### Course Content and Outcomes Guide for ABE 0744 Effective Fall 2019

- Course Number:
- ABE 0744
- Course Title:
- Adult Basic Education: Secondary
- Credit Hours:
- 0
- Lecture Hours:
- 0
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 0
- Special Fee:

#### Course Description

Provides instruction for adults who wish to improve skills in reading, math, and writing, or who wish to prepare for the State GED Examination.#### Intended Outcomes for the course

Upon completion of the course students will be able to:

- Use writing as a communication tool.
- Comprehend and interpret a variety of reading materials.
- Use the GED Certificate to go to college, get a job, or improve skills.
- Use the computer for basic word processing and internet activities.
- Compute math problems using a calculator.

#### Aspirational Goals

- Love of learning
- Ability to apply scientific reasoning in daily life
- Appreciation of learning mathematics
- Use math in a powerful way to achieve goals
- Ability to apply scientific reasoning in daily life
- Exhibit persistence, self-motivation, self-advocacy, and personal responsibility
- Reflect upon, assess, identify, and celebrate one’s own learning gains
- Explore, develop, and monitor appropriate academic and professional goals
- Advance knowledge and skills to make independent choices as a citizen, family member, worker, and life-long learner

#### Course Activities and Design

- Interpret and apply a few common patterns, functions, and relationships, using technology strategically.
- Recognize and develop repeating patterns and generalize the relationship with a table, rule, graph, or one step formula
*(e.g., I make $7 an hour. If I work 30 hours a week, I can figure out how much I make in N weeks by multiplying N x 7 x 30, or Total wages = N(7 x 30).)* - Identify, describe, and use common properties of operation
*(e.g., associative and distributive property)*

- Recognize and develop repeating patterns and generalize the relationship with a table, rule, graph, or one step formula
- Read and interpret common symbolic information.
- Show repeated multiplication for simple whole numbers using exponents
*(e.g., 3*^{4 }*= 81)* - Use variables to explain real life situations
*(e.g., “If there are 8 items in each box, then I can figure out that the total number of items, N, is 8 times the number of boxes, or N = 8b.”)* - Apply order of operations to evaluate expressions
- Write statements of equality and inequality (
*e.g., 3 > 4**‐**3*) - Solve simple one step equations by using number sense, properties of operations, and the idea of maintaining equality on both sides of an equation

- Show repeated multiplication for simple whole numbers using exponents
- Read and interpret common data and statistical information.
- Extract discrete information from lists, tables, bar graphs, pictographs, or line plots
- Describe how the scale in a bar or line graph can distort interpretations of data
- Make statements and numerical comparisons about relative values on a bar graph (
*e.g., “One category is 3 times greater than another.” or “This bar extends more than halfway between 25 and 50.”*) - Identify the range, median, mean and mode of small data sets
*(e.g., the ages of the students in the class)*

- Pose questions that can be answered with common data and collect, organize, and represent the relevant data to answer them.
- Design simple data investigations to address a question and collect categorical data
- Organize categorical data and represent them in a line graph or stem and leaf plots
- Verify that data represented are the actual data collected
- Make simple, straightforward inferences based on the data

- Interpret and apply basic probability concepts.
- Predict and then conduct simple probability experiments with outcomes limited to between one and four choices (
*e.g., four**color spinner*) - Connect a percent (0%, 25%, 50%, 75%, or 100%) and their fraction equivalents to the expected probability (
*e.g., of a four**color spinner)* - Compare the likelihood of two uncertain outcomes using simple language
*(e.g., one spinner with half red and half yellow and another spinner with one**fourth red and three**‐**fourths yellow, asking students, “Do you think you will have the same chance at landing on red in each of these spinners? Why?”)*

- Predict and then conduct simple probability experiments with outcomes limited to between one and four choices (
- Read, write, interpret, and apply common types of information related to measurement and geometry, using technology strategically.
- Recognize and use commonly used standard units of measure to the nearest eighths, tenths, and thirds
- Use measurement units to describe the environment (
*e.g., Do you measure wire thickness in inches or mm? Is your height measured in cm or m?*) - Recognize and describe two dimensional shapes, including basic angle descriptions (such as acute, right and obtuse) and properties of lines (
*e.g., perpendicular; parallel*) - Measure and compare radius, diameter, and circumference of a circle and informally develop an equation for determining the diameter or circumference (
*e.g., C is about 3d, so pi is about 3*) - Make conjectures about the formulas for simple two‐ dimensional shapes
*(e.g., “Since I can cut a rectangle into two equal triangles, I think that I can find the area of a triangle if I can create the rectangle it came from.”)* - Demonstrate an informal understanding of the coordinate graph system (
*e.g., find locations on a map using a grid system*)

- Select and apply mathematical procedures, using technology strategically.
- Identify and use appropriate tools to measure to the nearest benchmark fractional unit (both decimal and fraction), including metric units
- Make simple conversions within the same measurement system (
*e.g., inches to feet; cm to m*) - Use direction, distance, labels, simple scales, and symbols to read and use maps and plans
- Determine whether two dimensional shapes have similar attributes and properties (
*e.g., Are they congruent?*) - Determine the area and perimeter of common two dimensional shapes and explain what happens to the area and perimeter when a dimension is changed
- Measure size of angles and use benchmark angles (
*e.g., 90° and 45°*) to estimate size of angles - Use ratio and proportion to solve problems involving scale drawings or similar figures

- Apply common types of mathematical information and concepts to real life and theoretical problems involving whole numbers/integers, using technology strategically.
- Use the knowledge that multiplication and division are inversely related to develop efficient and accurate strategies for multiplying and dividing three digit numbers by one‐digit numbers
- Multiply and divide to solve a variety of problems, including those related to geometry, measurement, and data
- Estimate to predict answer when an exact answer is not needed or to determine reasonableness of computation
- Recognize and apply negative integers in real contexts (
*e.g., The temperature was 20 degrees but went down to5 overnight. How much did the temperature drop?)* - Identify prime and composite numbers and describe the difference between them
- Use divisibility rules for 2, 3, 5, 10 and explain why they work

- Apply common types of mathematical information and concepts to real‐life and theoretical problems involving rational numbers, using technology strategically.
- Use the commutative, associative, and distributive properties to create equivalent representations of numbers up to 10,000 (
*e.g., 8,900 = 9(1000)**‐**100)*and to the nearest hundredth (*e.g., $28.98 = 2(1.000) + 9.00**‐**.02*) - Extend benchmark fractions to equivalent decimals and percents (1/8, 1/6, 1/10, 1/100, etc.) and explain how these relate on a number line
- Explain ratios as equivalent forms of benchmark fractions (
*e.g., 2/4 = 1/2*) - Demonstrate that multiplying by a fraction is the same as dividing by the whole number in the denominator (
*e.g., 10 x 1⁄2 is the same as 10 ÷ 2.*) - Use benchmark fractions, decimals, and percents (
*e.g., 3⁄4 and 1/10)*to estimate relative sizes*(e.g., 11/16 is close to 3⁄4 because 12/16 is the same as 3⁄4.*) - Apply proportional reasoning to simple, one-step problems (
*e.g., If 5 pounds of potatoes cost $4, how much would 10 pounds cost?*)

- Use the commutative, associative, and distributive properties to create equivalent representations of numbers up to 10,000 (
- Apply common types of mathematical information and concepts to real life and theoretical problems involving exponents, using technology strategically.
- Use the exponent 2 to express the area of two dimensional figures

#### Outcome Assessment Strategies

- Take and pass a CASAS reading post-test and improve one level or pass the GED math, science test, reasoning through language arts and social studies exam
- Take and pass a CASAS math post-test and improve one level or pass the GED math, science test, reasoning through language arts, and social studies
- Develop a transition plan for short and long range life planning
- Take COMPASS test after completion of the GED Exam if college bound
- Complete computer-based assignments
- Complete a post-test of math word problems using a GED Specific calculator
- Create writing portfolios, including reflections, drafts that show evidence of editing and revising
- Write paragraphs, essays, letters, poems, resumes, journal entries, notes, writing in response in response to text, and annotations
- Graph reading rate
- Develop projects, presentations, and debates
- Complete
*Reading with Understanding Diary* - Assess comprehension with quizzes, multiple choice questions, written response, and discussion questions
- ABE Advanced In-Class Reading and Writing Assessment
- Complete a computer-based assignment

#### Course Content (Themes, Concepts, Issues and Skills)

**Themes**

- Life (e.g. family and citizen) and employability ( i.e. worker) planning
- Transition from ABE to post-secondary or ABE to work
- Lifelong learning
- Goal setting
- Critical Thinking
- Metacognition
- Confidence Building

** Concepts**

- Time Management (attendance and completing tasks)
- Social skills (communication, and diversity)
- Collaboration
- Student Success

**Issues**

- Barriers to student success
- Learning Style Differences
- Life Instability
- Communication
- Employability
- Access to resources for students with learning disabilities

**Skills:**

Communication Skills

- Awareness of writing as a process (planning, developing, organizing, revising, editing)
- Clarify purpose of the writer(s) and reader(s) in a specific situation
- Draw on prior experience, research, new knowledge, and one’s own questions, interests and observations to generate ideas
- Choose among a variety of strategies appropriate to planning and organizing texts types
- Develop and organize ideas and information in varied genres, including the presentation of an argument
- Summarize and paraphrase ideas in a text while avoiding plagiarism
- Introduce claims, acknowledge alternate or opposing claims and organize the reasons logically
- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible source
- Use words, phrases and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence
- Provide a concluding statement or section that follows from and supports the argument presented
- Use basic and complex grammar to construct coherent text with sentences that vary in style, length and complexity
- Draw from a broad vocabulary that includes words needed for specialized and/or academic purposes
- Express one’s own thoughts and ideas in a way that is clear and compelling
- Consider and apply feedback from self and others to enhance the impact of the writing and better address the writing purpose
- Use writing conventions appropriate for complex text types in multiple genres, including academic or occupational texts
- Proofread and apply knowledge of conventions to enhance reader understanding
- Draw from a variety of technologies and media appropriate for the writing purposes.
- Carry out writing tasks that involve presentations of information, or require the synthesis, analysis and/or evaluation of ideas
- Select the writing development strategy appropriate to writing purposes and needs
- Read regularly for own purposes
- Identify, clarify, and/or prepare for complex reading purpose
- Pronounce on sight words, abbreviations, and acronyms found in everyday texts and a range of terms related to areas of interest or study
- Recognize on sight syllable patterns/types, root words, and affixes in multi-syllabic words
- Acquire and apply meanings of most words and phrases found in everyday and academic texts, including terms related to specialized topics
- Accurately read text composed of dense or long, complex sentences and paragraphs with appropriate pacing, phrasing, and expression
- Evaluate and/or apply prior knowledge of the content and situation, including cultural understanding, to support comprehension
- Use strategies easily and in combination to pronounce and/or discern the meanings of unfamiliar words found in a complex text
- Choose from a range of strategies, including some sophisticated ones, and integrate them to monitor and/or enhance text comprehension (e.g. scan/skim, make inferences, mark text and/or make notes, organize notes and/or make graphic organizers and text maps, write a summary to check understanding, discuss with others)
- Use text format and features (e.g. search engines, drop down menus, headings) to enhance comprehension
- Locate, analyze, and critique stated and unstated information, ideas/arguments, and/ or themes in a complex functional, informational, or persuasive text
- Determine, analyze and summarize the author’s central idea and major points over multiple paragraphs/pages
- Evaluate the reliability, accuracy, and sufficiency of information, claims, or arguments
- Draw conclusions related to the structural elements of a complex literary work, using literary terms
- Analyze and evaluate an authors style, attending to the use of language and literary techniques and to influences on the writing
- Integrate the people/characters, events, information, ideas/arguments, themes, or writing styles in lengthy or multiple complex tests with each other and/or with knowledge of the world to address a complex reading purpose
- Agree or disagree with an idea/argument/claim or theme, and explain reasoning
- Follow complex, multi step directions, integrating written and graphic information (e.g., science experiment)
- Compare and Contrast people/characters, events and ideas in different texts
- Combine, compare, contrast and/or critique ideas/arguments/claims or themes in different texts

Job Skills

- Use career search resources
- Develop job search strategies and skills (interviewing, resume, and cover letter)
- Use technology effectively
- Communicate effectively at work

Math Skills

- Basic Arithmetic Facts
- Solve numerical and application problems with GED specific calculator
- Perform order of operations accurately using whole numbers
- Develop skills in estimation and number sense
- Master fraction and decimal vocabulary
- Solve numerical and application problems with fractions and decimals
- Round a given number to a specified place
- Arrange numbers in numerical order
- Perform order of operations accurately using fractions and decimals
- Determine whether a given whole number is prime or composite
- Evaluate expressions containing exponents and square roots
- Perform operations accurately using fractions, decimals, and percents
- Solve application problems with fractions, decimals, and percents
- Read and interpret data from bar, pictorial, line, circle graphs, tables, charts and various graphs
- Find statistical measures such as median, mode, mean and apply to scientific problems
- 1.15 Apply scientific reasoning to problem-solving activities
- 1.16 Scientific Notation
- Ratios and Proportions
- Advanced Applications of Percentages
- Interest
- Mean, Median, Mode and Range and apply to scientific problems
- Probability
- Graphs, Tables, Charts and Graphic Methods of Data Reporting
- Coordinate Plane
- Slope Formula
- Distance between two points (Coordinates)
- Pythagorean Theorem
- Absolute Value
- Official GED Calculator
- Algebra one step and multistep Equations
- Quadratic Formula
- Quadratic Factoring
- Algebraic Factoring
- Geometric Measurement (Area, Perimeter, Area and Surface Area)
- Apply scientific reasoning to problem-solving activities

Problem Solving Skills

- Apply study skills, develop test-taking strategies
- Assess and re-assess short and long-term goals
- Develop critical thinking, problem solving and decision-making skills
- Data analysis

Personal/Interpersonal Skills

- Build confidence and self-esteem
- Interact with others