How economic and administrative data, presented in the numerous tablets throughout Mesopotamia, related to the actual mechanisms presented in the mathematical corpus is poorly understood. Indeed, few modern scholars have attempted to cross the divide between studies of the myriad published documents dealing with the economic and administrative apparatuses of the ancient Mesopotamian cities on the one hand, and the mathematical texts produced and used within the school environment on the other. This shortfall is methodological: few adequate tools have been produced to detect this connection. This presentation is the beginnings of an effort to bridge the gap, so to speak. It will attempt to compare administrative and economic procedures presented in the mathematical materials and used in the scribal curriculum to the mechanisms found in a real economic/administrative document of the Old Babylonian period, YBC 7473. This document has been understood as a balanced silver account representing four years of activity, starting around 1823 BCE. The account is divided into two primary sections, a section dealing with capital, and a second dealing with expenditures. In the capital section we see conversions of in kind products into silver equivalents, as well as the exchange rate. By looking at these rates, we can see the mathematical education at work in the professional setting. To develop this study, three types of mathematical texts will be examined: extracts from a series text, practice tablets with conversion tables written on them, and tables of approximations. In the end we will see that YBC 7473 was not simply a copy of already known data, but that this text represented the conversion itself using tools that were taught in the course of the scribe’s education. To put it concisely, we will see how mathematical knowledge crossed the boundary of a school culture to a specific professional culture.