| Course Design GuideCollege of Natural SciencesMTH/157 Version 3Math for Elementary Teachers II| Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is the second in a two-part series designed for K–8 preservice teachers to address the conceptual framework for mathematics taught in elementary school. The focus of Part Two will be on measurement, geometry, probability, and data analysis. The relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K–8 instruction is also addressed. Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials
Billstein, R. , Libeskind, S. , & Lott, J. W. (2010). A problem solving approach to mathematics for elementary school teachers (10th ed. ). Boston, MA: Addison-Wesley. All electronic materials are available on the student website. Week One: Data Analysis| | Details| Due| Points| Objectives| 1. 1 Use appropriate statistical methods to analyze data. 1. 2 Develop predictions based on data. | | | Course Preparation| Read the course description and objectives. Read the instructor’s biography and post your own. | | | Reading| Read Ch. 9 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | Reading| Read Ch. 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read the Associate Level Material: Using MyMathLab®. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| IndividualMyMathLab® Orientation| Complete the Orientation Assignment located in MyMathLab®. | | 45| Week Two: Probability| | Details| Due| Points| Objectives| 1 2. 3 Apply basic concepts of probability. | | | Reading| Review Ch. of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Review Ch. 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Nongraded Activities and PreparationSpinner Activity| View the Spinner Activity Animation located on the student website. | | | IndividualText Problems 1| Complete Text Problems 1 located in MyMathLab®. | | 70| IndividualProbability Games| Resources: http://www. betweenwaters. comAccess to the Probability Games on the Between Waters website by using the following directions:Go to http://www. betweenwaters. omScroll down and click on Probability Games. Locate the Coin Flip and Dice Roll games. Click Play under each activity to play the games. Play both the Coin Flip and Dice Roll games. After you have played the games, write a 350- to 700-word paper describing your experience. Include the following in your paper:What did you learn about how probabilities are determined? What method might be the most difficult concept for children to learn and why? Post your paper as an attachment. | | 100| ------------------------------------------------- ------------------------------------------------- Week Three: Introduction to Geometry| Details| Due| Points| Objectives| 2 3. 4 Apply characteristics and properties of two- and three-dimensional geometric shapes in problem solving. 3. 5 Identify geometric figures and shapes based on mathematical arguments. 3. 6 Use visualization, spatial reasoning, and geometric modeling to solve problems. | | | Reading| Read Ch. 11 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | 10| ------------------------------------------------- ------------------------------------------------- Week Four: Introduction to Geometry, Continued| | Details| Due| Points| Objectives| 3 4. 7 Apply characteristics and properties of two- and three-dimensional geometric shapes in problem solving. 4. 8 Identify geometric figures and shapes based on mathematical arguments. 4. 9 Use visualization, spatial reasoning, and geometric modeling to solve problems. | | | Reading| Review Ch. 11 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | IndividualText Problems 2| Complete Text Problems 2 located in MyMathLab®. | | 35| IndividualGeometry Manipulatives| Prepare an activity involving a geometric manipulative designed to teach a geometric concept to an elementary school student. You may create your own activity or modify an existing activity; if you are modifying an existing activity, however, ensure your sources are properly cited. Create a handout including the following information:A detailed description of your activity, which must include the application of the characteristics and properties of the hosen geometric shapeInstructions for conducting the activityMaterials neededNational Council of Teacher of Mathematics standards addressed| | 100| ------------------------------------------------- ------------------------------------------------- Week Five: Applications of Geometry| | Details| Due| Points| Objectives| 4 5. 10 Specify locations using coordinate geometry. 5. 11 Describe spatial relationships using coordinate geometry. 5. 12 Use symmetry to analyze mathematical situations. | | | Reading| Read Ch. 12 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read Ch. 4 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| Nongraded Activities and PreparationAnimations| View the following animations located on the student website:Grapher AnimationTransformations AnimationLady Bug Transformation Animation| | | ------------------------------------------------- ------------------------------------------------- Week Six: Applications of Geometry, Continued| | Details| Due| Points|
Objectives| 5 6. 13 Specify locations using coordinate geometry. 6. 14 Describe spatial relationships using coordinate geometry. 6. 15 Use symmetry to analyze mathematical situations. | | | Reading| Review Ch. 12 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Review Ch. 14 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | IndividualText Problems 3| Complete Text Problems 3 located in MyMathLab®. | | 85| IndividualTessellation Patterns| Resource: Associate Level Material: Appendix ACreate a tessellation pattern using the
Microsoft® Paint program, the GeoGebra website, a Microsoft® PowerPoint® presentation, or other means available to you, or you may draw something by hand. Ask your instructor for assistance if needed. Use color and shading to create a visually-pleasing tessellation. Write a 350- to 700-word paper including the following:An explanation of why you chose the tessellated figureThe type of transformation used and whyThe actual tessellation or a picture of the created tessellation * Format your paper consistent with APA guidelines. | | 100| ------------------------------------------------- -------------------------------------------------
Week Seven: Applications of Measurement| | Details| Due| Points| Objectives| 6 7. 16 Identify the relevant attributes of objects when solving problems. 7. 17 Apply appropriate techniques, tools, and formulas to determine measurements. | | | Reading| Read Ch. 13 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| Participate in class discussion. | | 10| Discussion Questions| Respond to weekly discussion questions. | | 10| ------------------------------------------------- ------------------------------------------------ Week Eight: Applications of Measurement, Continued| | Details| Due| Points| Objectives| 7 8. 18 Identify the relevant attributes of objects when solving problems. 8. 19 Apply appropriate techniques, tools, and formulas to determine measurements. | | | Reading| Review Ch. 13 of A Problem Solving Approach to Mathematics for Elementary School Teachers. | | | IndividualText Problems 4| Complete Text Problems 4 located in MyMathLab®. | | 40| IndividualReflective Paper| Prepare a 700- to 1,050-word paper synthesizing the major concepts addressed in this course.
Include the following in your paper:Summarize the major mathematical concepts of the course. Explain how the concepts learned in this course are relevant to the characteristics of a professional mathematics teacher. Determine how the course concepts have influenced your ideas and philosophy of teaching. Recommend changes to the practice of mathematics instruction based on your learning experiences in the MTH/156 and MTH/157 courses. Format your paper consistent with APA guidelines. | | 100| ------------------------------------------------- -------------------------------------------------
Week Nine: Mathematical Connection| | Details| Due| Points| Objectives| 8 9. 20 Synthesize the mathematical concepts addressed in this course. | | | CapstoneParticipation| Participate in class discussion. | | 10| Capstone Discussion Questions| Respond to weekly discussion questions. | | 10| Final ProjectFinal Exam| Complete the Final Exam located in MyMathLab®. | | 225| ------------------------------------------------- Optional Discussion Questions Week One Discussion Questions How do all the branches in a tree diagram illustrate the counting principle or generate all possible outcomes?
Explain your answer. * When a student is taught how to find the mean of a set of data, why might they have a difficult time accepting the answer? Provide an example. Week Three Discussion Questions How might you involve children in learning geometric concepts? Which geometric concept do you think will be most difficult for children to learn and why? * Why is three-dimensional geometry important? What difficulties might students have when working in three-dimensional geometry? Week Five Discussion Questions Why do some children have difficulty with rotational symmetry?
What methods can you use to help them understand rotational symmetry? * Research the flag for the state or country in which you live. Determine the number of lines of symmetry in the flag, and describe the lines of symmetry you discover. What concept might you use this activity for in an elementary school setting? Week Seven Discussion Questions Accurate measurement of the volume of different shapes is an important mathematical concept. Review the following scenario and respond: * A student read about Volkswagen packing in the 1960s. She was interested in knowing the maximum number of students that fit into a Volkswagen car.
How might you help her estimate an answer in a reasonable way? Explain. * What are one to three activities that helped you understand the concept of area? How did these activities help you understand the concept? Might the same activities help children understand the concept? Explain. Week Nine Discussion Questions What two mathematical concepts that you have learned in this course do you feel will be the most beneficial to you in the classroom? Why? * * Select one mathematical concept you have learned in this course and provide a brief example of how you could incorporate it into a lesson in the classroom.
What steps would you take to ensure students understand the concept? Copyright 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.
