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|MAT117 - Math for Elementary Teachers 2|
Catalog Description: Covers fundamental concepts of probability, statistics, measurement and geometry and the historical development of Mathematics. Develops understanding of mathematical concepts that form the foundation for topics included in the elementary mathematics curriculum and further develops creative problem-solving and mathematical communication skills. Prerequisite: MAT116.
Lecture: 3 hrs.
Course Student Learning Outcomes (CSLOs):
Upon successful completion of this course, the student will be able to:
1. In 1-2 paragraphs, explain why it is important to use a truly random sample when gathering data about a population, and then describe (in 1-2 paragraphs) at least one way that a random sample of 200 students could be selected from all the students enrolled at GCC.
2. Given a set of 25 or more test scores, compute the mean, median, mode, and standard deviation, and draw a histogram (choosing suitable scales) to summarize and display the data. *
3. Without referring to notes or the textbook, use the appropriate "principle of counting" to compute the theoretical probability of an event in at least 4 out of 5 examples.
4. Draw and label accurate examples to illustrate at least 35 of the following 42 geometric figures (or relationships between figures) and correctly identify with labels at least 35 of these when shown examples:line, line segment, ray, collinear points, parallel lines, perpendicular lines, right angle, acute angle, obtuse angle, straight angle, zero angle, reflex angle, complementary angles, supplementary angles, vertical angles, alternate interior angles, an exterior angle of a triangle, simple closed curve, concave plane figure, convex plane figure, equilateral triangle, isosceles triangle, scalene triangle, acute triangle, obtuse triangle, right triangle, congruent triangles, quadrilateral, square, rectangle, parallelogram, rhombus, trapezoid, isosceles trapezoid, kite, pentagon, hexagon, octagon, circle, diameter, radius, circumference.
5. Given a scalene triangle and using a straightedge and compass, draw the images resulting from each of the following transformations: reflection, rotation, glide translation, dilation.
6. Calculate the height of a tall object when given the length of its shadow and the height and shadow length of a shorter nearby object. Then identify and describe (in 1-2 paragraphs) at least two mathematical principles used in getting to the result.
7. Analyze the connection between selected learning activities and the NCTM Standards for School Mathematics, in journal entries of 1-3 paragraphs each, for at least 3 activities.
* This course objective has been identified as a student learning outcome that must be formally assessed as part of the Comprehensive Assessment Plan of the college. All faculty teaching this course must collect the required data and submit the required analysis and documentation at the conclusion of the semester to the Office of Institutional Research and Assessment.
I. Statistics: The Interpretation of Data
II. Probability and Principles of Counting
III. Geometric Figures (plane figures and solids)
IV. Measurement, Perimeter, Area, Volume
V. Transformations, Symmetries, and Tilings
VI. Constructions, and Similarity
VII. Coordinate Geometry
VIII. Historical Development of Mathematics
Effective Term: Fall 2015