new math syllabus

8/7/2019 New Math Syllabus

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Course Syllabus

MTH 157Math for Elementary Teachers II

Course Start Date: 2/14/2010Course 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 thissyllabus 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/orother countries. All other company and product names are trademarks or registered trademarks of their respectivecompanies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix editorial standards and practices.


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FacilitatorInformation

Beth [email protected] (University of Phoenix)[email protected] (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 Sundayfor 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 withthese 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 LearningSystem (OLS), please send a message to my personal email address. In the event a third partyneeds to contact me, please direct them to my contact information listed under "facilitatorinformation." No third party should use your login credentials to gain access to the classroom.

Where to Go toClass

Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.

Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issuesnot 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 butcannot 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, sharedonly by you and me, the facilitator. Your classmates will not have access to this forum.. You canask personal/confidential questions here. However, if you have general questions aboutinstructions of assignments, please post those in the Main forum, since other students maybenefit by that exchange as well.

Policies

For class policies, please see the Policies link on the left side of the Materials page for the courseon eCampus. Faculty and students/learners will be held responsible for understanding andadhering to all policies contained within that link. University policies are subject to change soplease be sure to read them at the beginning of each class as it may have changed since yourlast 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 yourcurrent class modality.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Technical Support

Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use thee-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 sendfeedback to yourecampus assignment section.

Grading Formula

Points Grade

95+ A

90-94 A-

87-89 B+

84-86 B

80-83 B-

77-79 C+

74-76 C

70-73 C-

67-69 D+

64-66 D

60-63 D-


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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.


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.


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

ODaffer, P., Charles, R., Cooney, T., Dossey, J., & Schielack, J. (2008). Mathematics forelementary teachers (4th ed.). Boston: Pearson.

All electronic materials are available on your student Web site.

Supplemental Resources

Axia Colleges Writing Style Handbook, available online at:https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

Point Values for CourseAssignments
https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdfhttps://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf


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ASSIGNMENTS Points

Individual (100%)

Discussion/Participation (Week 1) 20

Concept Checkpoint 1: Ch. 8 and 9.1-9.2 (Week 1) 30

Teaching Application Checkpoint 1 (Week 2) 30

Test 1: Ch. 8 and 9.1-9.2 (Week 2) 100


Concept Checkpoint 2: Chapter 9.4-9.6 and ch.10 (Week3)

30


Test 2: Chapter 9.4-9.6 and ch.10 (Week 4) 100


Concept Checkpoint 3: Ch. 11 and 12 (Week 5) 30


Test 3: Ch. 11 and 12 (Week 6) 100


Concept Checkpoint 4: Ch. 13.1-13.4 30


Test 4: Ch. 13.1-13.4 (Week 8) 100

Capstone Discussion/Participation (Week 9) 30

Final Exam: Ch. 8 - 13 (Week 9) 250

Total 1000

Note: There are two types of

checkpoints in this course.

Type 1: Concept Checkpoint- madeup of practice exercises from the

textbook.

Type 2: Teaching ApplicationCheckpoint- applies the concepts tothe classroom and your role as the

teacher.


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Week One


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.


Course Assignments

1. Course Preparation

Read the course description and objectives.

Read the instructors biography and post your own.

Review the Microsoft Equation Editor tutorial athttp://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.aspYou may use equation editorwhen needed to enter your responses to CheckPoints.

2. Readings

Read Appendix A.

Read Ch. 8 ofMathematics for Elementary Teachers.

Read Ch. 9 sections 1 and 2 ofMathematics for Elementary Teachers

Complete the Microsoft Excel tutorial on creating charts athttp://office.microsoft.com/training/training.aspx?AssetID=RC011055061033.

Complete the Microsoft Excel tutorial on choosing the correct chart athttp://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 sameformat (Word or Excel) that is was posted by meFOLLOWING

CORRECT NAMING GUIDELINES in your assignment section of e-campus.

IMPORTANT NOTE: Do not be confused by the way the questions areworded on the template itself. I have created the template in such away that you will need to complete the problems assigned in the text,then refer to your solutions to answer the template question. This is aneffort to make it easier on you and help you avoid having to format andtype graphs and charts etc.

See the example below the following table of problems.
http://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.asphttp://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.asphttp://office.microsoft.com/training/training.aspx?AssetID=RC011055061033http://office.microsoft.com/training/training.aspx?AssetID=RC011097791033http://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.asphttp://office.microsoft.com/training/training.aspx?AssetID=RC011055061033http://office.microsoft.com/training/training.aspx?AssetID=RC011097791033


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Section ofMathematics forElementary SchoolTeachers (4th ed.)

Page Numbers Exercises

Section 8.1 pp. 436442 2, 18Section 8.2 pp. 452455 2, 6, 12, 14

Section 8.3 pp. 468471 2, 8, 9, 10, 11, 12, 20, 22

Chapter 8 Review pp. 488489 2, 6, 8

Section 9.1 pp. 505507 2, 4, 6, 12, 18, 28, 32, 34

Section 9.2 pp. 515517 4, 8, 10, 16, 20, 22, 26

You are to answer the questions in the text first, then lookat what you have to answer what is on the template. Thisis an effort to simplify things for you; otherwise, youwould have to try and type frequency tables and stem andleaf plots etc. to turn in.

2. The following data set gives the difference between thewinning and losing scores in 50 randomly observed highschool 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, 8a. Make a frequency table detailing the occurrence ofeach 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 differenceobserved.

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 thisexperiment.

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 tohelp you prepare for the Check Point problems.

Complete the following practice exercises. You may want to use the Equation Editoras preparation for the Check Point assignment.

Check your answers with the answers provided on your student Web site.



Section 8.1 pp. 436442 1, 7, 19

Section 8.2 pp. 452455 1, 5, 7, 11, 13

Section 8.3 pp. 468471 3, 5, 9, 11, 13, 19, 21, 29, 33, 35

Section 8.4 pp. 483486 3, 9, 15

Chapter 8 Review pp. 488489 9, 11

Section 9.1 pp. 505507 1, 3, 5, 9, 11, 13, 15, 19, 21, 23, 27, 29,35

Section 9.2 pp. 515517 3, 9, 11, 17, 19, 23, 27

5. Discussion Questions

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 aboutthe data? What information does the range and standard deviation provide about thedata?

Consider responding to your classmates by providing real-life examples that supporttheir responses. Enhance their responses by providing additional details aboutmeasures 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 itappropriate to display data using each type you selected? When is it inappropriate touse the data displays you selected?

Respond to students who chose different displays than you. Ask clarifying questionsif you need more explanation. Are the other situations in which the type of displayyour 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 choosethe best chart/graph).

Also, once the discussion questions have been answered adequately and you haveresponded to at least one other person, begin posting problems/questions/solutionsin 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 Location Due

Post Your BIO Chat Room Day 1

DQ 1 Main Forum Day 2


Collaboration Thread Main Forum Any Day

Concept Checkpoint 1 Course Materials Forum Day 7


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Week Two


Relate data analysis to National Council of Teachers of Mathematics (NCTM)standards.

Relate data analysis to classroom applications.

Probability


Relate probability 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 yourtopic choice description, the NCTM standard to which it relates, how it meets thatstandard, at least 1 cited supplementary resource, and a brief paragraphdescribing 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 sameformat (Word or Excel) that is was posted by meFOLLOWING CORRECTNAMING GUIDELINES in your assignment section of e-campus.**You can see a template example and the grading rubric that will be usedat 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.

Enteryour 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 meFOLLOWING CORRECT NAMING

GUIDELINES in your assignment section of e-campus..

Weekly Reminders



Teaching Application Checkpoint #1 Course Materials Day 4

Test 1: Chapters 8 and 9 Course Materials 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.


Introduction to Geometry

Identify basic elements of geometry.

Solve problems using angle relationships.

Solve problems involving polygons.


Course Assignments

1. Readings

Read sections 9.4 - 9.6 ofMathematics for Elementary Teachers.

Read Chapter 10 ofMathematics for Elementary Teachers

2. Concept CheckPoint 2: Chapters 9.4-9.6 and 10 Exercises


Submit the checkpoint template document as an attachment in the same

format (Word or Excel) that is was posted by meFOLLOWINGCORRECT NAMING GUIDELINES in your assignment section of e-campus.


Section ofMathematics forElementary School

Teachers (4th ed.)


Section 9.4 pp. 530532 2, 4, 8, 36, 38

Section 9.5 pp. 543544 2, 8, 12

Section 9.6 pp. 554555 4, 8, 10, 26

Section 10.1 pp. 584590 20, 22, 26, 46

Section 10.2 pp. 599602 2, 8, 12

Section 10.3 pp. 613617 2, 8, 14, 18, 26, 32, 48

Section 10.4 pp. 628635 2, 4, 16, 24, 32, 44

Section 10.5 pp. 643646 6, 8


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Chapter 10 Review pp. 649651 4, 6, 8, 10


The following exercises are nongraded, but are strongly recommended as practice tohelp you prepare for the CheckPoint problems.

Complete the following practice exercises. You may want to use the Equation Editoras preparation for the CheckPoint assignment.




Section 9.4 pp. 530532 1, 7, 35, 41, 43

Section 9.5 pp. 543544 1, 7, 9, 13, 15, 19

Section 9.6 pp. 554555 1, 9, 13, 25, 29


Section 10.1 pp. 584590 9, 11, 13, 15, 23, 25, 29Section 10.2 pp. 599602 1, 7, 15, 35, 39

Section 10.3 pp. 613617 1, 5, 7, 9, 13, 17, 27, 29, 39, 47

Section 10.4 pp. 628635 1, 5, 9, 17, 25, 33, 43, 69

Section 10.5 pp. 643646 3, 11, 17, 19, 25, 43, 69



What is the difference between a combination and a permutation? What clues areprovided in a question to help you decide? Create two problems for your classmatesto solve. Make one of the questions a combination and the other a permutation.

Participate in the discussion by solving your classmates problems and identifyingwhich problems are combinations and which are permutations. Provide any additionalinformation that might help other students understand the difference between thetwo. Ask any clarifying questions that may enhance your understanding ofpermutations and combinations.

What are the main similarities and differences between a discrete and a continuousprobability distribution? How is the expected outcome determined in a discretedistribution? Write two brief scenarios: one that illustrates a discrete distribution andone 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 notinclude the details necessary to describe the distribution. Provide these detailsyourself and then describe the distribution.

******** Also, once the discussion questions have been answered adequately and youhave responded to at least one other person, begin postingproblems/questions/solutions in the COLLABORATION thread in the main forum.



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Weekly Reminders








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Week Four

Estimation

Relate probability to NCTM standards. Relate probability to classroom application.

Computation with Whole Numbers


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 anelementary classroom (you choose the grade level). The lesson will include yourtopic choice description, the NCTM standard to which it relates, how it meets thatstandard, at least 1 cited supplementary resource, and a brief paragraphdescribing how you will implement the lesson.


Submit the checkpoint template document as an attachment in the sameformat (Word or Excel) that is was posted by meFOLLOWINGCORRECT NAMING GUIDELINES in your assignment section of e-campus.

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

Complete the Test posted by your instructor in the Course Materials forum.




GUIDELINES in your assignment section of e-campus.

Weekly Reminders




Test 2: Chapters 9 and 10 Course Materials Day 7


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Week Five

More Geometry

Identify characteristics of transformations. Analyze geometric patterns.

Classify various regular polyhedra, prisms, and pyramids.


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 ofMathematics for Elementary Teachers.

Read Ch. 12 ofMathematics for Elementary Teachers

2. Concept CheckPoint 3: Chapters 11 and 12 Exercises


Submit the checkpoint template document as an attachment in the

same format (Word or Excel) that is was posted by meFOLLOWINGCORRECT NAMING GUIDELINES in your assignment section of e-campus.


Section ofMathematics for

Elementary SchoolTeachers (4th ed.)


Section 11.1 pp. 669675 8, 10, 24, 26

Section 11.2 pp. 686690 4, 10, 14, 22

Section 11.3 pp. 697700 4, 12, 24, 28


Section 12.1 pp. 734736 4, 6, 8, 10, 14, 16, 18, 24, 36, 40, 58, 72

Section 12.2 pp. 752757 4, 6, 8, 10, 12, 16, 62

Section 12.3 pp. 773777 2, 6, 8, 12, 14, 30


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Chapter 12 Review pp. 779781 2, 4, 8, 16


Section ofMathematics for

Elementary SchoolTeachers (4th ed.)


Section 11.1 pp. 669675 7, 9, 39

Section 11.2 pp. 686690 3, 21

Section 11.3 pp. 697700 1, 11

Section 11.4 pp. 714718 1a, 3a-g, 9, 15, 21, 35, 41


Section 12.1 pp. 734736 5, 7, 19, 27, 31, 37, 45, 69, 79, 85

Section 12.2 pp. 752757 3, 5, 9, 13, 15, 19, 45, 61, 67

Section 12.3 pp. 773777 3, 13, 15, 21, 29, 35, 45

Chapter 12 Review pp. 779781 1, 9, 11, 19, 25

The following exercises are nongraded, but are strongly recommended as practice to

help you prepare for the CheckPoint problems.




A classmates e-mail indicates that he is encountering trouble understanding theconcepts of rotation, translation, reflection, and rotational symmetry. How would youexplain these concepts to your classmate? What examples could you provide ineveryday life?

Participate in the discussion by providing additional examples of where the conceptscan be seen in everyday life. Be creative and elaborate on your classmatesexplanations of the concepts if necessary.

What are some examples of regular polyhedra? What are some examples of otherimportant polyhedra? What characteristics help you determine whether a polyhedronis regular or irregular? How can you check for symmetry and rotational symmetry ofpolyhedra?

Consider elaborating on your classmates explanations and provide real-worldexamples of where polyhedra might be seen in everyday life.



Weekly Reminders


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Discussion Questions: Discussion question responses and collaboration thread posts will counttowards the class participation requirement.









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Week Six

Geometry and Measurement

Relate Geometry to NCTM standards. Relate Measurement to NCTM standards.

Course Assignments


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 anelementary classroom (you choose the grade level). The lesson will include yourtopic choice description, the NCTM standard to which it relates, how it meets thatstandard, at least 1 cited supplementary resource, and a brief paragraphdescribing 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 meFOLLOWINGCORRECT NAMING GUIDELINES in your assignment section of e-campus.

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

Complete the Chapter Test posted by your instructor in the Course Materialsforum.



(Word or Excel) that is was posted by meFOLLOWING CORRECT NAMINGGUIDELINES in your assignment section of e-campus..

Weekly Reminders




Test 3: Chapters 11 - 12 Course Materials Day 7


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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 ofMathematics for Elementary Teachers.

2. Concept CheckPoint4: Chapter 13.1 - 13.4 Exercises


Submit the checkpoint template document as an attachment in the sameformat (Word or Excel) that is was posted by meFOLLOWING

CORRECT NAMING GUIDELINES in your assignment section of e-campus.


Section ofMathematics forElementary School

Teachers (4th ed.)


Section 13.1 pp. 798801 2, 6, 8, 16, 20, 26, 28, 30, 32, 42, 46, 48

Section 13.2 pp. 816819 2, 4, 6, 12, 14, 16, 18, 20, 22, 24, 26, 32

Section 13.3 pp. 826828 6, 8, 10, 12, 22, 26, 28, 40

Section 13.4 pp. 847850 2, 4, 6, 8, 14, 20, 24, 28, 30, 32, 42

Chapter 13 Review pp. 852853 2, 6, 10, 14, 18, 22, 26, 34



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The following exercises are nongraded, but are strongly recommended as practice tohelp you prepare for the CheckPoint problems.





Section 13.1 pp. 798801 17, 19, 37, 45, 47

Section 13.2 pp. 816819 15, 19, 35, 39, 43 9

Section 13.3 pp. 826828 7, 15, 25, 41

Section 13.4 pp. 816819 3, 43, 47, 51

Chapter 13 Review pp. 852853 1, 5, 9, 13, 17, 21, 25, 29, 33, 37


What is the difference between an algebraic expression and an equation? What cluescould help determine between equations and expressions? Create two brief wordproblems. One problem should ask your classmates to solve an equation and theother problem should ask them to evaluate an expression. Do not indicate the type ofproblem.

Consider responding to your classmates by answering their word problems. Classifyeach problem as an expression or an equation.

What are the differences between linear and quadratic equations? How are thesedifferences 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 thereequations that are neither linear nor quadratic? Explain.




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Weekly Reminders


Discussion question responses will count towards the class participation requirement.









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Week Eight

Rational Numbers

Relate algebra to NCTM standards. Relate coordinate geometry to classroom application.

.

Course Assignments


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 anelementary classroom (you choose the grade level). The lesson will include yourtopic choice description, the NCTM standard to which it relates, how it meets that

standard, at least 1 cited supplementary resource, and a brief paragraphdescribing how you will implement the lesson.


Submit the checkpoint template document as an attachment in the sameformat (Word or Excel) that is was posted by meFOLLOWINGCORRECT NAMING GUIDELINES in your assignment section of e-campus.

2. Assignment: Test 4: Chapter 13 material

Complete the Chapter 13 Test posted by your instructor in the Course Materialsforum.




GUIDELINES in your assignment section of e-campus..

Weekly Reminders




Test 4: Chapter 13 Course Materials Day 7


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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? Ifso, how? What concepts investigated in this course might apply to your personal andprofessional life?

2. Final Project: Ch. 813 Cumulative Test

Complete the cumulative final test posted by your instructor in the CourseMaterials forum.

Enteryour 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 meFOLLOWING CORRECT

NAMING GUIDELINES in your assignment section of e-campus..

Weekly Reminders


Discussion question responses will count towards the class participation requirement.




Capstone Discussion Question Main Forum Day 3

Final Exam Course Materials Forum Day 7


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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 yourunderstanding of key concepts explored in this course. You demonstrate your knowledge bycommunicating 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 outlinedbelow, 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 insucceeding on the final exam. Be sure to ask your instructor for additional assistance on skillsyou find difficult as you review. If you complete your course activities and use the feedbackprovided 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 9.2CheckPoints 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. 10CheckPoints 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 CheckPointsand the Week Six exam. Answer any incorrect or incomplete problems. Contact yourinstructor for assistance if necessary.

Suggested in Week Nine: Review Feedback from the Ch. 13 CheckPoint and the WeekEight exam. Answer any incorrect or incomplete problems. Contact your instructor forassistance 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 CheckpointStudent 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 youradministrator. 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 ourtext 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 introducethis 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

Points Possible

Section 1:

A.) Topic NamedB.)Page Number

1 point for each

item= 2 points total

Section 2:

Grade Level

3 points

Section 3:

NCTM StandardAddressed

0 = Not answered

1 = Partial poor

constructed

response

5 = High Quality

well constructed

complete response

Section 4:How topic addresses

standard

0 = Not answered2.5 = Partial poor

constructed

response

5 = High Quality

well constructed

complete response

Section 5:

A.) Resource 1B.) Resource 2

0 = Not answered

1-2 = 1 point for

each resource given

5 = resources listed

and explanation ofeach resource

included.

Section 6:

Description of Plan

0 - 5

0 = Not answered

2.5 = Partial poor

constructed

response

10 = High Quality

well constructed

complete response

(this also means freeof spelling and

grammatical errors)

Total Points Earned/30 30 Possible Points

new math syllabus

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