Course Description: This is an intensive, one semester course designed to prepare conditionally admitted students for placement into the regular sequence of math courses offered at the College. The course explores general areas of mathematics; such as arithmetic operations, mixed and decimal numbers, measuring and conversion of units, geometric concepts, formulas, graphing and number properties/patterns. These topics are to be explored from a conceptual basis and developed using concrete models and applications. The overall goal is to increase the students' understanding of general mathematical concepts, and their confidence in their own ability to solve mathematical problems. Counseling, group work, activity-based labs, and a variety of assessment techniques will be used to encourage students to succeed.

Course Prepared by: Stephen Blair
State/Campus: Pohnpei/National

Purpose of Course

Degree Requirement: ______
Degree Elective: ______
Certificate: ______
Remedial: __X___
Other: ______

Prerequisite Course:None, by placement as conditionally admitted
Date approved by Commitee: 18 July 1997
Date approved by President: 27 August 1997

1. General Objectives: the student will be able to:
   1. work as part of a small group to solve problems and explain concepts
   2. solve problems involving arithmetic, fractions, and decimals, for estimating quantities, and for testing mathematical concepts
   3. provide concrete descriptions and examples of basic mathematical concepts and formulas; e.g., the concept of a repeating decimal or the formula for area of a circle
   4. use the connections between concepts to solve application-based problems; e.g., use the concept of subtraction of fractions to produce 1/6^th cup of flour using a standard set of measuring cups: 1 cup, 1/2 cup, 1/3^rd cup, 1/4^th cup, and a bag of flour
2. Specific 0bjectives: the student will be able to:
   1. use a calculator to simplify arithmetic expressions involving the four basic operations, and parentheses
   2. use a calculator to solve problems involving exponents and square roots
   3. accurately measure length in both the Metric and English systems
   4. estimate the length of an object using powers of ten and the Metric system
   5. round off a measurement to the desired place value
   6. describe the relationship between the Metric system for length, decimal numbers, and powers of ten
   7. describe the relationship between the English system for length, fractions, and powers of two
   8. draw simple scale models by measuring and converting to scale
   9. compare decimals by using place value
   10. compare fractions by both converting to common denominators, and by converting to decimals
   11. solve application problems involving the comparison of fractions and decimals, such as with wrench sizes
   12. use a calculator to add/subtract/multiply/divide fractions
   13. solve application problems involving arithmetic of fractions, such as with measuring cups
   14. describe the differences between terminating, repeating, and non-repeating decimals, and be able to provide examples of each
   15. use a calculator to convert between fractions and decimals
   16. explain the relationship between place value and repeating decimal - to - fraction conversions
   17. solve problems involving Chinese "Tanagram" puzzles
   18. compute area of regular objects using the concept of area as a covering
   19. estimate area of an irregular objects using the concept of area as a covering
   20. derive, explain, and apply the formulas for area of a rectangle and a triangle
   21. explain the difference between perimeter and area using the concept of dimension
   22. solve application problems to construction and agriculture involving area and perimeter
   23. accurately measure angles in degree units
   24. illustrate, and verify by measuring, that the angles of a triangle sum to a straight line
   25. set up and solve application problems to surveying involving similar triangles
   26. verify the concept of the constant pi by measuring the ratio of a circle's circumference to its diameter
   27. derive, explain, and apply the formulas for circumference and area of a circle
   28. explain the concept of a radian and radian measure of an angle
   29. convert angle measure between radians and degrees
   30. classify natural numbers as prime or composite using a calculator
   31. continue a number sequence involving addition, subtraction, multiplication, division, and exponents
   32. identify the underlining rule in a number sequence
   33. identify the number sequence in application problems, such as probability
   34. plot a number pattern on aticoordinate graph
   35. make predictions to a number sequence by graphing the underlying rule
3. Course Contents
   1. Basic arithmetic operations, parentheses, using a calculator
   2. Metric system for lengthIDecimals
   3. English system for length/Fractions
   4. Applications/ concepts involving decimals and fractions
   5. Basic problem solving using Tanagrams
   6. Area of objects
   7. Deriving and applying geometric formulas for rectangles, triangles, and circles
   8. Degree and radian measure of an angle
   9. Prime and composite numbe[s
   10. Number sequences and patterns/VVhat's the rule?
   11. Graphing and predicting from number sequences
4. Textbook: None at present, local materials are to be developed during the pilot term (Fall 97)
5. Required Course Materials: a calculator with exponent, root, and fraction buttons. An appropriate model, priced under $20, is to be kept in stock at the campus bookstore
6. Reference materials (this is a partial listing)
   1. A History of Pi, Beckmann 1971
   2. Pascal's Triangle, Green/Hamburg, 1986
   3. Tangramath, Seymour ,1971
   4. Science Snackbook, Exploratorium Teacher Institute, 1991
   5. Fascinating Fibonacci's, Trudi/Hammel/Garland, 1987 phing ak
   6. Math & Graphing skills, Apple/Merten, 1992
   7. What's My Rule?, Logothetti, 1983
   8. Math Connections, Glatzer, 1993
   9. Connections, Life Skills, and Mathematics, ed. by Strauss, 1992
   10. Basic Mathematics, Brown, 1992
   11. Investigating Mathematics, Hatfield, 1994
   12. 40 Lessons in Problem Solving, Woodward, 1996
   13. Geometry Experiments, Winter/Carlson, 1996
   14. (Video) Powers of Ten, Charles & Ray Eames 1989
Instructional Costs Existing Math/Science equipment will be utilized as much as possible. Small purchases for activities, such as measuring cups, plastic rulers, string, etc. will be provided by the Math/Science Division (supplies and/or equipment budgets) 0 Methods of Instruction Lecture periods will use whole group and small group discussions, demonstrations, and student presentations. Lab periods will use small group based activities to explore and develop concepts introduced in the lecture periods. Evaluation Students will be evaluated on a A,B,C,D,F basis. Students pass on a grade of A, B, or C, and must repeat on a D or F. Attendance, class participation, lecture and lab assignments, periodic exams, periodic counseling, and an exit exam will be used to assess their progress. ** This course is a condition of the students admittance to the National Campus, and a passing grade (A,B, or C) fulfills this requirement. .10 Credit by Examination None, students are placed into this course based on their entrance exam scores (470 or above in English and 29 or less in Math) ,e Attendance The College's policy allows for up to two weeks worth of class in absences. This equates to eight lecture periods, six study periods, and two lab periods. Attendance will also contribute to a student'soverall evaluation. Tardiness of more than 1 0 minutes will count as an absence. Other Due to the intensive nature of ttte course, class will meet five days per week. This will consist of four 45 minute lecture periods, and one 1112 hour lab period. Students will also be required to attend three 30 minute study/counseling sessions per week.