Portland Community College | Portland, Oregon

Total contact hours: 120 -144

Upon completion of the course students will be able to:

• Use writing as a communication tool.
• Comprehend and interpret a variety of reading materials.
• Use the GED Certificate to go to college, get a job, or improve skills.
• Use the computer for basic word processing and internet activities.
• Compute math problems using a calculator.

• Love of learning
• Ability to apply scientific reasoning in daily life
• Appreciation of learning mathematics
• Use math in a powerful way to achieve goals
• Ability to apply scientific reasoning in daily life
• Exhibit persistence, self-motivation, self-advocacy, and personal responsibility
• Reflect upon, assess, identify, and celebrate one’s own learning gains
• Explore, develop, and monitor appropriate academic and professional goals
• Advance knowledge and skills to make independent choices as a citizen, family member, worker, and life-long learner

1. Interpret and apply a few common patterns, functions, and relationships, using technology strategically.
   1. Recognize and develop repeating patterns and generalize the relationship with a table, rule, graph, or one step formula (e.g., I make $7 an hour. If I work 30 hours a week, I can figure out how much I make in N weeks by multiplying N x 7 x 30, or Total wages = N(7 x 30).)
   2. Identify, describe, and use common properties of operation (e.g., associative and distributive property)
2. Read and interpret common symbolic information.
   1. Show repeated multiplication for simple whole numbers using exponents (e.g., 34 = 81)
   2. Use variables to explain real life situations (e.g., “If there are 8 items in each box, then I can figure out that the total number of items, N, is 8 times the number of boxes, or N = 8b.”)
   3. Apply order of operations to evaluate expressions
   4. Write statements of equality and inequality (e.g., 3 > 4 ‐ 3)
   5. Solve simple one step equations by using number sense, properties of operations, and the idea of maintaining equality on both sides of an equation
3. Read and interpret common data and statistical information.
   1. Extract discrete information from lists, tables, bar graphs, pictographs, or line plots
   2. Describe how the scale in a bar or line graph can distort interpretations of data
   3. Make statements and numerical comparisons about relative values on a bar graph (e.g., “One category is 3 times greater than another.” or “This bar extends more than halfway between 25 and 50.”)
   4. Identify the range, median, mean and mode of small data sets (e.g., the ages of the students in the class)
4. Pose questions that can be answered with common data and collect, organize, and represent the relevant data to answer them.
   1. Design simple data investigations to address a question and collect categorical data
   2. Organize categorical data and represent them in a line graph or stem and  leaf plots
   3. Verify that data represented are the actual data collected
   4. Make simple, straightforward inferences based on the data
5. Interpret and apply basic probability concepts.
   1. Predict and then conduct simple probability experiments with outcomes limited to between one and four choices (e.g., four color spinner)
   2. Connect a percent (0%, 25%, 50%, 75%, or 100%) and their fraction equivalents to the expected probability (e.g., of a four color spinner)
   3. Compare the likelihood of two uncertain outcomes using simple language (e.g., one spinner with half red and half yellow and another spinner with one fourth red and three‐ fourths yellow, asking students, “Do you think you will have the same chance at landing on red in each of these spinners? Why?”)
6. Read, write, interpret, and apply common types of information related to measurement and geometry, using technology strategically.
   1. Recognize and use commonly used standard units of measure to the nearest eighths, tenths, and thirds
   2. Use measurement units to describe the environment (e.g., Do you measure wire thickness in inches or mm? Is your height measured in cm or m?)
   3. Recognize and describe two dimensional shapes, including basic angle descriptions (such as acute, right and obtuse) and properties of lines (e.g., perpendicular; parallel)
   4. Measure and compare radius, diameter, and circumference of a circle and informally develop an equation for determining the diameter or circumference (e.g., C is about 3d, so pi is about 3)
   5. Make conjectures about the formulas for simple two‐ dimensional shapes (e.g., “Since I can cut a rectangle into two equal triangles, I think that I can find the area of a triangle if I can create the rectangle it came from.”)
   6. Demonstrate an informal understanding of the coordinate graph system (e.g., find locations on a map using a grid system)
7. Select and apply mathematical procedures, using technology strategically.
   1. Identify and use appropriate tools to measure to the nearest benchmark fractional unit (both decimal and fraction), including metric units
   2. Make simple conversions within the same measurement system (e.g., inches to feet; cm to m)
   3. Use direction, distance, labels, simple scales, and symbols to read and use maps and plans
   4. Determine whether two dimensional shapes have similar attributes and properties (e.g., Are they congruent?)
   5. Determine the area and perimeter of common two dimensional shapes and explain what happens to the area and perimeter when a dimension is changed
   6. Measure size of angles and use benchmark angles (e.g., 90° and 45°) to estimate size of angles
   7. Use ratio and proportion to solve problems involving scale drawings or similar figures
8. Apply common types of mathematical information and concepts to real life and theoretical problems involving whole numbers/integers, using technology strategically.
   1. Use the knowledge that multiplication and division are inversely related to develop efficient and accurate strategies for multiplying and dividing three digit numbers by one‐digit numbers
   2. Multiply and divide to solve a variety of problems, including those related to geometry, measurement, and data
   3. Estimate to predict answer when an exact answer is not needed or to determine reasonableness of computation
   4. Recognize and apply negative integers in real contexts (e.g., The temperature was 20 degrees but went down to5 overnight. How much did the temperature drop?)
   5. Identify prime and composite numbers and describe the difference between them
   6. Use divisibility rules for 2, 3, 5, 10 and explain why they work
9. Apply common types of mathematical information and concepts to real‐life and theoretical problems involving rational numbers, using technology strategically.
   1. Use the commutative, associative, and distributive properties to create equivalent representations of numbers up to 10,000 (e.g., 8,900 = 9(1000) ‐ 100) and to the nearest hundredth (e.g., $28.98 = 2(1.000) + 9.00 ‐ .02 )
   2. Extend benchmark fractions to equivalent decimals and percents (1/8, 1/6, 1/10, 1/100, etc.) and explain how these relate on a number line
   3. Explain ratios as equivalent forms of benchmark fractions (e.g., 2/4 = 1/2)
   4. Demonstrate that multiplying by a fraction is the same as dividing by the whole number in the denominator (e.g., 10 x 1⁄2 is the same as 10 ÷ 2.)
   5. Use benchmark fractions, decimals, and percents (e.g., 3⁄4 and 1/10) to estimate relative sizes (e.g., 11/16 is close to 3⁄4 because 12/16 is the same as 3⁄4.)
   6. Apply proportional reasoning to simple, one-step problems (e.g., If 5 pounds of potatoes cost $4, how much would 10 pounds cost?)
10. Apply common types of mathematical information and concepts to real life and theoretical problems involving exponents, using technology strategically.
    1. Use the exponent 2 to express the area of two dimensional figures

• Take and pass a CASAS reading post-test and improve one level or pass the GED math, science test, reasoning through language arts and social studies exam
• Take and pass a CASAS math post-test and improve one level or pass the GED math, science test, reasoning through language arts, and social studies
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø a transition plan for short and long range life planning
• Take COMPASS test after completion of the GED Exam if college bound
• Complete computer-based assignments
• Complete a post-test of math word problems using a GED Specific calculator
• Create writing portfolios, including reflections, drafts that show evidence of editing and revising
• Write paragraphs, essays, letters, poems, resumes, journal entries, notes, writing in response in response to text,  and annotations
• Graph reading rate
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø projects, presentations, and debates
• Complete Reading with Understanding Diary
• Assess comprehension with quizzes, multiple choice questions, written response, and discussion questions
• ABE Advanced In-Class Reading and Writing Assessment
• Complete a computer-based assignment

Themes

• Life (e.g. family and citizen) and employability ( i.e. worker) planning
• Transition from ABE to post-secondary or ABE to work
• Lifelong learning
• Goal setting
• Critical Thinking
• Metacognition
• Confidence Building

 Concepts

• Time Management (attendance and completing tasks)
• Social skills (communication, and diversity)
• Collaboration
• Student Success 

Issues

• Barriers to student success
• Learning Style Differences
• Life Instability
• Communication
• Employability
• Access to resources for students with learning disabilities

Skills:
Communication Skills

• Awareness of writing as a process (planning, developing, organizing, revising, editing)
• Clarify purpose of the writer(s) and reader(s) in a specific situation
• Draw on prior experience, research, new knowledge, and one’s own questions, interests and observations to generate ideas
• Choose among a variety of strategies appropriate to planning and organizing texts types
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø and organize ideas and information in varied genres, including the presentation of an argument
• Summarize and paraphrase ideas in a text while avoiding plagiarism
• Introduce claims, acknowledge alternate or opposing claims and organize the reasons logically
• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible source
• Use words, phrases and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence
• Provide a concluding statement or section that follows from and supports the argument presented
• Use basic and complex grammar to construct coherent text with sentences that vary in style, length and complexity
• Draw from a broad vocabulary that includes words needed for specialized and/or academic purposes
• Express one’s own thoughts and ideas in a way that is clear and compelling
• Consider and apply feedback from self and others to enhance the impact of the writing and better address the writing purpose
• Use writing conventions appropriate for complex text types in multiple genres, including academic or occupational texts
• Proofread and apply knowledge of conventions to enhance reader understanding
• Draw from a variety of technologies and media appropriate for the writing purposes.
• Carry out writing tasks that involve presentations of information, or require the synthesis, analysis and/or evaluation of ideas
• Select the writing development strategy appropriate to writing purposes and needs
• Read regularly for own purposes
• Identify, clarify, and/or prepare for complex reading purpose
• Pronounce on sight words, abbreviations, and acronyms found in everyday texts and a range of terms related to areas of interest or study
• Recognize on sight syllable patterns/types, root words, and affixes in multi-syllabic words
• Acquire and apply meanings of most words and phrases found in everyday and academic texts, including terms related to specialized topics
• Accurately read text composed of dense or long, complex sentences and paragraphs with appropriate pacing, phrasing, and expression
• Evaluate and/or apply prior knowledge of the content and situation, including cultural understanding, to support comprehension
• Use strategies easily and in combination to pronounce and/or discern the meanings of unfamiliar words found in a complex text
• Choose from a range of strategies, including some sophisticated ones, and integrate them to monitor and/or enhance text comprehension (e.g. scan/skim, make inferences, mark text and/or make notes, organize notes and/or make graphic organizers and text maps, write a summary to check understanding, discuss with others)
• Use text format and features (e.g. search engines, drop down menus, headings) to enhance comprehension
• Locate, analyze, and critique stated and unstated information, ideas/arguments, and/ or themes in a complex functional, informational, or persuasive text
• Determine, analyze and summarize the author’s central idea and major points over multiple paragraphs/pages
• Evaluate the reliability, accuracy, and sufficiency of information, claims, or arguments
• Draw conclusions related to the structural elements of a complex literary work, using literary terms
• Analyze and evaluate an authors style, attending to the use of language and literary techniques and to influences on the writing
• Integrate the people/characters, events, information, ideas/arguments, themes, or writing styles in lengthy or multiple complex tests with each other and/or with knowledge of the world to address a complex reading purpose
• Agree or disagree with an idea/argument/claim or theme, and explain reasoning
• Follow complex, multi step directions, integrating written and graphic information (e.g., science experiment)
• Compare and Contrast people/characters, events and ideas in different texts
• Combine, compare, contrast and/or critique ideas/arguments/claims or themes in different texts

Job Skills

• Use career search resources
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø job search strategies and skills (interviewing, resume, and cover letter)
• Use technology effectively
• Communicate effectively at work

Math Skills

• Basic Arithmetic Facts
• Solve numerical and application problems with GED specific calculator
• Perform order of operations accurately using whole numbers
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø skills in estimation and number sense
• Master fraction and decimal vocabulary
• Solve numerical and application problems with fractions and decimals
• Round a given number to a specified place
• Arrange numbers in numerical order
• Perform order of operations accurately using fractions and decimals
• Determine whether a given whole number is prime or composite
• Evaluate expressions containing exponents and square roots
• Perform operations accurately using fractions, decimals, and percents
• Solve application problems with fractions, decimals, and percents
• Read and interpret data from bar, pictorial, line, circle graphs, tables, charts and various graphs
• Find statistical measures such as median, mode, mean and apply to scientific problems
• 1.15 Apply scientific reasoning to problem-solving activities
• 1.16 Scientific Notation
• Ratios and Proportions
• Advanced Applications of Percentages
• Interest
• Mean, Median, Mode and Range and apply to scientific problems
• Probability
• Graphs, Tables, Charts and Graphic Methods of Data Reporting
• Coordinate Plane
• Slope Formula
• Distance between two points (Coordinates)
• Pythagorean Theorem
• Absolute Value
• Official GED Calculator
• Algebra one step and multistep Equations
• Quadratic Formula
• Quadratic Factoring
• Algebraic Factoring
• Geometric Measurement (Area, Perimeter, Area and Surface Area)
• Apply scientific reasoning to problem-solving activities

Problem Solving Skills

• Apply study skills, develop test-taking strategies
• Assess and re-assess short and long-term goals
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø critical thinking, problem solving and decision-making skills
• Data analysis

Personal/Interpersonal Skills

• Build confidence and self-esteem
• Interact with others