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GENERAL INFORMATION:
Course title : ED 303 Math Methods 

Campus : National, Chuuk, Kosrae, Yap 
Initiator: Mike Ioanis 
Date: February 20, 2018 
Course description: This course provides the student with methods for teaching mathematics to elementaryage students. The course requires the student to task analyze FSM and state mathematics curriculum standards and benchmarks, apply a variety of teaching approaches appropriate to the mathematics strands, develop lesson plans with supplemental materials, deliver the lesson plans, assess student learning progress and selfreflect on lesson delivery. The student integrates two or more subject areas, includes strategies for differentiated learning, and links the concepts to the elementary students’ environment. The student teaches at least four lessons in an elementary classroom. Student professionalism is measured. 
COURSE HOURS/CREDITS:
Hours per Week 

No. of Weeks 

Total Hours 

Semester Credits 

Lecture 
X 
= 
= 

Laboratory 
X 
= 
= 

Lecture/Lab 
4 
X 
16 
= 
64/16 
= 
4 

Workshop 
X 
= 
= 

Total Semester Credits 
4 

PURPOSE OF COURSE:
[X ] Degree requirement
[ ] Degree elective
[X] Certificate
[ ] Other
PREREQUISITES: Acceptance into the Education upper division program
PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:
PSLO# 
Program 
None 

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES
[X ] 
1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors. 
[X] 
2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum. 
[X ] 
3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. 
[X ] 
4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an openended question or achieve a desired goal. 
[X ] 
5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. 
[X ] 
6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. 
[X ] 
7. Foundations and skills for lifelong learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence. 
[X] 
8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats. 
2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:
1. Task analyzes FSM and state curriculum standards and benchmarks and develops
lesson plans that align with the benchmarks, include strategies for differentiation of
learning, integrate two or more subject areas, and link the concepts to the students’
environment;
2. Deliver lessons using a variety of teaching approaches, including development of
materials and application of technology, to meet the differentiated needs of FSM
elementary school students including students with special needs;
3. Assess and evaluate student learning at both the formative and summative levels;
4. Organize and manage an elementary classroom environment for learning; and
5. Demonstrate professionalism.
3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:
1. Task analyzes FSM and state math curriculum standards and benchmarks.
2. Develop math lessons with supplementary materials.
3. Teach math lessons to peers and to elementary students.
4. Assess student learning on math.
5. Selfreflect on math lesson delivery.
4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:
CSLO (General) 1: Task analyzes FSM and state math curriculum standards and benchmarks. 

Student learning Outcome (specific) 
ISLO 
PSLO 
Assessment Strategies 

1.1 Task analyzes FSM and state math curriculum benchmarks from the four math standards (1. number, operations and computation. 2. geometry, measurement and transformation. 3. patterns and algebra. 4. statistics and probability). 
1,2,3*,4,8 
1 
1.1 Given the standards from the FSM and state math curriculum (1. number, operations and computation, 2. geometry, measurement and transformation, 3. patterns and algebra, 4. statistic and probability) the student task analyzes each benchmark in writing. Task analyzes will be scored with a rubric. 

CSLO (General) 2: Develop math lessons with supplementary materials. 

Student Learning Outcome (specific) 
ISLO 
PSLO 
Assessment Strategies 

2.1 Develop elementary level (grades 38) lesson plans in math based on FSM and/or State Standards and Benchmarks that include strategies for differentiation of learning, integrate two or more subject areas and link the concepts to the student’s environment. 
1,2,3,4,5 
1,2,3,4,5 
2.1 Given standards and benchmarks from FSM and/or State curriculums, student develops at least one math elementary lesson from each standard that includes strategies for differentiation of learning, integrates two or more subject areas, and links the concepts to the student environment. Lesson plans will be scored using a rubric. 

2.2 Develop math lesson teaching materials, including student handouts, visual aids, and handson learning activities and application of technology. 
1,2,3,4,5 
1,2,3,4,5 
2.2 Given lesson plans developed in SLO 2.1, student develops lessonteaching materials including student handouts, visual aids, and handson learning activities and application of technology. Lesson materials will be scored using a rubric. 

CSLO (General) 3: Teach math lessons to peers and in elementary students. 

3.1 Teach four lessons developed in 2.1 to peers and elementary students in number, operations and computation; geometry, measurement and transformation; patterns and algebra; statistics and probability. 3.2 Prior to and during math lessons delivery, organize and manage the elementary classroom for learning, including management of student behavior. 
2,3,4,6,7,8 
2, 4 
3.1 Given math lesson plans developed in SLO 2.1, student teaches at least one lesson from each of the four standards using variety of strategies in support of providing differentiation of instruction to students. Lesson deliveries will be scored using a rubric. 3.2 Prior to and during math lesson delivery, student organizes the classroom environment, implements routines and manages student behavior. Classroom management will be scored using a rubric. 

CSLO (General) 4: Assess student learning on math. 

Student Learning Outcome (specific) 
ISLO 
PSLO 
Assessment Strategies 

4.1 Assess student learning of lesson objective(s) at both formative and summative levels. 
1,2,3,4,6 
3 
4.1 During delivery of lesson plans referenced in SLO 3.1, and immediately thereafter student teacher assesses student learning of the lessons using a variety of strategies such as individual turns, projects and review of paper and pencil assessment. Assessments are scored using a rubric. 

CSLO (General) 5: Selfreflect on math lesson delivery. 

Student Learning Outcome (specific) 
ISLO 
PSLO 
Assessment Strategies 

5.1 Write a selfreflection on the delivery of each math lessons. 
2,3,4,7 
5 
5.1 Following the delivery of each lesson, student writes a selfreflective journal entry providing a summary of the lesson taught, weaknesses, strengths, and recommendations for improvement. Journal entry is scored using a rubric. 









5) COURSE CONTENT:
1. How to task analyze FSM and state math curriculum standards and benchmarks
2. How to develop math lesson plans and teaching materials
3. How to deliver a math lesson
4. How to assess student learning in a math lesson
5. How to selfreflect on the delivery of a math lesson
6) METHOD(S) OF INSTRUCTION:
[X ] Lecture [X ] Cooperative learning groups
[ ] Laboratory [X] Inclass exercises
[X] Audio visual [X] Demonstrations
[X] Other (field experience in local classrooms)
7) REQUIRED TEXT(S) AND COURSE MATERIALS:
Brahier, J.D., Speer, R. W., Heddens, W. J. (2009). Today’s Mathematics Concepts, Methods, and Classroom Activities. John Wiley & Son, INC. (or most recent edition) ISBN 9780470286906s
8) REFERENCE MATERIALS:
FSM and State curriculum standards and benchmarks
9) INSTRUCTIONAL COSTS:
None
10) EVALUATION:
Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all of the lesson plans and scored rubrics, lesson delivery rubrics with elementary student assessment samples, and selfreflections for each lesson delivered. Both the reflection paper and the portfolio are scored with rubrics. Student professionalism is measured twice a semester using a rubric.
11) CREDIT BY EXAMINATION:
None
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