# University of West Georgia

Course Syllabus

Algebra for P-8 Teachers I (MATH 3803)

Fall 2007

**Instructor:** M. Yazdani, Ph.D.

**E-mail:** myazdani@westga.edu

**Phone:** 678-839-4132

**Office:** 322 Boyd Building

**Conference Hours:** Tuesday (11:00 –

2:00 and 3:30 – 5:30), Wednesday (1:00 -

3:00), and Thursday (11:00 – 2:00). I am

available at any other time by Appointment.

**Website: mathematics-science.org**

**Class Time and Location: **9:3 0 – 10:45 TR, Boyd 307

**Text 1:** Billstein, R., Libeskind, S., Lott, J., __
A Problem Solving Approach to
Mathematics for Elementary School Teacher__ , 9

^{th}Edition, Addison Wesley, Boston, MA.

**Text 2:** Becker, J. (2004), __Flash Review for Algebra__,
Addison Wesley, Boston. MA.

Supplementary References: Bennett, Jr. A., Nelson, L., (2004). __Mathematics, For
Elementary Teachers, A Conceptual Approach__. McGraw Hill. Boston, MA.

## Student Learning Outcomes

**After completion of the course, the student will:**

**Rational Numbers**

1. Model fractions using Pattern blocks, Fraction bars and Fraction grids (area

models)

2. Model binary operations on fractions using Pattern blocks, Fraction bars and

Fraction grids (area models)

3. Explain and justify traditional algorithms for binary operations on fractions

4. Create equivalent fractions using paper and manipulative

5. Explain why rational numbers are dense on the real numbers; give an example
of

a number set that is not dense and explain why not

6. Put a set of fractions in order from smallest to greatest

7. Find at least two fractions between a given pair of fractions

**Algebra:**

1. Explain variables

2. Model Algebraic Expressions and Equations

3. Explore the concepts of Exponential Notation

4. Explore the concept of inequality

5. Model and solve linear equations

6. Graph Linear equations

7. Model and solve linear inequalities

**Rectangular Coordinate System**

1. Investigate the Cartesian Plane

2. Find the slope of a line

3. Model, write, and solve the equation of a line passing through two given
points.

4. Model, write, and solve the equation of a line parallel with another line

5. Model, write, and solve the equation of a line perpendicular to another line

**Exponents and Polynomials**

1. Model and perform addition and subtraction of polynomials

2. Model and perform addition and subtraction of exponents

3. Model and perform multiplication and division of polynomials

4. Model and perform multiplication and division of exponents

5. Explore, model, and compute scientific notation to describe very large or
very

small numbers

**Quadratic Equations**

1. Model and solve quadratic equations by factoring

2. Model and solve quadratic equations using quadratic formula

### In the context of the above expectations, a student will:

**Mathematical processes**

1. Make conjectures and use deductive methods to evaluate the validity of

conjectures

2. Recognize that a mathematical problem can be solved in a variety of ways,

evaluate the appropriateness of various strategies, and select an appropriate

strategy for a given problem

3. Evaluate the reasonableness of a solution to a given problem

4. Use physical and numerical models to represent a given problem or
mathematical

procedure

5. Recognize that assumptions are made when solving problems and identify and

evaluate those assumptions

6. Explore problems using verbal, graphical, numerical, physical, and algebraic

representations

**Mathematical Perspectives**

1. Appreciate the contributions that different cultures have made to the field
of

mathematics and the impact mathematics has on society and culture

2. Understand and apply how mathematics progresses from concrete to

representation to abstract generalizations

**Communication**

1. Communicate mathematical ideas and concepts in age-appropriate oral, written

and visual forms for a class presentation

2. Use mathematical processes to reason mathematically, solve mathematical

problems, make mathematical connections within and outside of mathematics,

and communicate mathematically

3. Reflect on personal learning, change of attitude and beliefs, and growth in

understanding through mathematical journaling

4. Translate mathematical statements among developmentally appropriate language,

standard English, mathematical language, and symbolic mathematics

**Technology**

Use appropriate technology such as calculators, computer software, and the
Internet

to explore, research, solve, and compare mathematical situations and problems

**Professional Development**

Be familiar with the National Council of Teachers of Mathematics and the
Principles

and Standards for School Mathematics, the NCTM website, and NCTM journals

**Course Schedule**

Week | Topic |

1 | Algebra NCTM Standard |

1 | Fractions |

2 | Fractions’ Rules |

2 | Adding Fractions |

2 | Multiplying Fractions |

3 | Exponents and Roots |

4 | Ratio and Proportion |

5 | Decimals |

5 | Decimals’ Rules |

6 | Percent |

7 | Simple and Compound Interest |

8 | Fundamental Concepts of Algebra |

9 | Distance, Slope, and Midpoint |

10 | Linear Equations |

11 | Solving Linear Equations Using Manipulative |

12 | Polynomials |

13 | Quadratic Equat |

14 | x and y Intercepts |

14 | Minimum and Maximum |

15 | Equation of a Circle |

### Instructional Methods and Activities:

Class lectures will include the following: presentation of material and
concepts, problem

solving techniques, and class discussions.

Quizzes will be given periodically through out the semester.

All tests will be comprehensive.

There is no make up for daily quizzes. There is no make up for the tests unless
the

student presents a legitimate excuse.

### Evaluation and grade Assignment:

Quizzes 20%

Lesson Presentation (s) 10%

Reflection on Algebra Ed. Issues 5%

Graphing Calculator Project 5%

2 Tests 40%

Final Exam 20%

**Final grade will be determined by point accumulation as follows:**

A Above 90%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Below 60%

### Class Policies:

**Attendance: Attendance is mandatory.**

I expect each student to attend all classes and follow university policy. There
are only 3

unexcused or excused absences allowed per semester. If you exceed 3 absences you
will

fail the course. Attendance will be checked each class period and it is your
responsibility

to sign the attendance sheet.

**Conferences:** Conferences can be beneficial and are encouraged. All conferences
should

occur during the instructor's office hours, whenever possible. If these hours
conflict with

a student's schedule, then appointments should be made. The conference time is
not to be

used for duplication of lectures that were missed; it is the student's
responsibility to

obtain and review lecture notes before consulting with the instructor. The
instructor is

very concerned about the student's achievement and well-being and encourages
anyone

having difficulties with the course to come by the office for extra help.

**Note:** If you have a documented disability, which will make it difficult for you
to carry

out the course work as I have outlined and / or if you need special
accommodation or

assistance due to disability, please contact me as soon as possible.