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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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Mathematics for Teachers

Course Code: MATH 1191
Faculty: Science & Technology
Department: Mathematics
Credits: 4.0
Semester: 15 weeks
Learning Format: Lecture, Lab
Typically Offered: Fall, Summer, Winter
course overview

This is a one semester course which explores the basic mathematical concepts which are taught in the elementary school curriculum. Topics will include sets, whole numbers and integers, arithmetic operations, rational and real numbers and the study of informal geometry including curves, angles, area and volume, symmetry, congruence and motion geometry. Students are advised that this course requires a considerable time commitment.

Course Content

  1. Critical Thinking and Inductive Reasoning
  2. Strategies for Problem Solving
  3. Sets
  4. Whole Number Operations
  5. Properties of Operations on Sets
  6. Integers and Operations
  7. Divisibility, Primes, Composites and Factorization
  8. Rational Numbers and Operations
  9. Decimals and Percent
  10. Integer Exponents
  11. Points, Lines and Planes
  12. Polygons and Polyhedra
  13. Measurement
  14. Areas and Volumes
  15. Cylinders, Cones and Spheres
  16. Motion Geometry
  17. Symmetry
  18. Congruence of triangles
  19. Similarity

Methods of Instruction

Lectures, group work

Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy.  The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester.

Weekly assignments 15-20%
Term tests 30-50%
Term project 0-10%
In-class assignments/group work 0-5%
Participation/attendance 0-5%
Final exam 30%

Note:  Students may be required to pass the final exam in order to be eligible to pass the course.

Learning Outcomes

At the end of the course, the successful student should be able to:

  • employ pattern recognition, Polya’s method and other critical thinking strategies to solve word problems
  • understand and apply the concepts of set union, intersection and the Cartesian product
  • use Venn diagrams to solve problems
  • demonstrate addition, subtraction, multiplication and division of integers using a variety of appropriate models (e.g. sets, the real number line, tree diagrams, arrays)
  • explain and apply the properties of the real numbers (e.g. commutative law, associative law, etc.)
  • explain and apply the rules required to evaluate expressions involving integer exponents
  • explain and use the Fundamental Theorem of Arithmetic and the Sieve of Eratosthenes
  • demonstrate equivalence, addition, subtraction, multiplication, and division of fractions and decimals using a variety of appropriate models
  • find and explain how to find greatest common factors and least common multiples
  • convert and explain how to convert numbers from decimal to fractional or percentage form and vice versa
  • solve problems involving applications of percent
  • define and solve problems using commonly used terms of informal geometry:  collinear, parallel, perpendicular, skew, triangle, circle, polygon, parallelogram, trapezoid, rectangle, rhombus, square
  • define and solve problems using terms used in the description of angles:  supplementary, complementary, adjacent, vertical, alternate, acute, obtuse
  • explain and apply the basic properties of measurement to determine length, area and volume (i.e. the covering property, the congruence property, the additive property, the comparison property)
  • convert between different units of measurement
  • explain how geometric constructs separate the plane or space
  • prove simple statements of geometry using deductive reasoning
  • solve problems that require applying the concepts of symmetry, reflection and translation
  • determine and explain how to determine if given triangles are similar, congruent or neither
  • define terms and solve problems related to the geometry of triangles:  equilateral, isosceles, scalene, acute, obtuse

NOTE TO INSTRUCTORS:

While teaching Math 1191 the instructor’s objectives should be:

  • to spark and nurture a positive attitude towards mathematics
  • to help students to reach a level of mathematical competence which will allow them to function effectively as mathematics teachers in an elementary school setting
  • to expose students to the beauty of mathematics, along with its fun and creative sides

course prerequisites

B.C. Principles of Math 11 (C or better) or equivalent; or Precalculus 11 with a C or better; or Precalculus 12 with a C or better; or Foundations of Math 11 with a C or better; or Foundations of Math 12 with a C or better.

curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.