Another suggestion could be to see how the teachers in your math department teach dimensional analysis or unit conversions. In math, they may approach it as multiplying fractions together instead of showing a grid. Even though they are conceptually identical processes, students may not see them as such and not be able to transfer what they may know between the two courses. The dominos are a good visual of showing how the fractions are being reduced between the numerator and denominator. I like to teach it as fractions (I'm a math teacher) and sometimes students just don't understand. However, when I show the grided approach like how my science department teaches the conversion side by side with the fraction, students respond with, "Oh that's all I had to do?"