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| Study course Design GuideCollege of Natural SciencesMTH/157 Version 3Math pertaining to Elementary Professors II| Copyright laws © 2011, 2009, 3 years ago by School of Phoenix. All legal rights reserved. Course Description This system is the second in a two-part series suitable for K–8 preservice teachers to address the conceptual framework intended for mathematics educated in elementary school.

The focus of Part Two will be about measurement, angles, probability, and data analysis. The relationship from the course concepts to the Nationwide Council of Teachers of Mathematics Criteria for K–8 instruction is also addressed. Procedures

Faculty and students/learners will be held responsible intended for understanding and adhering to every policies contained within the pursuing two papers: University plans: You must be logged into the student web page to view this kind of document. Instructor policies: This document is posted in this time Materials community forum. University policies are susceptible to change. Make sure you read the plans at the beginning of every single class. Plans may be slightly different depending on the modality in which you go to class. For those who have recently changed modalities, browse the policies regulating your current category modality. Course Materials

Billstein, R., Libeskind, S., & Lott, M. W. (2010). A problem fixing approach to math concepts for elementary school teachers (10th ed. ). Boston, MUM: Addison-Wesley. All electronic materials are available for the student site. Week One: Data Analysis| | Details| Due| Points| Objectives| 1 ) 1 Make use of appropriate statistical methods to examine data. 1 . 2 Develop predictions based on data. | | | Course Preparation| Read the course description and objectives. See the instructor’s resource and post your own. | | | Reading| Read Ch. 9 of A Problem Solving Method to Mathematics for Elementary School Instructors. | | Reading| Browse Ch. 15 of A Problem solver Approach to Math concepts for Grammar school Teachers. | | | Reading| See the Associate Level Material: Employing MyMathLab®. | | | Reading| Read this week’s Electric Reserve Blood pressure measurements. | | | Participation| Participate in class discussion. | | 10| Debate Questions| Reply to weekly conversation questions. | | 10| IndividualMyMathLab® Orientation| Complete the Orientation Task located in MyMathLab®. | | 45| Week Two: Probability| | Details| Due| Points| Objectives| one particular 2 . 3 Apply standard concepts of probability. | | | Reading| Assessment Ch. of the Problem Solving Method of Mathematics to get Elementary School Instructors. | | | Reading| Review Ch. 10 of any Problem Solving Approach to Mathematics pertaining to Elementary School Educators. | | | non-graded Activities and PreparationSpinner Activity| View the Spinner Activity Animation located on the college student website. | | | IndividualText Complications 1| Full Text Problems 1 located in MyMathLab®. | | 70| IndividualProbability Games| Resources: http://www. betweenwaters. comAccess to the Possibility Games within the Between Seas website by using the following directions: Go to http://www. betweenwaters. omScroll down and click on Probability Games. Track down the Endroit Flip and Dice Spin games. Simply click Play underneath each activity to play the games. Enjoy both the Endroit Flip and Dice Spin games. Once you have played the games, set a 350- to 700-word daily news describing your experience. Range from the following in the paper: What did you discover about how possibilities are determined? What technique might be one of the most difficult concept for children to understand and for what reason? Post your paper while an connection. | | 100| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , – Week Three: Introduction to Geometry| Details| Due| Points| Objectives| two 3. 4 Apply characteristics and homes of two- and 3d geometric designs in solving problems. 3. a few Identify geometric figures and shapes based upon mathematical arguments. 3. 6th Use creation, spatial reasoning, and geometric modeling to resolve problems. | | | Reading| Read Ch. 10 of A Find solutions to problems Approach to Math concepts for Elementary School Teachers. | | | Reading| Read this week’s Electronic Reserve Psychic readings. | | | Participation| Participate in discussion in the classroom. | | 10| Debate Questions| Reply to weekly debate questions. | 10| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , – Week Four: Summary of Geometry, Continued| | Details| Due| Points| Objectives| several 4. 7 Apply qualities and homes of two- and three-dimensional geometric forms in solving problems. 4. 8 Identify geometric figures and shapes based upon mathematical fights. 4. being unfaithful Use visualization, spatial thinking, and geometric modeling to fix problems. | | | Reading| Review Ch. eleven of A Problem Solving Approach to Math concepts for Grammar school Teachers. | | IndividualText Problems 2| Complete Textual content Problems a couple of located in MyMathLab®. | | 35| IndividualGeometry Manipulatives| Put together an activity regarding a geometric manipulative designed to train a geometric concept to an grammar school student. You might create your very own activity or modify a current activity, in case you are modifying a preexisting activity, yet , ensure where you got the information are properly cited. Make a handout including the following details: A detailed description of your activity, which need to include the using the characteristics and properties in the hosen geometric shapeInstructions intended for conducting the activityMaterials neededNational Council of Teacher of Mathematics requirements addressed| | 100| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , – Week Five: Applying Geometry| | Details| Due| Points| Objectives| 4 a few. 10 Identify locations employing coordinate angles. 5. eleven Describe spatial relationships employing coordinate angles. 5. doze Use proportion to analyze statistical situations. | | | Reading| Examine Ch. 12 of A Problem solver Approach to Math for Grammar school Teachers. | | | Reading| Examine Ch. 4 of A Find solutions to problems Approach to Math for Elementary School Teachers. | | | Reading| Check out this week’s Digital Reserve Readings. | | | Participation| Participate in discussion in the classroom. | | 10| Conversation Questions| React to weekly debate questions. | | 10| Nongraded Actions and PreparationAnimations| View the subsequent animations situated on the student internet site: Grapher AnimationTransformations AnimationLady Insect Transformation Animation| | | , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , – Week Half a dozen: Applications of Geometry, Continued| | Details| Due| Points|

Objectives| 5 six. 13 Identify locations applying coordinate geometry. 6. 18 Describe spatial relationships employing coordinate geometry. 6. 15 Use proportion to analyze mathematical situations. | | | Reading| Review Ch. 12 of A Problem Solving Approach to Math for Elementary School Teachers. | | | Reading| Review Ch. 14 of A Problem solver Approach to Math concepts for Elementary School Teachers. | | | IndividualText Concerns 3| Finish Text Challenges 3 positioned in MyMathLab®. | | 85| IndividualTessellation Patterns| Resource: Associate Level Materials: Appendix ACreate a tessellation pattern making use of the

Microsoft® Fresh paint program, the GeoGebra internet site, a Microsoft® PowerPoint® display, or various other means accessible to you, or you may possibly draw some thing by hand. Question your instructor for assistance if necessary. Use color and shade providing to create a visually-pleasing tessellation. Set a 350- to 700-word conventional paper including the subsequent: An explanation of why you chose the tessellated figureThe type of transformation utilized and whyThe actual tessellation or a picture of the developed tessellation 5. Format the paper in line with APA guidelines. | | 100| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , –

Week Seven: Applying Measurement| | Details| Due| Points| Objectives| 6 six. 16 Identify the relevant advantages of objects the moment solving problems. 7. 18 Apply ideal techniques, equipment, and formulas to determine measurements. | | | Reading| Read Ch. 13 of A Problem Solving Method of Mathematics for Elementary School Professors. | | | Reading| Read this week’s Electronic Arrange Readings. | | | Participation| Take part in class discussion. | | 10| Discussion Questions| Respond to regular discussion concerns. | | 10| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , Week Eight: Applications of Measurement, Continued| | Details| Due| Points| Objectives| 7 almost eight. 18 Determine the relevant advantages of objects when solving problems. 8. 19 Apply appropriate techniques, tools, and formulations to determine measurements. | | | Reading| Review Ch. 13 of the Problem Solving Method to Mathematics pertaining to Elementary School Professors. | | | IndividualText Problems 4| Complete Text Problems 4 located in MyMathLab®. | | 40| IndividualReflective Paper| Prepare a 700- to 1, 050-word daily news synthesizing difficulties concepts resolved in this study course.

Include the pursuing in your newspaper: Summarize the major mathematical ideas of the training course. Explain how the concepts discovered in this training course are strongly related the characteristics of the professional mathematics teacher. Determine how the course concepts possess influenced your opinions and idea of teaching. Recommend changes to the practice of mathematics training based on the learning encounters in the MTH/156 and MTH/157 courses. File format your newspaper consistent with APA guidelines. | | 100| , , , , , , , , , , , , , , , , – , , , , , , , , , , , , , , , , –

Week Seven: Mathematical Connection| | Details| Due| Points| Objectives| 8 9. 20 Synthesize the mathematical concepts addressed through this course. | | | CapstoneParticipation| Take part in class discussion. | | 10| Capstone Discussion Questions| React to weekly conversation questions. | | 10| Final ProjectFinal Exam| Finish the Final Examination located in MyMathLab®. | | 225| , , , , , , , , , , , , , , , , – Optional Dialogue Questions Week One Discussion Questions Just how do all the branches in a tree diagram illustrate the checking principle or generate all possible effects?

Explain your answer. 5. When a college student is educated how to find the mean of the set of info, why might they have a difficult time accepting the response? Provide an case. Week 3 Discussion Queries How might you involve kids in learning geometric concepts? Which in turn geometric concept do you think will probably be most difficult for children to learn and why? * Why is 3d geometry essential? What issues might college students have the moment working in three-dimensional geometry? Week Five Debate Questions How come do some kids have difficulty with rotational symmetry?

What methods can you use to help them understand rotational symmetry? 2. Research the flag to get the state or country when you live. Decide the number of lines of symmetry in the flag, and illustrate the lines of symmetry you discover. What concept may you use this kind of activity intended for in an elementary school setting? Week Seven Discussion Questions Correct measurement of the volume of diverse shapes is an important mathematical principle. Review the next scenario and respond: * A student find out about Volkswagen taking in the 1960s. The girl was interested in knowing the most of pupils that go with a Vw car.

So how does15404 you help her estimate an answer within a reasonable method? Explain. 5. What are 1-3 activities that helped you comprehend the concept of place? How did these activities help you understand the concept? Might the same actions help kids understand the principle? Explain. Week Nine Debate Questions What two numerical concepts you have learned through this course do you really feel would be the most beneficial to you personally in the classroom? For what reason? * 5. Select one particular mathematical idea you have learned in this course and provide a quick example of how you could combine it to a lesson in their classroom.

What steps would you take to ensure pupils understand the principle? Copyright School of Phoenix® is a registered trademark of Apollo Group, Inc. in america and/or other countries. Microsoft®, Windows®, and Windows NT® are listed trademarks of Microsoft Organization in the United States and/or other countries. All other company and product names will be trademarks or registered art logos of their individual companies. Use of these represents is certainly not intended to indicate endorsement, support, or association. Edited relative to University of Phoenix® content standards and practices.

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