New Math Syllabus

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Course Syllabus
MTH 157
Math for Elementary Teachers II
Course Start Date: 2/14/2010

Course End Date: 04/17/2011
Please print a copy of this syllabus for handy reference.

Whenever there is a question about what assignments are due, please remember this
syllabus is considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or
other countries. All other company and product names are trademarks or registered trademarks of their respective
companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.

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Facilitator Information
Beth Dodson
bcdodson@email.phoenix.edu (University of Phoenix)
bethmdodson@yahoo.com (Personal)
540-550-2384 (EST)
Facilitator Availability
I am available from 9 a.m.- 3 p.m. Eastern Time on most days, but I attempt to reserve Sunday
for my family. During the week, I am online most of the time during that 9 a.m.- 3 p.m. time frame.
On Saturdays, I tend to be online in the morning only. If these times are not convenient for you,
please let me know. I will be happy to accommodate your schedule, if possible. I provide you with
these times to make it easier to communicate with me, and not to limit our contact.
I want you to know that, should you need to contact me outside these time frames, you should not
hesitate to do so.
For emergencies, when you are not able to gain access to messages on the Online Learning
System (OLS), please send a message to my personal email address. In the event a third party
needs to contact me, please direct them to my contact information listed under "facilitator
information." No third party should use your login credentials to gain access to the classroom.
Where to Go to
Class
Main: This is the main forum for the class and is where discussion is conducted. It has read-and-
write access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues

not related to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but
cannot send any. This is where I will post the course syllabus and materials.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared
only by you and me, the facilitator. Your classmates will not have access to this forum.. You can
ask personal/confidential questions here. However, if you have general questions about
instructions of assignments, please post those in the Main forum, since other students may
benefit by that exchange as well.
Policies
For class policies, please see the Policies link on the left side of the Materials page for the course
on eCampus. Faculty and students/learners will be held responsible for understanding and
adhering to all policies contained within that link. University policies are subject to change so
please be sure to read them at the beginning of each class as it may have changed since your
last class. Policies may be slightly different depending on the modality in which you attend class.
If you have recently changed modalities it is important you read the policies governing your
current class modality.
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Technical Support
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the
e-mail support form.
Answers to the most common issues are found in the Knowledge Base by clicking Help, found at
the top of every student Web site.
Feedback
Each week, I will provide grades or scores and comments on your assignments. I will send
feedback to your ecampus assignment section.
Grading Formula
Points Grade
95+ A
90-94 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
67-69 D+
64-66 D
60-63 D-
<59 F
Course Description
This course is the first of a two-part series designed for K-8 pre-service teachers to address the conceptual framework for
mathematics taught in elementary school. The focus of Part One will be on real number properties, patterns, operations
and algebraic reasoning and problem solving. The relationship of the course concepts to the National Council of Teachers
of Mathematics Standards for K-8 instruction is also addressed.
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Course Topics & Objectives
Weeks One and Two:
Analyzing and Displaying Data
• Display data using various formats.

• Interpret measures of central tendency and spread.
• Use data analysis techniques to make decisions.
• Relate data analysis to NCTM standards.
. Probability
• Solve mutually exclusive and compound probability problems.

• Find probabilities of independent and conditional events.
• Relate probability to NCTM standards.
Weeks Three and Four:
More Probability
• Calculate expected values.

• Use probability distributions to solve problems.
• Determine appropriate techniques to solve problems.
• Solve permutation and combination problems.
Introduction to Geometry
• Identify basic elements of geometry.

• Solve problems using angle relationships.
• Solve problems involving polygons.
• Relate geometry to NCTM standards.
Weeks Five and Six:
More Geometry
• Identify characteristics of transformations.

• Analyze geometric patterns.
• Classify various regular polyhedra, prisms, and pyramids.
Measurement
• Convert units of measure.

• Find the area and perimeter of various types of polygons.
• Find the surface area and volume of solids.
• Relate measurements to NCTM standards.
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Weeks Seven and Eight:
Algebra
• Evaluate algebraic expressions.

• Solve linear and quadratic equations.
• Write algebraic expressions and equations.
• Differentiate between linear and quadratic equations.
• Relate algebra to NCTM standards.
Coordinate Geometry
• Given two points, determine the slope of a line.

• Calculate distances between points.
• Solve a system of equations by graphing and substitution.
• Relate coordinate geometry to NCTM standards.
Week Nine: Putting it Together
• Discuss the application of course concepts.

• Solve problems involving probability, statistics, measurement, geometry, and algebra.
Course Materials
O’Daffer, P., Charles, R., Cooney, T., Dossey, J., & Schielack, J. (2008). Mathematics for
elementary teachers (4th ed.). Boston: Pearson.
All electronic materials are available on your student Web site.
Supplemental Resources
Axia College’s Writing Style Handbook, available online at:

https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf
Point Values for Course

Assignments
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ASSIGNMENTS Points
Individual (100%)
Discussion/Participation (Week 1) 20
Concept Checkpoint 1: Ch. 8 and 9.1-9.2 (Week 1) 30
Teaching Application Checkpoint 1 (Week 2) 30
Test 1: Ch. 8 and 9.1-9.2 (Week 2) 100 Note: There are two types of
checkpoints in this course.
Concept Checkpoint 2: Chapter 9.4-9.6 and ch.10 (Week

30
3) Type 1: Concept Checkpoint - made
up of practice exercises from the
textbook.
Test 2: Chapter 9.4-9.6 and ch.10 (Week 4) 100
Type 2: Teaching Application
Concept Checkpoint 3: Ch. 11 and 12 (Week 5) 30 Checkpoint - applies the concepts to
Teaching Application Checkpoint 3 (Week 6) 30 the classroom and your role as the
teacher.
Test 3: Ch. 11 and 12 (Week 6) 100
Concept Checkpoint 4: Ch. 13.1-13.4 30
Test 4: Ch. 13.1-13.4 (Week 8) 100
Capstone Discussion/Participation (Week 9) 30
Final Exam: Ch. 8 - 13 (Week 9) 250
Total 1000
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Week One
• Display data using various formats.

• Interpret measures of central tendency and spread.
• Use data analysis techniques to make decisions.
• Relate data analysis to NCTM standards.
Probability
• Solve mutually exclusive and compound probability problems.

• Find probabilities of independent and conditional events.
Course Assignments
1. Course Preparation
• Read the course description and objectives.

• Read the instructor’s biography and post your own.
• Review the Microsoft® Equation Editor tutorial at
http://corptrain.phoenix.edu/EEGT/EEGT-01-INTRO.asp You may use equation editor
when needed to enter your responses to CheckPoints.
2. Readings
• Read Appendix A.
• Read Ch. 8 of Mathematics for Elementary Teachers.
• Read Ch. 9 sections 1 and 2 of Mathematics for Elementary Teachers
• Complete the Microsoft® Excel® tutorial on creating charts at
http://office.microsoft.com/training/training.aspx?AssetID=RC011055061033.
• Complete the Microsoft® Excel® tutorial on choosing the correct chart at
http://office.microsoft.com/training/training.aspx?AssetID=RC011097791033.
3. Concept CheckPoint 1: Chapter 8 and 9.1-9.2 Exercises
• Complete the following exercises.

• Submit the checkpoint template document as an attachment in the same
format (Word or Excel) that is was posted by me FOLLOWING
CORRECT NAMING GUIDELINES in your assignment section of e-campus.
 IMPORTANT NOTE: Do not be confused by the way the questions are

worded on the template itself. I have created the template in such a
way that you will need to complete the problems assigned in the text,
then refer to your solutions to answer the template question. This is an
effort to make it easier on you and help you avoid having to format and
type graphs and charts etc.
 See the example below the following table of problems.
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Section of Page Numbers Exercises

Mathematics for
Elementary School
Teachers (4th ed.)
Section 8.1 pp. 436–442 2, 18
Section 8.2 pp. 452–455 2, 6, 12, 14
Section 8.3 pp. 468–471 2, 8, 9, 10, 11, 12, 20, 22
Chapter 8 Review pp. 488–489 2, 6, 8
Section 9.1 pp. 505–507 2, 4, 6, 12, 18, 28, 32, 34
Section 9.2 pp. 515–517 4, 8, 10, 16, 20, 22, 26
You are to answer the questions in the text first, then look
at what you have to answer what is on the template. This
is an effort to simplify things for you; otherwise, you
would have to try and type frequency tables and stem and
leaf plots etc. to turn in.
2. The following data set gives the difference between the

winning and losing scores in 50 randomly observed high
school basketball games:
2, 12, 1, 2, 12, 5, 14, 2, 45, 9, 1, 8, 18, 28, 9, 4, 30, 16,
4, 12, 8, 13, 20, 9, 17, 13, 49, 17, 13, 4, 14, 2, 12, 29, 8,
9, 11, 4, 6, 22, 4, 20, 23, 9, 14, 11, 8, 8, 2, 8
a. Make a frequency table detailing the occurrence of
each score difference.
Once you completed this, you could then answer the question that was on
the template by looking at the frequency table. "(a) What is the frequency
score of 8?
b. Find the relative frequency of each score difference

observed.
Make the relative frequency chart then answer the question of " what is
the relative frequency of score difference 13?
c. Make a stem-and-leaf plot of the data from this

experiment.
Once you complete this, you could then answer "Which branch of the plot
contains the most values? (0,1,2,3, or 4) by looking at your plot.
d. Develop appropriate intervals and make a histogram

for this data.
Once you complete this, you could then answer "Looking at the histograph -
what are the two outliers?"
4. Practice Exercises
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The following exercises are non graded, but are strongly recommended as practice to
help you prepare for the Check Point problems.
• Complete the following practice exercises. You may want to use the Equation Editor
as preparation for the Check Point assignment.
• Check your answers with the answers provided on your student Web site.

Mathematics for
Elementary School
Teachers (4th ed.)
Section 8.1 pp. 436–442 1, 7, 19
Section 8.2 pp. 452–455 1, 5, 7, 11, 13
Section 8.3 pp. 468–471 3, 5, 9, 11, 13, 19, 21, 29, 33, 35
Section 8.4 pp. 483–486 3, 9, 15
Chapter 8 Review pp. 488–489 9, 11
Section 9.1 pp. 505–507 1, 3, 5, 9, 11, 13, 15, 19, 21, 23, 27, 29,
35
Section 9.2 pp. 515–517 3, 9, 11, 17, 19, 23, 27
5. Discussion Questions
• Under what conditions might it be appropriate to use the mean? Median? Mode?
When the median and mean are substantially different, what does that tell you about
the data? What information does the range and standard deviation provide about the
data?
Consider responding to your classmates by providing real-life examples that support

their responses. Enhance their responses by providing additional details about
measures of central tendency and spread.
• Choose two of the following types of displays: dot plots, stem and leaf plots,
histographs, pictographs, line plots, or circle graphs. In which situations is it
appropriate to display data using each type you selected? When is it inappropriate to
use the data displays you selected?
Respond to students who chose different displays than you. Ask clarifying questions
if you need more explanation. Are the other situations in which the type of display
your classmates selected would be appropriate or inappropriate for the data? (HINT:
look at the link in the readings list above to get help knowing how to choose
the best chart/graph).
• Also, once the discussion questions have been answered adequately and you have
responded to at least one other person, begin posting problems/questions/solutions
in the COLLABORATION thread in the main forum.
This also counts toward your total number of substantive posts for the week.
Weekly Reminders
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Discussion Questions
Discussion question responses will count towards the class participation requirement. In addition,
your participation in the collaboration thread also counts toward your weekly requirements.
Only posts in the Main classroom forum will count towards your class participation score.
Summary of Week 1 Deliverables
Assignment Location Due
Post Your BIO Chat Room Day 1
DQ 1 Main Forum Day 2
Collaboration Thread Main Forum Any Day
Concept Checkpoint 1 Course Materials Forum Day 7

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Week Two
• Relate data analysis to National Council of Teachers of Mathematics (NCTM)

standards.
• Relate data analysis to classroom applications.
Probability

• Relate probability to classroom applications.
Course Assignments
1. Teaching Application Checkpoint #1:
• Select one of the concepts covered in your work in chapter 8 or 9

• Develop a brief lesson idea that will allow you to teach the concept in an
elementary classroom (you choose the grade level). The lesson will include your
topic choice description, the NCTM standard to which it relates, how it meets that
standard, at least 1 cited supplementary resource, and a brief paragraph
describing how you will implement the lesson.
• Enter the information in the template provided in the Course Materials forum.
Submit the checkpoint template document as an attachment in the same
format (Word or Excel) that is was posted by me FOLLOWING CORRECT
NAMING GUIDELINES in your assignment section of e-campus.
**You can see a template example and the grading rubric that will be used
at the end of the syllabus in Appendix B.
2. Assignment: Test 1: Chapters 8 and 9.1-9.2 material
• Complete the Test posted by your instructor in the Course Materials forum.
• Enter your responses into the template provided.
• Submit the test answer template document as an attachment in the same format
(Word or Excel) that is was posted by me FOLLOWING CORRECT NAMING
GUIDELINES in your assignment section of e-campus..
Weekly Reminders
Teaching Application Checkpoint #1 Course Materials Day 4
Test 1: Chapters 8 and 9 Course Materials Day 7

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Week Three
More Probability
• Calculate expected values.

• Use probability distributions to solve problems.
• Determine appropriate techniques to solve problems.
• Solve permutation and combination problems.
Introduction to Geometry
• Identify basic elements of geometry.

• Solve problems using angle relationships.
• Solve problems involving polygons.
Course Assignments
1. Readings
• Read sections 9.4 - 9.6 of Mathematics for Elementary Teachers.

• Read Chapter 10 of Mathematics for Elementary Teachers
2. Concept CheckPoint 2: Chapters 9.4-9.6 and 10 Exercises

Submit the checkpoint template document as an attachment in the same


Mathematics for
Elementary School
Teachers (4th ed.)
Section 9.4 pp. 530–532 2, 4, 8, 36, 38
Section 9.5 pp. 543–544 2, 8, 12
Section 9.6 pp. 554–555 4, 8, 10, 26
Section 10.1 pp. 584–590 20, 22, 26, 46
Section 10.2 pp. 599–602 2, 8, 12
Section 10.3 pp. 613–617 2, 8, 14, 18, 26, 32, 48
Section 10.4 pp. 628–635 2, 4, 16, 24, 32, 44
Section 10.5 pp. 643–646 6, 8
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Chapter 10 Review pp. 649–651 4, 6, 8, 10

The following exercises are nongraded, but are strongly recommended as practice to
help you prepare for the CheckPoint problems.
as preparation for the CheckPoint assignment.

Mathematics for
Elementary School
Teachers (4th ed.)
Section 9.4 pp. 530–532 1, 7, 35, 41, 43
Section 9.5 pp. 543–544 1, 7, 9, 13, 15, 19
Section 9.6 pp. 554–555 1, 9, 13, 25, 29
Section 10.1 pp. 584–590 9, 11, 13, 15, 23, 25, 29
Section 10.2 pp. 599–602 1, 7, 15, 35, 39
Section 10.3 pp. 613–617 1, 5, 7, 9, 13, 17, 27, 29, 39, 47
Section 10.4 pp. 628–635 1, 5, 9, 17, 25, 33, 43, 69
Section 10.5 pp. 643–646 3, 11, 17, 19, 25, 43, 69
• What is the difference between a combination and a permutation? What clues are
provided in a question to help you decide? Create two problems for your classmates
to solve. Make one of the questions a combination and the other a permutation.
Participate in the discussion by solving your classmates’ problems and identifying

which problems are combinations and which are permutations. Provide any additional
information that might help other students understand the difference between the
two. Ask any clarifying questions that may enhance your understanding of
permutations and combinations.
• What are the main similarities and differences between a discrete and a continuous
probability distribution? How is the expected outcome determined in a discrete
distribution? Write two brief scenarios: one that illustrates a discrete distribution and
one that illustrates a continuous distribution.
Respond to your classmates by identifying the discrete and continuous distributions.

Elaborate on the scenarios by providing more detail about what the distribution might
look like? Will it be a normal distribution? In some cases, the scenario may not
include the details necessary to describe the distribution. Provide these details
yourself and then describe the distribution.
******** Also, once the discussion questions have been answered adequately and you
have responded to at least one other person, begin posting
problems/questions/solutions in the COLLABORATION thread in the main forum.
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Weekly Reminders

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Week Four
Estimation

• Relate probability to classroom application.
Computation with Whole Numbers

• Relate geometry to classroom application.
Course Assignments
• Select one of the concepts covered in your work in chapters 9 and 10.
CORRECT NAMING GUIDELINES in your assignment section of e-
campus.
2. Assignment: Test 2: Chapters 9 and 10 material
• Complete the Test posted by your instructor in the Course Materials forum.
GUIDELINES in your assignment section of e-campus.
Weekly Reminders
Test 2: Chapters 9 and 10 Course Materials Day 7

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Week Five
More Geometry
• Identify characteristics of transformations.

• Analyze geometric patterns.
• Classify various regular polyhedra, prisms, and pyramids.
Measurement
• Convert units of measure.

• Find the area and perimeter of various types of polygons.
• Find the surface area and volume of solids.
• Relate measurements to NCTM standards.
Course Assignments
1. Readings
• Read Ch. 11 of Mathematics for Elementary Teachers.

• Read Ch. 12 of Mathematics for Elementary Teachers
2. Concept CheckPoint 3: Chapters 11 and 12 Exercises

Submit the checkpoint template document as an attachment in the
same format (Word or Excel) that is was posted by me FOLLOWING


Mathematics for
Elementary School
Teachers (4th ed.)
Section 11.1 pp. 669–675 8, 10, 24, 26
Section 11.2 pp. 686–690 4, 10, 14, 22
Section 11.3 pp. 697–700 4, 12, 24, 28
Section 12.1 pp. 734–736 4, 6, 8, 10, 14, 16, 18, 24, 36, 40, 58, 72
Section 12.2 pp. 752–757 4, 6, 8, 10, 12, 16, 62
Section 12.3 pp. 773–777 2, 6, 8, 12, 14, 30
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Chapter 12 Review pp. 779–781 2, 4, 8, 16
Mathematics for
Elementary School
Teachers (4th ed.)
Section 11.1 pp. 669–675 7, 9, 39
Section 11.2 pp. 686–690 3, 21
Section 11.3 pp. 697–700 1, 11
Section 11.4 pp. 714–718 1a, 3a-g, 9, 15, 21, 35, 41
Section 12.1 pp. 734–736 5, 7, 19, 27, 31, 37, 45, 69, 79, 85
Section 12.2 pp. 752–757 3, 5, 9, 13, 15, 19, 45, 61, 67
Section 12.3 pp. 773–777 3, 13, 15, 21, 29, 35, 45
Chapter 12 Review pp. 779–781 1, 9, 11, 19, 25
• A classmate’s e-mail indicates that he is encountering trouble understanding the

concepts of rotation, translation, reflection, and rotational symmetry. How would you
explain these concepts to your classmate? What examples could you provide in
everyday life?
Participate in the discussion by providing additional examples of where the concepts

can be seen in everyday life. Be creative and elaborate on your classmates’
explanations of the concepts if necessary.
• What are some examples of regular polyhedra? What are some examples of other
important polyhedra? What characteristics help you determine whether a polyhedron
is regular or irregular? How can you check for symmetry and rotational symmetry of
polyhedra?
Consider elaborating on your classmates’ explanations and provide real-world

examples of where polyhedra might be seen in everyday life.
Weekly Reminders
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Discussion Questions: Discussion question responses and collaboration thread posts will count
towards the class participation requirement.

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Week Six
Geometry and Measurement
• Relate Geometry to NCTM standards.

• Relate Measurement to NCTM standards.
Course Assignments
• Select one of the concepts covered in your work in chapters 11 and 12.
campus.
2. Assignment: Test 3: Chapters 11 - 12 material
• Complete the Chapter Test posted by your instructor in the Course Materials
forum.
Weekly Reminders
Test 3: Chapters 11 - 12 Course Materials Day 7

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Week Seven
Algebra
• Evaluate algebraic expressions.

• Solve linear and quadratic equations.
• Write algebraic expressions and equations.
• Differentiate between linear and quadratic equations.
Coordinate Geometry
• Given two points, determine the slope of a line.

• Calculate distances between points.
• Solve a system of equations by graphing and substitution.
• Relate coordinate geometry to NCTM standards.
Course Assignments
1. Readings
• Read Ch. 13.1 - 13.4 of Mathematics for Elementary Teachers.
2. Concept CheckPoint 4: Chapter 13.1 - 13.4 Exercises



Mathematics for
Elementary School
Teachers (4th ed.)
Section 13.1 pp. 798–801 2, 6, 8, 16, 20, 26, 28, 30, 32, 42, 46, 48
Section 13.2 pp. 816–819 2, 4, 6, 12, 14, 16, 18, 20, 22, 24, 26, 32
Section 13.3 pp. 826–828 6, 8, 10, 12, 22, 26, 28, 40
Section 13.4 pp. 847–850 2, 4, 6, 8, 14, 20, 24, 28, 30, 32, 42
Chapter 13 Review pp. 852–853 2, 6, 10, 14, 18, 22, 26, 34
Page 21 of 27

Mathematics for
Elementary School
Teachers (4th ed.)
Section 13.1 pp. 798–801 17, 19, 37, 45, 47
Section 13.2 pp. 816–819 15, 19, 35, 39, 43 9
Section 13.3 pp. 826–828 7, 15, 25, 41
Section 13.4 pp. 816–819 3, 43, 47, 51
Chapter 13 Review pp. 852–853 1, 5, 9, 13, 17, 21, 25, 29, 33, 37
• What is the difference between an algebraic expression and an equation? What clues
could help determine between equations and expressions? Create two brief word
problems. One problem should ask your classmates to solve an equation and the
other problem should ask them to evaluate an expression. Do not indicate the type of
problem.
Consider responding to your classmates by answering their word problems. Classify

each problem as an expression or an equation.
• What are the differences between linear and quadratic equations? How are these
differences displayed in a graph? Write a brief scenario that can be modeled with a
linear equation. Summarize a situation modeled by a quadratic equation. Are there
equations that are neither linear nor quadratic? Explain.
Page 22 of 27
Weekly Reminders
Discussion question responses will count towards the class participation requirement.

Page 23 of 27
Week Eight
Rational Numbers

• Relate coordinate geometry to classroom application.
Course Assignments
• Select one of the concepts covered in your work in chapter 13.

campus.
2. Assignment: Test 4: Chapter 13 material
• Complete the Chapter 13 Test posted by your instructor in the Course Materials
forum.
Weekly Reminders
Test 4: Chapter 13 Course Materials Day 7

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Week Nine
Putting it Together
• Discuss the application of course concepts.

• Solve problems involving probability, statistics, measurement, geometry, and algebra.
Course Assignments
1. Capstone Discussion Question
• Has the content in this course allowed you to think of mathematics as a useful tool? If
so, how? What concepts investigated in this course might apply to your personal and
professional life?
2. Final Project: Ch. 8–13 Cumulative Test
• Complete the cumulative final test posted by your instructor in the Course
Materials forum.
• Enter your responses into the answer template provided by your instructor.
• Submit the exam answer template document as an attachment in the same
format (Word or Excel) that is was posted by me FOLLOWING CORRECT
NAMING GUIDELINES in your assignment section of e-campus..
Weekly Reminders
Discussion question responses will count towards the class participation requirement.
Capstone Discussion Question Main Forum Day 3
Final Exam Course Materials Forum Day 7

Page 25 of 27
Axia College Material

Appendix A
Final Exam Overview and Timeline
Final Exam Overview

In week nine of this course, you complete a comprehensive final exam that assesses your
understanding of key concepts explored in this course. You demonstrate your knowledge by
communicating mathematically and solving problems related to statistics, probability,
measurement, geometry, and algebra.
Final Project Timeline

Self-practice exercises, CheckPoints, and tests will be given throughout the course. As outlined
below, the assignments in the course are designed to assist you in preparing for your final exam.
Periodically, review your performance on these activities. Completing this review assists you in
succeeding on the final exam. Be sure to ask your instructor for additional assistance on skills
you find difficult as you review. If you complete your course activities and use the feedback
provided by the instructor, you will be on the right track to completing the final exam successfully.
 Suggested in Week Three: Review feedback from the Ch. 8 and Section 9.1 and 9.2
CheckPoints and the Week Two exam. Answer any incorrect or incomplete problems.
Contact your instructor for assistance if necessary.
 Suggested in Week Five: Review feedback from the Sections 9.4-9.6 and Ch. 10
CheckPoints and the Week Four exam. Answer any incorrect or incomplete problems.
Contact your instructor for assistance if necessary.
 Suggested in Week Seven: Review Feedback from the Ch. 11 and Ch. 12 CheckPoints
and the Week Six exam. Answer any incorrect or incomplete problems. Contact your
instructor for assistance if necessary.
 Suggested in Week Nine: Review Feedback from the Ch. 13 CheckPoint and the Week
Eight exam. Answer any incorrect or incomplete problems. Contact your instructor for
assistance if necessary.
 Due in Week Nine: Complete your final exam.

Page 26 of 27
Appendix B: Teaching Application Template Example and Grading Rubric
Teaching Applications Checkpoint

Student Name:
Directions: Complete each of the following six sections. Each section is worth 5 points
for a total of 30 points. Treat this as you would a formal lesson plan required by your
administrator. Make sure to check for spelling and grammar errors. Also, be creative!!
Section 1: Name the topic you are presenting and include the page number of our
text where the topic is introduced.
Topic:
Page:
Section 2: State the grade level for which you are planning this application (i.e.
kindergarten, 5th grade etc.).
Section 3: State the NCTM standard addressed by the topic you have chosen.
Section 4: How does your topic specifically address and meet the NCTM standard?
Section 5: List 2 supplementary resources that could be used in your lesson

(example: websites, workbooks, hands on manipulatives etc.)
1.
2.
Section 6: Write a brief paragraph describing/summarizing your plan to introduce
this topic and make it both interesting and understandable to your students.
Be sure to explain how you will incorporate your resources listed above and
how you will assess student understanding of the concept.
Page 27 of 27
This is the checklist/rubric I will be using to calculate your score on your checkpoint.
Teaching Application Points Possible

Rubric
Section 1: 1 point for each
A.) Topic Named item
B.)Page Number = 2 points total
Section 2: 3 points
Grade Level
Section 3: 0 = Not answered
NCTM Standard 1 = Partial poor
Addressed constructed
response
5 = High Quality
well constructed
complete response
How topic addresses 2.5 = Partial poor
standard constructed
response
5 = High Quality
well constructed
complete response
A.) Resource 1 1-2 = 1 point for
B.) Resource 2 each resource given
5 = resources listed
and explanation of
each resource
included.
Section 6: 0-5
Description of Plan 0 = Not answered
2.5 = Partial poor
constructed
response
10 = High Quality
well constructed
complete response
(this also means free
of spelling and
grammatical errors)
Total Points Earned/30 30 Possible Points

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Page 1 of 27

Course Start Date: 2/14/2010

Please print a copy of this syllabus for handy reference.

Copyright ©2009 by University of Phoenix. All rights reserved.

Edited in accordance with University of Phoenix© editorial standards and practices.

Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues

Course Topics & Objectives

Weeks One and Two:

Analyzing and Displaying Data

• Display data using various formats.

• Solve mutually exclusive and compound probability problems.

Weeks Three and Four:

• Calculate expected values.

• Identify basic elements of geometry.

Weeks Five and Six:

• Identify characteristics of transformations.

• Convert units of measure.

Weeks Seven and Eight:

• Evaluate algebraic expressions.

• Given two points, determine the slope of a line.

Week Nine: Putting it Together

• Discuss the application of course concepts.

All electronic materials are available on your student Web site.

Axia College’s Writing Style Handbook, available online at:

Point Values for Course

Concept Checkpoint 1: Ch. 8 and 9.1-9.2 (Week 1) 30

Teaching Application Checkpoint 1 (Week 2) 30

Concept Checkpoint 2: Chapter 9.4-9.6 and ch.10 (Week

Concept Checkpoint 4: Ch. 13.1-13.4 30

Teaching Application Checkpoint 4 (Week 8) 30

Test 4: Ch. 13.1-13.4 (Week 8) 100

Capstone Discussion/Participation (Week 9) 30

Final Exam: Ch. 8 - 13 (Week 9) 250

• Display data using various formats.

• Solve mutually exclusive and compound probability problems.

• Read the course description and objectives.

3. Concept CheckPoint 1: Chapter 8 and 9.1-9.2 Exercises

• Complete the following exercises.

 IMPORTANT NOTE: Do not be confused by the way the questions are

Section of Page Numbers Exercises

2. The following data set gives the difference between the

b. Find the relative frequency of each score difference

c. Make a stem-and-leaf plot of the data from this

d. Develop appropriate intervals and make a histogram

Section of Page Numbers Exercises

Consider responding to your classmates by providing real-life examples that support

Summary of Week 1 Deliverables

Assignment Location Due

Post Your BIO Chat Room Day 1

DQ 1 Main Forum Day 2

DQ 2 Main Forum Day 4

Collaboration Thread Main Forum Any Day

Concept Checkpoint 1 Course Materials Forum Day 7

• Relate data analysis to National Council of Teachers of Mathematics (NCTM)

• Relate probability to NCTM standards.

1. Teaching Application Checkpoint #1:

• Select one of the concepts covered in your work in chapter 8 or 9

2. Assignment: Test 1: Chapters 8 and 9.1-9.2 material

Summary of Week 2 Deliverables

Assignment Location Due

Teaching Application Checkpoint #1 Course Materials Day 4

Test 1: Chapters 8 and 9 Course Materials Day 7

• Calculate expected values.