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INSTRUCTOR AND ADJUNCT SUPPORT MANUAL

APPLIED B ASIC M ATHEMATICS SECOND EDITION

William Clark Harper College

Robert Brechner Miami Dade College

The author and publisher of this book have used their best efforts in preparing this book. These efforts include the development, research, and testing of the theories and programs to determine their effectiveness. The author and publisher make no warranty of any kind, expressed or implied, with regard to these programs or the documentation contained in this book. The author and publisher shall not be liable in any event for incidental or consequential damages in connection with, or arising out of, the furnishing, performance, or use of these programs. Reproduced by Pearson Addison-Wesley from electronic files supplied by the author. Copyright © 2012, 2008 Pearson Education, Inc. Publishing as Addison-Wesley, 75 Arlington Street, Boston, MA 02116. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. ISBN-13: 978-0-321-69778-3 ISBN-10: 0-321-69778-2

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CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 General Teaching Advice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Sample Syllabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Teaching Tips Correlated to Textbook Sections . . . . . . . . . . . . . . . . . . . . . . . .41 Available Print and Media Supplements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Helpful Tips for Using Supplements and Technology . . . . . . . . . . . . . . . . . . .81 Useful Classroom Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Professional Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98

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INTRODUCTION Dear Faculty: The Clark/Brechner book team at Pearson is very excited that you will be using Applied Basic Mathematics. We know that whether you are teaching this course for the first time or the tenth time, you will face many challenges, including how to prepare for class, how to make the most effective use of your class time, how to present the material to your students in a manner that will make sense to them, how best to assess your students, and the list goes on. This manual is designed to make your job easier. Inside these pages are words of advice from experienced instructors, general and content-specific teaching tips, tips on using both student and instructor supplements that accompany this text, and a professional bibliography provided by your fellow instructors. We would like to thank the following professors for sharing their advice and teaching tips. This manual would not be what it is without their valuable contributions. Vernon Bridges, Durham Technical Community College Bill Buck, Lanier Technical College Robbin Dengler, Cape Cod Community College Gwen English, Sinclair Community College Marion Foster, Houston Community College Olivia Garcia, The University of Texas at Brownsville and Texas Southmost College Paul Godfrey, Lanier Technical College Nancy Ketchum, Moberly Area Community College Lynette J. King, Gadsden State Community College Betty Linneman, Jefferson College Stacey Moore, Wallace State Community College Kiruba Murugaiah, Bunker Hill Community College Stacy Reagan, Caldwell Community College and Technical Institute It is also important to know that you have a very valuable resource available to you in your Pearson sales representative. If you do not know your representative, you can locate him/her by logging on to www.pearsonhighered./replocator and typing in the zip code of your institution. Please feel free to contact your representative if you have any questions relating to our text or if you need additional supplements. Of course, you can always contact us directly at [email protected]. We know that teaching this course can be challenging. We hope that this and the other resources we have provided will help to minimize the amount of time it takes you to meet those challenges. Good luck in your endeavors! The Clark/Brechner book team

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GETTING STARTED

1. How to Be an Effective Teacher 3 Five principles of good teaching practice Tips for Thriving: Creating an Inclusive Classroom 2. Planning Your Course 4 Constructing the syllabus Problems to avoid Tips for Thriving: Visual Quality 3. Your First Class 4 Seven goals for a successful first meeting 4. Strategies for Teaching and Learning Team learning

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Tips for Thriving: Active Learning and Lecturing 5. Grading and Assessment Techniques Philosophy of grading Criterion grading

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Tips for Thriving: Result Feedback 6. Managing Problem Situations Cheating Unmotivated students

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Tips for Thriving: Discipline Credibility problems 7. Improving Your Performance Self-evaluation

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Tips for Thriving: Recording Your Class References

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How to Be an Effective Teacher (From David Royse, Teaching Tips for College and University Instructors: A Practical Guide, published by Allyn & Bacon, Boston, MA. © 2001 by Pearson Education, Inc.. Adapted by permission of the publisher.)

A look at fifty years of research “on the way teachers teach and learners learn” reveals five broad principles of good teaching practice (Chickering and Gamson, 1987). Five Principles of Good Teaching Practice 1. Frequent student-faculty contact: Faculty who are concerned about their students and their progress and who are perceived to be easy to talk to, serve to motivate and keep students involved. Things you can do to apply this principle: • Attend events sponsored by students. • Serve as a mentor or advisor to students. • Keep “open” or “drop-in” office hours. 2. The encouragement of cooperation among students: There is a wealth of research indicating that students benefit from the use of small-group and peer-learning instructional approaches. Things you can do to apply this principle: • Have students share in class their interests and backgrounds. • Create small groups to work on projects together. • Encourage students to study together. 3. Prompt feedback: Learning theory research has consistently shown that the quicker the feedback, the greater the learning. Things you can do to apply this principle: • Return quizzes and exams by the next class meeting. • Return homework within one week. • Provide students with detailed comments on their written papers. 4. Emphasize time on task: This principle refers to the amount of actual involvement with the material being studied and applies, obviously, to the way the instructor uses classroom instructional time. Faculty need good time-management skills. Things you can do to apply this principle: • Require students who miss classes to make up lost work. • Require students to rehearse before making oral presentations. • Don’t let class breaks stretch out too long. 5. Communicating high expectations: The key here is not to make the course impossibly difficult but to have goals that can be attained as long as individual learners stretch and work hard, going beyond what they already know. Things you can do to apply this principle: • Communicate your expectations orally and in writing at the beginning of the course. • Explain the penalties for students who turn work in late. • Identify excellent work by students; display exemplars if possible.

Getting Started 3

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✔ Tips for Thriving: Creating an Inclusive Classroom How do you model an open, accepting attitude within your classroom where students will feel it is safe to engage in give-and-take discussions? First, view students as individuals instead of representatives of separate and distinct groups. Cultivate a climate that is respectful of diverse viewpoints, and don’t allow ridicule, defamatory or hurtful remarks. Try to encourage everyone in the class to participate, and be alert to showing favoritism.

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Planning Your Course (From David Royse, Teaching Tips for College and University Instructors: A Practical Guide, published by Allyn & Bacon, Boston, MA. © 2001 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Constructing the syllabus: The syllabus should clearly communicate course objectives, assignments, required readings, and grading policies. Think of the syllabus as a stand-alone document. Those students who miss the first or second meeting of a class should be able to learn most of what they need to know about the requirements of the course from reading the syllabus. Start by collecting syllabi from colleagues who have recently taught the course you will be teaching and look for common threads and themes. Problems to avoid: One mistake commonly made by educators teaching a course for the first time is that they may have rich and intricate visions of how they want students to demonstrate comprehension and synthesis of the material, but they somehow fail to convey this information to those enrolled. Check your syllabus to make sure your expectations have been fully articulated. Be very specific. Avoid vaguely worded instructions that can be misinterpreted.

✔ Tips for Thriving: Visual Quality Students today are highly visual learners, so you should give special emphasis to the visual quality of the materials you provide to students. Incorporate graphics into your syllabus and other handouts. Color-code your materials so material for different sections of the course are on different colored papers. Such visuals are likely to create a perception among students that you are contemporary.

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Your First Class (From Richard E. Lyons, Marcella L. Kysilka, & George E. Pawlas, The Adjunct Professor’s Guide to Success: Surviving and Thriving In The Classroom, published by Allyn & Bacon, Boston, MA. © 1999 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Success in achieving a great start is almost always directly attributable to the quality and quantity of planning that has been invested by the course professor. If the first meeting of your class is to be successful, you should strive to achieve seven distinct goals. Seven Goals for a Successful First Meeting 1. Create a positive first impression: Renowned communications consultant Roger Ailes claims you have fewer than 10 seconds to create a positive image of yourself. Students are greatly influenced by the visual component; therefore, you must look the part of the professional professor. Dress as you would for a professional job interview. Greet each student entering the room. Be approachable and genuine. 4 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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2. Introduce yourself effectively: Communicate to students who you are and why you are credible as the teacher of the course. Seek to establish your approachability by “building common ground,” such as stating your understanding of students’ hectic lifestyles or their common preconceptions toward the subject matter. 3. Clarify the goals and expectations: Make a transparency of each page of the syllabus for display on an overhead projector and using a cover sheet, expose each section as you explain it. Provide clarification and elicit questions. 4. Conduct an activity that introduces students to each other: Students’ chances of being able to complete a course effectively is enhanced if each comes to perceive the classmates as a “support network.” The small amount of time you invest in an icebreaker will help create a positive classroom atmosphere and pay additional dividends throughout the term. 5. Learn students’ names: A student who is regularly addressed by name feels more valued, is invested more effectively in classroom discussion, and will approach the professor with questions and concerns. 6. Whet students’ appetite for the course material: The textbook adopted for the course is critical to your success. Your first meeting should include a review of its approach, features, and sequencing. Explain to students what percentage of class tests will be derived from material from the textbook. 7. Reassure students of the value of the course: At the close of your first meeting reassure students that the course will be a valuable learning experience and a wise investment of their time. Review the reasons why the course is a good investment: important and relevant content, interesting classmates, and a dynamic classroom environment.

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Strategies for Teaching and Learning (From David Royse, Teaching Tips for College and University Instructors: A Practical Guide, published by Allyn & Bacon, Boston, MA. © 2001 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Team learning: The essential features of this small group learning approach, developed originally for use in large college classrooms are (1) relatively permanent heterogeneous task groups; (2) grading based on a combination of individual performance, group performance, and peer evaluation; (3) organization of the course so that the majority of class time is spent on small group activities; (4) a six-step instructional process similar to the following model: 1. Individual study of material outside of the class is assigned. 2. Individual testing is used (multiple-choice questions over homework at the beginning of class). 3. Groups discuss their answers and then are given a group test of the same items. They then get immediate feedback (answers). 4. Groups may prepare written appeals of items. 5. Feedback is given from instructor. 6. An application-oriented activity is assigned (e.g., a problem to be solved requiring input from all group members). If you plan to use team learning in your class, inform students at the beginning of the course of your intentions to do so and explain the benefits of small group learning. Foster group cohesion by sitting groups together and letting them choose “identities” such as a team name or slogan. You will need to structure and supervise the groups and ensure that the projects build on newly acquired learning. Make the projects realistic and interesting and ensure that they are adequately structured so that each member’s contribution is 25 percent. Students should be given criteria by which they can assess and evaluate the contributions of their peers on a project-by-project basis (Michaelson, 1994). Getting Started 5

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✔ Tips for Thriving: Active Learning and Lecturing Lecturing is one of the most time-honored teaching methods, but does it have a place in an active learning environment? There are times when lecturing can be effective. Think about the following when planning a lecture: Build interest: Capture your students’ attention by leading off with an anecdote or cartoon. Maximize understanding and retention: Use brief handouts and demonstrations as a visual backup to enable your students to see as well as hear. Involve students during the lecture: Interrupt the lecture occasionally to challenge students to answer spot quiz questions. Reinforce the lecture: Give students a self-scoring review test at the end of the lecture.

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Grading and Assessment Techniques (From Philip C. Wankat, The Effective, Efficient Professor: Teaching Scholarship And Service,, published by Allyn & Bacon, Boston, M. © 2002 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Philosophy of grading: Develop your own philosophy of grading by picturing in your mind the performance of typical A students, B students and so on. Try different grading methods until you find one that fits your philosophy and is reasonably fair. Always look closely at students on grade borders—take into account personal factors if the group is small. Be consistent with or slightly more generous than the procedure outlined in your syllabus. Criterion grading: Professor Philip Wankat writes: “I currently use a form of criterion grading for my sophomore and junior courses. I list the scores in the syllabus that will guarantee the students A’s, B’s, and so forth. For example, a score of 85 to 100 guarantees an A; 75 to 85, a B; 65 to 75, a C; and 55 to 65, a D. If half the class gets above 85% they all get an A. This reduces competition and allows students to work together and help each other. The standard grade gives students something to aim for and tells them exactly what their grade is at any time. For students whose net scores are close to the borders at the end of the course, I look at other factors before deciding a final grade such as attendance.”

✔ Tips for Thriving: Result Feedback As stated earlier, feedback on results is the most effective of motivating factors. Anxious students are especially hungry for positive feedback. You can quickly and easily provide it by simply writing “Great job!” on the answer sheets or tests. For students who didn’t perform well, a brief note such as “I’d love to talk with you at the end of class” can be especially reassuring. The key is to be proactive and maintain high standards, while requiring students to retain ownership of their success.

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Managing Problem Situations (From Philip C. Wankat, The Effective, Efficient Professor: Teachin, Scholarship And Service, published by Allyn & Bacon, Boston, MA. © 2002 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Cheating: Cheating is one behavior that should not be tolerated. Tolerating cheating tends to make it worse. Prevention of cheating is much more effective than trying to cure it once it has occurred. A professor can prevent cheating by: • • • • •

Creating rapport with students Gaining a reputation for giving fair tests Giving clear instructions and guidelines before, during, and after tests Educating students on the ethics of plagiarism Requiring periodic progress reports and outlines before a paper is due

Try to develop exams that are perceived as fair and secure by students. Often, the accusation that certain questions were tricky is valid as it relates to ambiguous language and trivial material. Ask your mentor or an experienced instructor to closely review the final draft of your first few exams for these factors. (From David Royse, Teaching Tips for College and University Instructors: A Practical Guide, published by Allyn & Bacon, Boston, MA. © 2001 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Unmotivated students: There are numerous reasons why students may not be motivated. The “required course” scenario is a likely explanation—although politics in colonial America is your life’s work, it is safe to assume that not everyone will share your enthusiasm. There are also personal reasons such as a death of a loved one or depression. Whenever you detect a pattern that you assume to be due to lack of motivation (e.g., missing classes, not handing assignments in on time, nonparticipation in class), arrange a time to have the student meet with you outside the classroom. Candidly express your concerns and then listen.

✔ Tips for Thriving: Discipline One effective method for dealing with some discipline problems is to ask the class for feedback (Angelo & Cross, 1993) In a one-minute quiz, ask the students, “What can I do to help you learn?” Collate the responses and present them to the class. If behavior such as excessive talking appears in some responses (e.g., “Tell people to shut up”) this gives you the backing to ask students to be quiet. Use of properly channeled peer pressure is often effective in controlling undesired behavior.

Motivating students is part of the faculty members’ job. To increase motivation, professors should show enthusiasm for the topic, use various media and methods to present material, use humor in the classroom, employ activities that encourage active learning, and give frequent, positive feedback. (From Sharon Baiocco, Jamie N. De Waters, Successful College Teaching: Problem Solving Strategies of Distinguished Professors, published by Allyn & Bacon, Boston, MA. © 1998 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Credibility problems: If you are an inexperienced instructor, you may have problems with students not taking you seriously. At the first class meeting, articulate clear rules of classroom decorum and conduct yourself with dignity and respect for students. Try to exude that you are in charge and are the “authority” and avoid trying to pose as the students’ friend.

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Improving Your Performance (From Richard E. Lyons, Marcella L. Kysilka & George E. Pawlas, The Adjunct Professor’s Guide to Success: Surviving and Thriving In The Classroom, published by Allyn & Bacon, Boston, MA. © 1999 by Pearson Education, Inc.. Adapted by permission of the publisher.)

Self-evaluation: The instructor who regularly engages in systematic self-evaluation will unquestionably derive greater reward from the formal methods of evaluation commonly employed by colleges and universities. One method for providing structure to an ongoing system of self-evaluation is to keep a journal of reflections on your teaching experiences. Regularly invest 15 or 20 introspective minutes following each class meeting to focus especially on the strategies and events in class that you feel could be improved. Committing your thoughts and emotions enables you to develop more effective habits, build confidence in your teaching performance, and make more effective comparisons later. The following questions will help guide self-assessment: How do I typically begin a class? Where/How do I position myself in the class? How do I move in the classroom? Where are my eyes usually focused? Do I facilitate students’ visual processing of course material? Do I change the speed, volume, energy, and tone of my voice? How do I ask questions of students? How often, and when, do I smile or laugh in class? How do I react when students are inattentive? How do I react when students disagree or challenge what I say? How do I typically end a class?

✔ Tips for Thriving: Recording Your Class In recent years, a wide range of professionals has markedly improved their job performance by employing video cameras in their preparation efforts. As an instructor, an effective method might be to ask your mentor or another colleague to record a 10- to 15-minute mini-lesson, then to debrief it using the assessment questions above. Critiquing a recorded session provides objectivity and is therefore more likely to effect change. Involving a colleague as an informal coach will enable you to gain from their experience and perspective and will reduce the chances of your engaging in self-depreciation.

References Ailes, R. (1996) You are the message: Getting what you want by being who you are. New York: Doubleday. Chickering, A. W., & Gamson, Z. F. (1987) “Seven principles for good practice in undergraduate education.” AAHE Bulletin, 39, 3–7. Michaelson, L. K. (1994). Team Learning: Making a case for the small-group option. In K. W. Prichard & R. M. Sawyer (Eds.), Handbook of college teaching. Westport, CT: Greenwood Press. Sorcinelli, M. D. (1991). Research findings on the seven principles. In A.W. Chickering & Z. Gamson (eds.), “Applying the seven principles of good practice in undergraduate education.” New Directions for Teaching and Learning 47. San Francisco: Jossey-Bass.

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GENERAL TEACHING ADVICE We asked the contributing professors for words of advice to instructors who are teaching this course. Their responses can be found on the following pages.

Bill Buck, Lanier Technical College 1. Be organized! Have everything you need prior to class. 2. Provide written objectives at the beginning of each class. Let your students know what they will be learning during each class. 3. Teach each objective with a goal. For example, when teaching graphs, don’t just demonstrate how to make a graph. Your goal might be, “Each student will be able to make and interpret a circle graph.” Then provide the opportunity for students to practice making circle graphs. 4. Don’t have a lot of down time. Keep the students busy with work relevant to each objective. 5. Even though your students have chosen to attend college, many of them will not study or complete homework. Provide review opportunities during each class. During each class I give an in-class assignment of 10–20 problems covering material we have discussed since the beginning of the course. I go over the assignment with each of the students as they finish it. It is very important to include criticalthinking problems or activities in order to stimulate the thought process. 6. Try to promote verbal participation on the part of the students. Encourage students to ask questions. Don’t be afraid to have students correct you when you make a mistake. You will make mistakes. 7. Provide a straightforward syllabus. Keep your syllabus short and specific to the class. Any additional information can be presented in additional documentation. 8. Many of my students have acknowledged that they still have difficulty knowing how to study. Provide some study guidelines for them to follow. 9. Keep homework and other projects reasonable and relevant.

10. Provide extra-credit opportunities. For example, provide crossword puzzles, word searches, etc. for unit vocabulary. You may also wish to provide a class project. 11. Provide visual as well as auditory learning opportunities. I present many of my lessons with PowerPoint®, which allows my students to see and hear what I am presenting to them.

Robbin Dengler, Cape Cod Community College 1. When I first started teaching, I wish I’d had an outline of the course I was to teach that included a list of the sections from the book that must be taught and those that were optional. I’ve found if you try to add “extra” sections during the semester, there is a general outcry from the students, but if you have to “skip” sections, that is OK! 2. I like to do hands-on labs in my classes. I have developed labs for fractions, decimals, percents, etc. Most only take about 20–30 minutes or less and help develop camaraderie among students. One of the best ways to really understand something is to explain it to other people, and labs allow students to do this. 3. Like many professions, this job can consume you if you let it. I wish I had some advice when I started teaching as to when to back away and when to fret. I usually erred on the side of fretting and that didn’t benefit anyone.

Paul Godfrey, Lanier Technical College 1. Teaching a basic mathematics course may be one of the more difficult tasks for a college mathematics teacher. The students often have varied numeracy backgrounds, ranging from a lack of knowledge of something as foundational as a multiplication table to an understanding of the fundamental principles General Teaching Advice 9

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of algebra. A tack often taken is to “teach to the middle.” In my experience, this can be a mistake, especially for those students without the simple concepts already in hand. The textbook begins with those simple concepts, and these should not be overlooked or omitted. I have found that results are best when the presentation and explanation of material follows that in the textbook. The students have the textbook when the instructor is not available. By following the textbook, the student is given a familiarity with where principles and procedures may be found. This will aid them in their reflective studies of the material. In addition, by tracking the textbook, the teacher is kept on task, as well as the student. In material presentation, begin with an overview of the topics to be covered in a lesson or class period. The PowerPoint® lecture slides that accompany the textbook are a good way to do this. Also, plan to provide examples of how to apply each principle with even-numbered exercises in the textbook. Be sure to work these in advance of the class and verify results with the solutions manual. At each step of the way, solicit questions from the students. Consider having students work Try-It Exercises in class after presentation of the material leading up to them. Test frequently, weekly if possible. Encourage students to complete Assessment Tests in the textbook prior to actual tests. Automated testing is preferable, as it provides immediate feedback to the student and minimizes time spent checking off problems. It also allows for analysis of test results to identify areas where additional instruction may be needed. I use the automated TestGen testbanks available with this textbook. I view testing as part of the learning experience for students and thus I permit use of the textbook during tests. Assign homework. Without using what they are learning, the students will not retain it. I assign every-other odd problem, beginning with Exercise 1 in each section, and have the students turn in their homework weekly. Check that the students have completed the assignments and spot check for procedural errors. Incorporate instruction on correct methods in the next class. Consider including “Concept Checks” as part of the homework assignment. An alternative to written homework assignments is the use of MyMathLab for homework assignment. End the course with a comprehensive final exam. If administered online, ensure the exam is proctored.

The final exam should be constructed to incorporate measures of your student learning outcomes. This allows you to evaluate what areas you may need to emphasize in future classes, as well as providing you with a measure of success in the current class.

Lynette J. King, Gadsden Community College 1. Always be willing to admit that you make mistakes. An instructor should not portray to students the attitude of “I am the expert and everything I say is correct.” This type of attitude will make students less willing to ask questions and will make their study of mathematics a bad experience. I always tell my students at the beginning of the semester that I am human, just like they are. I am not perfect and I will make mistakes. I ask them to tell me when they see me make a mistake and not let me go through a complete problem to find out at the end of it that I made a mistake like writing the problem down wrong. To make students pay more attention, you can give students bonus points when they see you make a mistake. You may even want to make some mistakes on purpose just to check to see if they are listening and watching. 2. At the beginning of the semester, I tell my students to make sure that they ask me questions any time they do not understand what I have discussed. I even put a statement in my syllabus regarding this. I always tell them that I do not like to feel like I am teaching to the back wall and that I want and welcome their questions. I also ask them questions as I go through my lecture to make sure they are keeping up with me and that they understand what I am doing. Many times I have to read faces because basic math students often have a low self-esteem, especially when it comes to math. When I see that someone does not understand, I will try to go through the concept using a different method with the hope that he or she will understand it the second time. 3. When students answer your questions in class and their answers are wrong, never respond with “No, that is not right.” This immediately knocks a student’s self-esteem down another notch. Try to give a more positive response such as, “Good try. That is close to the correct answer. Tell me how you worked it.” As students tell you how they worked the problem, praise them for the correct steps and help them to see where they made their mistake. If they discover that mistake on their own, they are less likely to make it again.

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4. When I teach a lesson, I do not use the same problems that are worked out in the text. The problems in the text are usually explained well and easy for the students to follow. I tell them to go back and look at these examples on their own. I will use problems in my lesson that closely correspond to the problems that they will have for homework. Many times I will work several of the evennumbered exercises from the section because the answers are not in the back of the text, some of the side margin exercises, or just make up problems of my own. This method will provide students with many examples to refer to if they have difficulty with their homework.

Stacey Moore, Wallace State Community College 1. It is extremely easy to get “bogged down” in the material. The topics seem easy to teach and for students to grasp, but that is often not the case. The concepts are sometimes difficult for students who are weak in basic mathematical skills to grasp. Try to stay on a well-planned schedule because it will be easy to digress. 2. Preprinted in-class practice problems that you can hand out in class are a great idea. With the number of topics that must be covered in the course, this will save time. 3. Do not take it for granted that students are proficient in basic arithmetic skills. Be prepared to start from ground zero. 4. Our mathematics department does not allow the use of a calculator in the course. This is usually news to students on the first day of the course and they are opposed to the idea. After a few class meetings, many of them forget about the calculator and simply begin to rely on scratch paper, a pencil, and their brains!

life issues that take priority over education for the majority of community college students. 2. Since many students who are taking developmental math courses are going to college for the first time, they also lack the skills of independent study and don’t know how to fully take advantage of the available resources—textbook, tutoring centers, office hours, etc. Hence, one of the first homework assignments I give my students is to visit my office when they have free time within the first week of class to say hello to me. This gives them a chance to find the library (where my office is located), teach them the importance of the syllabus, which lists my office location and office hours, and gives them a chance to chat with me in an informal setting. 3. Another assignment that I give helps students get to know their textbook. I ask them to do things such as “Name an objective from Chapter 2,” “Find out if Chapter 2 has Review Exercises and, if so, on what page they start,” and “Find the definition of absolute value in the Glossary.” This forces the students to flip through the book and identify useful sections. 4. In developmental math courses, I try to spend less time lecturing and doing problems on the board, and more time on in-class exercises that students work on either individually or in groups. I try to give two or three examples per problem type on the board and the rest are left for students to work on as I walk around the room and help them.

Kiruba Murugaiah, Wallace State Community College 1. Students taking developmental math courses spend more time being anxious about the material than actually working on it. I have found these students severely lacking in self-confidence and, in general, they have poor time-management skills and study habits. Due to this, I spent a lot of time on a one-toone basis, getting to know students on a personal level. This helps them to be more open about their fears about math. It also helps to reveal all the other General Teaching Advice 11

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SAMPLE SYLLABI

Provided by: William Clark, Harper College Robbin Dengler, Cape Cod Community College Lynette J. King, Gadsden State Community College Stacey Moore, Wallace State Community College Kiruba Murugaiah, Bunker Hill Community College

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HARPER COLLEGE DEPARTMENT OF MATHEMATICAL SCIENCES MTH 055 BASIC MATHEMATICS SYLLABUS GENERAL INFORMATION Instructor: William J. Clark Class Meetings: Office: E-mail: Office Phone: Office Hours: COURSE INFORMATION Course Description This course covers basic mathematical concepts including operations with whole numbers, fractions, and decimals; ratios and proportions; percents; measurements; topics in geometry; integers; and topics in algebra. This is a three semester-hour course that carries no transfer credit. Multicultural Content In this class, we will make an effort to infuse multicultural perspectives into the curriculum. In particular, we will investigate how different cultures perform the basic arithmetic operations. We will also consider diversity issues in the presentation of other topics. Prerequisite MTH 050 with a grade of C or better, or an adequate score on a math placement exam. Textbook Clark and Brechner, Applied Basic Mathematics, First Edition. Pearson Addison-Wesley, 2008. You are required to bring the textbook to each class meeting. Blackboard Blackboard is an online course management system. A Blackboard account has been created for this course. Important course information is posted on the Blackboard site. You are required to register for Blackboard. Calculators Calculators are not required for this course. In fact, calculators will rarely be used in this course. When they are required, one will be provided to you. Nevertheless, if you would like to purchase a calculator, the TI-83 Plus or TI-84 Plus is highly recommended. Required Materials The textbook, a notebook, pencils, and erasers are required for this course. Graph paper is recommended.

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ASSESSMENT Homework The homework assignment for every class consists of two parts: 1. Read the section of the text pertaining to the lecture. 2. Do the assigned problems. You are strongly encouraged to complete the homework problems as soon after the material has been presented as possible. Doing the homework is the only way to learn the course material! Select homework problems will be considered at the beginning of most classes. Obviously, there is not enough time to go over every homework problem. If you have difficulty with a certain problem and it has not been done in class, it is your responsibility to see me for additional help. Homework should be completed in the textbook or in a separate homework notebook. Periodically, I will spotcheck your textbook or homework notebook to make sure that you are doing your homework. Homework spotchecks will be worth 5 points each. Homework Quizzes Most weeks, we will have a homework quiz. A problem or problems from the homework will be chosen. You will complete these problems on a separate piece of paper and submit them for a grade. You may reference your homework for purpose of completing the homework quiz. Homework quizzes will be worth 5 points each. There are no make-up homework quizzes. Pop Quizzes Pop-quizzes may be administered from time to time. Pop quizzes will be worth 5 points each. There are no make-up pop quizzes. Writing Assignments To truly master the material in this course, you must be able to do more than just work through routine problems. You must be able to explain how you do something and why you do it in that particular way. Therefore, I will leave open the possibility of occasional writing assignments. A grading rubric will accompany each writing assignment. You are to complete these assignments and submit them on the specified due date. Late submissions will not be accepted. Writing assignments will be worth 10 points each. In-Class Activities In this class we will use collaborative learning techniques, that is, we’re going to do group work. Generally, a worksheet will be handed out and you may work on it with other students in class. If there is not enough class time to complete the worksheet, you may complete it at home. You must submit your own worksheet for grading. In-class activities and projects will be worth 10 points each. Testing There will be a total of seven exams administered in this course: six in-class exams and a cumulative final exam. The exams, including the final, will be worth 100 points each. In order to be counted, each exam must be taken in class at the scheduled time unless alternate arrangements are made in advance of an exam. If you make arrangements in advance of an exam, a make-up can be given. Please note that this is the only case in which a make-up can be given! Otherwise, if you miss an exam, a grade of zero will be recorded. At the end of the semester, the single lowest exam score will be replaced by the final exam score provided this works to your advantage. In this way, the final exam can count twice, once in its own right and once for the exam it replaces. The final exam will be administered on Wednesday, May 21, 2008, 11:50 A.M.–1:35 P.M.

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Progress Report A progress report will be given to you during class prior to the drop deadline. This semester, the last day to withdraw from a 16-week class is Saturday, April 19, 2008. If you are not making satisfactory progress towards course completion by this date, you may want to give serious consideration to withdrawing from the course. Grades Homework spot-checks, homework quizzes, pop quizzes, writing assignments, in-class activities and projects, class participation, and exams including the final exam will determine your final course grade. Your grade will be determined by the total number of points you earn out of the total number of possible points. The total number of possible points is presently unknown. It will depend on the number of homework spotchecks, homework quizzes, pop quizzes, writing assignments, and in-class activities/projects that we have throughout the course of the semester. If you do not withdraw from this class by the April 19 deadline, you will receive a letter grade. The following grading scale will be applied. A: 90% or above B: 80%–89% C: 70%–79% D: 60%–69% F: below 60% At no point should you ask me to project what your grade will be. I am not clairvoyant, nor do I have a crystal ball with prognosticating capabilities. Consequently, I cannot say how you will perform in the course prior to its completion. OTHER COURSE POLICIES Attendance You should attend all class meetings. Poor attendance will negatively impact your participation grade. Anyone who abandons the class without formally withdrawing will receive an F for the course. Environment and Classroom Decorum You are required to contribute to an atmosphere that is conducive to learning. Therefore, mobile phones, pagers, alarms, and all other noise-making devices must be turned off. (This means off, not vibrate.) Additionally, mobile phones must be put away. Furthermore, you should refrain from reading newspapers, periodicals, or any other material not related to the course during class time. You should also refrain from engaging in conversation unrelated to the course during class time. Disruptive behavior will not be tolerated. If a disruption occurs during class, the student responsible for the disruption may be asked to leave. If an interruption occurs during an examination, the student responsible may be required to turn in his/her exam. If you have a negative attitude, check it at the door. Negative attitudes are not conducive to learning mathematics and, as such, are not welcome in my classroom. Studies show that a positive attitude greatly improves math skills and problem-solving in general. Frequently, I will address math-related questions to the class at large, and I encourage you to respond to those questions freely, without raising your hand. However, if you have any other sort of comment or question, I expect you to raise your hand and wait until you are called upon before speaking.

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Neatness and Legibility In order for me to grade your work, I must be able to read it. (If I can’t read it, I can’t grade it!) Please write legibly. To help you do so, you may want to use graph paper. Also, no work may ever be submitted on sheets that are torn out of a notebook. I will not accept paper with “frilly” edges (clean-cut edges only, please). Cheating/Plagiarism In accordance with Harper’s Academic Honesty Policy, any form of academic dishonesty is a serious offense and requires disciplinary action. This disciplinary action may include failure of the assignment/project/quiz/test or failure of the entire course. In cases where the instructor may deem disciplinary procedures beyond course failure appropriate, the student may be disciplined within the framework of the Student Conduct Policy with the appropriate Vice President involved in the decision. The faculty assigned grade supersedes a student-initiated withdrawal for the course. A student may appeal the instructor’s decision in accordance with the College’s Student Academic Complaint Procedures. Equal Opportunity Statement William Rainey Harper College provides equal opportunity in education and does not discriminate on the basis of race, color, religion, national origin, age, marital status, sexual orientation, or disability. RESOURCES AND STUDENT SERVICES Math Lab The tutorial services of the Math Lab are available to you free of charge. Math instruction is also available on videos and on computers in the Math Lab. The Math Lab is located in D105. Tutoring Center The tutorial services of the Tutoring Center are also available to you. Harper College Library The Harper College Library houses a diverse collection of books, CDs, videos, DVDs, eBooks, newspapers, journals, and streaming video. The library has group study rooms and quiet study areas. Access and Disability Services If you have a documented disability and may require some accommodation or modification in procedures, class activity, instruction, etc., please see me early in the semester. Documentation is provided by the Access and Disability Services Center. Academic Advising and Counseling Academic advising and counseling is available to you. Services include academic advising, support for students in academic difficulty, crisis intervention and personal counseling, among an array of other services. Center for Multicultural Learning The Center for Multicultural Learning also provides academic advising and counseling to all registered students.

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HARPER COLLEGE DEPARTMENT OF MATHEMATICAL SCIENCES MTH 055 BASIC MATHEMATICS COURSE OUTLINE The following course outline assumes 32 classes, 75 minutes each. Class 1 2 3 4 5

Section 1.6 1.7 2.1 2.2 2.3 2.4 2.5 2.6 2.7

6 7 8 9 10

11 12 13

14 15

3.1 3.2 3.3 3.4 3.5

4.1 4.2 4.3

5.1 5.2 5.3 5.4

16 17 18 19 20

21

6.1 6.2 6.3 6.4 6.5

Title Evaluating Exponential Expressions and Applying Order of Operations Solving Application Problems Factors, Prime Factorizations, and Least Common Multiples Introduction to Fractions and Mixed Numbers Equivalent Fractions Multiplying Fractions and Mixed Numbers Dividing Fractions and Mixed Numbers Adding Fractions and Mixed Numbers Subtracting Fractions and Mixed Numbers Chapter 2 10-Minute Chapter Review Chapter 2 Numerical Facts of Life Test 1 (1.6–1.7; 2.1–2.7) Understanding Decimals Adding and Subtracting Decimals Multiplying Decimals Dividing Decimals Working with Fractions and Decimals Chapter 3 10-Minute Chapter Review Chapter 3 Numerical Facts of Life Test 2 (3.1–3.5) Understanding Ratios Working with Rates and Units Understanding and Solving Proportions Chapter 4 10-Minute Chapter Review Chapter 4 Numerical Facts of Life Introduction to Percents Solve Percent Problems Using Equations Solve Percent Problems Using Proportions Percent Application Problems Chapter 5 10-Minute Chapter Review Chapter 5 Numerical Facts of Life Test 3 (4.1–4.3; 5.1–5.4) The U.S. Customary System Denominate Numbers The Metric System Converting between the U.S. System and the Metric System Time and Temperature Chapter 6 10-Minute Chapter Review Chapter 6 Numerical Facts of Life Test 4 (6.1–6.5)

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Section 7.1 7.2 7.3 7.4 7.5 7.6 9.1 9.2 9.3 9.4 9.5

10.1 10.2 10.3 10.4 10.5

Title Lines and Angles Plane and Solid Geometric Figures Perimeter and Circumference Area Square Roots and the Pythagorean Theorem Volume Test 5 (7.1–7.6) Introduction to Signed Numbers Adding Signed Numbers Subtracting Signed Numbers Multiplying and Dividing Signed Numbers Signed Numbers and Order of Operations Chapter 9 10-Minute Chapter Review Chapter 9 Numerical Facts of Life Test 6 (9.1–9.5) Algebraic Expressions Solving an Equation Using the Addition Property of Equality Solving and Equation Using the Multiplication Property of Equality Solving an Equation Using the Addition and Multiplication Properties Solving Application Problems Chapter 10 10-Minute Chapter Review Chapter 10 Numerical Facts of Life FINAL EXAM

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Instructor’s Course Outline E-mail: Office Phone:

Professor Dengler Office: Office Hours:

Course Title: Fundamentals of Arithmetic

Course Number: MAT 010

Official Course Description A mastery-based course in basic arithmetic operations and techniques designed to provide a thorough coverage of whole number arithmetic, fractions, and decimals. Applications are used extensively to develop problemsolving techniques. The course focuses on basic computational skills, study skills, and background needed to succeed in subsequent courses. Students use the language of arithmetic to understand basic arithmetic vocabulary and to read/write simple quantitative statements. (This course does not satisfy the mathematics general education requirement.)

Instructional Objectives This course is designed to help the student acquire the fundamental arithmetic skills necessary to move to higher levels of mathematics, to improve study skills, and addresses the issue of “mathematical anxiety.” The course will also present the student with strategies for succeeding at mathematics.

Contact Hours and Credit 3 hours per week, 3 credits Credits do not apply towards Cape Cod Community College degrees and certificates. The credits may affect your semester GPA. Most transfer colleges do not accept developmental classes as transfer credits. Check with the transfer counselor here or at the college you are interested in attending for more information.

Prerequisite(s) By the computerized placement test (CPT)

Required Text and Materials Clark and Brechner Applied Basic Mathematics, First Edition. Pearson Addison-Wesley, 2008 The college bookstore has a package price that includes the text, the Student’s Solutions Manual, and a MyMathLab access code. You can use the MyMathLab homework system if you purchase the access code. (The Student’s Solutions Manual is optional.)

Other Materials Notebook (3-ring recommended), notepaper or notebook from which pages tear out evenly, pencils, eraser, pencil sharpener, stapler, a scientific calculator, and a ruler. You should bring all your supplies to each class and be prepared to use them. Color pencils and/or highlighters are also recommended.

Instructional Methods Lectures, homework, handouts, quizzes, tests, etc. This math class should be challenging. If it is not, see me as soon as possible, as you may be in the wrong class. All work is to be done in pencil unless otherwise noted. I do not accept pen.

Specific Evaluation and Grading Procedures This course uses a “mastery-based approach,” which means that a student must demonstrate mastery of the subject (scores 80% or better on quizzes, tests, assignments, etc.) and must score a 70% or better on the final exam. Students who do not score an 80% or better on tests will be given the opportunity to correct and retake 20 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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the exam. Again, in order to pass the course, you must have a B– (80%) or better average and score a C– (70%) or better on the final exam. You cannot pass the course without first passing all the exams with at least an 80% or better even if you pass the final exam. Students who pass the course will be given a choice of a P (pass), which does not count towards your semester GPA) or a letter grade, which counts in your semester GPA. Students who do not pass the course will either get an R (repeat or retake), which does not count towards your GPA, or an F (failing grade), which does count in your GPA). depending on your attendance and whether or not you took all the exams. If you are absent more than 4 times and/or do not take all the exams and the final exam then you will receive a grade of F. Grades are calculated as follows: Chapter Tests: 50%, Final Exam: 20%, Quizzes/Homework/Other: 30% Attendance, attitude and participation are also considered in awarding grades. Perfect attendance earns an extra 2 points on your final grade.

Make-Ups There will be no make-ups for any assignment (exams, labs, etc.) except under extenuating circumstances and by pre-arrangement. Attendance is mandatory. If you are unavoidably absent, you must call or e-mail me and make arrangements and provide the appropriate documentation. Just showing up the following class and saying you were absent does not constitute extenuating circumstances. Remember that if you miss a test and do not make arrangements, you will fail the course. You are responsible for any missed notes or handouts due to absence.

Late Assignments All late assignments are to be avoided and as such are penalized 5 points for every day late. You have up to one week to submit late assignments, after which they will not be accepted. No late vocabulary/concepts are accepted. My reasoning is that timely completion of assignments is incredibly important to achieving success in this class. I use the analogy that keeping up is like skiing downhill, whereas catching up is like skiing uphill (possible, but so very much harder). Mathematics is cumulative, that is, you must know Chapter 1 to succeed in Chapter 2, etc., so even if you miss a homework turn-in date, do the assignment anyway and submit it for partial credit.

Attendance Policy Attendance is required. However, I understand sometimes “life” happens. Therefore, you are allowed 2 absences without penalty. Any more absences will be considered excessive and may result in an absentee grade. If you are absent more than 4 classes, you may be withdrawn from the class or be given a failing grade. Missed classes could be the difference between passing and failing. By signing up for this class, you are making the commitment to attend! Get your money’s worth and make the most of it. You are responsible for any missed assignments included handouts and notes. You must sign the sign-in sheet every class before you leave to receive credit for attending that class. This is your responsibility, so be sure you sign in!

Class Participation Active call participation is strongly encouraged. Extra credit will be awarded for certain participation, such as working problems on the board and making daily quizzes. Attendance, attitude, and participation will affect borderline grades.

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Study Time You should plan to devote a minimum of 3 hours of study time for each 1-hour lecture. Former students have said this is a conservative estimate and that they have, at times, devoted 5 or more hours per class. This estimate may increase or decrease depending on your skills and the subject material; nevertheless, plan for at least 9 hours a week of study time for this class. Homework is essential for good comprehension (passing the class and succeeding in the next level) and should be done every class, as the material is cumulative. It is a whole lot easier to keep up than to catch up! Read the section to be covered in class prior to coming to class. This helps to familiarize you with the vocabulary and lays the foundation for material comprehension. The assigned chapter tests must be done before you come to class to take the exam. These tests from the textbook will be your ‘ticket’ into the exam. The answers to the odd-numbered homework problems, as well as the chapter tests, are found in the back of the book. Check your answers as you go along to establish your understanding of the correct procedures. List specific questions you have on the material and homework to be asked at the beginning of the next class. Homework is to be done on 8.5 x 11-inch paper, preferably lined. All graphs are to be done on graph paper. Graphs that are not done on graph paper will not be graded or given any credit. All assignments that are more than 1 page must be stapled or clipped prior to handing it in. I do not accept assignments that are not stapled or clipped. This includes homework, chapter tests, vocabulary and concepts, etc. I will announce in class (on the side board) which sections will be collected that day, if any. These sections must be stapled or clipped together and will count as one homework grade. So, for example, if I ask for Sections 1.2–1.4 on a particular day, those sections should be handed in as a single packet and will count for a single grade. Assignments that are not stapled or clipped prior to submission will not accepted. Organization counts toward your grade. Random papers that are not organized will not be graded or given any credit. All homework will be checked at some point. Random checks are done throughout the semester, during which any previously unchecked homework since the last homework check is graded. Graded assignments will be given back within a week. Any uncollected assignments will be placed in a folder outside my office on the wall or in my office. Uncollected papers will be recycled after 1 week.

Access Statement Students with disabilities who believe they need accommodations in this course must contact the O’Neill Center as soon as possible. It is your responsibility to notify me if and when (the date and time) you want to use the center for testing. You must make an appointment if you wish to use the center. You are also responsible for telling me if you need special accommodations. See me for more information.

Resources If you need help with any class material, the following resources are available to you at no charge. Please use them! The Math Learning Center is located in Science 112 (SC112). Hours are posted on the door. You may stay as long as you like for help with homework and class concepts. A Student’s Solutions Manual is available to use in the Math Lab. The Tutoring Center is located in the new Lorusso Technology building (Ground floor 01). You may sign up for 30-minute sessions with your own private tutor. Limit: 2 per week, after which you are restricted to a walk-in basis. Videotapes and DVDs: A limited number of videotapes and DVDs are available for review of math skills through intermediate algebra. They will be available on a first-come-first-served basis. The tapes are located in the Math Learning Center (SC112). You may check them out and bring them home to enjoy at your leisure. Study Groups: Form your own study group with classmates and/or friends.

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Instructor Office Hours: Available during hours posted or by appointment. Online Tutorials and Other Resources: Try any material that comes with your book or go to another website and practice your skills.

Disruptions Please turn off cell phones, beepers, etc. during class! If it makes noise, turn it off. I find it extremely distracting to listen to the various beeps and noises, as I’m sure some of your peers do as well. Be courteous and minimize these noises. Disruption of the learning process or any behavior that detracts from or is disrespectful of the educational process and environment, other students or instructors, and/or learning goals of others is considered an offense against the academic community. This includes overt disrespect for the ideas and opinions of others, coming late to or leaving early from a class, idle chatter during class, interruptions from cellular phones, beepers, or beeping watches. A student may be asked to leave the class if he or she displays disruptive behavior.

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SYLLABUS BASIC MATH MTH 090 Instructor: Lynette J. King Office Hours: as posted Office Phone: Hours: 3 credit hours Building/Room:

Office Location: E-mail: Academic Division Phone: Prerequisite(s): None Days/Time:

Course Description This is a developmental course reviewing arithmetic principles and computations, designed to help the student’s mathematical proficiency for selected curriculum entrance. This course will also include an introduction to algebra. This course does not apply toward the general core requirements for mathematics. Required Text Clark and Brechner, Applied Basic Mathematics, First Edition. Pearson Addison-Wesley, 2008. Other Required Software of Materials Student Access Code for MyMathLab Paper, pencils Calculators are not allowed to be used on texts. Supplements and Assistance Textbook-specific videos in the GSCC Library, computer software, free student tutoring in the math computer lab in Naylor Hall, and free tutoring in Student Support Services and in the Arledge Center for Adult Learners are all available. Internet tutoring is available with student access code. When using the math lab for any purpose, please comply with the math lab rules that are posted. See posted hours for tutoring/lab assistant schedule and Student Support Services at various campus sites. See the textbook Preface for other supplements that are available from the publisher. Please do not hesitate to ask me questions concerning the course material during or after class. Course Websites: Course Objectives Course Objectives for MTH 090: 1. Demonstrate competent skills in simplifying expressions consisting of whole numbers by applying the order of operations. 2. Demonstrate the ability to combine (add/subtract) fractions. 3. Demonstrate the ability to multiply fractions. 4. Demonstrate the ability to divide fractions. 5. Demonstrate the ability to divide numbers that are presented in decimal notation. 6. Demonstrate the ability to combine (add/subtract) signed/real numbers 7. Demonstrate the ability to multiply signed/real numbers. 8. Demonstrate the ability to divide signed/real numbers. 9. Demonstrate the ability to solve simple equations using the addition property of equality. 10. Demonstrate the ability to solve simple equations using the multiplication property of equality.

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Tentative Evaluation and Dates Assignment Lab Activity #1 HW Bonus #1 (5) Test #1 Numerical Facts of Life Lab Activity #2 HW Bonus #2 (5) Test #2 Numerical Facts of Life Lab Activity #3 HW Bonus #3 (5) Test #3 Numerical Facts of Life Lab Activity #4

Chapters Covered 1 and 2 1 and 2 1 and 2 1 and 2 3 and 4 3 and 4 3 and 4 3 and 4 9 9 9 9 10

Points Possible 25

Tentative Date

Your Grade

100 15 25

15 25 100 10 25

HW Bonus #4 (5) 10 Test #4 10 100 Other* Final Exam 200 Total *Other: Bonus problems, pop quizzes, and /or other graded assignments that the instructor feels are necessary for the mastery of the material Tests and Homework Major tests will cover the material indicated on the tentative schedule. Students will not be allowed to use calculators on tests in this course. If you are in class the day of a test, then you are required to take the test at the regular scheduled time. Certain homework assignments (for BONUS) will be selected and you will be asked to turn these in on the day of tests. You will not be told which assignment(s) will be collected until you come into class on the day of the test. Be sure to label your assignments so that you will know which ones to turn in. No bonus will be given for the wrong assignments. Be sure to show your work on your homework paper, not just the answers! It is your responsibility to keep up with the assignments. There will be no make-ups on homework bonus checks. If you forget to bring your homework to class on the day that it is collected, then you will not receive bonus points for that assignment. If you are absent the day of a test, then you must turn in your bonus homework immediately upon your return to class. Tentative Schedule Day Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Sections/Test Introduction to Class, 1.1 1.6, 1.7 1.7, 2.1 2.2, 2.3 2.4, 2.5 2.6, 2.7 Review

Notes

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Sections/Test Test #1 (100) & Lab #1 Due 3.1, 3.2 3.3, 3.4 3.5, 4.1 4.2, 4.3 Review Test #2 (100) & Lab #2 Due 9.1, 9.2 9.3 9.4 9.5 Review Test #3 (100) & Lab #3 Due 10.1 10.2 10.3 10.4 10.4 10.5 Review Test #4 (100) & Lab #4 Due Review Final Exam 10:00–12:00

Notes Turn in Numerical Facts of Life, Chapters 1 and 2.

Turn in Numerical Facts of Life, Chapters 3 and 4.

Turn in Numerical Facts of Life, Chapter 9.

Tentative Homework Assignments Section 1.1 1.6 1.7 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5

Assignments pp. 8-11, #11–67 odd pp. 71– 73, #11–97 odd pp. 80–81, #7–25 odd pp. 113–116, #11–95 every other odd pp. 125–128, #9–79 odd pp. 138–141, #11– 99 odd pp. 149–151, #5–81 odd pp. 158–160, #5–67 odd pp. 169–172, #7–77 odd pp. 181–186, #7–103 odd pp. 217–221, #11–97 odd pp. 229–233, #5–91 odd pp. 241–244, #5–83 odd pp. 254–257, #11–83 odd pp. 266–268, #5–59 odd

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Assignments pp. 297–301, #9–79 odd pp. 308–311, #9–85 odd pp. 325–330, #11–91 odd pp. 643–648, #9–51 odd pp. 655–657, #7–99 odd pp. 666–667, #5–63 odd pp. 677–680, #3–177 odd pp. 686–687, #5–51 odd pp. 709–711, #9–87 odd pp. 718–719, #7–77 odd pp. 726–727, #5–45 odd pp. 733-736, #3–83 odd pp. 743–745, #7–47 odd

Grade Calculation Grades will be calculated by dividing total points earned by student by total points possible for course. Students must achieve an average of 75% or greater in this class in order to advance to another math course. Percentage Grade Letter Grade 90–100 A 80–89 B 75–79 C 74 or below U Make-Up Policy GSCC Policy: Make-up work may be provided only at the discretion and convenience of the instructor. Students will only be allowed to makeup one missed test if they have a valid excuse. No partial credit will be given on make-up exams, and makeup exams will not be multiple choice. Make-up exams are to be scheduled with the instructor immediately upon the students return to class. Make-ups must be completed within a week of the students return to class. If a student misses a second exam, the student will receive a zero for the exam grade. Short quizzes or bonus problems given during class will not be allowed to be made up. You must be present in class in order to receive credit for the quizzes or extra bonus problems. Other work, such as graded worksheets that are given out in class and allowed to be carried home, can be made up, but must be done so within a week of your return to class. If you fail to take the final exam, you will not receive a passing grade in the class. Use of Non-Class Electronic Devices Students using these devices must have instructors consent and approval prior to use. All communication devices that make noise (pagers, cell phones, etc.) should be turned off during class. Any disturbance caused by such devices can result in the student being dismissed from class. Also, no cell phones or PDAs are allowed to be open and on your desk while taking a test. In addition, students are not allowed to wear earphones and listen to music during class. If it is your intention to learn mathematics, then you need to come to class prepared to listen to the instructor. Class Conduct Please be considerate of other students in the class and the instructor by not getting up and throwing away paper or sharpening your pencil during the middle of class. This is disruptive to both the students and the instructor. Also, while the instructor is speaking, please remain quiet. Even if you know the material, others around you may not and your talking may prevent them from hearing important material. Sample Syllabi 27

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COURSE SYLLABUS MTH 116 MATHEMATICAL APPLICATIONS 3 Semester hours

INSTRUCTOR: Stacy Moore

CLASS MEETING TIMES:

OFFICE HOURS:

OFFICE PHONE:

E-MAIL ADDRESS:

TEXT: Applied Basic Mathematics, First Edition by William Clark and Robert Brechner. Pearson Addison-Wesley, 2008 COURSE DESCRIPTION: This course provides practical applications of mathematics and includes selected topics from consumer math and algebra. Some topics included are integers, percent, interest, ratio and proportion, the metric system, probability, linear equations, and problem solving. This is a terminal mathematics course designed for students for students seeking an AAS degree and does not meet the general core requirement for mathematics. SUPPLIES NEEDED: MyMathLab Access Kit: Use the access code that was purchased to accompany the textbook. Pencils, paper, notebook NOTE: NO CALCULATORS WILL BE USED IN THIS COURSE. PREREQUISITE: A grade of C or better in MTH 090 or an appropriate score on the Math Placement Test or the ACT MATERIAL COVERED: Chapters 1–10 OBJECTIVES: Upon completion of this course, students should be able to perform the following mathematical skills 1. Add, subtract, multiply, and divide whole numbers, decimals, common fractions, mixed numbers, and signed numbers. 2. Solve simple linear equations. 3. Evaluate expressions involving exponents; apply order of operations. 4. Read and write decimals; find fraction equivalent to a decimal; compare and round decimals. 5. Find fraction and decimal equivalent of a given percent. 6. Find the percent equivalent of a given fraction or decimal. 7. Set up and solve ratio and proportion problems and percent problems. 8. Find the measures of length, area, and volume of simple geometric figures, and the perimeter or circumference of geometric figures. 9. Find the square root of a number; apply the Pythagorean Theorem. 10. Calculate mean, median, mode, and range for a given set of data. 11. Read and interpret graphs and tables. 12. Identify units in the metric system. 13. Convert a measurement from one metric unit to another. 14. Convert a measurement from metric system to U.S. system, or from U.S. system to metric system.

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EVALUATION: 1 of course grade 3 1 Lesson Quizzes (4 quizzes taken on-campus): of course grade 3 1 Final Exam (taken on-campus): of course grade 3 CLASS ATTENDANCE: Time and statistics have demonstrated the direct connection between academic success and regular, punctual class attendance. Wallace State students are responsible for the full work of the courses in which they are registered; therefore, students are responsible for attending all class meetings and taking all exams. If extenuating circumstances occur and a student is not able to attend a particular class, it will be his/her responsibility to find out what was covered in class and what may be due at the next class meeting. Missing class in not an excuse to have an extension for an assignment deadline. Class/lecture notes are not available from the instructor after a class has met. Online Homework (10 sets):

ACADEMIC INTEGRITY PLEDGE: Ethical behavior is important to the foundation of Wallace State’s educational system. Students will be asked to make and sign a simple honor pledge on all work: “I pledge on my honor that I have neither given nor received any unauthorized assistance on this assignment/examination.” Learning necessitates personal challenge and support, with individual students doing their own work under the tutelage of instructors. NOTE: If you have any special needs or problems that your teacher should know about, please see me before or after class or during office hours, or you may contact the American Disabilities Act Office. TUTORIAL SERVICE: The Tutoring Lab is temporarily located in the HGA Math Building. Lab hours will be posted. This is a free service provided for any Wallace State student who needs help. No appointment is needed. CELL PHONE POLICY: Cell phones and other electronic communication devices are prohibited during class/lab. An emergency situation should be approved by the instructor before class. Violators will be subject to disciplinary action. ATTENDANCE: You must attend the orientation on January 15, 2009 and log on to MyMathLab within the first week of scheduled classes. Attendance verification will be completed at this time for Pell grants. Attendance may also be verified throughout the semester for financial aid with the instructor’s signature. NOTE: The syllabus is subject to change by the instructor and such revisions will be announced on www.coursecompass.com (MyMathLab) or at the scheduled dates. All students will be responsible for any revisions.

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ASSIGNMENT OUTLINE MTH 116 Hybrid Spring 2009 January 15: Introduction to the course; MyMathLab assistance (Attendance Mandatory) January 29: Review for Chapters 1 and 2 (Attendance Optional) February 4:

Chapters 1 and 2 HOMEWORK DUE

February 5:

Quiz on Chapters 1 and 2 (Attendance Mandatory)

February 19: Review for Chapters 3, 4, and 5 (Attendance Optional) February 25: Chapters 3, 4, and 5 HOMEWORK DUE February 26: Quiz on Chapters 3, 4, and 5 (Attendance Mandatory) March 12:

Review for Chapters 6, 7, and 8 (Attendance Optional)

March 18:

Chapters 6, 7, and 8 HOMEWORK DUE

March 19:

Quiz on Chapters 6, 7, and 8 (Attendance Mandatory)

April 16:

Review for Chapters 9 and 10 (Attendance Optional)

April 22:

Chapters 9 and 10 HOMEWORK DUE

April 23:

Quiz on Chapters 9 and 10 (Attendance Mandatory)

April 30:

Final Exam Review (Attendance Optional)

May 7:

FINAL EXAM: 1:00 P.M. (Attendance Mandatory)

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SYLLABUS Fundamentals of Mathematics MAT 091 Fall 2008 Section Number: Course Meeting Times: Class Location: Office Hours: E-mail:

Instructor: Kiruba Murugaiah Course ID: Office Location: Office Telephone:

COURSE DESCRIPTION This course develops a solid base in the principles of arithmetic. It includes operations and applications of whole numbers, fractions, and decimals and an introduction to percent numbers. Math study skills and successful student strategies are integrated throughout the course. (3 credits) COURSE PREREQUISITES Student requires placement test. Students earn no credit for this course if they have already received credit for a mathematics course having a higher course number. The course does not satisfy the college math requirement for graduation. COURSE MATERIALS Clark and Brechner, Applied Basic Mathematics Custom Edition for Bunker Hill Community College. Pearson Addison-Wesley, 2008. Portfolio provided by your instructor and completed by student for a grade Two-pocket folder for course materials (handouts, assignments and tests) Two notebooks, one for the online and other homework, and the second for taking notes in class Basic four-function calculator or scientific calculator (only used for Chapter 5: Percents) SOFTWARE REQUIREMENTS Students will need to use Internet Explorer 6.0/7.0 to submit homework and chapter tests using MyMathLab that comes packaged with the textbook. (Netscape, Firefox, AOL, and other browsers are not supported.) ASSISTANCE You will have the assistance of your instructor during class and during office hours and of the tutors in the TASC Center (E174). Your textbook, MyMathLab, and your fellow students are also available learning resources. In addition computer software is available for your use in the Math Computer Lab (M103) or Computer Lab (D111). ATTENDANCE Students are required to attend all scheduled classes and to arrive on time. While some absences are unavoidable, the student must make a conscientious effort to be in class. It is the student’s responsibility to submit any work that was due on the date of an absence. It is also the student’s responsibility to pursue the lessons taught on the date of an absence. In case of extended absence such as serious illness, the student is expected to call the office of the Dean of Student Affairs so that instructors will be notified. In such situations, arrangements for make-up work must be discussed individually with the instructor. STUDENT CODE OF CONDUCT If any student is suspected of cheating in any way, that student will not be allowed to test and therefore will fail the course. Cell phones should be turned off during class time.

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POLICY FOR INDIVIDUALS WITH A DISABILITY Bunker Hill Community College is committed to providing equal access to the educational experience of all students in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. A student with a documented disability, who has not already done so, should schedule an appointment at the Office for Students with Disabilities in order to obtain appropriate services. HOMEWORK ASSIGNMENTS For each hour that you meet in class, you should expect to study three hours outside of class. Students should work out the exercises in the textbook and check the answers in the back of the book before working on graded assignments. Students are required to keep a notebook to show their work for all online homework. Students will be graded on the online assignments and the “yellow paper” assignments, as well as the neatness and completeness of their homework notebook. Grade expectation for the online homework is 100%. In addition, other assignments and projects will be assigned. TESTS and MIDTERM EXAM 4 chapter tests and 1 midterm exam will be given to test specific objectives. Test dates will be announced in advance. Students will be allowed to take each chapter test only upon completion of the online homework and Assessment test in the textbook. Calculators are not allowed in testing. If you are unable to take a scheduled test, you are required to notify your instructor in advance. Each chapter test and the midterm exam must be passed with a score of 80% or above to be eligible to take the final exam. If you do not pass with a score of 80% or above, you may retake the test or exam by appointment with your instructor once. PORTFOLIO Portfolio activities will be completed in the classroom or at home. Most worksheets will be completed with a student partner. All activities will be graded; the worksheets will be saved in your portfolio folder in the classroom file cabinet. FINAL EXAM The final exam is considered an exit exam and must be passed with a score of 70% or above to pass the course. If the exam score does not meet this criterion, a second attempt is allowed. The final exam is scheduled for Monday December 15, 2008 at noon. An online component of the final exam may be scheduled earlier. The final exam will cover all course content. GRADING Homework Assignments Tests & Midterm average Study Skills Assignments Student Portfolio Final Exam

20% 25% 20% 10% 25%

Students who intend to enroll in MAT 092 must earn at least a grade of C IP GRADE If you do not finish all course work within the 15-week semester, you may receive an “In Progress” grade only if the following conditions are met. 1. You may have no more than two (2) unexcused absences. 2. You must be making steady progress with the course material and at least 70% of the total units must be completed. Do not request an IP unless you have mastered the chapter on Fractions and passed the chapter test for that chapter. 3. During the last week of class, you must sign an IP contract form stating the conditions for completion of the remaining course requirements. 32 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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COURSE OUTLINE Although completion dates are subject to change based on class progress and level of participation in class, all units will be completed before the final exam. Math Topics Whole Numbers Whole Numbers Whole Numbers Whole Numbers Whole Numbers

Study Skills Topics Resource Information; Syllabus Inventory Check Learning Styles Inventory Textbook Inventory Building a Weekly Schedule Weekly Schedule Identifying Errors Whole Numbers 4-Week Check Up Chapter Test 1 on Whole Numbers Fractions Fraction Number Lines (ML) Your Study Environment Fractions Learning Pyramid Notebook Inventory

Date Sept 3 Sept 8 Sept 10 Sept 15

Fractions Fractions High School versus College Columbus Day Holiday – No Classes Fractions 8-Week Check Up Review Test Anxiety Before the Test Midterm Fractions After the Test Fractions Chapter Test on Fractions Decimal Numbers Written Reflection #1 Decimal Numbers Order, Position and Direction (ML) Decimal Numbers Decimal Numbers Pre-Thanksgiving Check-Up Decimal Numbers Percents Chapter Test on Decimal Numbers Percents Percents Chapter Test on Percents Review Written Reflection #2 Final Exam

Oct 6 Oct 8 Oct 13 Oct 15

Sept 17 Sept 22 Sept 24

Week Week 1 Week 2

Week 3

Week 4

Sept 29 Week 5 Oct 1 Week 6 Week 7

Oct 20 Week 8 Oct 22 Oct 27 Oct 29 Nov 3 Nov 5 Nov 10 Nov 12 Nov 17 Nov 19 Nov 24 Nov 26 Dec 1 Dec 3 Dec 8 Dec 10 Dec 15

Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

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COURSE OBJECTIVES

MATH OBJECTIVES 1. Identify whole-number place values. 2. Read and write whole numbers in word form and in standard form. 3. Write whole numbers in expanded form. 4. Round whole numbers. 5. Add, subtract, multiply and divide whole numbers. 6. Solve word problems involving operations with whole numbers. 7. Calculate powers of whole numbers and simplify expressions with exponents. 8. Compute square roots. 9. Perform computations according to the convention on order of operations. 10. Order whole numbers using the symbols =, < and >. 11. List all the factors of a whole number. 12. Define and identify prime and composite numbers. 13. Express a whole number as a product of its prime factors. 14. Identify and interpret: fraction, numerator, denominator, proper fraction, improper fraction, and mixed number. 15. Express improper fractions as mixed numbers. 16. Express mixed numbers as improper fractions. 17. Write fractions in simplest form. 18. Identify and find equivalent fractions. 19. Multiply and divide fractions and mixed numbers. 20. Add and subtract fractions and mixed numbers. 21. Simplify fraction expressions including complex fractions. 22. Compare the size of fractions using the symbols =, . 23. Solve word problems involving fractions and mixed numbers. 24. Identify decimal place values. 25. Read and write decimal numbers in word form and in standard form. 26. Write decimal numbers in expanded form. 27. Round decimal numbers. 28. Compare the size of decimals using the symbols =, . 29. Add, subtract, multiply and divide decimal numbers. 30. Solve word problems involving decimals. 31. Convert fractions to decimals and convert decimals to fractions. 32. Express percent numbers as fractions and decimals. 33. Express decimals and fractions as percent numbers. 34. Find a percent of a number.

STUDY SKILLS AND SUCCESSFUL STUDENT OBJECTIVES Classroom Policy, Procedures, Resources Describe mathematics course attendance policy, classroom expectations and instructor contact information. Explain mathematics course requirements including materials, assignments, quiz/test/exam schedule, grading policy, exit requirements and prerequisite requirements. Work collaboratively with fellow students, tutors and instructor. Identify personal needs and use appropriate strategies and resources to meet those needs. Time Management Construct and follow a weekly schedule which allows sufficient time for school and study obligations. Learning Styles and Learning Strategies Identify personal learning styles; plan study strategies and choose study materials which match personal learning styles. Identify and use active learning strategies that involve multiple learning channels. Homework/Study Habits Identify characteristics of a good personal study environment. Identify and practice good study habits. Textbook/Notebook Take notes in class using an organized note-taking method. Tests Describe and use good test-taking practices. Use strategies to minimize test anxiety and develop a positive attitude. Use test results to identify math errors and test-taking errors. Math Models Use concrete models to understand and explain math concepts, relationships and problem situations. Construct number lines and other visual models. Read and understand information given in tables, diagrams and graphs. Show numerical information and relationships using tables, diagrams and graphs. Use calculators and computers appropriately as tools in learning mathematics. Problem Solving Identify and apply each step in the problem-solving process. Identify and apply a variety of problem-solving strategies. Math Language Use math terms and symbols correctly. Translate math symbols into words. Understand and apply formulas. Translate words into mathematical expressions.

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SYLLABUS Prealgebra MAT 092 Spring 2009 Section Number: Course Meeting Times: Class Location: Office Hours: E-mail:

Instructor: Kiruba Murugaiah Course ID: Office Location: Office Telephone:

COURSE DESCRIPTION This course further develops arithmetic operations and applications and introduces basic algebraic concepts. It includes ratio, proportion, percent, measurement, metric geometry, signed numbers, variables, expressions, and solutions to basic equations. Math study skills and successful student strategies are integrated throughout the course. (3 credits) COURSE PREREQUISITES Student requires a grade of C or better in Fundamentals of Mathematics (MAT091) or placement. Students earn no credit for this course if they have already received credit for a mathematics course having a higher course number. The course does not satisfy the college math requirement for graduation. COURSE MATERIALS Clark and Brechner, Applied Basic Mathematics Custom Edition for Bunker Hill Community College. Pearson Addison-Wesley, 2008. Portfolio provided by your instructor and completed by student for a grade Two-pocket folder for course materials (handouts, assignments and tests) Two notebooks, one for the online and other homework, and the second for taking notes in class Basic four-function calculator or scientific calculator SOFTWARE REQUIREMENTS Students will need to use the Internet to submit homework and chapter tests using MyMathLab that comes packaged with the textbook. (Netscape, Firefox, AOL, and other browsers are not supported.) ASSISTANCE You will have the assistance of your instructor during class and during office hours and of the tutors in the TASC Center (E174). Your textbook, MyMathLab, and your fellow students are also available learning resources. In addition computer software is available for your use in the Math Computer Lab (M103) or Computer Lab (D111). ATTENDANCE Students are required to attend all scheduled classes and to arrive on time. While some absences are unavoidable, the student must make a conscientious effort to be in class. It is the student’s responsibility to submit any work that was due on the date of an absence. It is also the student’s responsibility to pursue the lessons taught on the date of an absence. In case of extended absence such as serious illness, the student is expected to call the office of the Dean of Student Affairs so that instructors will be notified. In such situations, arrangements for make-up work must be discussed individually with the instructor. STUDENT CODE OF CONDUCT If any student is suspected of cheating in any way, that student will not be allowed to test and therefore will fail the course. Cell phones should be turned off during class time.

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POLICY FOR INDIVIDUALS WITH A DISABILITY Bunker Hill Community College is committed to providing equal access to the educational experience of all students in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. A student with a documented disability, who has not already done so, should schedule an appointment at the Office for Students with Disabilities in order to obtain appropriate services. ONLINE HOMEWORK ASSIGNMENTS For each hour that you meet in class, you should expect to study three hours outside of class. Students should work out the exercises in the textbook and check the answers in the back of the book before working on graded assignments. Students are required to keep a notebook to show their work for all online homework. Grade expectation for the online homework is 100%, and the online homework counts for 20% of the final course grade. YELLOW PACKETS and ONLINE PRACTICE TESTS Students must complete online practice tests with at least a 70% before taking the Chapter Tests given in class. This will be available under the “TAKE A TEST” link in MyMathLab. In addition, one Yellow Packet assignment will be given per chapter. Students may work with each other and seek help from the tutoring center to complete these assignments. The practice tests and yellow packets will count for 20% of the final grade. CHAPTER TESTS There will be 3 Chapter Tests given to test specific objectives. Test dates will be announced in advance. Calculators are not allowed in testing. If you are unable to take a scheduled test, you are required to notify your instructor in advance. Each Chapter Test must be passed with a score of 80% or above to be eligible to take the final exam. If you do not pass with a score of 80% or above, you have one chance to retake the test by appointment with your instructor. NOTEBOOK CHECK & STUDY SKILL ASSIGNMENTS Study skill assignments in your portfolio will be completed in the classroom or at home. Most worksheets will be completed with a student partner. In addition, your class notes and homework notebooks will be checked periodically for neatness and completeness. This will account for 10% of your final grade. FINAL EXAM The final exam is considered an exit exam and must be passed with a score of 70% or above to pass the course. All chapter tests must be passed with an 80% or above to qualify for the final exam. The final exam will cover all course content. If the final exam score does not meet this criterion, a second attempt is allowed. GRADING Online Homework Assignments 20% Yellow Packets & Online Practice Tests 20% Average of Chapter Tests 25% Notebook Check & Study Skill Assignments 10% Final Exam 25% Students who intend to enroll in MAT 094 must earn at least a grade of C. IP GRADE If you do not finish all course work within the 15-week semester, you may receive an “In Progress” grade only if the following conditions are met: 1. You may have no more than two (2) unexcused absences. 2. You must be making steady progress with the course material and at least 70% of the total units must be completed. Do not request an IP unless you have mastered the chapter on Introduction to Algebra and passed the chapter test for that chapter. 3. During the last week of class, you must sign an IP contract form stating the conditions for completion of the remaining course requirements. 36 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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COURSE OUTLINE Although completion dates are subject to change based on class progress and level of participation in class, all units will be completed before the final exam. Topics Week 1 Week 2 Week 3 Week 4 Week 5

Week 6

Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17

Introduction Ratio and Proportion Ratio and Proportion Ratio and Proportion Ratio and Proportion Ratio and Proportion Percent Percent Percent Percent Percent Chapter Test 4 & 5 Signed Numbers Signed Numbers Signed Numbers

Complete by Syllabus Scavenger Hunt Resource Information Learning Styles Inventory Perceptual Learning Channels Textbook Checklist Time Audit Four-Week Check-Up

Terms & Symbols: Ratio/Percent (in class) Find the Errors: Ratio/Percent (HW) Test on Taking Tests HW Notebook & Class Notes Check Number Lines Model Number Lines for Addition Model Eight-Week Check-Up

SPRING BREAK! Signed Numbers Introduction to Algebra Introduction to Algebra Introduction to Algebra Introduction to Algebra Introduction to Algebra Chapter Test 9 & 10 Measurement Measurement Geometry Geometry Geometry Chapter Test 6 & 7 Final Exam Review FINAL EXAM

Terms & Symbols: Signed Numbers

Find the Errors: Algebra HW Notebook & Class Notes Check

Terms & Symbols for Measurement & Geometry HW Notebook & Class Notes Check Written Reflection

Jan 20 Jan 27 Jan 29 Feb 3 Feb 5 Feb 10 Feb 12 Feb 17 Feb 19 Feb 24 Feb 26 Mar 3 Mar 5 Mar 10 Mar 12 Mar 17 Mar 19 Mar 24 Mar 26 Mar 31 Apr 2 Apr 7 Apr 9 Apr 14 Apr 16 Apr 21 Apr 23 Apr 28 Apr 30 May 5 May 7 May 11

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MATH COURSE OBJECTIVES 1. Set up and simplify ratios and rates. 2. Set up and solve proportions. 3. Solve word problems involving proportions. 4. Express percent numbers as fractions and decimals. 5. Express decimals and fractions as percent numbers. 6. Find a percent of a number. 7. Express percent relationships in proportion form. 8. Solve percentage problems. 9. Solve word problems involving percent numbers. 10. Read measuring devices. 11. Identify and interpret the English units of measurement for length, weight, capacity and temperature. 12. Identify and interpret the metric units of measurement for length, weight, capacity and temperature. 13. Define the metric prefixes “centi,” “milli,” and “kilo” and perform conversions within the metric system. 14. Solve word problems involving measurement numbers. 15. Define and identify plane figures: rectangle, square, parallelogram, triangle, and circle. 16. Find the perimeters and areas of rectangles, squares, parallelograms, triangles, and circles. 17. Define and identify space figures: rectangular solid, cube, and cylinder. 18. Find volumes of rectangular solids, cubes, and cylinders. 19. Solve word problems involving plane and space figures. 20. Construct a number line and graph a given signed number. 21. Identify the signed number represented by a point on the number line. 22. Find the opposite of a signed number. 23. Find the absolute value of given integers, and use absolute value to find the distance of a point on the number line from the origin. 24. Given two signed numbers, use the symbols < and > to indicate which is the smaller or larger. 25. Find the sum of two signed numbers. 26. Find the difference of two signed numbers. 27. Find the product of two signed numbers. 28. Find the quotient of two signed numbers. 29. Evaluate expressions involving sums, differences, products, and quotients of signed numbers. 30. Identify examples of the associative, commutative, inverse, and identity properties for addition and for multiplication. 31. Identify and apply the distributive property. 32. Identify variables, terms, numerical constants, and numerical coefficients. 33. Evaluate an algebraic expression. 34. Combine like terms in an expression. 35. Find the sum or difference of two expressions. 36. Multiply an expression by a constant using the distributive property. 37. Simplify a general linear expression. 38. Determine whether or not a given number is a solution to a given equation. 39. Solve equations of the form x + a = b and x - a = b. x = b. 40. Solve equations of the form ax = b and a 41. Solve linear equations of the form ax + b = c and ax + b = cx + d. 42. Translate a verbal phrase into a mathematical expression. 43. Translate a verbal statement into a mathematical equation. 44. Set up and solve simple algebraic application problems. 38 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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STUDY SKILLS AND SUCCESSFUL STUDENT OBJECTIVES Classroom Policy, Procedures, Resources SS1 Describe mathematics course attendance policy, classroom expectations and instructor contact information. SS2 Explain mathematics course requirements including materials, assignments, quiz/test/exam schedule, grading policy, exit requirements and prerequisite requirements. SS3 Work collaboratively with fellow students, tutors and instructor. SS4 Identify personal needs and use appropriate strategies and resources to meet those needs. Time Management SS5 Construct and follow a weekly schedule that allows sufficient time for school and study obligations. Learning Styles and Learning Strategies SS6 Identify personal learning styles; plan study strategies and choose study materials which match personal learning styles. SS7 Identify and use active learning strategies that involve multiple learning channels. Homework/Study Habits SS8 Identify characteristics of a good personal study environment. SS9

Identify and practice good study habits.

Textbook/Notebook SS10 Identify the helpful features of a mathematics textbook. SS11 Take notes in class using an organized note-taking method. Tests SS12 SS13 SS14

Describe and use good test-taking practices. Use strategies to minimize test anxiety and develop a positive attitude. Use test results to identify math errors and test-taking errors.

Math Models ML1 Use concrete models to understand and explain math concepts, relationships and problem situations. ML2 Construct number lines and other visual models. ML3 Read and understand information given in tables, diagrams and graphs. ML4 Show numerical information and relationships using tables, diagrams and graphs. ML5 Use calculators and computers appropriately as tools in learning mathematics. Problem Solving ML6 Identify and apply each step in the problem solving process. ML7 Identify and apply a variety of problem solving strategies. Math Language ML8 Use math terms and symbols correctly. ML9 Translate math symbols into words. ML10 Understand and apply formulas. ML11 Translate words into mathematical expressions.

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TEACHING TIPS CORRELATED TO TEXTBOOK SECTIONS Following is a listing of the objectives included in Applied Basic Mathematics, as well as specific teaching tips provided by the contributing professors.

Chapter 1

Teaching Tips

Whole Numbers

Section 1.1 Although trillions are sufficient for most real-world situations, explain that there are larger numbers with period names such as quadrillions, quintillions, sextillions, septillions, and so on. Vernon Bridges, Durham Technical Community College ■ ■ ■

Before starting this section, I ask students if they have ever felt that math was a foreign language. Most say YES! I then tell them it really is a foreign language and if they don’t know the vocabulary, they’ll be lost. I continue along the vein in almost every class. Most students don’t think math has anything to do with English and that is part of “why they fail.” Show student the original triples (ones, tens, hundreds) and how in each successive period those words repeat. Expanded notation is usually challenging. Students have trouble assigning only one digit’s place value. For example, for 1203, they will write 12 thousands + 3 ones, instead of 1 ten thousand + 2 thousands + 3 ones. I tell them to chant in their heads, “digit place-value + digit place-value + ... .”

Objectives

1.1

Understanding the Basics of Whole Numbers A. Identify the place value of a digit in a whole number. B. Write a whole number in standard notation and word form. C. Write a whole number in expanded notation. D. Round a whole number to a specified place value. E. Apply your knowledge.

Robbin Dengler, Cape Cod Community College ■ ■ ■

After first-day class introductions, have the students complete the Assessment Test at the end of Chapter 1 and check their results before turning it in to you. If there are no significant deficiencies, go through the 10-minute Chapter Review. Paul Godfrey, Lanier Technical College ■ ■ ■

In reading large numbers, I emphasize that every period has only three digits to read and that they are all read as “hundreds-tens-ones.” Therefore, students really never have to read more than three digits at a time, followed by the name of the period. The emphasis on reading only three digits at a time seems to help those students who struggle when they see a number with more than six digits. Nancy Ketchum, Moberly Area Community College ■ ■ ■

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1.2 Adding Whole Numbers

Page 42

Teaching Tips

A. Use the addition properties. B. Add whole numbers. C. Apply your knowledge.

Many times instructors will take it for granted that students remember the material in this section, but I have found that students have problems writing word names for large numbers and also with rounding. I feel that this section needs to be reviewed. Instructors can bring a little extra into this lesson by showing students the names of very large numbers. The following websites can be used: http://www.mathcats.com/explore/reallybignumbers.html http://www.unc.edu/~rowlett/units/large.html Lynette J. King, Gadsden State Community College ■ ■ ■

The place-value chart on page 2 is very important. Without knowledge of this, students will not be able to write the numbers or use them in conversation. Also, saying the word and in the middle of a number is a pet peeve of mine. For example, the year 2009 is not read “two thousand and nine.” Stacey Moore, Wallace State Community College

Section 1.2 Most students are comfortable adding numbers. However, they aren’t familiar with the term addends. I always put all four operations on the board at once and have them create a four-fold paper and write, “Add, Subtract, Multiply, Divide.” Then we name all the parts of each operation (addends, sum, minuend, subtrahend, difference, factor, product, dividend, divisor, and quotient) as we discuss Sections 1.2–1.5. Robbin Dengler, Cape Cod Community College ■ ■ ■

Some students may not be familiar with the terms carry and borrow if they have been taught using the generic term regroup. Gwen English, Sinclair Community College ■ ■ ■

While nearly all of the students need practice with addition, many seem to think this material is “beneath them.” Consequently, I say, “I am not going to teach you to add because you learned that long ago. Instead, we will emphasize the use of the commutative and associative properties and how they can help us.” Then I put up a vertical list of the digits 1 through 9 in some random order and ask a student to tell me how he or she would add the list. Almost always the student will start at the top or bottom and go straight through the list, so we go through the process of finding the total. However, I point out how much simpler it would be to look for pairs of numbers that add to 10 and how we would be much more confident that our answer is correct. We write the pairs on the board. But if finding pairs of numbers that add to 10 is helpful, possibly finding triples of numbers that add to 10 would be helpful also. We put all of the triples that add to 10 on the board in an organized manner: 1, 1, 8; 1, 2, 7; 1, 3, 6, and so on. This also gives me the chance to discuss patterns in math and that looking for patterns in an organized manner is always helpful. Nancy Ketchum, Moberly Area Community College

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1.3 Subtracting Whole Numbers

Teaching Tips Section 1.3 We review the vocabulary for subtraction (minuend, subtrahend, difference). I also point out the word box on page 29 for key words that indicate subtraction. We talk about lining up place values in subtraction, reviewing Section 1.1. Robbin Dengler, Cape Cod Community College ■ ■ ■

I usually cover Sections 1.2 and 1.3 on the same day, so I guide my students to realize that commutative and associative properties do not work with subtraction. Nancy Ketchum, Moberly Area Community College ■ ■ ■

A. Subtract whole numbers. B. Apply your knowledge.

1.4 Multiplying Whole Numbers A. Use the multiplication properties. B. Multiply whole numbers. C. Apply your knowledge.

The terms minuend and subtrahend are often neglected in earlier courses, so I make sure to stress the words. We are in college and need to “sound like it.” Stacey Moore, Wallace State Community College

Section 1.4 We review the vocabulary for multiplication (factors, product). We now can find the areas of rectangles and of right triangles, since a right triangle is half of a rectangle. We talk about the difference between squares and rectangles. I give True/False questions with items such as, “All squares are rectangles.” and “All rectangles are squares.” In addition to the Commutative and Associative properties of both Addition and Multiplication and the Distributive Property, I also introduce the Identity and Inverse Properties. Putting all of these properties together, I use the acronym “CADII” to help my students remember these properties. The students write these properties on a four-fold paper. Robbin Dengler, Cape Cod Community College ■ ■ ■

Stress the idea of multiplication as repeated addition: “If you can add, you can multiply.” Also, the basic multiplication facts must be memorized, and flash cards are a great tool for those students having trouble. Stacey Moore, Wallace State Community College ■ ■ ■

One of the greatest difficulties for students in basic math is not knowing the multiplication table. I have found that many students know the procedures for multiplication, but get incorrect answers because they don’t know the basic multiplication facts. Hence, I have them fill in blank tables at the beginning of several successive classes. As time progresses, the students are timed and sometimes giving partially complete multiplication tables. They are allowed to use these tables in class. For tests, those students who need it are given a partially completed table to fill in before taking the test. Doing this has greatly improved students’ speed in working out problems and greatly reduces anxiety. Kiruba Murugaiah, Bunker Hill Community College ■ ■ ■

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Dividing Whole Numbers

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Teaching Tips

A. Use the division properties. B. Divide whole numbers. C. Apply your knowledge.

If students have learned multiplication algorithms or shortcuts other than those shown in the textbook, ask them to explain these methods to the class. The “easiest” way is not always the same for all students. Abby Tanenbaum

Section 1.5 We review the vocabulary for division (dividend, divisor, and quotient) 1 0

and the CADII properties. I give the students the two expressions and 0 , 1

and we talk about which is possible and which is undefined. I tell

them to picture the 0 as a person’s head and think, “Which is normal: Having the head on top of the “body” (yes, so head on the bottom of the “body” (no, so

1 0

0 1

= 0) or having the

is undefined)?”

We do several long division problems and I emphasize the importance of keeping the columns lined up and the punctuation (writing the subtraction sign). I tell them this punctuation is going to be important in algebra (division of binomials and higher), so don’t develop bad habits now! Robbin Dengler, Cape Cod Community College ■ ■ ■

18 , 4 is written as 4  18. The first number goes in the “house.” Here is a tip to help students remember that a fraction with 0 in the denominator is undefined: “0 on the bottom of a fraction provides no support. The fraction crashes down. It is undefined.” Use this tip when teaching long division: “You bring a number down; you put a number up.” Betty Linneman, Jefferson College ■ ■ ■

Often, long division is a forgotten concept! Be prepared to spend time reviewing the procedure. Do not assume that this will be just a quick review. Stacey Moore, Wallace State Community College ■ ■ ■

Students have difficulty distinguishing between dividing by zero and zero divided by a number. When presented in the form of a fraction 5 0

0 5

such as or , I tell students to imagine that the 0 is an egg. If we treat the 5 as an object, then when the object “sits” on the egg, it will break and become “undefined,” but if the egg was sitting on the object, it remains an egg or 0. This analogy seems to help students remember. Kiruba Murugaiah, Bunker Hill Community College

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1.6 Evaluating Exponential Expressions and Applying Order of Operations

Teaching Tips Section 1.6 We review the vocabulary of exponents (base, power, etc.) and talk about how using exponents is a shortcut for multiplication. I show my students the pattern of 21 = 2, 22 = 4, 23 = 8, etc. Then we follow the pattern backward to find what 20 equals and why that makes sense. Robbin Dengler, Cape Cod Community College ■ ■ ■

As a fun way to introduce the order of operations and demonstrate its importance, I put a complicated problem on the board such as 3 + 5 * 2 - 8 , 2 + 10 * 3 = ?, have the students work it out, and then start listing answers on the board. Usually, I get several different answers. I then tell my students that this is how I get my lottery numbers (they usually laugh), and then ask them if they know why we have so many answers. This leads right into the order of operations. Finally, we go back and rework the problem correctly.

A. Read and write numbers in exponential notation. B. Evaluate an exponential expression. C. Use order of operations to simplify an expression. D. Apply your knowledge.

Marion Foster, Houston Community College ■ ■ ■

When working order-of-operation problems, I insist that students work the problems in a “funnel” format with no equals signs. (When we start seeing equals signs, I want them to sit up and take notice because something is different.) They are to complete one step at a time, working downward, and the entire problem is to be on each line. The answer should be at the bottom of the funnel. (See page 66 and the Solution Strategies for Examples 4–6.) Nancy Ketchum, Moberly Area Community College ■ ■ ■

This is a good place for introducing students to the exponent key on the scientific calculator, even if calculators are not being used on tests. Also students need to be informed that a scientific calculator has the order of operations built into it, but a nonscientific calculator does not. (See the Learning Tip on page 67.) I like to show students that some of the longer problems involving parentheses and brackets are easier to do on paper than trying to punch in all the numbers and grouping symbols into a calculator. Lynette J. King, Gadsden State Community College ■ ■ ■

I stress that we make the exponent smaller and superscripted. I always use the saying “Please Excuse My Dear Aunt Sally” for the order of operations. Most of my students first learned it this way. Stacey Moore, Wallace State Community College ■ ■ ■

It is important to point out that multiplication/division and addition/subtraction have equal priority in the order of operations. Illustrating with an example is the best approach I have found. For example, 28 , 7 * 4 = 16, but most students think the answer is 1. This example clearly illustrates the importance of operating from left to right. Kiruba Murugaiah, Bunker Hill Community College ■ ■ ■

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Solve Application Problems

Teaching Tips

A. Solve an application problem involving addition, subtraction, multiplication, or division. B. Solve an application problem involving more than one operation.

When teaching the order of operations, make sure that you don’t separate multiplication and division, or addition and subtraction. Stress that when evaluating multiplication and division, or addition and subtraction, the student should progress from left to right. I use the mnemonic, “Please Excuse My Dear Aunt Sally” for Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction. When I write the first letters for my students (PEMDAS), I make sure that I circle the MD and the AS to show that these operations go together. Stacy Reagan, Caldwell Community College and Technical Institute

Section 1.7 We talk about why we should have a uniform game plan or attack strategy for application problems. I have students write the steps for word problems on a sheet of paper (or index card) and keep it in front of them for this section’s homework. The 10-Minute Chapter Review is a “must-do” during the class prior to the Chapter 1 test. We always walk through this section to get the students “back in shape.” I do this for all the chapters. I require that all students do the Assessment Test at the end of each chapter of the textbook prior to the in-class test. I tell them that the completed assessment test is their “ticket” into the test. If they don’t do the assessment (practice) test, they can’t take the in-class test. Robbin Dengler, Cape Cod Community College ■ ■ ■

One of the hardest things about mathematics is English. It is important that the students at this stage begin learning the language of mathematics. This section contains the first translation table from English to mathematics. Make a point of having the students copy the list of key words and phrases on page 74, even if you are not covering this section. Paul Godfrey, Lanier Technical College ■ ■ ■

Most students have a fear of “word” problems. I always tell my students that after they read the problem the first time, they are not expected to immediately know the answer or how to work the problem. I tell them that they are expecting too much of themselves if they do. I explain that the problem has to be broken down into parts and examined just like any other problem that they may encounter in life. Lynette J. King, Gadsden State Community College ■ ■ ■

Application problems always take more time. Students have an innate fear of them. Stacey Moore, Wallace State Community College ■ ■ ■

In this section I find it most useful to give students exercises to work out in groups rather than lecturing. Kiruba Murugaiah, Bunker Hill Community College

46 Instructor and Adjunct Support Manual • Applied Basic Mathematics Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.

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