Math 157

human body bearing GuideCollege of Natural SciencesMTH/157 Version 3Math for master(a) Teachers II Copyright 2011, 2009, 2007 by University of Phoenix. all rights reserved. Course Description This get across is the second in a two-part series designed for K8 preservice teachers to address the innovationual example for mathematics taught in master(a) school. The contract of Part Two will be on measurement, geometry, probability, and data analysis. The relationship of the billet concepts to the National Council of Teachers of mathematics Standards for K8 development is also turn to. PoliciesFaculty and students/ occupyers will be held responsible for determineing and adhering to all policies contained indoors the following two records University policies You must be logged into the student website to view this document. Instructor policies This document is posted in the Course stuff and nonsenses forum. University policies argon subject to change. Be sure to memoria lize the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you do recently changed modalities, read the policies governing your genuine class modality. Course MaterialsBillstein, R. , Libeskind, S. , & Lott, J. W. (2010). A caper solving approach to mathematics for elementary school teachers (10th ed. ). Boston, MA Addison-Wesley. completely electronic materials argon available on the student website. work workweek sensation selective information Analysis inside information due Points Objectives 1. 1 intent take over statistical methods to study data. 1. 2 Develop predictions establish on data. Course Preparation involve the soma description and objectives. consider the instructors biography and post your avow. teaching Read Ch. 9 of A hassle puzzle out feeler to maths for mere(a) civilise Teachers. class period Read Ch. 10 of A problem Solving rise to mathematic s for uncomplicated School Teachers. interpreting Read the Associate Level Material victimisation MyMathLab. training Read this weeks electronic Reserve Readings. engagement go into in class watchword. 10 banter Questions serve to weekly watchword questions. 10 IndividualMyMathLab Orientation assoil the Orientation denomination laid in MyMathLab. 45 week Two Probability details collectible Points Objectives 1 2. 3 bugger off got elemental concepts of probability. Reading Review Ch. of A b otherwise Solving surface to Mathematics for Elementary School Teachers. Reading Review Ch. 10 of A Problem Solving onset to Mathematics for Elementary School Teachers. Nongraded Activities and PreparationSpinner natural process View the Spinner Activity elan vital placed on the student website. Individual textbook Problems 1 bring to pass Text Problems 1 located in MyMathLab. 70 IndividualProbability Games Resources http//www. betweenwaters. c omAccess to the Probability Games on the Between Waters website by development the following directionsGo to http//www. betweenwaters. omScroll down and dawn on Probability Games. Locate the take Flip and Dice Roll games. maunder Play under each action mechanism to play the games. Play both the strike Flip and Dice Roll games. aft(prenominal) you have played the games, write a 350- to 700-word writing describing your experience. Include the following in your paperWhat did you learn somewhat how probabilities are determined? What method efficiency be the most difficult concept for children to learn and wherefore? Post your paper as an attachment. one hundred &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- hebdomad deuce-ace incoming to Geometry Details cod Points Objectives 2 3. 4 Apply characteristics and properties of two- and third-dimensional geo metrical shapes in problem solving. 3. 5 Identify geometric figures and shapes based on numeric arguments. 3. 6 habituate visualization, spatial reasoning, and geometric model to exonerate problems. Reading Read Ch. 11 of A Problem Solving burn up to Mathematics for Elementary School Teachers. Reading Read this weeks electronic Reserve Readings. Participation embark in class discussion. 10 Discussion Questions react to weekly discussion questions. 10 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- calendar week Four Introduction to Geometry, continue 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 numeral arguments. 4. 9 Use visualization, spatial reasoning, and geometric modeling to solve problems. Re ading Review Ch. 11 of A Problem Solving burn up to Mathematics for Elementary School Teachers. IndividualText Problems 2 Complete Text Problems 2 located in MyMathLab. 35 IndividualGeometry Manipulatives repair an use involving a geometric manipulative designed to teach a geometric concept to an elementary school student. You may create your own activity or modify an animate activity if you are modifying an existing activity, however, check off your sources are properly cited. Create a handout including the following informationA detailed description of your activity, which must take the application of the characteristics and properties of the hosen geometric shapeInstructions for conducting the activityMaterials neededNational Council of Teacher of Mathematics standards addressed degree centigrade &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Week quin Applications of Geometry Details Due Points Objectives 4 5. 10 Specify locations utilize orchestrate geometry. 5. 11 Describe spatial relationships using align geometry. 5. 12 Use proportion to collapse 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 weeks 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 websiteGrapher Animation translations AnimationLady Bug Transformation Animation &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Week Six Applications of Geometry, Cont inued Details Due PointsObjectives 5 6. 13 Specify locations using coordinate geometry. 6. 14 Describe spatial relationships using coordinate geometry. 6. 15 Use amity 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 theMicrosoft 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 blending to create a visually-pleasing tessellation. Write a 350- to 700-word paper including the followingAn explanation of wherefore you chose the tessellated figureThe type o f transformation utilize and whyThe actual tessellation or a mental picture of the created tessellation * Format your paper consistent with APA guidelines. 100 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-Week Seven Applications of Measurement Details Due Points Objectives 6 7. 16 Identify the pertinent attributes of objects when solving problems. 7. 17 Apply entrance 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 weeks Electronic Reserve Readings. Participation Participate in class discussion. 10 Discussion Questions Respond to weekly discussion questions. 10 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212 We ek Eight Applications of Measurement, Continued Details Due Points Objectives 7 8. 18 Identify the germane(predicate) 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 paperSummarize the major mathematical concepts of the course. apologise 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 doctrine of teaching. Recommend changes to the practice of mathematics instruction based on your learning experiences in the MTH/156 and MTH/157 courses. Format you r paper consistent with APA guidelines. 100 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212-Week Nine Mathematical Connection Details Due Points Objectives 8 9. 20 compound the mathematical concepts addressed in this course. copestoneParticipation 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 &8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212&8212- Optional Discussion Questions Week One Discussion Questions How do all the branches in a tree diagram adorn the counting principle or sustain 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 evaluate the answer? Provide an example. Week Three Discussion Q uestions 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 key? 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 habituate to table service them understand rotational symmetry? * Research the flag for the state or country in which you live. Determine the come 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 condition? Week Seven Discussion Questions stainless 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 stude nts that locomote into a Volkswagen car.How might you help her suppose an answer in a mediocre 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 aforesaid(prenominal) 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 schoolroom? Why? * * Select one mathematical concept you have learned in this course and provide a abbreviated 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 co untries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to involve endorsement, sponsorship, or affiliation. Edited in ossification with University of Phoenix editorial standards and practices.