaching strategies and supports students in developing critical math thinking.<\/p>\n<hr \/>\n<h2>References<\/h2>\n<ol>\n<li style=\"font-weight: 400\">California Department of Education (CDE). (2013). California Common Core State Standards for Mathematics. Retrieved from https:\/\/www.cde.ca.gov\/re\/cc\/<\/li>\n<li>Gay, G. (2018). <em class=\"eujQNb\" data-sfc-root=\"c\" data-sfc-cb=\"\" data-complete=\"true\" data-copy-service-computed-style=\"font-family: &quot;Google Sans&quot;, Roboto, Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);\">Culturally responsive teaching: Theory, research, and practice<!--TgQPHd|[] --><\/em> (3rd ed.). Teachers College Press.<\/li>\n<li>Sambou, M. A., Nalukyamuzi, N., &amp; Geyang, Z. (2026). Strategies for culturally responsive mathematics teaching: Secondary school teachers&#8217; perspectives and experiences. International Journal of Studies in Education and Science (IJSES), 7(2), 167-187. https:\/\/doi.org\/10.46328\/ijses.5880<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Concepts","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[49],"contributor":[],"license":[57],"class_list":["post-170","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":28,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/170\/revisions"}],"predecessor-version":[{"id":514,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/170\/revisions\/514"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/parts\/28"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/170\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/media?parent=170"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=170"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/contributor?post=170"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/license?post=170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}