DOCUMENT RESUME ED 444 300 EC 307 990 AUTHOR George, Paula Deaf Prep Program: Mathematics Curriculum. TITLE Pikes Peak Community Coll., Colorado Springs.; Western INSTITUTION Region Outreach Center and Consortia, Northridge, CA. PUB DATE 1999-00-00 NOTE 76p. Guides - Classroom PUB TYPE Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS College Students; *Curriculum Design; *Deafness; Higher Education; Lesson Plans; Mathematics Curriculum; *Mathematics Instruction; Postsecondary Education; Pretests Posttests; *Remedial Instruction ABSTRACT This remedial mathematics curriculum for deaf community college students is organized into 22 lessons grouped into three levels: whole numbers, fractions, and decimals. Preliminary versions of the curriculum have been used in Deaf Prep classrooms and taken through a development and revision process. Each lesson follows the same pattern: topic introduction, review of relevant previous topics, discussion of topic-specific vocabulary, in-depth instruction of the topic with demonstration of procedures used, discussion, and practice. A pre/post test is also provided. (DB) Reproductions supplied by EDRS are the best that can be made from the original document. Made possible through a subcontract with: PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS NATIONAL INSTITUTE OF EDUCATION BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CA5on KII(his document has been reproduced as WIESTRN.REG1.1:3N1 received from the person or organization . . OUTREACH: CENTER- & COPASCORTIA originating it. O Minor changes have been made to improve t3e,Deo Um8nevel3Qg 0 alcxX3CoodcfloD a o C§loOff0Gzeoo8o TO THE EDUCATIONAL RESOURCES reproduction quality. INFORMATION CENTER (ERIC) Points of view or opinions stated in this docu- 1 ment do not necessarily represent official NIE BEST COPY AVAILABLE position or policy. Pikes Peak Community College Deaf Prep Program Nitthsringlics Curriculum Developed by Paula George Coordinator Deaf Prep Program Pikes Peak Community College 3 CONTENTS Notes to Instructors Resources ii Pre/post Test iii Level One--Whole Numbers 1 Counting, numbering, ordering 1-1 Number lines 1-5 Estimating and rounding 1-9 Addition 1-11 Subtraction 1-13 Multiplication 1-15 Division 1-17 Order of. Operations 1-19 Time 1-21 Temperature 1-23 Word Problems 1-25 Level Two--Fractions 2 Prime and Composite Numbers 2-1 Exponents and Roots 2-3 Parts of a Whole 2-5 Multiplication 2-7 Division 2-9 Addition 2-11 Subtraction 2-13 Mixed Numbers 2-15 Measurement 2-17 Level Three--Decimals 3 Decimal Notation 3-1 Addition 3-3 Subtraction 3-5 Multiplication 3-7 Division 3-9 Fractions to Decimals 3-11 Money 3-13 Percent 3-15 NOTES TO INSTRUCTORS Preliminary versions of this curriculum were used in Deaf Prep classrooms and taken through a development and revision process. During this process, we found that consistency and predictability are necessary to help deaf students lessen confusion about the presented materials; therefore, all lessons in this curriculum follow the same pattern. First, the topic is introduced with a brief explanation, a review of previous topics that will again be used, and a discussion of any topic-specific vocabulary. Then the lesson proceeds into instruction involving a more in-depth explanation of the topic along with a demonstration of the procedures being explained. If methods for estimating answers are appropriate and helpful, they are also presented at this time (We have found that a separate lesson on estimating and rounding may be necessary for some students.). After instruction comes discussion, during which students have an opportunity to offer their observations about the topic, ask questions, practice examples, and devise ways to estimate answers. Discussion is followed by execution/manipulation, involving instructor-provided materials--work sheets, objects to manipulate, flash cards, etc.--that emphasize target skills. Work should occur initially during class time so that the instructor can monitor progress and immediately address mistakes, incorrect or creative procedures, etc. Many of our students work more accurately on the chalk/white board, an individual wipe-off board, or graph paper than on conventional lined paper, so the instructor should try to provide several options. If the instructor feels that more practice is needed, homework may also be assigned, but only after it is ascertained that students have a grasp of the concepts underlying the topic. Next comes mastery - -the evaluation of students' understanding of the topic. This can take many forms: math "bees," games such as Bingo, timed or untimed paper-and-pencil quizzes, etc. We require 90% accuracy on any given topic before students can progress to the next topic. If such mastery is not attained, the instructor may choose to provide students with more instruction, discussion, manipulation, or practice problems, time for individual tutoring work, or pairing with students who have achieved mastery of the topic (good practice for both!). Students must understand that anything less than 90% mastery will not allow them to move on, thereby objectifying their progress and giving them the responsibility for the speed of their progress. The final step in each lesson is bridging the information from math class to other classes and/or to students' lives outside of classes. This step answers the oft-asked question, "Why do I need to know this?" Because of the emphasis we place on this step, we have had many students report having used skills elsewhere that they remembered learning in math class. Lessons in this curriculum include some suggestions for various steps; however, they are not meant to limit or define precisely what is taught, so instructors are encouraged to make notes of their own methods and ideas. The first two lessons include example demonstration and execution problems, and instructors are free to create their own problems that suit their situation. Lessons should proceed in the given order, but there is no set time frame for these lessonswe have experienced some lessons requiring two days and others three weeks, depending upon students' skills and backgrounds. Flexibility and creativity are instructors' most valuable tools! Resources The following are materials that we have found useful. In addition to these specific resources, instructors may also want to look for others that would suit their students and situations. Teachers' supply stores and new and used bookstores have many possibilities from which to choose. Building Basic Skills in Mathematics by Jerry Howett Contemporary Books, Inc., Chicago, IL Everyday General Mathematics by Henry Cieslinski Hayes School Publishing Co., Inc. Mathemagic by Don Fraser Dale Seymour Publications, Palo Alto, CA Math Story Problems by Marcia Shank Educational Insights Scribble Scrabble by Sharp, Sharp, and Metzner TAB Books Understanding Math Story Problems, Books 1, 2, 3 by Martha McGlothlin Pro-Ed, Austin, TX ii Pre/post Test This test is to be used both as a diagnostic tool to determine where weaknesses exist at the beginning of the class and as a comparison tool to show progress during the class. Special attention should be paid to any patterns of strengths or weaknesses by individual students or by groups of students so that plans for class procedures can be made (individual tutorials, small group work, large group work, etc.). If a student achieves 90% or better accuracy on this test, the pretest in Building Basic Skills in Mathematics may be used to determine level. iii MATH in the missing numbers. Fill 4 12 14 20 7 14 13 11 50 35 15 10 30 18 21 6 4 16 25 34 86,520,473 Which number is in the ten thousands place? Which number is in the hundreds place? 5 is in the place. 7 is in the place. 8 is in the place. Words and Numbers 632 in words is 3,486 in words is Four hundred thirty-seven in numbers is Seven thousand three in numbers is 11 thousands, 4 hundreds, 6 tens, 0 ones = 3 tens, 5 thousands, 0 hundreds, 7 ones = Greater than/Less than 5 7 36 15 1005 998 2 0 42 56 492 429 6 70 68 631 631 in order least to greatest. Write 3, 7, 5, 0, 11, 6, 9 4, 2, 7, 3, 9, 0, 7, 12, 10, 3, 12, 19, 28 1 in order greatest to Write least. 6, 3, 8, 7, 5, 0, 4 9, 11, 8, 3, 2, 5, 8, 16, 4, 18, 9, 3, 11 1 Number Line 0 4 2 3 5 7 6 8 1 10 9 12 14 13 15 11 16 I I I I I I I I I I I I I I I I I Start at 6. Move +4. Where are you? Start at 3. Move +7. Where are you? Start at 11. Move -6. Where are you? Start at 4. Move +12. Move -6. Move -2. Where are you? Start at 12. Move +3. Move -8. Move -6. Move +1. Where are you?