(You can lease a graphing calculator during the first week of classes: go to the graphing calculator link above and print and fill out Part A of the form. Then go to the college cashier to pay the $20 fee. Bring the form and your receipt to class.)

WAMAP: Online Homework Access

(You will be registered automatically as a student in this class.

Please use your ‘first name’ space ‘last name’ as your student name

and your pass code is your student number (with NO dashes).

Course Goals

Imagination is more important than knowledge. Albert Einstein

Einstein’s quote implies that although mathematical knowledge is important, it is imagination that allows you to utilize knowledge to attain personal goals.

The course goals are to:

(1) stimulate your imagination

(2) enhance your understanding of mathematics at a conceptual level

(3) demonstrate and communicate your knowledge to others

(4) improve your use of self-assessment methods

(5) think critically

(6) develop effective study and group skills

(7) apply quantitative reasoning to real world contexts

(8) master the use of a graphing calculator as a tool for quantitative analysis

The structure of this course is designed to address these goals. You will be asked periodically throughout the quarter to provide input as to how well the course is addressing these goals.

Course Objectives

The course objectives provide a foundation to develop mathematical knowledge and intellectual imagination. This is accomplished through the study of mathematics concepts at a level that will enable you to think critically, demonstrate and communicate your knowledge to others, and apply those skills to real world contexts.

Listed here are the skills you should be able to demonstrate upon completion of this course:

1. Determine the equation of a line and line of best fit, explain rate of change and intercepts in context

2. Graph linear functions, express their solution sets in appropriate notation and explain the solutions in context

3. Solve systems of equations, explain the significance of the solutions

4. Solve quadratic equations algebraically and graphically, explain the significance of the solutions

5. Evaluate functions: determine domain and range, use vertical line test, interpret the graph of functions

6. Determine horizontal and vertical asymptotes, explain their significance in context

7. Simplify radical expressions and rationalize denominators

8. Graph exponential functions and interpret them in context

9. Solve exponential and logarithmic equations applied to real world applications

10. Convert between exponential and logarithmic equations, explain their relationship

11. Simplify complex fractions and rational expressions

12. Solve rational equations, recognize extraneous roots, explain their significance in context

Course Expectations

As a student in this course, you are expected to attend all class sessions, arrive on-time and prepared for the daily lesson. Being prepared means that homework assignments are complete and you have all the necessary supplies for full participation in the daily coursework, such as textbook, pencil, notebook paper, graph paper, straight-edge or ruler, and graphing calculator.

Assessment

Tests

Much of the learning in this class is done through group work, therefore group tests are used to assess your understanding. This does NOT mean that you will get a group grade. Test problems are complex and require an explanation of your reasoning. The testing format provides an opportunity to discuss your solution process with group members prior to writing solution processes in your own words. A correct answer to a problem is sufficient for a passing grade (which is a 75% or a 2.0); however, if you wish to earn a higher grade, you must clearly communicate your thinking and demonstrate your solution process. The group work is designed to hone your communication skills (this is a course goal). The individual write-up is how you provide evidence of your understanding for a formal assessment grade. This process will be explained in more depth and your questions will be answered prior to the first formal test.

Small Group/Whole Class Activities

Communication is an important aspect of this class, therefore you are responsible for providing evidence that you understand the material presented. One way to do this is to fully participate in small group and whole class activities. The small group format provides support to: (1) ease math anxiety, (2) learn to work collaboratively, (3) develop problem solving and critical thinking skills, and (4) clearly communicate your solution process to convince others that your answer is correct. Also, you will be expected to summarize and communicate your group’s findings to the whole class. The small group you will be working with to do class work will be the same people in your test group; therefore it is important to contribute your thinking, questions, and insights to the collective process. As a productive group member it is your responsibility to listen carefully, provide positive feedback, ask clarifying questions rather than depend upon assumptions, and share your thinking, concerns, and critique of solution processes with one another.

Homework

Completing and handing in homework on time is essential as it prepares you to be a full participant in the class activities.

Daily Assignment (Do NOT hand in):

- Read through the assigned section

- Work through but do not hand in the Warm-up exercises and the section examples

- Try some of the odd numbered problems at the end of the section. Make sure to try out a couple from each of the different parts of the exercise section. Do as many of these as are necessary to feel comfortable with the procedures. Check your answers with those listed at the back of the book to check your understanding. If you are struggling with these, ask questions in class and get help at the tutoring center.

Hand-in Reading Response and Math Questions:

- When you think you understand the material in the section, neatly and clearly answer each of the reading response questions listed on the course calendar, providing evidence of what you understand and can do.

- Do the assigned problems that we will be talking about in class

On-line assignment: Go to WAMAP: Online Homework Access, log in using your ‘first name’ space ‘last name’ as your student name and your pass code is your student number (with NO dashes). Find the homework section you just studied. Open and complete the problems for the section. You can print the problems, work on them off-line (get help at the math lab, etc.), and then go back to the computer to submit your answers. If you are NOT satisfied with the grade you receive, you can ask for a new problem. Once an assignment is submitted, the grade you receive is recorded. On-line assignments can be completed ahead of time; however the final submission date is midnight before the quiz/test. After midnight, you will not be able to access the on-line problems for those sections.

Daily In-Class Assignment:

When you arrive in class:

- Put your reading response questions on the front table

- Pick up your file folder and put away graded worked

- Start working on the daily in-class problems. The daily problems are chosen to represent the important concepts covered in the section. Discuss the problem assigned to your group first. Discuss everyone’s solutions, choose one to put on the board, and then discuss the other problems. As your group completes the other problems, either register your agreement with other groups’ solutions, or put up your own solutions.

- When done put your work in your folder and hand in as you leave class.

This process should only take 15 minutes of class time.

I will (1) share college announcements, (2) discuss the reading response questions handed in at the start of class, (3) take questions about procedures from the homework, (4) discuss the in-class problem solutions posted on the board, and (5) introduce the mathematics concepts and procedures for that evening’s homework.

Grading

The proposed grade distribution is 40% class participation and homework, 60% tests.

Tests are given each week. Test problems are similar to the in-class problems worked on that week. Tests are 100 pts. Since tests are designed for working in groups, it is important that you make every effort to attend, to arrive on-time, and be prepared. There are NO make-up tests. The lowest test grade can be replaced with the grade received on the final exam.
Final Exam is 100 pts and is a collection of problems similar to the ones presented in the daily class work that cover the material for the entire quarter.

Participation: You will receive 10 points for each day that you attend class. Attendance points are deducted if you arrive late or leave early, are not able to attend a session, and for disruptive and disrespectful behavior. The 10 attendance points cannot be made-up even for excused absences.
Reading Response Questions are worth 10 homework points. If you are absent, the response questions during that period will be accepted upon your return to class (if it is an extended absence, other arrangements must be negotiated.)

If you feel that the grade distribution does not adequately reflect your understanding of the mathematics in this course, then I encourage you to make an appointment to discuss it with me during office hours. This must be done sometime before the last month of the quarter.

100 > 94% = 4.0 > 3.9 = A

93 > 90% = 3.8 > 3.5 = A-

89 > 87% = 3.4 > 3.2 = B+

86 > 84% = 3.1 > 2.9 = B

83 > 80% = 2.8 > 2.5 = B-

79 > 77% = 2.4 > 2.2 = C+

76 > 74% = 2.1 > 1.9 = C

73 > 70% = 1.8 > 1.5 = C-

69 > 67% = 1.4 > 1.2 = D+

66 > 64% = 1.1 > 0.9 = D

63 > 60% = 0.8 > 0.7 = D-

60% > = 0.7 > = E

“NC” (No Credit) grades are NOT given under any circumstances. If you want to withdraw from the course, request a “W” grade before the published deadline. “I” (Incomplete) grades are only given in strict conformity with the college catalog. Specifically, a student must be in “good standing” to request an Incomplete. For this course, “good standing” will mean, at a minimum, a current grade of at least 2.0. “I” grades can only be requested in situations and circumstances that are out of the control of the student…please read the catalog for details. I reserve all rights about when and if an “Incomplete” will be issued. It is your responsibility to request and submit the signatures and paperwork required for “W” and “I” grades by the deadlines established by the college.

Assistance

Late and Make-up Work

If you are unable to attend class contact me as soon as possible to explain the situation and discuss options. It is also important to notify your group members, as they will have to function without your input (you can also ask them to take notes during the classes that you cannot attend.)

Tutorial Assistance

I am available to help clarify or provide tutorial assistance. However, (since I have approximately 100 students each quarter) please discuss the problem with your group members first. Make an appointment to speak with me if your group members are unable to help you. I am also available to work with the whole group.

If you need tutoring assistance on a fairly regular basis, the math lab is in SAM106.

Individual Needs

For help with dealing with math phobia or test anxiety, please make an appointment to talk with me. We can discuss your particular issues and devise a plan to help you be successful.

Students with Disabilities Statement

Students with documented disabilities, who need course accommodations, have emergency medical information or require special arrangements for building evacuation should contact me within the first week of class.

The instructor reserves the right to reasonably adjust this syllabus if deemed necessary and will make available written changes for students to add to this document.

Course Calendar

The Course Calendar is not fixed, but rather is a working document which may change as we progress through the material. I will inform you of any changes to the calendar as they arise.

Daily Hand-in Assignment: Due the day listed on the Course Calendar

Write out the question and your response; provide evidence of your understanding.

WEEK 1		Section Title	Daily Hand-in Assignment due on day listed
Weds. Jan. 2			Calculators will be available for rental for the quarter during the first week of class. Be sure to bring in your receipt of payment and the rental agreement form. Student Intros
Thurs. Jan 3		1.1 Mathematical Thinking and Problem Solving	Describe in your own words Polya’s four steps for problem solving (1.1). Be sure to indicate your understanding of these terms: condition and assumption. Also indicate why drawing a picture or using a table is useful, and explain what other strategies you might use. Why do you think part 4 of the process is important? Complete the in-class problem(s) for this section
Fri. Jan.4		1.2 Number Sense	Explain in your own words and provide an example for each term: reciprocal, multiplicative inverse, opposites or additive inverses, rational numbers
WEEK 2		Section Title	Daily Hand-in Assignment due on day listed
Mon. Jan.7		1.3 Numeric and Symbolic Repres. Service Learning Credit Explained	1. Explain in your own words and provide an example for each term: ) constant, variable, numerical coefficient, term, factor, expression. 2. What does it mean to simplify an expression? Provide two different examples. 3. What does it mean to evaluate a formula? Provide an example. 4. Complete the in-class problem(s) for this section
Tues. Jan.8		1.4 Problem Solving and Verbal Repres.	1. For the pattern: 5, 3, 1, -1, … What are likely to be the next two numbers in the pattern? What is the output expression that can be used to determine the nth output number? 2. Explain in your own words and provide an example for each term: equation, independent variable, dependent variable, product, quotient 3. Complete the in-class problem(s) for this section
Weds. Jan.9	1.5 Visual Repres.: Rectangular Coordinate Graphs		Graph paper and graphing calculator required—bring to class daily 1. Explain in your own words and provide an example for each term: horizontal axis, vertical axis, quadrants, origin, ordered pairs, parallel, perpendicular, scale (specifically when used in describing a graph) 2. Explain and show how to use an input/output table to graph an equation 3. Suggest axes labels or window settings for this application: Input is daily sales up to $1000, and output is sales tax at 8 ½ % If you want the calculator to graph, how would you have to enter this into the calculator? Explain. Complete the in-class problem(s) for this section
Thurs. Jan.10	1.6 Solving Equations with a Table and Graph		1. List squares of the numbers 1 through 15 2. List powers of 2 that are less than 300

Text and Required Supplies