Tentative Syllabus Math 1013

Course:

Math 1013

3 credits

Mathematics for Elementary School Teachers II
Fall 2010

Department:

Mathematics and Computer Science

 

Program(s):

Elementary Education Major, B.S. (Teacher Licensure)

Meeting:

9:00-9:50 AM MWF

HS 231

Extras:

 

 

Instructor:

Dr. Glen Richgels

HS 360

Office: 218-755-2824

Email: grichgels@bemidjistate.edu

www: http://faculty.bemidjistate.edu/grichgels/

Office Hours:

  7-  8 M-F

11-12 M-F

 

Course Description:

1013 MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS II (3 credits) This course meets the BOT introduction to higher mathematics competencies. These topics include geometry, discrete mathematics, probability, and statistics. This is the second of two mathematics courses providing the background for teaching in the elementary school. Emphasizes the use of mathematics manipulatives for modeling the basic concepts.

Prerequisite:

MATH 1011 or consent of instructor.

 

Professional Education Mission Statement

Bemidji State University prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

Text:

Mathematics for Elementary Teachers a Contempory Approach,
Musser, Burger & Peterson

Recommended:           

 

Technology:

 

A calculator

 

Attendance by all students is expected for all classes.

 

Homework:  Homework assignments will be made in class.  You should come prepared to discuss the various reading assignments and compare and contrast them with what you have observed in schools.

Class participation and quizzes:  Class participation is expected and in order to participate you need to be present. 

Exams: Exams will be approximately tri-weekly. There will be a final exam.

Evaluation:There will be 3-5 tests given throughout the quarter.  Quizzes may be given frequently and may be unannounced.  The content for the quizzes and tests will be based on assignments, classroom discussion and lecture, and textbook material.

Grades: Grades will be based on the homework, quizzes, tests, and final exam.

Homework, Quizzes   -  one-sixth                 

            Tests                           - one-half                    

            Final                            - one-third                  

The following grading scale will be used to determine grades:

            A         90% - 100%

            B         80% -   89%

            C         70% -   79%

            D         60% -   69%

 

A grade of C or better indicates that the student has successfully met the competencies measured in this class through discussion, homework, and projects.

Incomplete: An incomplete (I) grade will only be given in documented emergency situations. BSU policies will be followed.

 

Students are expected to practice the highest standards of ethics, honesty, and integrity in all of their academic work.  Any form of academic dishonesty (e.g. plagiarism, cheating, misrepresentation) may result in disciplinary action.  Possible disciplinary actions include failure for part or all of the course, as well as suspension from the University.

 

NOTE: Upon request, this document and others distributed in this course can be made available in alternate formats.  If you have a documented disability and need accommodations for this course please contact the instructor,  the Disability Services Office in 202 Sanford Hall, Bemidji State University or Kathi Hagen in the Office for Students with Disabilities at 755-3883 for assistance.. Any other questions about this course should be directed to the instructor.

 

Change in Course Syllabus: The Instructor reserves the right to change this syllabus as this course proceeds if the need arises. Should a change be required the class will be notified.

 

Course Outline:

Chapter 7        Decimals, Ratio, Proportion, and Percent

Chapter 8        Integers

Chapter 9        Rational Numbers and Real Numbers

Chapter 10      Statistics

Chapter 11      Probability

Chapter 12      Recognizing Geometric Shapes and Definitions

Chapter 13      Measurrement

Chapter 14      Geometry Using Triangle Congruence and Similarity

Chapter 16      Geometry Using Transformations

Introduction to Discrete Mathematics Topics

Introduction to Topology

Assignments can be found on line. This is an example of the assignment page.

Tentative Assignments

Mathematics for Elementary Teachers a Contempory Approach,
Musser, Burger & Peterson

7.1

p.271 1-19 odd

7.2

p.281 1-17 odd 25,27,31

7.3

p.291 1,3,11,17,19,21,23,27,29,31

7.4

p.305 1,7,9,27,29,31,33,35,37,41

8.1

p.328 3,7,9,11,13,15,17,19,23,26

8.2

p.342 1,3,5,7,9,11,13,15,17,25,31

9.1

p.368 1-19 odd

9.2

p.386 1,3,5,7,9

10.1

p.426 1,2,3,5,7,9,11,13,15,17

10.2

p.451 1,3,5,7,13

11.1

p.495 1,3,5,7,9,11,13

11.2

p.510 1,3,5,7,9,11,13,15,21

12.1

p.556 1,3,5,7,11,13,17

12.2

p.572 1,3,5,7,11,13,15

12.3

p.581 1,3,5,7,11,13,15

12.4

p.591 1,3,5,9,11,13,14,15,17,19

12.5

p.604 3,4,5,6,7,10,13,15,17

13.1

p.636 3,6,7,9,11,13,15,16,27,29

13.2

p.652 1,3,5,6,7,9,11,15,17,25,33

13.3

p.668 1,2,3,5,7,11

13.4

p.681 1,2,3,4,5,7

14.1

p.702 1,2,3,4,5,8,9

14.2

p.711 1,2 p.696 1,2,3,4

14.3

p.724 1,2,3,4,5,9

14.4

p.734 1,2,3,4

16.1

p.812 1,2,3,5,8,9,11,13,14,20,23,24

16.2

p.831 1,2,3,5,7,9,13

16.3

p.842 1,3,7

Circuits

p.884 1-9, 12,13,15-17

Topology

Topology handout

 

Test 1 7.1-9.3
Test 2 10.1-11.2
Test 3 12.1-12.5
Test 4 13.1-13.4
Test 5 14.1-Topology

Final Exam: Comprehensive

 

Instructional Strategies used by instructor in course:

 

PolyaÕs problem solving steps

1.     Understand the problem

    1. Devise a plan
    2. Carry out the plan
    3. Reflect

 

Lesson Sequencing

            Intuitions Þ Concrete ó Semi-Concrete ó Abstract

 

GlenÕs Teaching/Learning Principles

1.     Teach the way students learn

2.     Use group work, heterogenous, 3-4, change monthly

3.     Communication student ó student

4.     Communication teacher ó student

5.     Multiple solution paths

6.     Use contextual settings / problem solving

7.     Assessment

a.     Grading

b.     To inform instruction

 

Updated by Glen Richgels

February 26, 2010

 

TENTATIVE Daily Course Outline

 

Day 1

Syllabus, Assignments, Integer rules

Day 2

Integer rules; add, subtract, multiply; chip trading

Day 3

Number systems to rational numbers/decimals

Day 4

Decimals < - > fractions base 10, n terminating

Day 5

Fractions -> decimals repeating

Day 6

Fractions -> decimals repeating

Day 7

Repeating decimals -> fractions; .999 repeating = ?

Day 8

Decimals repeating, terminating, neither <-> rational numbers, irrational numbers

Day 9

Test 1

Day 10

Data collection heights; why do we collect data; what is typical data

Day 11

Stem and leaf plots, line plots; mean, median, mode

Day 12

Box and whisker plots

Day 13

Box and whisker plots

Day 14

Intuitive likely-hood statements

Day 15

Quantify probability; list, table, tree sample spaces; success counting, total counting

Day 16

Probability assignments from experiments

Day 17

Probability conditional

Day 18

Test 2

Day 19

Geometry definitions, parallel lines

Day 20

AmberÕs parallel lines activity

Day 21

Regular polygon properties activity

Day 22

Regular and semi-regular tessellation of plane

Day 23

Omoinoes activity: number, perimeter, area, box and cube templates

Day 24

Jordan simple closed curve theorm; game board, three utility problems

Day 25

Take a trip geometric perspective activities

Day 26

3D views; top, side, right perspectives

Day 27

Test 3

Day 28

Measurement island activity

Day 29

Measurement concepts, SI small and big triangles

Day 30

Unit conversions

Day 31

Geoboard activities, perimeter, area

Day 32

Perimeter and area formulas

Day 33

Conservation of volume; 3D solids organization activity

Day 34

Volume and surface area problems; prisms, pyramids, cylinders, cones, sphere

Day 35

Volume and surface area problems; prisms, pyramids, cylinders, cones, sphere

Day 36

Test 4

Day 37

Constructions ruler and compass

Day 38

Constructions Mira and patty paper; Mira activities

Day 39

Congruent triangles tool kit and activities

Day 40

Similar triangles took kit and activities

Day 41

Transformational geometry flips, slides, turns, similitudes

Day 42

Transformational geometry flips, slides, turns, similitudes

Day 43

Topology, euler circuits

Day 44

Test 5

Day 45

Final Exam Review

Day 46

Final Exam

 

Board of Teaching Standards

                                                                         

Department of Mathematics and Computer Science
EVIDENCE OF LEARNING & ASSESSMENT OPPORTUNITIES

 
8710.3200 Teachers of Elementary Education

Course ID

Number

Activity or unit

Assessment

Subp. 3.  Subject matter standards, elementary education.  A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to G and in at least one of subpart 4, items A to F. 

 

 

 

C.  A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them.  The teacher must know and apply:

 

 

 

(1) concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to  functions and be able to: 

 

 

 

(a) identify and justify observed patterns;

 

 

 

(b) generate patterns to demonstrate a variety of relationships; and

 

 

 

(c) relate patterns in one strand of mathematics to patterns across the discipline;

 

 

 

(2) concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to:

 

 

 

(a) help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures; and

M1013

Text sections

11.1, 11.2,

Circuits

 

Test 2, Test 5

(b) apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning;

M1013

Text sections

11.1, 11.2,

Circuits

 

Test 2, Test 5

(3) concepts of numerical literacy: 

 

 

 

(a) possess number sense and be able to use numbers to quantify concepts in the students' world;

 

 

 

(b) understand a variety of computational procedures and how to use them in examining the reasonableness of the students' answers;

 

 

 

(c) understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships; and

 

 

 

(d) understand the relationships of integers and their properties that can be explored and generalized to other mathematical domains;

M1013

Text sections 8.1, 8.2

 

Test 1

(4) concepts of space and shape: 

 

 

 

(a) understand the properties and relationships of geometric figures;

M1013

Text sections

12.1, 12.2, 12.3, 12.4, 12.5

 

Test 3

(b) understand geometry and measurement from both abstract and concrete perspectives and identify real world applications; and

M1013

Text sections 13.1, 13.2, 13.3, 13.4

 

Test 4

(c) know how to use geometric learning tools such as geoboards, compass and straight edge, ruler and protractor, patty paper, reflection tools, spheres, and platonic solids;

M1013

Text sections

12.1, 12.2, 12.3, 12.4, 12.5,

13.1, 13.2, 13.3, 13.4,

14.1, 14.2, 14.3, 14.4, 14.5

 

Test 3, Test 5

(5) data investigations: 

 

 

 

(a) use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data;

M1013

Text sections 10.1, 10.2

 

Test 2

(b) apply numerical and graphical techniques for representing and summarizing data;

M1013

Text sections 10.1, 10.2

 

Test 2

(c) interpret and draw inferences from data and make decisions in a wide range of applied problem situations; and

M1013

Text sections 10.1, 10.2

 

Test 2

(d) help students understand quantitative and qualitative approaches to answering questions and develop students' abilities to communicate mathematically;

M1013

Text sections 10.1, 10.2

 

Test 2

(6) concepts of randomness and uncertainty: 

 

 

 

(a) probability as a way of describing chance in simple and compound events; and

M1013

Text sections 11.1, 11.2

 

Test 2

(b) the role of randomness and sampling in experimental studies;

M1013

Text sections 10.1, 10.2, 11.1, 11.2

 

Test 2

(7) mathematical processes: 

 

 

 

(a) know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality;

M1013

Text sections 14.1, 14.2

 

Test 5

(b) understand the connections among mathematical concepts and procedures, as well as their application to the real world;

M1013

Text sections

7.3, 7.4, 10.1, 10.2, 11.1, 11.2,

13.1, 13.2, 13.3, 13.4, Circuits

 

Test 1, Test 2, Test 4, Test 5

(c) understand the relationship between mathematics and other fields; and

M1013

Text sections

10.1, 10.2, 11.1, 11.2, 13.1,

Circuits

Test 2, Test 4, Test 5

(d) understand and apply problem solving, reasoning, communication, and connections; and

 

 

 

(8) mathematical perspectives:

 

 

 

(a) understand the history of mathematics and the interaction between different cultures and mathematics; and

M1013

Text sections 13.1

 

Test 4

(b) know how to integrate technological and nontechnological tools with mathematics. 

M1013

Text sections

13.2,13.3, 13.4, 14.3, 14.4

Test 4, Test 5

 

 

 

 

Professional Education Mission Statement

Bemidji State University prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

 

The elementary teachers from BSU that take the campus M1013 class will increase their content knowledge and understanding of how students learn as they experience studying fundamental operations, probability, statistics, and foundations of geometry. M1013 is a mixture of challenging students in the understanding of basic mathematics and experiencing activity based pedagogy. This translates into a more positive attitude toward mathematics for themselves that hopefully they will take with them into their teaching. Students experience the integration of pedagogy and content so that they can better teach their future students.

 

The best practices of activity oriented learning is demonstrated in class from day one. In addition group work and collaborative learning are encouraged and used almost daily. These best practices are discussed at the beginning of the course and pointed out and discussed throughout the semester.