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DOCUMENT RESUME (^).
CE 006 287 , .
AUTHOR Vuschler,,Alexandra;^ And^ Others^ ,^ ,
Imp T^ General^ Mathematics;^ Part^ 1.^ Mathematics^ Curriculum
Guide (Career Oriented). ,INWITUTION Louisiana^ State^ Dept.^ of^ Education,^ Baton^ Rouge. REPORT NO- awn-1270f^ 4T-141-2- 'PUB DATE May T4 1.^.
,
NOW ,, 63p.;^ for^ related^ documents,^ see^ CESt16^ 282-291:^ The
table of contents is incomplete
EDRS PRICE 0 MP-5^ (1.83()HC-53.50^ Rills^ Postage^1 DESCRIPTORS Arithmetic;^ Behavioral^ Objectives;^ *Career^ Education; Continuous Progress Plan; *,Curriculum'cGuidesr Geometry; Learning Activities; *Wathematics; Mathematics Curriculum; Measurement; *Secondary Education; Statistics IDENTIFIER Louisiana -,,
ABSTRACT rriculum.guide for secondary level, career-oriented,,eneral Mathematics Part 1, correlates'-performance obje.ctives n asic^ mathematics^ with^ career-oriented^ concepts.^ and. activities. The material is designed tolead'the student in a systematic evelopment that provides for continuous prom..7.a.elthe guide is in outline format, providing a curriculum outlinee performance objectives, and related (career-oriented) concepts, objectives, and learning activities. The guide encompasses the maim topic areas of developmental arithmetic, introduction to algebra, geordetry,'measurement, introduction, to statittics, 'and enrichment topics. (NJ)
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MATHEMATICSCURRICULUMGUIDE
CAREERORIENTED
GENERALMATHEMATICS
PARTI
DJ LouisianaStateDepartmentofEducation
LouisJ.tv1ichot,Superintendent
1974
BULLETINNO.
a
USDEARTMENTOFHEALTH. NATIONALINSTITUTEOF^ EDUCATION&WELFARE EDUCATION DUCEDEXACTLYASPEcEIVEO.FROM^ THISDOCUMENTHASBEENREPRO- THEPERSONORORGANIZATIONORIGIN- ATINGITPOINTSOFVIEWOROPINIONS STATEDDONOTNECESSARILYREPRE- SENTOFFICIALNATIONALINSTITUTEOF EDUCATIONPOSITIONORPOLICY
ACKNOWLEIDEMENTS
AppreciationisexprbEisedtotheoriginalwritingteamwhichworked ,ko,diligentlyindevelopingthe-materialsandideasincludedinthe
Mrs.,AexandraNuschler,Chairwoman
, Mrs.EleanorHollingsworth
Mrs.JocelynLvidry\
Mr.JohnH.Smith
ChalmetteHighSchool Ch°a1vriette,Louisiana
LAttownJunlorHigh M roe,.Louisiana
17
Coteau-BayouBlueElementary Houma,Louisiana
RayvilleHighSchoOl Rayville,Louisiana
Mrs.,Margaret-Tham4s (^) ManghamJuniorHigh Mangham,Louisiana
Fortheirconstructivesuggestionsandadditipnsinthisrevised edition,wegivespecialthanksand'acknowl)edgementtothisyear'steam. 0 Dr.MerlinM.Ohrner,Chairman, (^) NichollsStaleUniversity Xhibodaux,Louisiana
Mr.DaleFredrick LafayetteParishSchoolBoard
Lafayette,Louisiana
Mr.DaleHester
Mr.JosephJones
Mrs,.Alexandra4Nuschler
Mrs.MargueriteSainders
NichollsStateUniversity Thibodaux,Louisiana
MansfieldHighSchool Mansfield,Louisiana to Chalrn)ette1-fferdahool Chalniette,Louisiana
SabineParishSchoolBoard Many,Louisiana
Finallyf.vveexpressourgratitudetoSuperintendentLouisJ.Michot, whohasbeenthespearheadinpromotingtheconceptofcareereducation forall,andtotheLouisianaLegislaturewhichrecognizedtheneedforsuch aprog.ramandsawthatfundsweremadeavailabletocarryonthisworth- whileendeavor.
ii
PREFACE
ThefirstworkingdraftoftheMathematicsCurriculumGdide,
SeconyLevelwas'distributedforfieldtestingforthe1973-
academicyear. Feedbackindicatedthat-thematerialswerWip9ropriate forthepurposesasstatedintheoriginalpreface.
Thematerialspresentedhereinhavebeenchangedfromthevosriginal onlyinthat,themathematicallanguagehasbeenmadeasunifornias possibleforclarityandtoconformtothetextsadoptedbytheStateof Louisiana. Additionalcareerlearningactivitieshavebeenintroduced. 1 Theformathasbeenrevised-sothatitshouldbeeasiertocorrelate th7,curriculumoutlinesandperformanceobjectiveswitptherelatedcareer 011entedconceptsandlearningactivities. (^) a
Thereaderwhois teeingthematerialsforthefirsttimecanbe
assuredthatthecareerapproachoftheseguidelinesinnowayweakens
thepresentprogram.Asinallgoodeducationalprocedures,materials
are included,sothatalllevelsmaybeserved. Inadditiontotfie
ambitiousminimumrecommendationstheguidelinescontainample extensionmaterialsforthosestudentswhoneedtobechallenged.
Ma.therhaticsisembeddedinall'ofthedisciplinesandmake9a solidbaseforexperiencesincareereducation. Thisisborneoutbythe numerousreferenceqandcareeractivitiesfromthespectrumoflife.
Thestudentisledinasystematicdevelopmentthatisdesignedto providefor'continuousprogress. Dignityofthepersonwa)salways foremostindevisingandrevisingtheguidelines. ThegOalsweresetto givemaximumdevelopmentoftheindividualthroughalltypesof
educationalexper,ices.
Finally,ourschoolswillalwayshaveabasiccurriculum. The methdoofinstructionwillbeconstantlychanging;andthecounselors
willcntinuetolendtheirinfluenceinguidingthepul41.^ - Thecareer
.educationgoalswhichareinterwovenwiththetraditionalwillhelpmake
moreproductivecitizensofLouisiana'smostimportantassets,its
children.
iii
Nt_
GENERALMATHEMATICSPARTI
1
CURRICULUMOUTLINE (^) PERFORMANCE OBJECTIVES
I. (^) DevelopmentalArithmetic
4
A. (^) Meaningand illustrationsofsets
- (^) Kindsofsets a. Fil;titeset b. Infiniteset
- (^) IdentifycleMents
a. (^) Rule Roster
- (^) Subsetofaset
- (^) Comparisonof twosets
- Definitionand identification
1
I. (^) DevelopmentalArithmetic
A. (^) Todemonstrateabasic
understadingofsets,the
student (^) ouldbeableto:
- (^) Defineandillustrate: a. Finiteset. b. (^) Infiniteset.
- Specifytheelements ofgivensetsby: a. Rule. b. Roster.
- Listthesubsetsof thegiven'setA, suchasA={1,2,'3, 4}.
- Comparetwogiven setsAandBby usingthecorrect
.relation(s).
a. n(A)=n(B). b. n(A) (^) n(B). c. n(A)>n(B). d. n(A)<n(B).
- Giveaproblemsimilar tothefollowing:U_= b,c,d,e,f};
A={a,b,c,};B=
{c,d,e};C={f}.
DrawaVenndiagram to,illustrateeachof thefollowingsets:
e>
CURRICULUMOUTLINE (^) JPER:TORM4NC
OBJECTIVES
a. Universalset, U b. Emptyset,
ct Unionofsets
d. Intersetionof sets e. (^) Disjointsets f. (^) Complement ofaset
B. (^) Counting
- (^) By2's
- (^) By5's
- (^) By10's
B. To understanding the able'
b. AOB.
Ca (^) ACC;AandC
arecalled
sets:AFCis the 'set., d. (^1).
demonstrateabasic ofcounting, studentshouldbe to:
COuntto100by2's.
Countto100by5's.
Countto1,000by10's.
- (^) Distinctionbetween oddandeven 4. Selectfromagiven listofnumbers: numbers (^). a. (^) Oddnumbers. b. Evennumbers.
- (^) Halves (^) 5. (^) Countby: a. Halves. b. (^) Thirds. c. Fourths. d. Tenths.
6., (^) Thirds
- (^) \Fourths
- (^) Tenths
I
<7.
RELATEDCAREERORIENTED
. CONCEPTSAND0JECTIVES
RELATEDCA.REEORIENTED LEARNINGACTIVITIES.
B. Acashierinabank usesabasicknow- ledgeofcounting.
4
11
L.
B. Thecashiercountsmoneyto., peoplemaking?awithdrawal usuallybythedenominations ofthe'bills.e.g.; 10' and20's.,Havestudentsplay thegamesMonopolyorLife. Thecashiershouldbeablest() countcurrencycorrectlyat thepropertimes. Ifdesired thecashiermaybechanged whilethegameisinprogress sothatotherstudentsmayhave theopportunitytocountdifferent denominationsofcurrency.
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0
RELATEDCAREERORIENTED CONCEPTSANDOBJECTIVES
RELATEDCAREERORIENTED LEARNINGACTIVITIES ImONSs,
0
C. Radioandtelevision
announcersreadlarge.
numbersovertheair
fornewsstoriesas
wellasforelection returns.
D. (^) Departmentrilanagers withinfactoriesuse additiondaily'intheir work.
6
Collectnewspaperarticles thathavelargenumbers withinthestory. Students
wiltreadthearticlesas
newsannouncers.
4,,
Atlocalandstateelectiontimes; collectarticlesthatinclude. electionreturns. Collectthe electionreturnsfromthe teletypemachineofaradio, .station,televisionstation ornewspaperoffice. Have studentsreadtheresults
asnewscasters.
Henry'sdepartmentchecks parts.forabicyclefactory, b. ,sorting-themasacceptable
orasrejects. OnMonday,
theyfound493acceptable partsand2rejects;onTuesday, 561acceptableand4rejects; onWednesday,389acceptable
and9rejects;onThursday,
461acceptableand6rejects; andonFriday,533acceptable andnorejects. Howmany acceptablepartsdidtheyfind fortheweek?Howmany rejects?
Arnoldplayed18holesofgolf ' withthescoreoneachholeas follows:
Firstnine Holeno. (^123456789) Par (^4435444503) Arnold (^57 )
'.
CURRICULUMOUTLINE (^) PERFORMANCE OBJECTIVES
E: (^) SubtraCtion
- (^) Inverseofaddition
- (^) Basicsubtraction facts.
- Subtractionwithout regrouping
- (^) Applicationof expandednotation
F. Multiplication
- (^) Identificationand applicationof properties
7
a. Addingtwo-digit numbers. b. (^) Addingthree-digit
numbers.'.
c. (^) Addingcolumnsof numbers.
E. (^) Inordertodemonstrateabasic understandingofsubtraction, thestudentshouldbeable to:
- (^) Identifyandapplysub- 4.tractionastheinverse ofaddition.
- Statethebasicsub- tractionfacts.
- (^) Subtractwithout regrouping.
- (^) Applyexpandednotation to: a. (^) Thesubtractionof two-digitnumbers. b, (^) Thesubtractionof three-digitnumbers.
F. (^) Inordertodemonstratea basicunderstandingof rwltiplication,thestudent shouldbeableto:
J. Identifyandapply:
a. Theclosureproperty formultiplication. b. (^) Thecommutative propertyformulti- plication. 4:
CURRICULUMOUTLINE
1
PERFORMANCE OBJECTIVES
6
P-
2.9 (^) Repeatedaddition'
- (^) Statementoffacts through12X
pivision
- (^) Repeatedsub- traction
- Inverseof multiplication
J
9 11
c. (^) Theas propertyformulti- plication. - d. (^) Theidentityproperty formultiplication. e. (^) Theinverseproperty forMultiplication. f. (^) Thedistributive propertyformulti- plicationover addition. g. (^) Themultiplication propertyofzero. Thecancellation propertyformulti- plication.
- (^) ExpresstheMultiplication
ofwholentmbersasre- 0
peated,ddition.
- Statethemultiplication facet::through12x12.
G. (^) Inordertodemonstratea basicunaerstandingof division,thestudentshould beableto:
'1. (^) Dividebymeansof repeatedsubtraction/ e.g., 24÷6=4. becausd:24 -6= 18; 6= 12;12-6= 6; (^) -6= 0.
- (^) Identifyandapply divisionastheinverse ofmultiplication.
RELATEDCAREERORIENTE CONCEPTSANDOBJECTIVES
RELATEDCAREERORIENTED LEARNINGACTIVITIES
Theproductionmanager susesdivisionofwhole numbersinhiswork.
1
1-
C.
G. ThepNoductionmanagerreorte that1815poundsoferea1v4ere manufacturedonMonday; 21J45. poundsonTuesday;1980ponds onWednesday;2310poundson Thursday,and1650poundson Friday.Thecerealwaspackaged in..11ouncepackages.Howmany packagesofcerealwereproduced eachday?Howmanyforthe week?-Ifthecompanyhadused 15ouncepackages,,howmany package,swouldbeproducedfor the,week?
I t`
d
a
RELATEDCAREERORIENTED CONCEPTSANDOBJECTIVES
RELATEDCAREERORIENTED LEARNINGACTIVITIES
43
H. Athletesusefactors indifferentwaysin, oralcommunication.
12
Solution: Ifloz. 15oz. Monday 2640 1936 ° Tuesday 3120 2288' Wedneocclay 2880 2112 Thursday 3360 1464 Friday (^2400 ) Total 14,400 10;
0
0
Milton,John,andJimare preparingfortheolympics.
Iran'twomites Itookafour eachdayforten (^) milerunfive days. (^) times.
Milton
cd John
Iwentonatwo-milerun twicead day forfivedays.
Writetheexpressionstoshowthe numberofmilesthatMilton,John, andJimwalked.
2X10 4x5 (^) 2X2X
Whatnumberdoeseachexpression name?Whichexpressionis writtenwithonlyprimiR,factors?
CURRICULUMOUTLINE (^) PERFORMANCE
0JECTIVES
L (^) Fractionalnumber?
I. Fractions
a. Numeratorand denominator
b. Re'ading.and writing fractions c. (^) Equivalent
d. Comparison
e:Addition
- (^) Subtraction
g. Multiplication
13
Fractionalnumbers
- (^) Todemonstrateabasic understandingoffractions, thestudentshouldbe ableto: a. Identifythenumer- atorandthedenom- inatorofthefraction a. b b. (^) Readandwrite fractions.
c. Listtheequivalent fractionsfrom givensetoffrac- tio s. d. Us (^) thesymboIs=
,<,to,compare fractionslikethe following:
50
3; g (^4) 101; 2 10
(^2) c'N. 3 9/
Addtwoormore fractions: (1)Withequal denominators. (2)Withunequal denominators. f. Subtractfractions:
g.
(A)
(2)
Withequal denominators. Withunequal denominators. Multiplytwoor
morefractions.
