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(CTE) MATHEMATICS IN AUTOMOTIVE

Math IV

Unit Pacing Guide

Rational and Purpose:

Professional math IV is provided to enhance mathematics in high school and provide students with the math skills necessary for the current job market and/or prepare students for college entry. Curriculum that is contained within Career Technology Education (CTE) provides enhanced mathematics instruction that makes mathematics more explicit in a meaningful context and helps reinforce students’ mathematics understanding both in and out of context.

Guidelines:

All objectives must be mastered at or above a 70% efficiency level in order to receive 1 Math credit. The content/objectives to be completed in four (4) semesters are listed below in each trade specific program. Since each program contains differing content at various stages, an independent content/objective list will be constructed for each curriculum in every course. Once a designated semester worth of content/objectives (which are listed in the following table) are accomplished, .25 credits will be earned per semester for a total of 1 math credit at the end of 2 years. Failure to complete the required semester content/objectives may result in the student being removed from the Professional Math IV program.

|Competencies |

|Addition and |1st quarter 1 week |After completing this unit the |MA1, |Whole numbers |Worksheets of addition |Paper and pencil |Test of at least 10 |

|subtraction of whole | |Student will be able to calculate whole numbers|G, 1.10 |Real numbers |and subtraction problems |problems and software |problems in each |

|numbers | |through the mathematical processes of addition,|CLEs N-1B, N-1C. M-2D|Natural numbers | |demonstrational |operation to demonstrate |

| | |subtraction, | |Numbers Addend, Sum | |activities |mastery |

| | | | |Minuend Subtrahend | | | |

| | | | |Difference | | | |

|Multiplication and |1st quarter 1 week |After completing this unit the |MA1, |Whole numbers |Worksheets of |Paper and pencil |Test of at least 10 |

|division of whole | |Student will be able to calculate whole numbers|G, 1.10 |Real numbers |multiplication and |problems and software |problems in each |

|numbers | |through the mathematical processes of |CLEs N-1B, N-1C. M-2D|Natural numbers |division problems |demonstrational |operation to demonstrate |

| | |multiplication | |Rational numbers, | |activities |mastery |

| | |and division. | |Multiplicand | | | |

| | | | |Multiplier Product | | | |

| | | | |factor, Quotient | | | |

| | | | |divisor, Dividend | | | |

|Reducing proper and |1st quarter 1 week |After completing this unit the student will be |MA1 |Prime numbers Greatest|Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|improper fractions | |able to add & subtract proper and improper |G, 3.3, 3.4 |common factor, Least |video, internet and other|problems and software |problems in each |

| | |fractions |CLEs N-1B, N- 1C, |common multiple, |electronic sources |demonstrational |operation to demonstrate |

| | | |N-2D, N-3E |Rational expression, | |activities. Peer |mastery |

| | | | |Numerator Denominator | |grouping for additional | |

| | | | |Reciprocal Equivalent | |support and interaction.| |

|Add fractions With |1st quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers Greatest|Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|like denominators and| |able to add rational numbers with like |G 1.6, 1.10, 3.4 |common factor, Least |video, internet and other|problems and software |problems in each |

|reducing to lowest | |denominators and reduce them to lowest terms |CLEs N-1B, N-1C,N- |common multiple, |electronic sources |demonstrational |operation to demonstrate |

|terms | | |2D,N- 3D, |Rational expression, | |activities. Peer |mastery |

| | | | |Numerator Denominator | |grouping for additional | |

| | | | |Reciprocal Equivalent | |support and interaction | |

|Add fractions with |1st quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers Greatest|Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|unlike denominators | |able to add rational numbers with unlike |G 3.3, 1.6, 3.4 |common factor, Least |video, internet and other|problems and software |problems in each |

| | |denominators |CLEs N-1C, N-2D, |common multiple, |electronic sources |demonstrational |operation to demonstrate |

| | | |N-3D, N-3E |Rational expression, | |activities. Peer |mastery |

| | | | |Numerator Denominator | |grouping for additional | |

| | | | |Reciprocal Equivalent | |support and interaction | |

|Add fractions With |1st quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|unlike denominators | |able to add rational numbers with unlike |G 3.3, 1.6, 1.10, 3.4|Greatest common |video, internet and other|problems and software |problems in each |

|When neither is | |denominators when neither is lowest. |CLEs N-1B, N-1C, |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

|lowest common | | |N-2D, N-3D, N-3E |multiple, Rational | |activities. Peer |mastery |

|denominator | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Add mixed numbers |1st quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|with like | |able to add mixed numbers with like |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|denominators | |denominators. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Add mixed numbers |1st quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|with unlike | |able to add mixed numbers with rational numbers|G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|denominators | |when neither rational number has a common |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | |denominator. |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Subtracting fractions|2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|with like | |able to subtract rational numbers with like |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|denominators | |denominators. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Subtracting fractions|2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|with unlike | |able to subtract rational numbers with unlike |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|denominators | |denominators. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Subtracting mixed |2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|numbers and reducing | |able to subtract mixed numbers and reduce their|G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|answers to lowest | |answers to lowest terms. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

|terms | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Subtracting fractions|2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|when borrowing is | |able to subtract rational numbers when |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

|necessary | |borrowing is necessary. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Multiplying fractions|2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

| | |able to multiply rational numbers. |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

| | | |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Multiplying fractions|2nd quarter 1 week |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|and whole numbers | |able to multiply rational numbers and whole |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

| | |numbers. |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Dividing fractions |2nd quarter 1 week |After completing this unit the student will be | MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

| | |able to divide rational numbers. |G 1.6, 1.10, 3.4 |Greatest common |video, internet and other|problems and software |problems in each |

| | | |CLEs N-1B, N-1C,N- |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

| | | |2D, N- 3D, |multiple, Rational | |activities. Peer |mastery |

| | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Changing common |2nd quarter 1 weeks |After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|fractions to decimal | |able to Change common fractions to decimal |G 3.3, 1.6, 1.10, 3.4|Greatest common |video, internet and other|problems and software |problems in each |

|fractions and decimal| |fractions and decimal fractions to common |CLEs N-1B, N-1C, |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

|fractions to common | |fractions. |M-2D, M-3D, M-3E |multiple, Rational | |activities. Peer |mastery |

|fractions | | | |expression, Numerator | |grouping for additional | |

| | | | |Denominator Reciprocal| |support and interaction | |

| | | | |Equivalent | | | |

|Addition, |2nd t quarter 1 week|After completing this unit the student will be |MA 1, MA 5 |Prime numbers, |Hardcopy worksheets, |Paper and pencil |Test of at least 10 |

|subtraction, | |able to add, subtract, multiply and divide |G 3.3, 1.6, 1.10, 3.4|Greatest common |video, internet and other|problems and software |problems in each |

|multiplication and | |decimal fractions. |CLEs N-1B, N-1C, |factor, Least common |electronic sources |demonstrational |operation to demonstrate |

|divisions of decimals| | |M-2D, M-3D, M-3E |multiple, Rational | |activities. Peer |mastery |

|to recognize and | | | |expression, Numerator | |grouping for additional | |

|collect data from | | | |Denominator Reciprocal| |support and interaction | |

|Tables and Charts and| | | |Equivalent | | | |

|use this data to | | | | | | | |

|perform more advanced| | | | | | | |

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|Calculations. | | | | | | | |

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|Unit Title: (Current Knowledge) Module # I Angles, Degrees, Adding and Subtracting angular measurements |

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|Core Concepts: Students will learn: How to use a protractor; Convert degrees into minutes and seconds; Estimate angle sizes; Add and Subtract angular measurements; Calculate diameter, radius, area, and |

|circumference; How to figure arc length; The metric system; The value of integers; signed numbers; and absolute values. |

|Comp. # 1 |3rd quarter 2 weeks |After completing this unit the student will be |MA 1, MA 2, MA 4, MA |Protractor |Dividers/compass |Classroom demonstration |Students will be asked to|

| | |able to interpret, evaluate and understand how |5 |Angles |Protractors |of how to use various |walk around the shop and |

|To discover the | |different angles are measured, added and |G 1.6, 1.10, 4.8 |Degrees |Rulers |measuring devices |identify numerous |

|principles of | |subtracted from each other, and be able to |CLEs N-3D, N-3E, |Minutes |Meter sticks | |measurement devices used |

|contextual angle | |convert degrees into minutes and seconds. |G-1A, G 4B, M-1B, |Seconds |Yard sticks |Lecture on how to |in the automotive |

|measurements, adding | | |M-2Dc |(Fractional Degree) |Drafting ruler |interpret angle |industry. |

|and subtracting | | | |Numerator |Angle finder |measurements | |

|angles, and convert | | | |Denominator | | |There will be a written |

|degrees into minutes | | | |Vertex | |The students will be |test to demonstrate |

|and seconds | | | |Side | |given written |student’s ability to |

| | | | |(Center Mark) | |assignments to |measure accurately. |

| | | | | | |demonstrate their | |

| | | | | | |knowledge of how to | |

| | | | | | |measure angles and make | |

| | | | | | |angle measurement | |

| | | | | | |conversions. | |

|Comp. # 2 |3rd quarter 1 week |After completing this unit the student will be |MA 1, MA 2, MA 5, |Radius |Physical examples of a |Classroom lecture |Test utilizing practical |

| | |able to apply formulas to find the |G-1.10, 3.4. |Diameter |piston, cylinder and a | |problems that |

|To analyze and | |circumference, area of a circle, arc length, |CLEs G-1A, G-4A |Circumference |sprocket. |Practice problems done |demonstrates the |

|investigate the | |and the volume of a cylinder. Calculate the | |Pie | |in class |student’s knowledge of |

|theory of Geometry by| |diameter, radius, area, and circumference of | |Arc length |Compass | |how to calculate |

|learning how to | |tires and cylinders. Determine cylinder volume| |Base |Rulers Calculators. |Student participation of|Circumference, area, |

|calculate diameter, | |and total engine displacement. | |Bore diameter |Pencils |working problems in |volume, and arc length. |

|radius, area, arc | | | |Cubic |Paper |class with class | |

|length and the | | | |Chain | |discussion. | |

|circumference of a | | | |Sprocket | | | |

|circle. | | | |Curve | |Work sheets | |

| | | | |Cylinder | | | |

| | | | |Piston | | | |

|Comp. # 3 |3rd quarter 2 weeks |After completing this unit the student will be |MA-1, G-1.8, 1.10. |Metric System |Worksheets which contain|Short lecture using and |The students will be |

| | |able to convert standard English measurements |CLEs N-1C, M-2D. |Units of Measure |conversion problems. |explaining the metric |asked to measure several |

|To study the metric | |to the International System of Units (metric) | |Joule (J) |Chart of metric |system |objects using a standard |

|system units of | |and metric measurements to standard English | |Pascal (Pa) |prefixes. | |and metric measuring |

|measure and be able | |form and be able to identify and write the | |Watt (W) |Chart of metric units |Review of how to find |device to formulate |

|to accomplish | |correct metric and English abbreviations. | |Ampere (A) |for the automotive |and calculate a |their own conversion |

|conversions between | | | |Liter (L) |trades. |conversion factor. |factor |

|metric and standard | | | |Meter (m) |Metric conversion | | |

|English forms | | | |Gram (g) |charts. Weights and |Worksheets handed out |They will then be given a|

| | | | |Mega (M) |measurement charts. |for guided practice. |written test |

| | | | |Kilo (k) |Chart of | | |

| | | | |Centi (c) |Metric-Customary | | |

| | | | |Millimeter (mm) |Equivalents | | |

| | | | |Micro (µ) | | | |

|Comp. # 4 |3rd quarter 2 weeks |After completing this unit the student will be |MA-1, MA-5. G-1.8, |Negative angle |A physical model of a |Short lecture. |Paper and pencil test to |

| | |able to calculate positive and negative whole |1.10, G-3.4, G-2.3, |Positive angle |replicated working front| |demonstrate mastery of |

|To study integers, | |numbers, fractions, and decimals. Understand |G-2.7. |Signed numbers |end of a car. |Mathematical problems to|Module # 1, Competency 4 |

|signed numbers and | |the meaning of absolute values. Determine |CLEs N-1A, 1B, 3D. |Improper fractions | |demonstrate a working |objectives. |

|absolute values and | |engine coolant temperature in Fahrenheit and | |Proper fractions |Work sheets |knowledge of signed | |

|apply this knowledge | |Centigrade. Comprehend alignment adjustment | |Fahrenheit Centigrade | |numbers. | |

|in reference to | |values. | |Included angle |Front end alignment | | |

|engine coolants and | | | |Positive camber |video. | | |

|alignment | | | |Steering axis of | | | |

|adjustments. | | | |inclination |Front end alignment | | |

| | | | |Negative camber |drawings | | |

| | | | |Toe angle | | | |

| | | | |Rod adjusting sleeves | | | |

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|Unit Title: (Current Knowledge) Module # II Ratios, Proportions and Percentages |

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|Core Concepts: Students will investigate: The difference between ratios and rates and be able to simplify a ratio; Set up and solve proportions and know the difference between direct and indirect proportions; |

|Convert decimals and fractions to percentages; Solve problems using percentages; Understand gears, fluids, and engine compression ratios; Calculate repair costs, interest, discounts, payments, business |

|profit/loss, employee commissions, and tax. |

|Comp. # 1 |4th quarter 2 weeks |After completing this unit the student will be |MA-1, G-1.10. |Ratio |Pencil |The students will give |Paper and pencil test to |

| | |able to simplify a ratio and explain the |CLEs N-1B, 3D, 3E, |Fraction |Paper |examples of ratios and |show mastery of how to |

|To examine the | |difference between a ratio and a rate. |A-4.A. |Simplify | |proportions they use in |simplify a ratio and set |

|difference between | | | |Percentage |Physical models that |their everyday life |up two ratios as a |

|ratios and rates, | | | |Decimal equivalent |represent pieces or | |proportion to solve for |

|solve associated | | | |Decimal fraction |parts of a whole |Hand out worksheets that|X. |

|problems, and | | | |Whole number | |demonstrate the use of | |

|simplify ratios. | | | |Rate | |ratios and proportions | |

| | | | |Lowest terms | | | |

|Comp. # 2 |4th quarter 2 weeks |After completing this unit the student will be |MA-1, G-1.10. |Proportions |Real life gears and |The instructor will set |Paper and pencil quiz |

| | |able to set up and solve proportions and be |CLEs N-1B, 3D, 3E, A-|Direct |pulleys from an |up two ratios, one on | |

|The study of how to | |able to explain the difference between direct |2C. |Indirect |automobile |each side of an equal | |

|set up and solve | |and indirect proportions. | |Engine Speed | |sign, to demonstrate a | |

|proportions and | | | |Drive-axle speed |Physical gears and |proportion to solve for | |

|define and calculate | | | |Gears |pulleys from other kinds|X. | |

|direct and indirect | | | |Meshed |of equipment. | | |

|proportions | | | |Diameter | |Hand out worksheets that| |

| | | | |Pulleys | |demonstrate the use of | |

| | | | | | |ratios and proportions | |

|Comp. # 3 |4th quarter 2 weeks |After completing this unit the student will be |MA 1, MA 5 |Decimal fractions |Pulleys and Gears taken |Short in class lecture |The students will be |

| | |able to understand ratios as they relate to |G 3.3, 1.6, 1.10, 3.4|Ratios |from various model | |asked to design a |

|To convert decimals | |fluids, gears and engine compression. The |CLEs N-1B, N-1C, |Revolutions per minute |vehicles |In class math problems |radiator and calculate a |

|and fractions to | |student will also be able to convert decimals |M-2D, M-3D, M-3E |Camshaft | |illustrating fluid, gear|safe mixture for proper |

|percents, solve | |and fractions to percentages, convert | |Ring gear |Transmission and axle |and engine compression |winterization |

|problems using | |percentages to fractions and decimals, and | |Gears | |ratios, percent to |Or |

|percents, and | |solve problems utilizing percentages. | |Messed |Piston and cylinder |decimal conversions, |Take an existing rear |

|understand gear, | | | |Drive-shaft | |percent to fraction |axle ratio and change it |

|fluid, and engine | | | |Axle | |conversions, and IS/OF =|mathematically so it will|

|compression ratios | | | |Bottom dead center | |% / 100 problems. |get better gas mileage |

| | | | |(BDC) | | |because of changes made |

| | | | |Top dead center (TDC) | | |Or |

| | | | |Camshaft | | |Design a cylinder with |

| | | | |Crankshaft | | |its piston and calculate |

| | | | | | | |a compression ratio using|

| | | | | | | |Volume, (BDC) and (TDC) |

| | | | | | | |(Explain and prove your |

| | | | | | | |results in a presentation|

| | | | | | | |using visual aids such as|

| | | | | | | |Power Point) |

|Comp. # 4 |4th quarter 3 weeks |After completing this unit the student will be |MA 1, MA 6, G- 1.8, |Discount |Appropriate interest and|Lecture concerning all |Paper and Pencil Test |

| | |able to calculate repair costs, discounts, |1.10, G-2.1, 2.3, |Reduction |payment charts |mathematical skills | |

|To calculate repair | |payment amounts, interest, business |G-3.4, 3.8, G-4.6. |Repair costs | |needed to complete |Complete a payment |

|costs, discounts, | |profit/loss, employee commissions, and tax |CLEs N-1B, N-3D, |Profit / Loss |Compounding interest and|Module II, Comp # 4 |schedule |

|interest payments, | |payments |D-1C. |Commission |other necessary formulas|objectives | |

|profit/loss, | | | |Tax | | | |

|commissions, and tax | | | |Interest rate |All necessary forms to |Fill out appropriate | |

|payments | | | |Income |fill out from auto-tech |forms and worksheets in | |

| | | | |Profit margin |curriculum |class | |

| | | | |Payments | | | |

| | | | |Principal | |Complete math problem | |

| | | | |Annually | |worksheets | |

| | | | |Compounding | | | |

| | | | |Accumulated amount | | | |

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|Unit Title: (Current Knowledge) Module # III Engine efficiency, engine systems, automobile electrical system, and chassis. |

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|Core Concepts: Student will be able to: Calculate the volume of a cylinder; Calculate engine valve timing and compression ratio; Utilize formulas for HP, torque, cubic inch displacement, air capacity, volume |

|efficiency, fluid capacity and volumetric efficiency; Know the relationship between voltage, current and resistance using Ohm’s Law; describe battery ratings, and determine proper wire sizes; The student will |

|also determine transmission gear ratios, torque, force, and pressure. |

|Comp. # 1 |5th quarter 2 weeks |After completing this unit the student will be |MA 1, MA 5 |Cylinder bore |Graphs |Show media examples of |Written test over each |

| | |able to calculate the volume of a cylinder and |G 1.10, 3.4, 3.6, |Engine compression | |moving engine parts |specific math topic |

|To study the volume | |engine compression ratio, make engine |CLEs N-1B, G-1B, G-4B|ratio |Charts | |illustrated in Module |

|of a cylinder, engine| |measurements and interoperate related |G-3C, M-2C, M-2D |Valve timing | |Lecture showing how to |#III, Comp # 1 |

|specification, | |specifications, determine engine valve timing, | |Torque |Media examples |use appropriate formulas|1. Vol. of a cylinder |

|compression ratio, | |and become familiar with engine torque and | |Horsepower | | |2. Engine Spec. |

|valve timing, intro | |horsepower. | |Camshaft |Pictorial illustrations |Math worksheet problems |3. Comp. Ratio |

|to torque and | | | |Crankshaft | | |4. Valve timing |

|horsepower | | | |Out-of-round |List of Formulas | |5. Torque/ |

| | | | |Taper-thrust side | | |Horsepower |

| | | | |Valve stem | | | |

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|Comp. # 2 |5th quarter 2 weeks |After completing this unit the student will be |MA 1, MA 5 |Horsepower loss |List of applicable | Show video |Students will be given a |

| | |able to determine engine fluid capacity, use |G 1.10, 3.4, 3.6, | |formulas | |test to measure |

|To study formulas for| |formulas for volume efficiency, air capacity, |CLEs N-1B, G-1B, G-4B|Torque | |Lecture defining |competencies in reference|

|hp loss, torque, in³ | |cubic inch displacement, torque, and horsepower|G-3C, M-2C, M-2D | |Calculator |terminologies and |to objectives |

|displacement, | |loss relative to elevation (.03) per 1000 ft., | |Cubic-inch displacement| |explaining how to set up| |

|theoretic air | |and calculate engine volumetric efficiency, | | |Worksheets with |and use formulas. | |

|capacity, volume | | | |Air capacity |examples. | | |

|efficiency, engine | | | | | |Worksheets demonstrating| |

|fluid capacity and | | | |Volume efficiency |Internet resources. |problems to be solved | |

|volumetric efficiency| | | |Engine fluid capacity | |for guided practice for | |

| | | | |Volumetric efficiency |Video supplements |proficiency | |

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|Comp. # 3 |5th quarter 2 weeks |After completing this unit the student will be |MA-1, MA-2, MA-5. |Volts |Volt/Ohm meters |Introduce Ohm’s power |Students will be given a |

| | |able to explain the difference between voltage,|G-1.6, 3.3, 3.5. |Ohms | |wheel |test that will |

|To study the | |current, and resistance, use ohm’s law to |CLEs N-1A, 1C, 3D, |Current |Test circuits | |demonstrate their |

|relationship between | |calculate voltage, current, and resistance, |3E, M-2D, D-1C. |Resistance | |Test a series and |knowledge of |

|voltage, current and | |describe battery ratings, determine proper wire| |Watts |Worksheets |parallel circuit set up | |

|resistance utilizing | |size and length according to current flow, and | |Gauge of wire | |for the students with a |Ohm’s Law |

|Ohms law, describe | |use circuit voltage drops to determine circuit | |Voltage drop |Board examples |volt/ohm meter | |

|battery ratings, and | |resistance. The student will also understand | |Oscilloscope | | |Wire gauge size |

|determine proper wire| |the difference between range and domain | |Range |Wire gauge chart |Take measurements | |

|size as well as range| |utilizing graphs illustrated by the use of an | |Domain | |acquired from volt/ohm |Voltage drops |

|and domain using an | |oscilloscope. | |Amplitude | |meter and apply Ohm’s | |

|oscilloscope. | | | |Time | |law to them to see if | |

|Graph Theory | | | |Wave patterns | |they are correct | |

| | | | | | | | |

| | | | | | |Assign worksheets | |

|Comp. # 4 |5th quarter 3 weeks |After completing this unit the student will be |MA-1, MA-2, MA-5, G- |Transmission gear |List of formulas |The students will be |Students will be given a |

| | |able to determine total torque of an entire |1.8, 1-10, G-2.3, |ratios | |exposed to media or |paper and pencil |

|To determine | |driveline, gear ratios of planetary gear sets, |G-3.4. |Torque |Media examples of |paper pictures |assessment to test for |

|transmission gear | |and transmission gear ratios for external |CLEs N-1B, 3D, 3E, |Force |pistons, gears, |representing items for |mastery of concepts |

|ratios, torque, force| |gears. They will also be able to calculate |G-1A, 4B, M-1B, 2D. |Pressure |Planetary gear, Clutch |application of formulas |concerning the automobile|

|and pressure, | |torque, force, pressure, gear ratio, and know | |Speed |master cylinder, and |The instructor will |drive train |

|Describe the | |the difference between engine speed, | |Drive axel ratio |more gear ratio examples|apply formulas to | |

|difference between | |transmission ratio drive axle ratio, and tire | |Tire diameter | |pictorial examples and | |

|speed and torque. | |diameter in reference to vehicle speed. | |Pound-feet |Chart of gear ratios |show the students how to| |

|Explain relationships| | | |Pound-inches | |plug appropriate data | |

|between engine speed,| | | | | |from picture into | |

|transmission ratio, | | | | | |formula | |

|drive axle ratio, and| | | | | |Instructor and students | |

|tire diameter in | | | | | |will work together on | |

|reference to vehicle| | | | | |hand outs | |

|speed | | | | | | | |

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|Unit Title: (Current Knowledge) Module # IV The automobile chassis, measurement equipment and tools, and repair orders. |

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|Core Concepts: The Student will be able to do all calculations in relation to an automobile chassis, read, use, and operate measurement tools such as digital and analog meters, and complete repair orders. |

|Comp. # 1 |6th quarter 2 weeks |After completing this unit the student will be |MA 1, MA 2, MA 5. |Cylinders |Calculator |Class lecture |Test containing problems |

| | |able to read and understand alignment |G-1.8, 1.10, 2.3, |Hydraulic force | | |similar to the ones |

|To study volume in a | |adjustment angles and all other aspects of |2.7, 3.4. |Angular relationships |Front end of a car |Introduce the lesson by |worked in class. |

|cylinder, determine | |steering and suspension, use brake |CLEs N-1B, 3D, G-1A, |Alignment angles |exposed to see internal |showing a shop example | |

|hydraulic force, | |specifications to determine serviceability of |1B, 3C, 4B. |Weight transfer |components |of an exposed steering | |

|steering and | |worn brake components, describe chassis | |Brake specifications | |and suspension take from| |

|suspension, brake | |dynamics of weight transfer, explain the | |Piston |Master cylinder |an automobile | |

|operation & worn | |hydraulic relationship between pressure, area, | |Negative caster | | | |

|components, weight | |and force in the operation of brakes, and | |Positive caster |Brake rotors and disks |Measure several worn | |

|transfer, and | |calculate the area and volume of a circle and | |True vertical | |brake rotors with | |

|alignment adjustment | |cylinder to determine hydraulic force. | |Negative camber |Micrometer |micrometer to check for | |

|angles | | | |Positive camber | |serviceability | |

| | | | |Toe-in | |Paper and pencil | |

| | | | | | |Problems to work | |

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|Comp. # 2 |6th quarter 2 weeks |After completing this unit the student will be |MA1, MA 5. G-1.2, |Analog meter |Analog meter |Use an analog and |A test will be given that|

| | |able to recognize and read digital and analog |1.4, 1.10, 2.7. |Digital meter |Digital meter |digital multimeter to |requires the students to |

|Learn how to read | |multimeters and use other measurement tools |\CLEs N-1A, 3-D, |Unit symbols | |measure voltage, |make measurements on a |

|digital meters, scale| |such as a ruler, test meters, dial indicators |M-2D. |Scale measurement |Circuits to test |current, and resistance |provided circuit with |

|measurements, and | |and micrometers. | |Parallax error | |in a provided automotive|their digital and analog |

|analog meters | | | |Ohmmeter |Piston |circuit |meters and log the |

| | | | | |Rocker arm | |correct measurement on a |

| | | | | |Valve |Measure provided lines |document provided |

| | | | | | |and objects with rulers |The students will be |

| | | | | |Random measuring devices|of differing scales |given a test to measure |

| | | | | | | |an assortment of objects |

| | | | | | | |with variously scaled |

| | | | | | | |rulers and log these |

| | | | | | | |measurements in a table |

|Comp. # 3 |6th quarter 2 weeks |After completing this unit the student will be |MA-1, MA-6, G-1.8, |Shaft end play |An assortment of dial |The students will be |An assessment will be |

| | |able to use a dial indicator to measure |1.10, 2.7, 3.4, 4.6. |Gear back lash |indicators |given a demonstration on|given that requires the |

|Learn how to read | |movement and specification compliance, be able |CLEs N-1B, N-3D, |Brake disc run out | |how to use and read |student to correctly |

|dial indicators, | |to read and use micrometers to determine |M-2D, D-1C. |Clockwise |An assortment of inside |various dial indicators |interpret dial indicator |

|micrometers, and | |specification compliances, and describe the | |Counter clock wise |and outside micrometers | |measurements such as |

|identify proper | |various thread sizes. | |Complete revolutions | |The same will be done |valve deflection, bearing|

|thread sizes | | | |Millimeters |An assortment of charts |using inside and outside|endplay, crankshaft |

| | | | |Thousandths |that demonstrate numbers|micrometers |endplay and camshaft |

| | | | |Hundredths |and letter sizes of | |runout. |

| | | | |Fractional sizes |drills with decimal |The students will be | |

| | | | |Decimal equivalents |equivalents |given several objects |An assessment will be |

| | | | | | |that demonstrate various|given for student to |

| | | | | | |thread sizes and asked |determine the correct |

| | | | | | |to identify the threads |reading on an assortment |

| | | | | | |and their fraction and |of micrometer sleeve and |

| | | | | | |decimal equivalent sizes|thimbles |

| | | | | | | | |

| | | | | | | |A test will be given that|

| | | | | | | |requires students to |

| | | | | | | |record the drill size of |

| | | | | | | |a given thread size. |

| | |After completing this unit the student will be |MA 1, MA 6, G- 1.8, |Part no. |Several examples of |Program and Math |Students will have to |

|Comp. # 4 |6th quarter 3 weeks |able to apply addition and multiplication of |1.10, G-2.1, 2.3, |Operation no. |repair orders to fill |instructors will help |fill out a repair order |

| | |decimals, apply percentages in a business |G-3.4, 3.8, G-4.6. |Accessories |out and the appropriate |students fill out |on their own. |

|To complete repair | |scenario, complete a repair order, and |CLEs N-1B, N-3D, |Total |resources in which to |several repair orders on| |

|orders | |determine labor/time cost, overhead, and |D-1C. |Tax |extract information from|line and in hardcopy | |

| | |profit/loss amounts. | |Percentage rate | |form. | |

| | | | |Tenths of an hour |to properly fill out | | |

| | | | |Minutes/hour |order. | | |

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|Unit Title: (Post Knowledge) Higher education/career prep project |

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|Core Concept: To unite in a project with at least one other program to utilize mathematical concepts learned in previous mathematics curriculum to provide evidential proof of mastery. |

|To conduct a project |4th Semester |After completing this unit the student will be |MA 1, MA 2, MA 3, MA |determine, compare |All material and |Project jointly agreed |Assessment will be |

|designed and prepared| |able to unite with fellow students to complete |4, MA 5. |agree, support, prove, |resources available from|upon by trade specific |designed and designated |

|by a joint effort | |a real world situational workplace endeavor or |G 1.1, 1.2, 1.4, |influence, estimate, |the Cass Career Center |instructor, CCC |at the beginning of each |

|between Program | |task. |1.8, 1.10, 2.1, |choose decide justify, | |administration, and core|project. |

|Instructor and Math | | |2.2, 2.3, 2.7, 3.1, |appraise, interpret, | |resource teachers. | |

|instructor to | | |3.2, 3.3, 3.5, 3.6, |build disprove, test, | | | |

|demonstrate mastery | | |3.7, 3.8, 4.1, 4.4, |compile, invent, solve,| | | |

|of previously learned| | |4.5, 4.6, 4.7. |perceive, influence, | | | |

|competencies and to | | |CLEs N-1B, N-1C, |plan, conclude, defend,| | | |

|demonstrate mastery | | |N-3D, N-3E, G-1A, |evaluate, predict, | | | |

|of applicable | | |G-1B, G-2A, G- 4B, M-|measure, rate, design, | | | |

|Concepts of | | |2C, M- 2D, |select prioritize | | | |

|mathematics. | | | |explain, criteria, | | | |

| | | | |assess value deduct. | | | |

| | | | |construct, and | | | |

| | | | |theorize. | | | |

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