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Mathematics for Elementary Teachers II
SYLLABUS FOR MATH 1351
(Revised July 2015)
3 hour lecture course / 48 hours per semester
Textbook: A Problem Solving Approach to Mathematics for Elementary Teachers, 11th ed
By Billstein, Libeskind, and Lott, Addison-Wesley, 2016
ISBN-13: 978-0-321-98729-7
Course Description: Concepts of elementary and non-Euclidian geometry, probability
and statistics, as well as, applications of the algebraic properties of real numbers to
concepts of measurement with emphasis on problem solving and critical thinking. 3
credit
Prerequisites: MATH 1314 or its equivalent.
Course Goal: This course is intended for students who are planning on majoring in
Elementary Education.
Course Student Learning Outcomes (SLO):
1. Select and use appropriate methods of statistics or probabilities to analyze data
2. Recognize, name, manipulate, measure, construct and calculate direct measurements of
geometric figures in two and three dimensions.
3. Explore congruent, similar objects, and proofs through geometric constructions
4. Graph linear equations
Learning outcomes
Students will:
1.1 Explain how probabilities are determined
1.2 Determine the outcome of an event
1.3 Find odds and expected values
1.4 Read and construct statistical graphs
2.1 Define and demonstrate knowledge involving polygons, angles, and geometry in three
dimensions
2.2 Find linear measures, and area of polygons and circles
2.3 Find and demonstrate visually surface areas, and volume
3.1 Show congruence through constructions
3.2 Demonstrate the congruence and similar properties
3.3 Define and show applications of translations, rotations, and reflections
Math 1351
3.4 Demonstrate the proof of the Pythagorean Theorem and its application
4.1 Identify and construct lines in a Cartesian Coordinate system
Course Outline: Instructors may find it preferable to cover the course topics in the order
listed below. However, the instructor may choose to organize topics in any order, but all
material must be covered.
APPROXIMATE TIME
Chapter 9 - Probability
(6 hours)
TEXT REFERENCE
Sections: 9-1, 9-2, 9-3, 9-4
This chapter introduces elementary probability. Included topics are: Determining
probability, experiments with tree diagrams, geometric probabilities, simulations, odds
and expected value.
Chapter 10 – Data Analysis/Statistics: An Introduction Sections: 10-2, 10-3, 10-4,
10-5
(6 hours)
This chapter investigates types of graphs for different data: line graphs line plot graphs,
bar graphs, histograms, measures of central tendency and variation, and abuses of
statistics.
Chapter 11 - Introductory Geometry
Sections: 11-1, 11-2, 11-3,
11-4
(7 hours)
This chapter includes basic concepts on the basic building blocks of geometry, lines,
polygons, and angles.
Chapter 12 – Congruence and Similarity with Constructions
Sections: 12-1, 12-2,
12-3, 12-4, 8-5
(8 hours)
This chapter investigates congruence through construction, congruence properties, similar
triangles and figures. In addition, section 8-5 covers graphing linear equations.
Chapter 13 – Congruence and Similarity with Transformations Sections: 13-1, 13-2,
13-3, 13-4*
(6 hours)
This chapter explores translations rotations, reflections, glide reflections, dilations, and
tessellations*.
*optional
Chapter 14 – Area, Pythagorean Theorem, and Volume Sections 14-1, 14-2, 14-3,
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Math 1351
(7 hours)
14-4, 14-5
This chapter covers area, the Pythagorean theorem, three dimensional geometry, surface
area, and volume.
Departmental Policies:
1. Each instructor must cover all course topics by the end of the semester. The final
exam is comprehensive and questions on it can deal with any of the course
objectives.
2. Each student should receive a copy of the instructor’s student syllabus for the course
during the first week of class.
3. A minimum of three in class tests and a comprehensive final departmental
examination must be given. The final examination must be taken by all students.
4. All major tests should be announced at least one week or the equivalent in advance.
5. The final exam must count for at least 25 to 40 percent of the final grade.
6. The final course average will be used in the usual manner (90-100 “A”; 80-89 “B”;
70-79 “C”;
60-69 “D”; Below 60 “F”).
7. Either an open book or a take home major test may be given at the discretion of the
instructor.
8. Any review sheet should be comprehensive and the student should not feel that
classroom notes, homework, and tests may be ignored in favor of the review sheet for
any examination.
9. Research Project: Both from the “writing across the curriculum,” and as a tool to
understand what is involved in teaching a class, it is strongly suggested that a class
presentation be assigned. The presentation should count as much as another major test
or part of the final exam.
Resource Materials: Any student enrolled in Math 1351 at HCCS has access to the
Academic Support Center where they may get additional help in understanding the theory
or in improving their skills. The Center is staffed with mathematics faculty and student
assistants, and offers tutorial help, video tapes and computer-assisted drills. Also available
is a student’s Solutions manual which may be obtained from the Bookstore.
Suggested Methods: Beginning each class with questions concerning the material
discussed and the assigned homework problems is helpful. In presenting new material, it
is suggested that an explanation be followed by students working examples in class.
Students should be encouraged to work the review exercises at the end of each chapter.
Also, they should be encouraged to visit the Academic Support Center at their respective
colleges.
Americans with Disabilities Act (ADA): “Any student with a documented disability
(e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange
reasonable accommodations must contact the Disability Services Office at “your
college” at the beginning of each semester. Faculty are authorized to provide only the
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Math 1351
accommodations requested by the Disability Support Services Office.” The preceding
information concerning disabilities must appear in your syllabus.
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