Sample Syllabus Sample Syllabus Template City

Sample syllabus sample syllabus template city

File Name: ABEGED09_SampleSyllabusandTemplate.pdf

File Size: 69.95 KB

File Type: Application/pdf

Last Modified: 12 years

Status: Available

Last checked: 4 days ago!

This Document Has Been Certified by a Professional

100% customizable

Language: English

We recommend downloading this file onto your computer


CCC Adult Education Program
City Colleges of Chicago
Your Course Number and Title Here
Course Syllabus Template
Course Title: Course Number: Section Number:
Class Schedule:
First Day of Class: Last Day of Class:
Adult Educator Information
First Name: Last Name:
Mailbox Location:
Office Phone:
E-mail Address:
Textbook Information: CCC Core Text
Technology and Software:
Supplies and Supplementary Materials:
Classroom Polices and Procedures
General Information: Information about the college, the program and/or the class
Course Description: Use CCC course description, which is available in your AE office

Attendance Policy: Programmatic attendance policy (ICCB rules) as well as any additional Adult Educator preferences
Homework Policy:
Grading System: Requirements to pass the course
Course Calendar:
Course Student Learning Outcomes and Objective Strands
Student Learning Outcomes: From CCC AE Curriculum
Course Strands: Description of curriculum strands and samples of curriculum objectives
Topical Outline/Course Calendar
Week-by-Week Schedule:
Week 1 As you type, spaces will expand

Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9 Delete or ignore weeks 9-16 if an 8-week course

Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Methods of Evaluation
Group Participation and/or Activity
Objective Test
Oral Report
Comprehensive Mid-term and/or Final Exam
Research Paper
Pre- and Post- Test
Additional Information:
Methods of Assessment
Classroom Assessment Techniques (CATs)
Muddiest Point
Minute Paper
One Sentence Summary
Defining Features Matrix
Prior Knowledge Survey
Student-Generated Test Questions
Memory Matrix
Application Cards
Chain Notes
Other(s) ______________________, ______________________, ______________________
Additional Information:
Methods of Instruction
Active Learning Strategies
Drill Review Pairs
Structured Academic Controversies
Guided Reciprocal Peer Questioning
Structured Problem Solving
Think Aloud
Other (s):
Project-Based Learning
Contextualized Learning Activities:
College Resources
(AEs can add information related to available college resources for adult education students)
City Colleges of Chicago
Visit us online at
Beginning ABE (2.0 – 3.9) – Math Course Syllabus
Instructor: Sharon Bryant [email protected] (312) 553-3309
Course Title: Beginning ABE Math Course Number: 0123 Section Number: 001
Term: Fall 2009 (August 31, 2009 – December 19, 2009)
Class Schedule: Tuesday, Wednesday & Thursday 9 am – 12 pm
Lab: Tuesday & Thursday 12:05 pm – 1:05 pm
Course Description: This 8-week Adult Basic Education Math course is designed to reinforce addition, subtraction, and estimation competencies, simple decimals and fractions
are also introduced during the course. Mathematical lessons reflect real-life situations and usage in which sound knowledge of vocabulary, critical thinking, and mathematical
concepts are needed. Pre-requisites: Successful completion of Beginning Literacy Math or TABE score of 2.0 or higher

Course Objectives:
1. Recognize even (e.g. 0, 2, 4, 6, and 8 etc) and odd (e.g. 1, 3, 5, 7, and 9, etc) number endings

2. Know that the position of a digit signifies its value (ones, tens, hundreds, etc), including the use of zero

3. Associate whole numbers to their respective spoken names, written, and numerals

4. Memorize timetables 6 – 12

5. Add or subtract 2 through 4-digit numbers with or without regrouping numbers, apply rules if necessary

6. Multiply and divide 2 and 3 digit numbers

7. Identify dimensional shapes (e.g. a square, circle, rectangle, and a triangle) and use in simple word problems

8. Define: metrics and solve basic metric conversion problems

9. Solve two-step word problems applying appropriate operations (addition, subtraction, multiplication and or division)

10. Distinguish how mode, mean, and median are used in simple word problems

11. Define: fractions and distinguish proper fractions, improper fractions and mixed fractions

12. Divide the whole into parts (e.g. dividing a pizza into equal parts)

13. Define: decimals and compare decimals according to size (e.g. difference between .07 & .7)

14. Identify place values to the right and left of the decimal point

15. Illustrate and demonstrate the connection between decimals and money

Student Learning Outcomes:
ƒ Apply understanding of ways numbers are represented and used in the real world (Use fractions ½ or ¼, classify as even or odd)

ƒ Perform the four basic mathematical operations using whole numbers up to three digits (add, subtract, multiplication and division)

ƒ Use beginning estimation knowledge and units of measurement skills to solve mathematical problems

ƒ Apply mathematical vocabulary and concepts to solve specific word problems

Student Expectations:
1. Students are encouraged to attend every class with the desire to gain, grow, and develop the necessary concepts,
skills and understanding needed to successfully pass the GED tests

2. Students are expected to be in class on time ready to work and participate in activities and provide input

3. Students are expected to complete all assignments and homework

4. The Adult Education Department follows CCC & ICCB rules regarding attendance. Students who are absent for six consecutive
days will be dropped from the class immediately

Evaluation Methods:
1. Skills Inventory Pre- & Post tests
2. Quizzes
3. *Mid-term exam
4. Final exam (TABE or Skills)
* Makeup quizzes and Mid-term exam must be taken prior to the next class meeting

Textbook Information: Contemporary’s Number Power 1 & 2, Achieving TABE Success Math, Math Notebook/journal, (Casio FX—260 Solar Calculator is recommended, not

Web based resources:
Supplies and Supplementary Materials: Handouts, TV/VCR, computer lab, and other math manipulatives, as needed

Topical Outline/Course Calendar (Week-by-Week Schedule)
Math Tutoring in the Math Computer Lab meets directly after class

Week 1 Introduction to course content, overview of Syllabus, and Course expectations
Skills Inventory Pre-test
Video tape “Passing the GED Math Tests”
How to Make Sense of Numbers
What is the purpose of the Progress Chart & Math Journal
Week 2 Mad Math Drills (Tables 1-5)
Review of Skills Inventory Pre-test & Number sense
Introduction: Addition & Subtraction Properties
Journal: In your journal, describe what images come to mind when you think about jobs involving math
Share journal with class
Cooperative Group Activity – Identify and match math properties
Week 3 Mad Math Drill (Tables 6-7)
Review of Addition & Subtraction Properties
Mental math Addition & Subtraction problems
Introduce/Review Mode, Mean & Median
Journal: In your journal, describe how you might teach someone to add or subtract
Share Journal with class
Review strategies for Quiz One (Number Sense, Mode, Median, and Mean, Addition & Subtraction)
Quiz one & review results from quiz one
Introduction: Understanding Multiplication
Video tape “Understanding Multiplication”
* Makeup quizzes and Mid-term exam must be taken prior to the next class meeting

Week 4 Mad Math Drills (Tables 6-9)
Mental Math (Cooperative Group Activity)
Mental Math Challenge (multiplication)
Journal: In your journal, complete sentences:
Share journal with class
Review strategies for mid-term exam (Number Sense, mode, median and mean, addition, subtraction & multiplication)
Mid-term exam, review mid-term results and distribute mid-point progress charts
Introduction: Understanding Division & Video “ Understanding Division”
* Makeup quizzes and Mid-term exam must be taken prior to the next class meeting

Week 5 Mad Math Drills (Tables 6-11)
Review of Division strategies and Order of Operations
Mental math (Simple-one step word problems)
Journal: In your journal, describe how you used math this week outside of class
Review strategies for quiz two (Number Sense, addition, subtraction, multiplication, division, mode, median and mean)
Introduce dimensional shapes & basic metric conversions
Week 6 Quiz two & review results from quiz two
Journal: In your journal, create a short word problem that a student could solve
Cooperative Group Activity –create 4-6 short simple word problems; problems should incorporate dimensional shapes,
* Makeup quizzes and Mid-term exam must be taken prior to the next class meeting
basic metric conversions, the four operations, mode, median and the mean
Mental math: Simple-one and two-step word problems. These problems will incorporate dimensional shapes, basic
metric conversions, the four operations, mode, median and the mean
Introduction: Simple decimals and fractions and video tape “Simple Decimals and Fractions”
Week 7 Mad Math Drills (Tables 6-12)
Journal: In your journal, explain how you feel about math now as compared to the first week of class, share journal in class
Cooperative Group Activity –create simple one & two-step word problems (see above & include simple decimals and
fractions). Each group will submit 2 one-step word problems and 2 two-step word problems/w steps to compute
and answers
Review for quiz – Work-out word problems submitted by each group on the board
Review strategies for final exam Review will focus on: Number sense, simple conversions, dimensional shapes,
four operations, simple decimals & fractions
Week 8 Final exam: Skills Inventory Post test – Tuesday only
Review final exam during Individual student-progress conferences (Wednesday – Friday)
Methods of Instruction:
1. Discussions & Lectures: Contextualization & Active learning strategies are used throughout instruction. Strategies are designed to
meet the adult learners’ needs based on ability levels

2. Cooperative learning groups, independent study, and technology are incorporated in assignments, depending on the student-
learning activities assigned

College Resources: Each CCC provides a variety of services to assist students achieve their academic goal(s). Please visit the following depts.: Academic Resources, Advising
Resources, and Technology Services or visit the CCC website at

Students with disabilities who believe they may need accommodations are encouraged to contact the Dean of Adult Education or the College’s Special Needs Office at (312) 553-xxxx, as soon as
possible to determine eligibility

: This 8-week Adult Basic Education Math course is designed to reinforce addition, subtraction, and estimation competencies, simple decimals and fractions are also introduced during the …

Download Now

Documemt Updated

Popular Download

Frequently Asked Questions

What is a syllabus template?

A syllabus template is a document which contains the elements, goals, and content of an entire course. Through it, the students find out about the type of learning and teaching they can expect from a class.

Should you include your credentials and qualifications in your syllabus?

While it may sound like you’re boasting, emphasizing your credentials and qualifications in a syllabus can be helpful for students who seek assurance. It’s also an opportunity for you to discuss your teaching philosophy, so students get an idea of your approach to teaching. Course Goals: We come to school for a reason—to learn.

How does the syllabus influence your teaching?

Policies & Values: This part of the syllabus can significantly influence your teaching methods, along with your relationship with each student. Some instructors like to establish a sense of inclusivity by welcoming students with diverse backgrounds, beliefs, and points of view.