# Santa Monica College.pdf by wangnuanzg

VIEWS: 1 PAGES: 2

• pg 1
```									                                 Santa Monica College
Course Outline For
Math 41

Course Title: Mathematics for Elementary School Teachers          Units: 3
IGETC Area: Not Applicable
Date Submitted:                                                   CSU GE Area: B4 Mathematics
Updated: Fall 2009                                                Transfer: CSU/UC

I.     Catalog Description: This course is designed for pre-service elementary school teachers. The
course will examine five content areas: Numeration (historical development of numeration
system); Set Theory (descriptions of sets, operations of sets, Venn Diagrams); Number Theory
(divisibility, primes and composites, greatest common divisor, least common multiple); Properties
of Numbers (whole numbers, integers, rational numbers and models for teaching binary
operations); and Problem Solving (strategies, models to solve problems, inductive and deductive
reasoning).

Prerequisite: Math 20

II.    Required Text and References:
(include all publication dates, for transferable courses at least one text should have been
published within the last five years)

Suggested Text: Sowder J, Sowder L, Nickerson s, Reconceptualizing Mathematics for
Elementary School Teachers, W.H. Freeman, 2010

References:       Beckmann Sybilla, Mathematics for Elementary Teachers, Pearson, 2008

III.   Course Objectives:

Upon completion of the course students will be able to:
A. Perform operations (union, intersection, complement) with sets and draw and interpret Venn
diagrams.
B. Perform binary operations in various numeration systems.
C. Demonstrate models for teaching binary operations (addition, subtraction, multiplication and
division) with whole numbers, integers, and rational numbers.
D. Identify and correctly apply the field properties of the real number system.
E. Use the rules of divisibility and prime factorization of composite numbers to find the least
common multiples and greatest common factors of given sets of numbers.
F. Use problem-solving strategies (looking at a simpler cases, making a table, using indirect
reasoning, looking for a pattern, examining a related problem) to solve application problems

IV.    Methods of Presentation:
Lecture, discussion, group work
Santa Monica College

Page 2 of 2

V.     Course Content:

Percentage
of Term      Topic
8%        Set theory
10%        Development and application of algorithms for whole number operations
30%        Development and application of algorithms for rational number operations
10%        Alternate number bases and operations
12%        Number theory
30%        Development and application of problem solving strategiess

VI.    Methods of Evaluation:     (Actual percentages will vary from instructor to
instructor but approximate values are shown.)

Closed-book, closed-notes exams will be given to determine the student's mastery of the
material. A comprehensive closed-book, closed-notes final exam will be given to assess
student learning outcomes and knowledge of course objectives. A non-graphing scientific
calculator chosen from a department-approved list may be used during exams as long as it
is not a substitute for obtaining exact answers by mathematical procedures. At the
discretion of the instructor, homework, quizzes, collaborative learning activities, class
participation, and projects may be part of the evaluation process.

Percentage    Evaluation Method
60%        4-6 Exams
30%        Final Exam
10%        Homework, quizzes, projects

VII.   Sample Assignments: (please describe at least 2 sample assignments)

1. Three announcers each tried to predict the winner of Sunday’s professional football
games. The only team among those playing Sunday that was not picked as a winner was
the Giants. The choices of each announcer are listed below:

Phyllis: Cowboys, Steelers, Vikings, Bills
Rashid: Redskins, Vikings, Jets, Cowboys
Steven: Steelers, Packers, Cowboys, Redskins

If the only teams playing Sunday are those mentioned above, which teams are playing
against each other?

1       3       4
2. Kara showed that        +       =       by using the following diagram. How would you help her?
3       4       7

+                          =

```
To top