| MAT 2243\EDU 2461 Final Exam Outline June, 2009 C. Edmunds
The exam will last 3 hours and 30 minutes, maximum. The exam will have the same format as the midterm. It will cover all the material of the course. Bring a calculator. This is a closed book, closed notes test: no cheat sheets. Bring your own paper if you find the spaces on the exam too small. Also be sure you have a few pieces of paper for the essay question and the problem solving question. The test will be out of 100 points and the marks associated with each question will be in the left margin. Use these values to budget your time wisely. The exam will contain lots of homework-type problems (see list of skills below). There will also be vocabulary questions (Number vs. Numeral, Exercise vs. Problem) on the words listed on the Final Exam Content sheet, short answer questions testing concepts, one essay question, and one problem to solve by the four-step method. Skills you will need: 1. Problem solving by the four-step method. 2. Be able to identify sequences, sets, and multisets. 3. Working with sets given as lists of elements: Universal set, empty set, subset, intersection, union, complement. 4. Be able to shade in Venn diagrams corresponding to unions, intersections, and complements of sets. 5. Be able to translate between Hindu-Arabic and Roman numerals (not in subtractive notation). 6. Be able to identify and work with numeration systems (tally, grouping, multiplicative grouping, and positional base systems) 7. Show an understanding of the several types of counting and where why they are important. 8. Be able to write numbers in bases 2, 3, 4, 5, 6, 7, 8, 9, 10, 16 and to be able to translate between base 10 and any other base in both directions. Be able to write numbers in expanded form. 9. Be able to understand and construct all the models and ways of exlaining the arithmetic operations listed on the course content sheet for addition, subtraction, multiplication, and division. 10. Be able to add using the Roman counting table, multiply by the lattice method, and carry out Egyptian multiplication and division by doubling. 11. Be able to construct factor trees, find primes up to a certain limit by the Sieve of Eratosthenes, determine whether given numbers are prime or composite (even for fairly large numbers). Be able to express numbers as products of primes according to the Fundamental Theorem of Arithmetic. 12. Be able to find GCD by the intersection method, the prime factorization method, and the Euclidean algorithm. Be able to find LCM by any method you like. 13. Show an understanding of and be able to construct set, number line, area, and fraction strip models of fractions. Be able to illustrate how to reduce, complicate, as well as add and subtract, using these models. Be able to illustrate multiplication of fractions by an area model and by repeated addition using a number line model. 14. Be able to write decimals in expanded form and convert fractions into decimals and decimals (finite and repeating) into fractions. 15. Be able to describe the five levels of the VanHiele hierarchy and explain what a child at level 1 or 2 can and can�t do at the next level. (See pages 581-586 in the text.) |