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CCOG for MTH 211 archive revision 201804

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Effective Term:
Fall 2018 through Summer 2021
Course Number:
MTH 211
Course Title:
Foundations of Elementary Math I
Credit Hours:
4
Lecture Hours:
30
Lecture/Lab Hours:
20
Lab Hours:
0

Course Description

Examines the conceptual basis of K-8 mathematics using collaborative learning through in-class group interaction. Provides opportunities to experience using manipulatives to model problem solving, numeration systems, operations, patterns and change, and number theory. Emphasizes quantitative and algebraic reasoning. Includes content and mathematical practices based on the Common Core State Standards. Audit available.

Addendum to Course Description

 This is a prerequisite course for MTH 212 or MTH 213.

Intended Outcomes for the course

Upon successful completion students should be able to:

  • Apply an understanding of the theoretical foundations of mathematics focusing on numeration systems and operations as taught at the K-8 level in order to develop mathematical knowledge and communication skills necessary for teaching.
  • Use various problem solving strategies and algebraic reasoning to create mathematical models, analyze real world scenarios, judge if the results are reasonable, and then interpret and clearly communicate the results.
  • Use appropriate mathematics, including correct mathematical terminology, notation, and symbolic processes, and use technology to explore the foundations of elementary mathematics.
  • Foster the mathematical practices in the Common Core State Standards.

Quantitative Reasoning

Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information.

Course Activities and Design

In-class time is devoted primarily to small group problem solving activities and class discussion emphasizing the use of manipulatives and appropriate technology.  The instructor's role is to facilitate and model teaching and learning practices described in the Common Core Standards.  

Outcome Assessment Strategies

  1. A no-calculator, no-notes, no-book skills exam on fraction, integer, decimal, and percent calculations.  The student must pass this exam with a minimum of 90% to receive a passing grade for the course.
  2. At least two proctored examinations, one of which must be a cumulative final.
  3. At least one writing assignment
  4. At least 3 hours of field experience with written reflection
  5. At least two of the following additional measures:

                 a.  Take-home examinations.

                 b.  Graded homework.

                 c.  Quizzes.

                 d.  Individual/Group projects.

                 e.  In-class activities.

                 f.  Portfolios.

                 g.  Individual projects exploring the Common Core State Standards.

                 h.  Community based learning

Course Content (Themes, Concepts, Issues and Skills)

 1.0     MATHEMATICS AND PROBLEM SOLVING

The instructional goal is to develop problem solving ability.

1.1         Utilize effective problem solving strategies.

1.2         Develop problem solving strategies, including quantitative reasoning, making a drawing, guessing and checking, making a table, using a model, and working backward.

1.3         Explore patterns and sequences, and their relationship to problem solving.

1.4         Use algebra and algebra manipulatives to problem solve.

1.5          Solve application problems utilizing functions and graphs.

2.0     SETS AND LOGIC

The instructional goal is to learn the fundamental concepts of set theory and logic.

2.1         Explore attributes and classification.

2.2         Use set theory symbolism.

2.3         Represent set concepts using Venn diagrams.

2.4         Understand and use the concepts of subset, intersection, union, and complement of a set.

2.5         Utilize set theory in application problems.

2.6         Apply deductive reasoning.

2.7         Use symbolic logic to explore premises, conclusions,  and validity.

3.0     NUMERATION SYSTEMS AND WHOLE NUMBERS

The instructional goal is to develop an understanding of systems of numeration and the system of whole numbers.

3.1         Explore numeration systems of other cultures.

3.2         Define the set of whole numbers and their properties.

3.3         Model, compute, and investigate whole number operations in several bases.

3.4         Understand place value and base 10.

3.5         Estimate and use mental arithmetic.

4.0     NUMBER THEORY

The instructional goal is to understand elementary concepts of number theory and how these concepts are used in the elementary curriculum.

4.1         Explore divisibility.

4.2         Identify prime and composite numbers.

4.3         Prime factor numbers and determine when numbers are “relatively prime.”

4.4         Find the least common multiple (LCM) and the greatest common divisor/factor (GCD/F) of two or more numbers.

4.5         Use “clock arithmetic” and other simple modular arithmetic applications.

Standards of Mathematical Practice

While learning the mathematical content contained in the course, the following practices will be embedded throughout and students will be assessed on their ability to:

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.