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Course Syllabus
MTH 157 Math for Elementary Teachers II Course Start Date: 2/14/2010 Course End Date: 04/17/2011

Please print a copy of this syllabus for handy reference.
Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.

Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices.

Page 2 of 27 Facilitator Information
Beth Dodson bcdodson@email.phoenix.edu (University of Phoenix) bethmdodson@yahoo.com (Personal) 540-550-2384 (EST) Facilitator Availability I am available from 9 a.m.- 3 p.m. Eastern Time on most days, but I attempt to reserve Sunday for my family. During the week, I am online most of the time during that 9 a.m.- 3 p.m. time frame. On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

Where to Go to Class
Main: This is the main forum for the class and is where discussion is conducted. It has read-andwrite access for everyone. Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios. Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials. Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum.. You can ask personal/confidential questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.

Policies
For class policies, please see the Policies link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.

Page 3 of 27 Technical Support
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Feedback
Each week, I will provide grades or scores and comments on your assignments. I will send feedback to your ecampus assignment section.

Grading Formula

Points 95+ 90-94 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 <59

Grade A AB+ B BC+ C CD+ D DF

Course Description
This course is the first of a two-part series designed for K-8 pre-service teachers to address the conceptual framework for mathematics taught in elementary school. The focus of Part One will be on real number properties, patterns, operations and algebraic reasoning and problem solving. The relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction is also addressed.

Page 4 of 27 Course Topics & Objectives
Weeks One and Two: Analyzing and Displaying Data • • • • Display data using various formats. Interpret measures of central tendency and spread. Use data analysis techniques to make decisions. Relate data analysis to NCTM standards.

. Probability • • • Solve mutually exclusive and compound probability problems. Find probabilities of independent and conditional events. Relate probability to NCTM standards.

Weeks Three and Four: More Probability • • • • • Calculate expected values. Use probability distributions to solve problems. Determine appropriate techniques to solve problems. Solve permutation and combination problems. Relate probability to NCTM standards.

Introduction to Geometry • • • • Identify basic elements of geometry. Solve problems using angle relationships. Solve problems involving polygons. Relate geometry to NCTM standards.

Weeks Five and Six: More Geometry • • • • Identify characteristics of transformations. Analyze geometric patterns. Classify various regular polyhedra, prisms, and pyramids. Relate geometry to NCTM standards.

Measurement • • • • Convert units of measure. Find the area and perimeter of various types of polygons. Find the surface area and volume of solids. Relate measurements to NCTM standards.

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Weeks Seven and Eight: Algebra • • • • • Evaluate algebraic expressions. Solve linear and quadratic equations. Write algebraic expressions and equations. Differentiate between linear and quadratic equations. Relate algebra to NCTM standards.

Coordinate Geometry • • • • Given two points, determine the slope of a line. Calculate distances between points. Solve a system of equations by graphing and substitution. Relate coordinate geometry to NCTM standards.

Week Nine: Putting it Together • • Discuss the application of course concepts. Solve problems involving probability, statistics, measurement, geometry, and algebra.

Course Materials
O’Daffer, P., Charles, R., Cooney, T., Dossey, J., & Schielack, J. (2008). Mathematics for elementary teachers (4th ed.). Boston: Pearson. All electronic materials are available on your student Web site. Supplemental Resources Axia College’s Writing Style Handbook, available online at: https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

Point Values for Course Assignments

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ASSIGNMENTS Individual (100%) Discussion/Participation (Week 1) Concept Checkpoint 1: Ch. 8 and 9.1-9.2 (Week 1) Teaching Application Checkpoint 1 (Week 2) Test 1: Ch. 8 and 9.1-9.2 (Week 2) Discussion/Participation (Week 3) 20 30 30 100 20 Points

Note: There are two types of checkpoints in this course. Type 1: Concept Checkpoint - made up of practice exercises from the textbook. Type 2: Teaching Application Checkpoint - applies the concepts to the classroom and your role as the teacher.

Concept Checkpoint 2: Chapter 9.4-9.6 and ch.10 (Week 30 3) Teaching Application Checkpoint 2 (Week 4) Test 2: Chapter 9.4-9.6 and ch.10 (Week 4) Discussion/Participation (Week 5) Concept Checkpoint 3: Ch. 11 and 12 (Week 5) Teaching Application Checkpoint 3 (Week 6) Test 3: Ch. 11 and 12 (Week 6) Discussion/Participation (Week 7) Concept Checkpoint 4: Ch. 13.1-13.4 Teaching Application Checkpoint 4 (Week 8) Test 4: Ch. 13.1-13.4 (Week 8) Capstone Discussion/Participation (Week 9) Final Exam: Ch. 8 - 13 (Week 9) Total 30 100 20 30 30 100 20 30 30 100 30 250 1000

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Week One
Analyzing and Displaying Data • • • • Display data using various formats. Interpret measures of central tendency and spread. Use data analysis techniques to make decisions. Relate data analysis to NCTM standards.

Probability • • • Solve mutually exclusive and compound probability problems. Find probabilities of independent and conditional events. Relate probability to NCTM standards.

Course Assignments
1. Course Preparation • • • Read the course description and objectives. Read the instructor’s biography and post your own. Review the Microsoft® Equation Editor tutorial at http://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.asp You may use equation editor when needed to enter your responses to CheckPoints.

2. Readings • • • • • Read Appendix A. Read Ch. 8 of Mathematics for Elementary Teachers. Read Ch. 9 sections 1 and 2 of Mathematics for Elementary Teachers Complete the Microsoft® Excel® tutorial on creating charts at http://office.microsoft.com/training/training.aspx?AssetID=RC011055061033. Complete the Microsoft® Excel® tutorial on choosing the correct chart at http://office.microsoft.com/training/training.aspx?AssetID=RC011097791033.

3. Concept CheckPoint 1: Chapter 8 and 9.1-9.2 Exercises
• • Complete the following exercises.

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus.
 IMPORTANT NOTE: Do not be confused by the way the questions are worded on the template itself. I have created the template in such a way that you will need to complete the problems assigned in the text, then refer to your solutions to answer the template question. This is an effort to make it easier on you and help you avoid having to format and type graphs and charts etc.  See the example below the following table of problems.

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Section of Mathematics for Elementary School Teachers (4th ed.) Section 8.1 Section 8.2 Section 8.3 Chapter 8 Review Section 9.1 Section 9.2

Page Numbers

Exercises

pp. 436–442 pp. 452–455 pp. 468–471 pp. 488–489 pp. 505–507 pp. 515–517

2, 18 2, 6, 12, 14 2, 8, 9, 10, 11, 12, 20, 22 2, 6, 8 2, 4, 6, 12, 18, 28, 32, 34 4, 8, 10, 16, 20, 22, 26

You are to answer the questions in the text first, then look at what you have to answer what is on the template. This is an effort to simplify things for you; otherwise, you would have to try and type frequency tables and stem and leaf plots etc. to turn in.
2. The following data set gives the difference between the winning and losing scores in 50 randomly observed high school basketball games: 2, 12, 1, 2, 12, 5, 14, 2, 45, 9, 1, 8, 18, 28, 9, 4, 30, 16, 4, 12, 8, 13, 20, 9, 17, 13, 49, 17, 13, 4, 14, 2, 12, 29, 8, 9, 11, 4, 6, 22, 4, 20, 23, 9, 14, 11, 8, 8, 2, 8 a. Make a frequency table detailing the occurrence of each score difference. Once you completed this, you could then answer the question that was on the template by looking at the frequency table. "(a) What is the frequency score of 8? b. Find the relative frequency of each score difference observed. Make the relative frequency chart then answer the question of " what is the relative frequency of score difference 13? c. Make a stem-and-leaf plot of the data from this experiment. Once you complete this, you could then answer "Which branch of the plot contains the most values? (0,1,2,3, or 4) by looking at your plot. d. Develop appropriate intervals and make a histogram for this data. Once you complete this, you could then answer "Looking at the histograph what are the two outliers?"

4. Practice Exercises

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The following exercises are non graded, but are strongly recommended as practice to help you prepare for the Check Point problems. • • Complete the following practice exercises. You may want to use the Equation Editor as preparation for the Check Point assignment. Check your answers with the answers provided on your student Web site. Page Numbers Exercises

Section of Mathematics for Elementary School Teachers (4th ed.) Section 8.1 Section 8.2 Section 8.3 Section 8.4 Chapter 8 Review Section 9.1 Section 9.2 5. Discussion Questions •

pp. 436–442 pp. 452–455 pp. 468–471 pp. 483–486 pp. 488–489 pp. 505–507 pp. 515–517

1, 7, 19 1, 5, 7, 11, 13 3, 5, 9, 11, 13, 19, 21, 29, 33, 35 3, 9, 15 9, 11 1, 3, 5, 9, 11, 13, 15, 19, 21, 23, 27, 29, 35 3, 9, 11, 17, 19, 23, 27

Under what conditions might it be appropriate to use the mean? Median? Mode? When the median and mean are substantially different, what does that tell you about the data? What information does the range and standard deviation provide about the data? Consider responding to your classmates by providing real-life examples that support their responses. Enhance their responses by providing additional details about measures of central tendency and spread.

Choose two of the following types of displays: dot plots, stem and leaf plots, histographs, pictographs, line plots, or circle graphs. In which situations is it appropriate to display data using each type you selected? When is it inappropriate to use the data displays you selected? Respond to students who chose different displays than you. Ask clarifying questions if you need more explanation. Are the other situations in which the type of display your classmates selected would be appropriate or inappropriate for the data? (HINT: look at the link in the readings list above to get help knowing how to choose the best chart/graph).

Also, once the discussion questions have been answered adequately and you have responded to at least one other person, begin posting problems/questions/solutions in the COLLABORATION thread in the main forum. This also counts toward your total number of substantive posts for the week.

Weekly Reminders

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Discussion Questions Discussion question responses will count towards the class participation requirement. In addition, your participation in the collaboration thread also counts toward your weekly requirements. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 1 Deliverables Assignment Post Your BIO DQ 1 DQ 2 Collaboration Thread Concept Checkpoint 1 Chat Room Main Forum Main Forum Main Forum Course Materials Forum Location Day 1 Day 2 Day 4 Any Day Day 7 Due

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Week Two
Analyzing and Displaying Data • • Probability • • Relate probability to NCTM standards. Relate probability to classroom applications. Relate data analysis to National Council of Teachers of Mathematics (NCTM) standards. Relate data analysis to classroom applications.

Course Assignments
1. Teaching Application Checkpoint #1: • • Select one of the concepts covered in your work in chapter 8 or 9 Develop a brief lesson idea that will allow you to teach the concept in an elementary classroom (you choose the grade level). The lesson will include your topic choice description, the NCTM standard to which it relates, how it meets that standard, at least 1 cited supplementary resource, and a brief paragraph describing how you will implement the lesson. Enter the information in the template provided in the Course Materials forum.

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus. **You can see a template example and the grading rubric that will be used at the end of the syllabus in Appendix B.
2. Assignment: Test 1: Chapters 8 and 9.1-9.2 material

• • •

Complete the Test posted by your instructor in the Course Materials forum. Enter your responses into the template provided.

Submit the test answer template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus..

Weekly Reminders
Summary of Week 2 Deliverables Assignment Teaching Application Checkpoint #1 Test 1: Chapters 8 and 9 Location Course Materials Course Materials Due Day 4 Day 7

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Week Three
More Probability • • • • • Calculate expected values. Use probability distributions to solve problems. Determine appropriate techniques to solve problems. Solve permutation and combination problems. Relate probability to NCTM standards.

Introduction to Geometry • • • • Identify basic elements of geometry. Solve problems using angle relationships. Solve problems involving polygons. Relate geometry to NCTM standards.

Course Assignments
1. Readings • • Read sections 9.4 - 9.6 of Mathematics for Elementary Teachers. Read Chapter 10 of Mathematics for Elementary Teachers

2. Concept CheckPoint 2: Chapters 9.4-9.6 and 10 Exercises
• Complete the following exercises.

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus.
 IMPORTANT NOTE: Do not be confused by the way the questions are worded on the template itself. I have created the template in such a way that you will need to complete the problems assigned in the text, then refer to your solutions to answer the template question. This is an effort to make it easier on you and help you avoid having to format and type graphs and charts etc.

Section of Mathematics for Elementary School Teachers (4th ed.) Section 9.4 Section 9.5 Section 9.6 Section 10.1 Section 10.2 Section 10.3 Section 10.4 Section 10.5

Page Numbers

Exercises

pp. 530–532 pp. 543–544 pp. 554–555 pp. 584–590 pp. 599–602 pp. 613–617 pp. 628–635 pp. 643–646

2, 4, 8, 36, 38 2, 8, 12 4, 8, 10, 26 20, 22, 26, 46 2, 8, 12 2, 8, 14, 18, 26, 32, 48 2, 4, 16, 24, 32, 44 6, 8

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Chapter 10 Review 3. Practice Exercises pp. 649–651 4, 6, 8, 10

The following exercises are nongraded, but are strongly recommended as practice to help you prepare for the CheckPoint problems. • • Complete the following practice exercises. You may want to use the Equation Editor as preparation for the CheckPoint assignment. Check your answers with the answers provided on your student Web site. Page Numbers Exercises

Section of Mathematics for Elementary School Teachers (4th ed.) Section 9.4 Section 9.5 Section 9.6 Chapter 9 Review Section 10.1 Section 10.2 Section 10.3 Section 10.4 Section 10.5 Chapter 10 Review 4. Discussion Questions •

pp. 530–532 pp. 543–544 pp. 554–555 pp. 557–559 pp. 584–590 pp. 599–602 pp. 613–617 pp. 628–635 pp. 643–646 pp. 649–651

1, 7, 35, 41, 43 1, 7, 9, 13, 15, 19 1, 9, 13, 25, 29 5, 9, 11 9, 11, 13, 15, 23, 25, 29 1, 7, 15, 35, 39 1, 5, 7, 9, 13, 17, 27, 29, 39, 47 1, 5, 9, 17, 25, 33, 43, 69 3, 11, 17, 19, 25, 43, 69 3, 11, 15

What is the difference between a combination and a permutation? What clues are provided in a question to help you decide? Create two problems for your classmates to solve. Make one of the questions a combination and the other a permutation. Participate in the discussion by solving your classmates’ problems and identifying which problems are combinations and which are permutations. Provide any additional information that might help other students understand the difference between the two. Ask any clarifying questions that may enhance your understanding of permutations and combinations.

What are the main similarities and differences between a discrete and a continuous probability distribution? How is the expected outcome determined in a discrete distribution? Write two brief scenarios: one that illustrates a discrete distribution and one that illustrates a continuous distribution. Respond to your classmates by identifying the discrete and continuous distributions. Elaborate on the scenarios by providing more detail about what the distribution might look like? Will it be a normal distribution? In some cases, the scenario may not include the details necessary to describe the distribution. Provide these details yourself and then describe the distribution. ******** Also, once the discussion questions have been answered adequately and you have responded to at least one other person, begin posting problems/questions/solutions in the COLLABORATION thread in the main forum. This also counts toward your total number of substantive posts for the week.

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Weekly Reminders
Summary of Week 3 Deliverables Assignment DQ 1 DQ 2 Collaboration Thread Concept Checkpoint 2 Main Forum Main Forum Main Forum Course Materials Forum Location Day 2 Day 4 Any Day Day 7 Due

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Week Four
Estimation • • Relate probability to NCTM standards. Relate probability to classroom application.

Computation with Whole Numbers • • Relate geometry to NCTM standards. Relate geometry to classroom application.

Course Assignments
1. Teaching Application Checkpoint #2: • • Select one of the concepts covered in your work in chapters 9 and 10. Develop a brief lesson idea that will allow you to teach the concept in an elementary classroom (you choose the grade level). The lesson will include your topic choice description, the NCTM standard to which it relates, how it meets that standard, at least 1 cited supplementary resource, and a brief paragraph describing how you will implement the lesson. Enter the information in the template provided in the Course Materials forum.

• •

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of ecampus.

2. Assignment: Test 2: Chapters 9 and 10 material

• • •

Complete the Test posted by your instructor in the Course Materials forum. Enter your responses into the template provided.

Submit the test answer template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus.

Weekly Reminders
Summary of Week 4 Deliverables Assignment Teaching Application Checkpoint #2 Test 2: Chapters 9 and 10 Location Course Materials Course Materials Day 4 Day 7 Due

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Week Five
More Geometry • • • • Identify characteristics of transformations. Analyze geometric patterns. Classify various regular polyhedra, prisms, and pyramids. Relate geometry to NCTM standards.

Measurement • • • • Convert units of measure. Find the area and perimeter of various types of polygons. Find the surface area and volume of solids. Relate measurements to NCTM standards.

Course Assignments
1. Readings • • Read Ch. 11 of Mathematics for Elementary Teachers. Read Ch. 12 of Mathematics for Elementary Teachers

2. Concept CheckPoint 3: Chapters 11 and 12 Exercises
• Complete the following exercises.

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus.
 IMPORTANT NOTE: Do not be confused by the way the questions are worded on the template itself. I have created the template in such a way that you will need to complete the problems assigned in the text, then refer to your solutions to answer the template question. This is an effort to make it easier on you and help you avoid having to format and type graphs and charts etc. Section of Mathematics for Elementary School Teachers (4th ed.) Section 11.1 Section 11.2 Section 11.3 Chapter 11 Review Section 12.1 Section 12.2 Section 12.3 Page Numbers Exercises

pp. 669–675 pp. 686–690 pp. 697–700 pp. 720–721 pp. 734–736 pp. 752–757 pp. 773–777

8, 10, 24, 26 4, 10, 14, 22 4, 12, 24, 28 2, 10, 12 4, 6, 8, 10, 14, 16, 18, 24, 36, 40, 58, 72 4, 6, 8, 10, 12, 16, 62 2, 6, 8, 12, 14, 30

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Chapter 12 Review 3. Practice Exercises Section of Mathematics for Elementary School Teachers (4th ed.) Section 11.1 Section 11.2 Section 11.3 Section 11.4 Chapter 11 Review Section 12.1 Section 12.2 Section 12.3 Chapter 12 Review pp. 779–781 2, 4, 8, 16

Page Numbers

Exercises

pp. 669–675 pp. 686–690 pp. 697–700 pp. 714–718 pp. 720–721 pp. 734–736 pp. 752–757 pp. 773–777 pp. 779–781

7, 9, 39 3, 21 1, 11 1a, 3a-g, 9, 15, 21, 35, 41 1, 3, 9 5, 7, 19, 27, 31, 37, 45, 69, 79, 85 3, 5, 9, 13, 15, 19, 45, 61, 67 3, 13, 15, 21, 29, 35, 45 1, 9, 11, 19, 25

The following exercises are nongraded, but are strongly recommended as practice to help you prepare for the CheckPoint problems. • • Complete the following practice exercises. You may want to use the Equation Editor as preparation for the CheckPoint assignment. Check your answers with the answers provided on your student Web site.

4. Discussion Questions • A classmate’s e-mail indicates that he is encountering trouble understanding the concepts of rotation, translation, reflection, and rotational symmetry. How would you explain these concepts to your classmate? What examples could you provide in everyday life? Participate in the discussion by providing additional examples of where the concepts can be seen in everyday life. Be creative and elaborate on your classmates’ explanations of the concepts if necessary. • What are some examples of regular polyhedra? What are some examples of other important polyhedra? What characteristics help you determine whether a polyhedron is regular or irregular? How can you check for symmetry and rotational symmetry of polyhedra? Consider elaborating on your classmates’ explanations and provide real-world examples of where polyhedra might be seen in everyday life. ******** Also, once the discussion questions have been answered adequately and you have responded to at least one other person, begin posting problems/questions/solutions in the COLLABORATION thread in the main forum. This also counts toward your total number of substantive posts for the week.

Weekly Reminders

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Discussion Questions: Discussion question responses and collaboration thread posts will count towards the class participation requirement. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 5 Deliverables Assignment DQ 1 DQ 2 Collaboration Thread Concept Checkpoint 3 Main Forum Main Forum Main Forum Course Materials Forum Location Day 2 Day 4 Any Day Day 7 Due

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Week Six
Geometry and Measurement • • Relate Geometry to NCTM standards. Relate Measurement to NCTM standards.

Course Assignments
1. Teaching Application Checkpoint #3: • • Select one of the concepts covered in your work in chapters 11 and 12. Develop a brief lesson idea that will allow you to teach the concept in an elementary classroom (you choose the grade level). The lesson will include your topic choice description, the NCTM standard to which it relates, how it meets that standard, at least 1 cited supplementary resource, and a brief paragraph describing how you will implement the lesson. Enter the information in the template provided in the Course Materials forum.

• •

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of ecampus.

2. Assignment: Test 3: Chapters 11 - 12 material

• •

Complete the Chapter Test posted by your instructor in the Course Materials forum. • Enter your responses into the template provided.

Submit the test answer template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus..

Weekly Reminders
Summary of Week 6 Deliverables Assignment Teaching Application Checkpoint #3 Test 3: Chapters 11 - 12 Location Course Materials Course Materials Day 4 Day 7 Due

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Week Seven
Algebra • • • • • Evaluate algebraic expressions. Solve linear and quadratic equations. Write algebraic expressions and equations. Differentiate between linear and quadratic equations. Relate algebra to NCTM standards.

Coordinate Geometry • • • • Given two points, determine the slope of a line. Calculate distances between points. Solve a system of equations by graphing and substitution. Relate coordinate geometry to NCTM standards.

Course Assignments
1. Readings • Read Ch. 13.1 - 13.4 of Mathematics for Elementary Teachers.

2. Concept CheckPoint 4: Chapter 13.1 - 13.4 Exercises
• • Complete the following exercises.

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus.
 IMPORTANT NOTE: Do not be confused by the way the questions are worded on the template itself. I have created the template in such a way that you will need to complete the problems assigned in the text, then refer to your solutions to answer the template question. This is an effort to make it easier on you and help you avoid having to format and type graphs and charts etc.

Section of Mathematics for Elementary School Teachers (4th ed.) Section 13.1 Section 13.2 Section 13.3 Section 13.4 Chapter 13 Review 3. Practice Exercises

Page Numbers

Exercises

pp. 798–801 pp. 816–819 pp. 826–828 pp. 847–850 pp. 852–853

2, 6, 8, 16, 20, 26, 28, 30, 32, 42, 46, 48 2, 4, 6, 12, 14, 16, 18, 20, 22, 24, 26, 32 6, 8, 10, 12, 22, 26, 28, 40 2, 4, 6, 8, 14, 20, 24, 28, 30, 32, 42 2, 6, 10, 14, 18, 22, 26, 34

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The following exercises are nongraded, but are strongly recommended as practice to help you prepare for the CheckPoint problems. • • Complete the following practice exercises. You may want to use the Equation Editor as preparation for the CheckPoint assignment. Check your answers with the answers provided on your student Web site. Page Numbers Exercises

Section of Mathematics for Elementary School Teachers (4th ed.) Section 13.1 Section 13.2 Section 13.3 Section 13.4 Chapter 13 Review

pp. 798–801 pp. 816–819 pp. 826–828 pp. 816–819 pp. 852–853

17, 19, 37, 45, 47 15, 19, 35, 39, 43 9 7, 15, 25, 41 3, 43, 47, 51 1, 5, 9, 13, 17, 21, 25, 29, 33, 37

4. Discussion Questions • What is the difference between an algebraic expression and an equation? What clues could help determine between equations and expressions? Create two brief word problems. One problem should ask your classmates to solve an equation and the other problem should ask them to evaluate an expression. Do not indicate the type of problem. Consider responding to your classmates by answering their word problems. Classify each problem as an expression or an equation. • What are the differences between linear and quadratic equations? How are these differences displayed in a graph? Write a brief scenario that can be modeled with a linear equation. Summarize a situation modeled by a quadratic equation. Are there equations that are neither linear nor quadratic? Explain. ******** Also, once the discussion questions have been answered adequately and you have responded to at least one other person, begin posting problems/questions/solutions in the COLLABORATION thread in the main forum. This also counts toward your total number of substantive posts for the week.

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Weekly Reminders
Discussion Questions Discussion question responses will count towards the class participation requirement. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 7 Deliverables Assignment DQ 1 DQ 2 Collaboration Thread Concept Checkpoint 4 Main Forum Main Forum Main Forum Course Materials Forum Location Day 2 Day 4 Any Day Day 7 Due

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Week Eight
Rational Numbers • • . Relate algebra to NCTM standards. Relate coordinate geometry to classroom application.

Course Assignments
1. Teaching Application Checkpoint #4: • • Select one of the concepts covered in your work in chapter 13. Develop a brief lesson idea that will allow you to teach the concept in an elementary classroom (you choose the grade level). The lesson will include your topic choice description, the NCTM standard to which it relates, how it meets that standard, at least 1 cited supplementary resource, and a brief paragraph describing how you will implement the lesson. Enter the information in the template provided in the Course Materials forum.

• •

Submit the checkpoint template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of ecampus.

2. Assignment: Test 4: Chapter 13 material

• •

Complete the Chapter 13 Test posted by your instructor in the Course Materials forum. • Enter your responses into the template provided.

Submit the test answer template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus..

Weekly Reminders
Summary of Week 8 Deliverables Assignment Teaching Application Checkpoint #4 Test 4: Chapter 13 Location Course Materials Course Materials Day 4 Day 7 Due

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Week Nine
Putting it Together • • Discuss the application of course concepts. Solve problems involving probability, statistics, measurement, geometry, and algebra.

Course Assignments
1. Capstone Discussion Question • Has the content in this course allowed you to think of mathematics as a useful tool? If so, how? What concepts investigated in this course might apply to your personal and professional life?

2. Final Project: Ch. 8–13 Cumulative Test • •
Complete the cumulative final test posted by your instructor in the Course Materials forum. • Enter your responses into the answer template provided by your instructor.

Submit the exam answer template document as an attachment in the same format (Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING GUIDELINES in your assignment section of e-campus..

Weekly Reminders
Discussion Questions Discussion question responses will count towards the class participation requirement. Only posts in the Main classroom forum will count towards your class participation score. Summary of Week 9 Deliverables Assignment Capstone Discussion Question Final Exam Main Forum Course Materials Forum Location Day 3 Day 7 Due

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Axia College Material
Appendix A Final Exam Overview and Timeline
Final Exam Overview
In week nine of this course, you complete a comprehensive final exam that assesses your understanding of key concepts explored in this course. You demonstrate your knowledge by communicating mathematically and solving problems related to statistics, probability, measurement, geometry, and algebra.

Final Project Timeline
Self-practice exercises, CheckPoints, and tests will be given throughout the course. As outlined below, the assignments in the course are designed to assist you in preparing for your final exam. Periodically, review your performance on these activities. Completing this review assists you in succeeding on the final exam. Be sure to ask your instructor for additional assistance on skills you find difficult as you review. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to completing the final exam successfully.

 Suggested in Week Three: Review feedback from the Ch. 8 and Section 9.1 and 9.2
CheckPoints and the Week Two exam. Answer any incorrect or incomplete problems. Contact your instructor for assistance if necessary.

 Suggested in Week Five: Review feedback from the Sections 9.4-9.6 and Ch. 10
CheckPoints and the Week Four exam. Answer any incorrect or incomplete problems. Contact your instructor for assistance if necessary.

 Suggested in Week Seven: Review Feedback from the Ch. 11 and Ch. 12 CheckPoints
and the Week Six exam. Answer any incorrect or incomplete problems. Contact your instructor for assistance if necessary.

 Suggested in Week Nine: Review Feedback from the Ch. 13 CheckPoint and the Week
Eight exam. Answer any incorrect or incomplete problems. Contact your instructor for assistance if necessary.

 Due in Week Nine: Complete your final exam.

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Appendix B: Teaching Application Template Example and Grading Rubric

Teaching Applications Checkpoint
Student Name: Directions: Complete each of the following six sections. Each section is worth 5 points for a total of 30 points. Treat this as you would a formal lesson plan required by your administrator. Make sure to check for spelling and grammar errors. Also, be creative!! Section 1: Name the topic you are presenting and include the page number of our text where the topic is introduced. Topic: Page: Section 2: State the grade level for which you are planning this application (i.e. kindergarten, 5th grade etc.).

Section 3: State the NCTM standard addressed by the topic you have chosen. Section 4: How does your topic specifically address and meet the NCTM standard? Section 5: List 2 supplementary resources that could be used in your lesson
(example: websites, workbooks, hands on manipulatives etc.) 1. 2.

Section 6: Write a brief paragraph describing/summarizing your plan to introduce
this topic and make it both interesting and understandable to your students. Be sure to explain how you will incorporate your resources listed above and how you will assess student understanding of the concept.

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This is the checklist/rubric I will be using to calculate your score on your checkpoint.

Teaching Application Rubric Section 1: A.) Topic Named B.)Page Number Section 2: Grade Level Section 3: NCTM Standard Addressed

Points Possible 1 point for each item = 2 points total 3 points 0 = Not answered 1 = Partial poor constructed response 5 = High Quality well constructed complete response 0 = Not answered 2.5 = Partial poor constructed response 5 = High Quality well constructed complete response 0 = Not answered 1-2 = 1 point for each resource given 5 = resources listed and explanation of each resource included. 0-5 0 = Not answered 2.5 = Partial poor constructed response 10 = High Quality well constructed complete response (this also means free of spelling and grammatical errors) 30 Possible Points

Section 4: How topic addresses standard

Section 5: A.) Resource 1 B.) Resource 2

Section 6: Description of Plan

Total Points Earned/30

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