Course Number and Title:
MAT 274 Math for Teachers 3: Geometry, Algebra, and Measurement
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
Math for Teachers 3 provides students with the opportunity to develop deeper understandings of algebra, geometry, and measurement topics and to learn how these topics are developed throughout the K-6 curriculum.
Additional Materials
Scientific Calculator
Core Course Performance Objectives (CCPOs)
- Explain, using diagrams and mathematical language, what it means to work with unknown amounts of quantities involving addition, subtraction, multiplication, and division. (CCC 1, 2, 6)
- Represent and reason with one- and two-operation functional relationships. (CCC 1, 2, 6)
- Differentiate between the different meanings of an equal sign and use to model and solve equations. (CCC 1, 2, 6)
- Explore measuring length, angles, and area. (CCC 1, 2, 6)
- Classify shapes according to their attributes. (CCC 1, 2, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Explain, using diagrams and mathematical language, what it means to work with unknown amounts of quantities involving addition, subtraction, multiplication, and division.
- Explain, using diagrams, examples and mathematical language, what it means to draw underspecified amounts of quantities using discrete, linear and area models.
- Draw underspecified amounts greater than, less than or between known amounts.
- Interpret fractions through the part-whole.
- Generalize addition and subtraction to include operating on unknown amounts of quantities.
- Explain, using diagrams what it means to multiply and divide underspecified amounts of quantities by known amounts and known amounts by underspecified amounts of quantities using models.
- Represent and reason with one- and two-operation functional relationships.
- Reason with and represent one-operation functional relationships on dual number lines.
- Reason with one-operation functions that are: (a) composed of a variable added to a constant or a constant added to a variable (join, compare, part-part-whole expressions), and (b) composed of a variable taken away from a constant or a constant taken away from a variable (take-away expression).
- Reason multiplicatively about how one quantity in a function changes in relation to the other quantity in the function.
- Reason with one-operation functions that involve the following: (a) a variable multiplied by a constant or a constant multiplied by a variable (multiplicative comparison, repeated addition, rectangular array), and (b) a variable divided by a constant (partitive and measurement division).
- Reason with two-operation function expressions (i.e., functions that are composed of a constant added to a variable multiplied by a constant).
- Generalize from story problems about when rates of change are 1 and when they are not.
- Generalize when zeroes on a dual number line diagram are offset and when they are not.
- Reason about two-operation functions when they are represented on perpendicular rather than parallel number lines.
- Differentiate between the different meanings of an equal sign and use to model and solve equations.
- Differentiate between an operational interpretation of the equal sign and a relational interpretation.
- Explain why the relational interpretation of the equal sign is the interpretation to promote with children.
- Explain what it means to equate two functions.
- Explain what it means to solve the resulting equation with quantitative reasoning.
- Solve story problems using equivalence and informal diagrams.
- Draw diagrams for story problems that model two quantities being equal as an approach to solving for an unknown.
- Explore measuring length, angles, and area.
- Differentiate between length as an attribute, length as a specific dimension and length as a measure.
- Compare measuring length with loose units, that are non-standard, and that are standardized or non-standardized.
- Compare standard measures of length.
- Define the attribute of angles and think about how angles could be measured using loose units.
- Measure angles with angle loose units and with an angle tool.
- Define the attribute of area and to measure areas directly.
- Convert area units with dual number lines and converting length units to area units.
- Classify shapes according to their attributes.
- Classify 2D shapes as simple, closed, convex and/or concave and to learn about Venn diagrams (intersecting-set, subset, disjoint-set and coincident-set Venn diagrams).
- Develop a single Venn diagram that classifies all quadrilaterals (i.e., non-trapezoid non-kite quadrilaterals, trapezoids, parallelograms, rectangles, squares, rhombi and kites).
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Evaluation Measure
|
Percentage of final grade
|
|
Summative: Exams (equally weighted)
|
40%
|
|
Formative: Quizzes (equally weighted)
|
15%
|
|
Summative: Projects (equally weighted)
|
30%
|
|
Formative Assessment (equally weighted)
|
15%
|
|
TOTAL
|
100%
|
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Apply knowledge of the physical, social, emotional, cognitive and language development of K-6 children in a classroom setting.
- Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
- Demonstrate content area knowledge in literacy, mathematics, science and social sciences.
- Apply understanding of multicultural education and sensitivity to and a respect for diversity.
- Access and employ educational technology.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.