Math 1351: Mathematics for Teachers II
CRN 13717 – Spring/2019
3 hour lecture course / 48 hours per semester/ # of weeks 8
Textbook: A Problem Solving Approach to Mathematics for Elementary Teachers, 12th ed, Pearson
By Billstein, Libeskind, and Lott, ISBN: 13: 978-0133865479
MymathLab Course ID: Can be found on the FRONT PAGE of Canvas and on the syllabus in Canvas.
Instructor: Lakshmi Suresh
Instructor Contact Information: firstname.lastname@example.org/713-718-8962
Office location and hours: Westloop Campus: 11:00am-2:00pm (preferably by appointment)
Alief Campus on Hayes Rd: 2:00-3:00 Rm 416. (Preferably by appointment)
Course Description MATH 1351: This course is intended to build or reinforce a foundation in fundamental
mathematics concepts and skills. It includes the concepts of geometry, measurement, probability, and statistics with an
emphasis on problem solving and critical thinking.
A grade of C or better in MATH 1314 or the equivalent.
This course is intended for students who are planning on majoring in Elementary Education
Course Student Learning Outcomes (SLO):
1. Apply fundamental terms of geometry such as points, lines, and planes to describe two and three dimensional figures.
2. Make and test conjectures about figures and geometric relationships.
3. Use a variety of methods to identify and justify congruency and similarity of geometric objects.
4. Perform geometric transformations.
5. Demonstrate fundamental probability techniques and apply those techniques to solve problems.
6. Explain the use of data collection and statistics as tools to reach reasonable conclusions.
7. Recognize, examine, and utilize the basic principles of describing and presenting data.
8. Perform measurement processes and explain the concept of a unit of measurement.
9. Develop and use formulas for the perimeter, area, and volume for a variety of figures.
1. Determine the outcome of an event
2. Demonstrate the fundamental probability techniques and apply these techniques to solve problems.
3. Explain the use of data collection and statistics as tools to reach reasonable conclusions.
4. Recognize, examine and interpret the basic principles of describing and presenting data.
5. Define and demonstrate knowledge involving polygons, angles, and geometry in three dimensions
6. Find linear measures, and area of polygons and circles
7. Find and demonstrate visually surface areas, and volume
8. Show congruence through constructions
9. Demonstrate the congruence and similar properties
10. Perform geometric transformations.
11. Demonstrate the proof of the Pythagorean Theorem and its application
12. Identify and construct lines in a Cartesian Coordinate system
Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
Communication Skills: to include effective development, interpretation and expression of ideas through written, oral and visual
Empirical and Quantitative Skills: to include the manipulation and analysis of numerical data or observable facts resulting in informed
Course Outline: Instructors may find it preferable to cover the course topics in the order listed below. However, the instructor may choose to
organize topics in any order, but all material must be covered.
Chapter 9 - Probability
Sections: 9-1, 9-2, 9-3, 9-4
This chapter introduces elementary probability. Included topics are: Determining probability, experiments with tree diagrams,
geometric probabilities, simulations, odds and expected value.
Chapter 10 – Data Analysis/Statistics: An Introduction
Sections: 10-2, 10-3, 10-4,
This chapter investigates types of graphs for different data: line graphs line plot graphs, bar graphs, histograms, measures of
central tendency and variation, and abuses of statistics.
Chapter 11 - Introductory Geometry
Sections: 11-1, 11-2, 11-3, 11-4
This chapter includes basic concepts on the basic building blocks of geometry, lines, polygons, and angles.
Chapter 12 – Congruence and Similarity with Constructions
Sections: 12-1, 12-2, 12-3,
This chapter investigates congruence through construction, congruence properties, similar triangles and figures. In addition,
section 8-5 covers graphing linear equations.
Chapter 13 – Congruence and Similarity with Transformations
Sections: 13-1, 13-2, 13-3,
This chapter explores translations rotations, reflections, glide reflections, dilations, and tessellations*.
*Means the section is optional
Chapter 14 – Area, Pythagorean Theorem, and Volume
Sections 14-1, 14-2, 14-3,
This chapter covers area, the Pythagorean Theorem, three dimensional geometry, surface area, volume, and conversion among
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Each instructor must cover all course topics by the end of the semester. The final exam is comprehensive and questions on
it can deal with any of the course objectives.
2. Each student should receive a copy of the instructor’s student syllabus for the course during the first week of class.
3. A minimum of three in class tests and a comprehensive final departmental examination must be given. The final
examination must be taken by all students.
4. All major tests should be announced at least one week or the equivalent in advance.
5. The final exam must count for at least 25 to 40 percent of the final grade.
6. The final course average will be used in the usual manner (90-100 “A”; 80-89 “B”; 70-79 “C”;
60-69 “D”; Below 60
7. Either an open book or a take home major test may be given at the discretion of the instructor.
8. Any review sheet should be comprehensive and the student should not feel that classroom notes, homework, and tests may
be ignored in favor of the review sheet for any examination.
9. Research Project: Both from the “writing across the curriculum,” and as a tool to understand what is involved in teaching a
class, it is strongly suggested that a class presentation be assigned. The presentation should count as much as another major
test or part of the final exam.
10. For distance Ed (Online courses):
i. At least 45% of your course grade must consist of scores from in-person proctored exams in the Testing Center.
ii.At least two exams in your online Math 1351 course must be proctored in the Testing Center.
Resource Materials: Any student enrolled in Math 1351 at HCCS has access to the Academic Support Center where they may
get additional help in understanding the theory or in improving their skills. The Center is staffed with mathematics faculty and
student assistants, and offers tutorial help, video tapes and computer-assisted drills. Also available is a student’s Solutions
manual which may be obtained from the Bookstore.
Suggested Methods: Beginning each class with questions concerning the material discussed and the assigned homework
problems is helpful. In presenting new material, it is suggested that an explanation be followed by students working examples in
class. Students should be encouraged to work the review exercises at the end of each chapter. Also, they should be encouraged
to visit the Academic Support Center at their respective colleges.
Test 1- Canvas
9th and 10th chapters
February 1st, 2nd and 3rd.
Test 2 (on-campus)-paper/pencil
11th and 12th chapters
February 15th, 16th and 17th
13th and 14th chapters
Final Exam (on-campus) - Canvas
Homework - MymathLab
March 1st, 2nd and 3rd
Chapters 9 – 14 (comprehensive)
March 7th, 8th and 9th
All sections from chapter 9-14
Note: Scientific calculators are allowed for the Tests and the Final Exam.
Formula sheet is not allowed toward the tests and the Final Exam.
All lecture notes and videos are presented on modules in Canvas. Homework should be done using Mymathlab.
Students will be taking 3 tests (2 online-off campus, and one on-campus, a paper-pencil) and a Final exam.
Homework part of the MymathLab will be graded towards the final exam.
Grading formula: (Test 1 + Test 2 + Test 3 + homework + 2 x final exam) divided by 6.
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