MAT143 Opportunity

The following opportunity is by Sharilyn Ownens of Forsyth Tech.

MAT 143 Digital Learning Experience Contribution Competition Announcement:
Thank you for your interest in our collective digital learning experience. Forsyth Tech has funding to provide a stand-alone online resource for Quantitative Literacy. We are excited about this opportunity to provide our students with a textbook free course, thereby making a college education even more accessible. Colleges across the state may make this resource available to their students at no cost to them as well, if they so choose.

The purpose of this competition is to generate content for this course. We are collecting ideas and content, that stimulates critical thinking, has real-world connection, is creative, and incorporates mathematical thinking in everyday life within the context of MAT 143. Please see this promo video to view examples of the kinds of work our instructional design team is doing.

Your submission will be reviewed by a team of Quantitative Literacy faculty, both internal and external to Forsyth Tech.  This will be a double blind review process. Do NOT have any words or terms that will reveal your name or institution. Please send your submission to Kamar Ogburn at  with subject line “MAT 143 Contribution” using the cover sheet at the foot of this document. The deadline for submission is June 30, 2015.

If you have questions, please send an email to Courtney Harrington at with the subject line, “MAT 143 contribution question”

  1. Participants are allowed to make multiple contributions, and since it is a double blind process, participants’ work may also be selected multiple times for prize money.
  2.  All resources must be open source and creative commons licensed resources.
    This limits the images, video, text etc. that may be incorporated into a valid submission.
    This is the link to the attribution license
    And this is a link to a search for finding open source materials (in order for us to include it, the materials should be public domain or attribution licensed, also known as CC BY)
    Submissions will be properly attributed but licensed under a creative commons attribution license. This means you will be given credit, but we will allow the materials to be revised under the license terms above.
  3. With your submission, you agree that your contribution can be used with credit for the digital learning experience, regardless of competition outcome.
  4. Submit your contribution in a word document with text, activity idea, explanation and content necessary for instructional designers to input into software. You may also submit idea for video.
  5. There are two levels of competition: One $250 winner per each of 4 units that is a full module which addresses one learning outcome from the table below.
    1. Premium contributions will include full text of content, formative and summative assessment (for example: self-check questions and answers, activity, game, animation, lab and answers, quiz and answers), idea for video and ideas for interactive exercises.
    2. Five $50 winners per unit.
      A component (such as one lab, animation, video, summative assessment, formative assessment, activity, complete text).  Please use this template for your cover sheet. The administrative assistant will remove this cover and assign your submission a number.  Do NOT include any elements within the context of your submission that will identify you or your institution.

Submission deadline is June 30, 2015

Your name:

Your institution:

The number of the learning outcome your submission addresses. If this could be used in multiple places, list the one where you would use this lesson.  See the list below.
Choose one learning outcome number:

Check one:
_____ My submission is a complete module for one learning outcome ($250 prize level)

_____My submission is one component for one learning outcome ($50 prize level)
I agree that with this submission, I am giving permission for my work to be used as submitted, or modified, for the digital learning experience for Quantitative Literacy.


Printed name: _______________________________________________________
Please include directions in this space for how you would like your work attributed.

Unit 1: Conquering Quantity

1.1 Compare the relative sizes and scales of numbers (from the microscopic to astronomical) in order to better comprehend the relevance of these figures encountered in media and academic contexts.
1.2 Utilize dimensional analysis to execute proper unit conversions which may include dosage and concentration calculations.
1.3 Judge the reasonableness of results using estimation, logical processes, and a proper understanding of quantity.
1.4 Using current media and data resources, interpret percentages given in tables, charts and graphs in terms of their bases; i.e. “percentage of what?”
1.5 Interpret and translate between various representations of ratios encountered in context; e.g., decimals, fractions, rates, percentages, etc.
1.6 Calculate proportions and rates to make meaningful comparisons e.g., Simpson’s Paradox, that are relevant to everyday life.
1.7 Analyze methods of apportionment and their effects on representation.

Unit 2: Dealing with Data and Uncertainty
2.1 Compute experimental probabilities using basic laws of probability.
2.2 Given a two-way table of real world data, calculate probabilities involving AND, OR and NOT statements and conditional probabilities.
2.3 Given the rate of occurrence of a disorder and sensitivity or specificity of a test for said disorder construct a two-way table that models the number of occurrences for a given sample size.
2.4 Given real world probability data or odds relating to games of chance, insurance policies, etc, calculate the expected value for a specified outcome.  Use expected value to justify decisions for given scenarios.
2.5 Describe data values in real world contexts using appropriate measures of central tendency and spread.
2.6 Given data from a media source, use technology to construct one or more of the following types of graphs: histogram, box-plot, stack-plot, time-series, scatterplot or pie chart.
2.7 Interpret a variety of basic and sophisticated graphics from media sources.
2.8 Given a mean and standard deviation of a distribution determine the z-score and percentile of a given data point and communicate this information in a meaningful sentence.
2.9 Explain the meaning of a poll or study provides the margin of error and confidence level.
2.10 Compare and contrast observational and experimental studies and critique how the design influences the conclusions drawn.

Unit 3: Contending with Change
3.1 Compute and analyze rates of change (percentage, absolute, average) from selected tables and graphs.
3.2 Use growth rates to analyze quantitative data in various contexts including real world data, student generated data or data found in current media.
3.3 Use Interpolation and Extrapolation of real world data and describe when each is appropriately used.
3.4 Critique the construction of graphs, charts and visual displays of quantitative information which may be misleading.
3.5 Given linear and exponential data, interpret the rate of change within the given context.
3.6 Represent linear and exponential models as equations, tables, graphs and verbal descriptions.
3.7 Use technology to construct the appropriate linear or exponential models for sets of data and interpret the rate of change using appropriate units.
3.8 Identify data that models constant rates of change and explain the significance of either the absolute or relative change.
3.9 Using current media sources, describe the significance and implications of exponential growth or decay.

Unit 4: Managing Money
4.1 Use the ideas of linear and exponential functions to develop the concepts of simple and compound interest.
4.2 Calculate simple and compound interest.
4.3 Show the difference between APR and APY.
4.4 Model and analyze different savings plans and their outcomes.
4.5 Use online tools to determine payments on consumer loans.
4.6 Create amortization tables using technology, exploring various scenarios, and communicate conclusions.
4.7 Ask appropriate questions about loan terms.
4.8 Explore and analyze a variety of consumer loans considering individual budget constraints and communicate findings.
4.9 Examine credit card terminology, perform basic credit card computations, and evaluate pay off options.
4.10 Interpret financial terminology used by various types of media involving taxes, stocks, and bonds.
4.11 Compute and compare income taxes for various situations such as income bracket, marital status, credits and deductions.

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Newsletter and Stats from Conference.

As the 2014-2015 school year comes to a close, many experiences have happened in your classroom.  What better way to share than to add one of them to the upcoming newsletter.  The due date to send an article is April 24th.  Please email the article to board.

Plenty of information about the 2o15 conference can be found here.  Be sure to check out the video of Jennifer Brown’s presentation.  Also, some presenters have added their material to the online program.  Check them out.

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2015 NCMATYC Conference

The NCMATYC 2015 Conference is March 12 and 13. The following is a list of items to help you prepare for the event.

  • The schedule will be in two forms: website and printed.  The printed form will be given to attendees during registration, along with many other goodies.  A link to the tentative program can be found here.  The website with the schedule can be found at this link  Attendees have the opportunity to create an account and to take advantage of many online opportunities, such as creating your own schedule.
  • This year we will be giving to a local food bank. Please bring non-perishable items.  The competition between the three regions, east, central, and west, to see who will donate the most.
  • Still needing a hotel?  You can visit the NCMATYC website for those details.
  • The two day NCMATYC conference is filled with speakers.  Thanks to all of those who have taken the time to present.  The keynote presentations are Paul Nolting, the luncheon speaker, Jennifer Brown, the President’s speaker, and Dave Sobeki, the closing speaker.  More information about all of the presentations can be found in the online or printed program.
  • Please plan to attend the business meeting at 8:30 in the Goess Center.  A full breakfast will not be provided but there will be lite breakfast snacks and beverages.  The agenda includes door prizes, report updates, award presentations, and announcements from the NCMATYC Board.
  • The NCMATYC conference would not be possible without the generous support from the following sponsors: WebAssign, Thinkwell, Hawkes Learning, WH Freeman, McGraw Hill, Pearson, Academic Success, Cengage, and Casio America.  Please take a moment to thank them.

Leave a comment if you have any questions.

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Preview of the 2015 Presentations

Just 10 ten days left till the deadline to send presentations for the conference.  Remember that people can send in a 15, 50, or 90 minute presentation.  Are you wondering what other people have submitted?  Here is a list of their titles. We look forward to seeing what you can add to this list.

Title of Presentations submitted for the 2015 NCMATYC Conference
Incorporating iPads With MathStudio In Your Math Class
Implementing QL at SCC: The good, the bad and the pretty.
Do Inquiry-Based Methods Work with Developmental Math?
Picture This… An So Much More
Discussion Forums for Online and Hybrid Courses
Mastery Learning: Success in Subsequent Courses
The Mathematics of Electric Cars.
Reality Math
Too Much Tech?
Get your students’ heads into the cloud.
Chair Yoga
How to improve fraction fluency in a dynamic symbol lab
Jigsaw Collaboration
Transforming Parent Functions using Modify and Dynamic Menu
Previewing Calculus in College Algebra and Pre-Calculus
Better Math through Better Modeling
Exploring A Released AP Calculus Test Question
A Simple Game with student choices in Confidence Intervals
Taking Tests to the Limit
AMATYC’s Project ACCCESS: An opportunity for new instructors
A “Cool Problem” Approach to Composition of Functions
Ready-to-use Projects and Topics for Quantitative Literacy


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Teaching Statistics Through Data Investigations

The following post has been written by Hollylynne S. Lee, who can be contacted at

Here at the Friday Institute at NC State, I have been very busy working with a team in designing a Massive Open Online Course for Educators (MOOC-ED) that is focused on “Teaching Statistics Through Data Investigations”. The course is designed to develop the pedagogy and content understanding for teachers (preservice, practicing, college-level teaching assistants, and teacher educators) in middle school, high school, and AP/ intro college levels. There will be many choices and options in the course for teachers to focus their learning around content that they teach.

The course will launch March 9th and run for 8 weeks. Registration is FREE and there is an opportunity for practicing teachers to earn CEUs if they complete all activities in the course and do a project. It may be a great opportunity for teachers to work in teams to complete the course together.

Preservice teachers could complete activities in the course as part of assignments in an on-campus course or take it in addition to their on-campus courses to enhance their preparation to teach statistics.

If you teach a course or include units in your methods courses focused on teaching statistics, you may also want to engage with us in the MOOC-Ed to gain additional resources and ideas for your own courses.

In the course, participants will see many video-based examples of students and teachers engaging in statistics tasks, hear from a panel of experts on teaching statistics (Chris Franklin, Susan Friel, Webster West), learn about statistical habits of mind, be introduced to a framework for developing students’ statistical sophistication (adapted from GAISE), examine tasks, and engage with real data sets using new tools such as TuvaLabs and Codap with the option of using TinkerPlots or Fathom (which are accessible for free right now), or any other tool they are familiar with, such as StatCrunch.  Now doesn’t that all sound fun? Especially if you also have the option of engaging in discussions with teachers and teacher educators from all around the world?

You can see a more detailed description of the course here:

I would appreciate it if you could spread the word about this course to your preservice teachers and local teacher contacts. I have attached a flyer that can be distributed.

I am excited to offer this professional development for teachers and teacher educators on a wide scale and hope that it can be used to enhance the teacher education efforts in universities and local school districts!

If you have any questions let me know!

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