# Pre-College Math I

**Course Number: **ABE 80

**Transcript Title: **Pre-College Math I

**Created: **December 4, 2020

**Updated: **December 4, 2020

**Total Credits: **
0

**Lecture Hours: **55

**Lecture / Lab Hours: **0

**Lab Hours: **0

**Satisfies Cultural Literacy requirement: **
No

**Satisfies General Education requirement: **
No

**Grading options: **
P-NP (default)

**Repeats available for credit: **99

## Course Description

Focuses on number sense and operations, including integers, fractions, ratios/proportions, decimals and percent. Includes a solid understanding of charts, graphs, and measurements. Introduces statistics, algebra, and geometry. This is the first course in a two-course series that prepares students for taking the math portion of the GED exam or entry-level credit math courses.

## Intended Outcomes

Upon successful completion of this course, students will be able to:

- Apply common types of mathematical skills to real life problems involving whole and rational numbers.
- Use the T1-30XS calculator to solve a variety of mathematical problems.
- Interpret charts, graphs and data to answer real life mathematical problems.
- Solve measurement and common geometry problems through the use of mathematical procedures and technology.
- Interpret and apply basic probability concepts.
- Apply a variety of test-taking skills when solving multiple choice questions.

## Outcome Assessment Strategies

Student must have a 70% knowledge of required material, as reflected in daily quizzes, and unit tests (based on Steck-Vaughn Mathematical Reasoning textbook and GED-R questions), in order to move into pre-college Math II or Math 60.

## Texts and Materials

Note: While we, the instructors, and those who fund this program look to a greater understanding of math in our students, the student wishes to pass “the test.” Therefore, the teaching of the above outcomes includes use of the Steck-Vaughn materials, since these questions best mimic those on the GED and other tests.

Additionally, the Pre-College Department recommends instructors to teach according to the Oregon Adult College and Career Readiness Standards (OACCRS)

- OACCRS Handbook for Math https://www.oregon.gov/highered/institutions-programs/ccwd/Documents/Mathematics%20Standards%20Handbook.pdf.pdf
- Resources suggested in the handbook are listed below:
- Grade 4 Mathematics. (n.d.). Retrieved July 1, 2019, from https://www.engageny.org/resource/grade-4-mathematics-module-5-topic-d-overview Engage NY
- Math Curriculum. (n.d.). Retrieved from https://openupresources.org/math-curriculum/ Illustrative Mathematics Utah Education Network Open-Up Resources
- MyOpenMath. (n.d.). Retrieved July 1, 2019, from https://www.myopenmath.com/
- Open Middle®. (n.d.). Retrieved July 1, 2019, from https://www.openmiddle.com/ Challenging math problems worth solving
- Desmos. (n.d.). Retrieved July 1, 2019, from https://www.desmos.com/ Explore math with desmos.
- Open Education Resources Commons. (n.d.). Retrieved July 1, 2019, from https://www.oercommons.org/
- Lessons. (n.d.). Retrieved July 1, 2019, from https://robertkaplinsky.com/lessons/ Robert Kaplinsky
- When Math Happens. (2019, January 04). Retrieved July 1, 2019, from https://whenmathhappens.com/3-act-math/ 200
- Virtual Nerd. (n.d.). Retrieved July 1, 2019, from https://www.virtualnerd.com/
- Illuminations: Lessons. (n.d.). Retrieved from https://illuminations.nctm.org/; The National Council of Teachers of Mathematics

## Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

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

- Apply common types of mathematical skills to real life problems involving whole and rational numbers.
- Incorporate the following mathematical operations and concepts: whole numbers, basic operations, fractions, measurements, percent, ratio, proportions, pre-geometry, statistics, charts, graphs.
- Teach students to look at a word problem and ask -
- What’s the question?
- What operations do I use?
- Is there any extraneous information?

- Use the T1-30XS calculator to solve a variety of mathematical problems.
- Incorporate the following mathematical operations and concepts: whole numbers, basic operations, integers, fractions, decimals, measurements, percent, ratio, proportions, pre-geometry, statistics, charts, graphs.
- Use of estimation to confirm calculator results

- Interpret charts, graphs and data to answer real life mathematical problems.
- Incorporate the following mathematical operations and concepts: statistics, charts, graphs, basic operations, whole numbers,
- Reviewproblem solving skills, such as reading the title first, then looking at the x, y axis when appropriate.
- Verbalize the represented material shown in a chart or graph.

- Solve measurement and common geometry problems through the use of mathematical procedures and technology.
- Incorporate the following mathematical operations and concepts: whole numbers, basic operations, fractions, decimals, measurements, pre-geometry
- Provide an introduction to a variety of measurement tools (ruler, tape measure, scales)

- Interpret and apply basic probability concepts.
- Incorporate the following mathematical operations and concepts: whole numbers, fractions, percent, ratio, proportion, statistics, charts, graphs
- Apply real life situations for probability concepts. (May include a variety of in-class activities that use items like coins, skittles, dice.)

- Apply a variety of test-taking skills when solving multiple choice questions.
- Evaluate an answer as to whether or not it is reasonable.
- Work backwards, using the given answers to a test question.
- Determine the operation(s) to be used by replacing mixed numbers with whole numbers.
- Draw a picture.