| 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

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.