The course builds on the fundamental statistics concepts developed in the introductory statistics course. Generally, the student is expected to:
1. The students will be able to use different strategies to solve word problems, and reflect and clarify their own thinking about mathematical ideas and situations.
Specific
1.
The
students will be able to use different strategies to solve word problems, and
reflect and clarify their own thinking about mathematical ideas and situations.
(Solve and communicate.)
1a. apply George Polya's four steps problem
solving technique:
understand the problem, devise a plan, carry out the plan, and
look back and check.
1b. select and apply a variety of strategies to
solve multi-step problems as: making a table, chart or list, drawing pictures,
making a model, working backwards,
guessing and checking, using algebraic
expression, and comparing with previous experience.
1c. apply algebraic methods to solve a variety of
real-world and mathematical problems.
1d. identify certain patterns either in numbers,
symbols, manipulatives, and natural phenomena to solve word problems.
1e. describe, extend, analyze, and create a wide
variety of patterns.
1f. select appropriate tools for computation and estimation.
1g. communicate the mathematical thoughts, ideas, and solutions clearly and concisely to others in the oral and
written forms.
2.
The
students will be able to demonstrate competence in understanding numbers, ways
of representing numbers, and relationship among numbers, numeration system,
and
its operations. (Define, calculate, estimate, solve, and communicate.)
2a. develop number sense for whole numbers and
their four fundamental operations.
2b. model and explain the processes of addition,
subtraction, multiplication, and division and describe the relationship between
them.
2c. recognize, describe, and use properties of
the real number system.
2d. apply mental calculation strategies to compute
and make reasonable estimates.
2e. begin to build an
understanding of operations with integers by using chip model and number line
model to represent positive and negative numbers
3.
The students will be able to
identify what number theory is and utilize it in problem solving situations.
(Define, calculate, solve, and communicate.)
3a. understand and use the basic divisibility
rules: The divisibility of 2's, 3's, 4's, 5's, 6's, 9's and10's.
3b. define and explain the difference between
Least Common Multiples and Greatest Common Factors and find LCM and GCF.
3c. define and identify prime and composite
numbers.
3d. develop and apply number theory concepts
(e.g. primes and composite, factors and multiples) in real-world and
mathematical problem situations.
3e. solve word problems involving LCM or GCF, and
explain the solution clearly and concisely to others in the oral and written
forms.
4.
The
student will be able to understand the concept of fractions, decimals, and the
interrelationship between them. (Define, calculate, estimate, solve, and
communicate.)
4a. define the meaning of fractions and identify,
model, and label simple fractions.
4b. describe and define the fractions as the
part-to-whole concept, the division concept, and the ratio concept.
4c. compare fractions and decimals efficiently,
and find their appropriate location on a number line.
4d. describe and model the relationship of
fractions and decimals, and develop and use order relations for whole numbers,
fractions, decimals, integers, and rational
numbers.
4e. extend their understanding of whole number
operations to fractions, decimals, integers, and rational numbers.
4f. solve word problems with fractions and
decimals. Explain their solution clearly and concisely to others in the oral
and written forms.