fundamentals of math/algebra 1...do this in excel. 5. the student will share his or her insights...

Fundamentals of Math/Algebra 1Strategies for Success COURSE GUIDE
Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.
Fundamentals of Math/Algebra 1
Persistence, Retention and Engagement
The Strategies for Success Title III initiative is a major, fiveyear project (20092013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students.
The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and selfassessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Crossdivision curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives.

Core Student Success Skills Activity Grid 3
Lesson Plans
Activity 6 – Guided Reading 25
Activity 7 – Solving Equations 27
Activity 8 – Buying My First Car 29
Activity 9 – Team Approach to Solving Application Problems 33
Activity 10 – Group Graphing Activity 38
Activity 11 – Searching Math Websites 43
Appendix 46
b) Sample Syllabus Joanna DelMonaco 49
c) Survey 60
Resource Guide for Infusing College Student Success Skills
This is a 4 credit course intended for those students who are almost ready to begin Algebra I, but their placement tests indicate that there are a few basic math skills that need to be reviewed. In one semester, rather than two, the student will be able to complete a fast paced review of integers, decimals, fractions and percents – the topics from Fundamentals of Mathematics (MAT 060) – and then cover the topics that are included in Algebra I (MAT 070). This course is also suitable for those students who have been out of school for a while and would like to brush up on their basic math skills before they begin Algebra I.
This course has been designed to incorporate the following Core Student Success Skills (CSSS) as a result of a Title III grant: Critical Thinking, Collaboration, Communication, Organization, and Self Assessment. Development of these skills accounts for twentyfive percent of this course. The concept is to lead students to apply these skills as they learn the course content. The expectation is that by practicing these skills in this course, they will develop into more successful college students over all.
This resource guide was designed to help faculty find models of activities designed to develop the CSSS which they could adapt for their own class. This guide includes several resources. First is a grid listing the activities and the selected Core Student Success Skills to which each correspond. Learning happens through repetition and time on task, so the emphasis here is to introduce skills and to provide opportunities to practice and to further develop skills throughout the semester. Next are explanations of the activities and samples of handouts. Included as well is a sample syllabus. Finally is a copy of the survey students will be taking online via Survey Monkey at the beginning of the semester and again at the end.
TeamMembers Joanna DelMonaco, Team Leader [email protected] Katherine Green [email protected] Carol Henry [email protected] Mary MoganVallon [email protected] Vincent Restivo [email protected]
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uc ce ss Sk ill s A ct iv ity
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Activity 1 Lesson Plan Title: Student Self-Assessment
Learning Objectives: 1. Students will reflect on the strengths and weaknesses of their mathematics background.
2. Students will gain a deeper understanding of the importance of mathematics in their adult life.
3. Students will monitor and assess their growth and development in mathematics.
Core Student Success Skills: Critical Thinking, Communication, Organization, and Self-Assessment
Materials: Handout 1A, 1B, 1C
Context within the Course: This activity can be used at the start (1A and/or 1B), middle (1B), and end (1C) of the course to monitor the students’ changes in attitude, study habits, and understanding of the course content.
Procedure: 1. Students will write a brief essay in which they respond to questions about their experiences and
attitudes about learning mathematics. The essay should be typewritten and checked for spelling and grammatical errors.
2. It should be stressed that there are no right or wrong answers to this assignment.
3. Responses to the initial essay can be followed with reflections on changes in attitude, study habits, and mathematical skill development that have occurred throughout the semester.
4. Suggested intervals for completion of this activity would be to have students complete Part A during the first week of class, Part B around the middle of the semester and Part C during the last week of class.
5. Either the instructor or student (or both) should consider setting up a folder in which all of the student’s self assessments are kept.
6. The following is a sample grade rubric that could be used for this activity
Possible Points Points Achieved Presentation:
1. Appearance 5 2. Clarity & organization 5
Content 3. Use of mathematical 5 4. Depth of reflection 5
Total Possible Points = 20 Total Points Achieved =
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Student Self Assessment
A.) Write a brief essay responding to the following questions. Please use a word processor and make sure that your essay has been “spell checked” so that there are no spelling or grammatical errors. There are no right or wrong statements. You will be graded on the depth of your reflection.
1. Describe an experience where you have used some kind of MATH in your adult life.
2. Describe your present attitude toward Math and the study of it in general.
3. When you first enrolled at Middlesex, were you surprised by your score on the math portion of the Computer Placement Test? Why or why not?
4. Did you do any practice problems or review work prior to taking the test? If you did not practice before taking the Placement Test, do you think that you might have achieved a different score on the exam if you had reviewed beforehand?
5. Name at least three factors that you feel that you can modify so that you could be more successful in a math course.
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Activity 1B
Student Self-Assessment
B.) Refer to your Course Syllabus, and read the list of COURSE OBJECTIVES for this course. Write a brief essay responding to the following questions. Please use a word processor and make sure that your essay has been “spell checked” so that there are no spelling or grammatical errors. There are no right or wrong statements. You will be graded on the depth of your reflection.
1. Select two (2) objectives that you feel you have mastered the best.
2. Select two (2) objectives about which you feel less confident.
3. Why have you selected these?
4. Explain what you have learned and what you still find to be confusing.
5. Comment on strategies that you could try to help you become more confident and improve your mastery of more objectives.
Activity 1C
C.) Refer to your Course Syllabus, and read the list of COURSE OBJECTIVES for this course. Write a brief essay responding to the following questions. Please use a word processor and make sure that your essay has been “spell checked” so that there are no spelling or grammatical errors. There are no right or wrong statements. You will be graded on the depth of your reflection.
1. Select and comment on five (5) things that you have mastered this semester. 2. Describe your present attitude toward Math and the study of it in general.
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Activity 2 Lesson Plan Title: Your Time Inventory
Learning Objectives: 1. The student will create an inventory of his or her weekly activities and the time (in hours) spent
on each activity.
2. The student will calculate the percent of time out of the total hours in a week he or she spends in each activity.
3. The student will round to the nearest whole number percent.
4. Using a compass, protractor and ruler, the student will create a pie-chart that displays the amount of time per activity using 1 week (168 hours=100%) as the total circle.
i. Note: In lieu of the hand-drawn charts, the instructor can teach the students to do this in Excel.
5. The student will share his or her insights with the class regarding his or her personal chart as well as classmates’ charts.
Core Student Success Skills: Critical Thinking, Communication, Organization, and Self-Assessment Materials: Student Packet:
Worksheet for activity list. Blank white papers for draft and final pie chart. Compass, protractor and ruler. Calculator.
Colored pencils.
Context within the Course: This activity is designed to be used at the start of the course. It can also be used as a one-on-one counseling activity during office hours. Procedure:
1. Students will brainstorm to create a list of all activities in which they engage. Each individual will then select the subset of activities that best reflects his or her personal inventory and list these on his or her worksheet in column 1, “Your Activities.”
Note: The instructor may want to emphasize that the students should calculate their weekly “study time” based on a formula of 2, 2 ½ or 3 hours of study for every 1 hour spent in class. For example, a typical college class of 3 credit hours requires at least 6 hours of independent study time.
2. The student will complete column 2 of the worksheet, “Hours per Week.”
3. The student will calculate the percent of time spent in each activity by applying the formula:
hours spent in this activity% = ×100% . 168 hours
The student will list these values in column 3, “Percent per Week.”
4. The student will verify that column 2 sums to 168 and column 3 sums to 100%.
5. The student will create a mathematically correct pie-chart of column 3 data.
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The student will answer the final questions of the worksheet:
Do you have enough time to do everything on your list?
When you need more time to study, what activity or activities do you sacrifice?
Grading Rubric
Represents a valid amount and variety of activities.
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Percentages of column 3 are correct and sum to 100%.
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Pie Chart: Area of each piece correctly represents the percent of the activity & is centered properly.
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10
5
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Student Packet Your Time Inventory
Directions: Step 1. Brainstorm with your partner or group to come up with a list all of your weekly activities. List YOUR activities in Column 1 of your worksheet.
Step 2. Estimate how many hours each week you spend engaged in each activity. List this data in Column 2 of your worksheet. This column should add up to 168 hours. Why?
Step 3. Calculate the percent of time you spend engaged in each activity. List this data in Column 3 of your worksheet. This column should add up to 100. Why?
Step 4. Create a pie-chart of your data in Column 3. Use a compass, ruler and protractor and the attached sheets with the circle on it.
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Column 2 Hours per Week
Column 3 % of Total Time
Do you have enough time to do everything on your list?
When you need more time to study, what activity or activities do you sacrifice?
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Activity 3 Lesson Plan Title: Order of Operations
Learning Objectives: Students will be able to simplify expressions using the order of operations rules.
Core Student Success Skills: Critical Thinking, Communication, Organization
Materials: Handout (attached), textbook
Context within the Course: This activity could be used after Chapter 1, section 1.1.
Procedure: The first section (A) shows each step and the rationale is to have the student justify each answer
In part (B), purpose is to have the student justify each step as they complete the solution on their own.
Optional Activities:
Students may find a problem of their own in the textbook and perform the same set of steps as done in part B.
Instructor may invite a student to walk the class through their solution outlining what they did in each step. Make sure the answer is correct and that will give them the confidence to show their work to the class.
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NAME:
A.) Order of Operations In the simplification of problem #1 the addition is done first.
In the simplification of problem #2 the addition is done last.
In a short clear paragraph, explain why this is so according to the laws of ORDER OF OPERATIONS.
#1 3 ( 2 + 5 ) - 6 #2 25 5 4 3÷ + × 3 ( 7 ) - 6 21 - 6 5 12 +
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B.) Naming operations used Use the Order of Operations (PEMDAS) to simplify, one step at a time, the following expression.
a) Show each simplification step on the lines below the problem.
b) Name the operation used for each step on the line to the right of the step.
3 + 7(9 - 5) - (- 7 + 2)2 List the operation used to get to the next step:
Possible Points Points Achieved Presentation:
1. Appearance 2. Clarity & organization
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vocabulary 3. Depth of reflection
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Activity 4 Lesson Plan Title: Mastering Negative Numbers
Learning Objectives: 1. A key skill in Fundamentals/Algebra 1 is understanding how to handle negative signs in all types of operations. Here are some problems which allow the students to evaluate expressions and solve equations using negative numbers and to explain their answers.
2. In this exercise, the students should explain which rule they are using to get the correct answer.
Core Student Success Skills: Self-reflection, Organization, Communications, Critical Thinking.
Materials: Handout (attached), Textbook
Context within the Course: Part 1 of this activity could be used after Chapter 1 and Part 2 could be used after Chapter 2.2 in the text.
Procedure: The first section has the answers and the student should explain why the answer is correct, by explaining the procedure or listing any rules that may apply.
In the remaining sections, the student is responsible to solve the problem and explain why the answer is correct, by explaining the procedure or listing any rules that may apply.
Optional Activities:
Instructor may invite a student to walk the class through their solution outlining what they did in each step. Make sure the answer is correct and that will give them the confidence to demonstrate their work to the class.
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Part 1
Explain the procedure that allows you to get the correct answer. If necessary, demonstrate each step taken and give an explanation or rule that allows you to make this step.
Problem Explain 3 – 11 = -8
3 – (-11) = 14
-5 -15 = -21
Part 2
In this section, you must solve the problem yourself. Explain the procedure that allows you to get the correct answer. If necessary, demonstrate each step taken and give an explanation or rule that allows you to make this step
Problem Explain 4 – 20 =
Part 3
In this section, you must solve the problem yourself. Explain the procedure that allows you to get the correct answer. If necessary, demonstrate each step taken and give an explanation or rule that allows you to make this step.
Problem Explain 3x – 4x =
Part 4
Evaluate the expression for a negative value of x. Explain the procedure that allows you to get the correct answer. If necessary, demonstrate each step taken and give an explanation or rule that allows you to make this step.
Let x = -3
Activity 5A: Test on Taking Tests
Activity 5B: Before the Test
Activity 5C: Day of the Test
Activity 5D: After the Test
Learning Objectives:
1. Students will learn how to improve testtaking skills.
2. Students will learn how to better prepare for an exam.
3. Students will develop a testtaking plan and a test analysis plan.
4. Students will reflect on test results and analyze the types of errors made.
Materials: Handouts
Context within the Course:
Activities 1A, 1B, and 1C are best used prior to the first exam of the semester. Activity 1D can be used after each test, or after selected tests that students take throughout the semester.
Procedure: All of these activities can be completed individually and then discussed with a student partner. Collaboration/discussion can be helpful in extending the reflective process. Activity 1A can be introduced with a brief discussion on the following topics:
1. How do you feel about taking test?
2. What is “test anxiety”? What causes you test anxiety?
3. How can you prevent test anxiety?
4. Do you think that you have “test anxiety”?
5. How do you prepare for a test? What methods have worked best for you?
Emphasize that you want students to reflect on and change previous patterns of test taking. The goal is to learn how to better prepare for a test and to improve test taking practices.
Activity 1D can be used as often as you like throughout the semester. It is an excellent tool to use to get students to reexamine the work that they did on the test. This activity can also be used as a means for students to earn extra points/ buy back points that can be applied to their exam.
Once a student has completed this activity individually, you might want to pair up students and have peers help each other find and correct mistakes. This collaboration is an excellent way for students to review the work that they have completed.
NOTE: These activities have been adapted and revised based on materials that were prepared under the auspices of a NSF grant: Strategies For Math Success: Bunker Hill Community College NSF CCLI DUE #9950568
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Name: ___________________ ______ TEST ON TAKING TESTS!
Each of the 14 statements is a suggestion for preparing to take tests. Read them carefully. Mark each statement "T" for true or "F" for false. For each false statement, briefly explain why the statement is false.
1) It is helpful to know what kind of test your teacher is going to give you.
2) Teachers almost never give clues beforehand about what is going to be on a test.
3) People learn most efficiently by studying for one long period of time the night before a test.
4) The best way to study is to reread your notes and assignments.
5) It’s very helpful to try to anticipate what questions your teacher will ask you on the test and then tell yourself the answers to those questions when you’re studying.
6) A good way to prepare for a test is to watch the late show with your friends and eat breakfast in the morning.
7) A good way to study is to review your notes, ask yourself questions based on your notes and answer them, and identify what the key concepts and details are in your notes.
8) Students who worry a lot about tests always do better.
9) You should always study for a test by yourself.
10) You should begin to answer the first question on the test right after you read it.
11) Read all the directions on the test carefully. Then follow them exactly.
12) Guess whenever you don’t know the answer unless there is a penalty for guessing.
13) Do the hardest questions first. That way you’ll get the hardest questions out of the way.
14) Don’t second guess yourself when going over your answers. Trust your first judgment unless new information comes up.
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Answers for TRUE/FALSE Questions
1) Yes, it’s very helpful to know what kind of test you are going to have. If you know TRUE
what kind of test you’ll have you’ll be better able to study for it. 2) Not True! Teachers often give clues about what they think is most important, and
what they think is important is usually what you’ll need to know for a test. Pay FALSE
close attention to what the teacher says in the classes before the test. 3) No, people do not learn best this way. You can learn more by studying for several
shorter periods of time rather than one long one. If possible, study for some time FALSE on each of several days before the test. Don’t wait until the last night to begin to study.
4) No, don’t just reread! When you study, ask yourself questions about the material and then answer them. If you can’t answer them, then look up the answer. Study FALSE
ACTIVELY! 5) Yes. Try to anticipate what questions your teacher will ask you, and then tell TRUE
yourself the answers. You’ll be surprised at how good you can get at this! 6) Get a good night’s sleep before a test. Be as physically ready as you would be for
a sporting event. However, it does help most people to eat breakfast before they FALSE
take a test. 7) If you have taken notes along the way, they will be the best resource you have in
preparing for a test. Go over the notes, and identify and review the key concepts TRUE
and details. 8) Not true! Worrying won't help you. When you study and when you take the FALSE
test, try to relax. Don't worry; do the best you can! 9) Some people can study very effectively with other students. Other
students try to study with friends but often end up talking about FALSEthings other than the test. The answer to this question for you depends on your learning style and what helps you to learn best.
10) No, don't start answering right away. First, look over the entire test. Know how much time you have to finish it, and how much time you FALSE want to give to each question or set of questions,
11) Yes! Read all the directions on the test carefully. Then follow them exactly. TRUE
12) Yes! Guessing can’t hurt your score unless there is a penalty for guessing. And, TRUE you may guess the right answer!
13) Not necessarily. For most people, it's best to use a plan in which you do the questions you know best first. If you do this, it will make sure that you answer all of the questions that you do know. It will also help to boost your confidence. Some people, however, prefer to do the hardest FALSE questions first. Also, if you don't know the answer to a question, don't spend a lot of time puzzling over it. Go on to the next questions, and come back to the difficult one later if you have time.
14) Yes! When going over your answers, trust your first judgment unless new information comes up to convince you that your first answer is wrong. Don’t TRUE
second guess yourself.
Name: _________________________ BEFORE THE TEST
Ask About The Test Record the Information What topics will be included?
What textbook sections?
How many questions will there be?
What types of questions are included? Short answer? Multiple choice? Essay? Key topics?
Identify What You Should Know Record the Information Topics
Terms and symbols
Rules and formulas
REVIEW ALL COURSE MATERIALS/CLASSWORK/HOMEWORK ASSIGNMENTS - LIST HERE
IDENTIFY WHAT YOU DON’T KNOW Record the Information Work not yet completed
Concepts you don’t understand
Difficult procedures, problems
STUDY WITH A PURPOSE AND A PLAN Record the Information What will you study?
When and how long will you study?
Best study methods for this test
Study priorities for this test
What help is available?
Name: _________________________
DAY OF THE TEST Describe how the following practices contribute to good test performance Mark with an * the three practices that you feel are most important for you.
1. Preparing for the Test
Study plan completed Sufficient rest Proper food Punctual Necessary materials – Pencils, calculators, erasers, etc. Positive attitude
2. Making A Test Plan
Scan entire test Read directions Note easy/difficult questions Note point value of questions Allot time
3. Taking the Test
Do a brain dump Eliminate distractions Follow ALL directions Do easy problems first Clearly show all work Check all work Be mindful of your time
Before you begin to answer the test questions, do a Brain Dump. Take a blank piece of paper and write down all of the things that you are afraid that you might forget during the test (particularly formulas). Don’t take more than 3 to 4 minutes to do this. It will loosen you up and give you confidence.
Four Basic Steps for reducing Test Anxiety1
1. Close your eyes before you begin the test. 2. Take a deep breath and hold it for five seconds. Slowly let out the air. Do this
three times. 3. After the third breath, keep your eyes closed and remind yourself that you are
well prepared for the test. 4. Imagine the teacher handing back your test with a good grade on it.

AFTER THE TEST
For each incorrect quiz item, look at your work and determine the kind of error(s) involved. Some common error types are listed for you.
MATHEMATICS ERRORS: arithmetic facts (specify + - x ÷ ) unknown definition or symbol incomplete procedure answer in wrong format unable to perform operation/procedure unable to interpret word problem other (describe)
TEST - TAKING ERRORS: reading directions reading question copying incorrectly work not checked work disorganized not enough work on paper not enough time
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________________________________________________________________ ________________________________________________________________
1. Record your observations below. List error information for each incorrect answer. Some items may contain more than one error. list all the errors you are able to identify.
Number Kind of Error(s) Details
2. How many problems were incorrect because of math errors? ____________
How many different types of math errors have you listed? ____________
3. How many different types of test taking errors have you listed? ___________
How many problems were incorrect because of test taking errors? ________
4. List any errors which appear two or more times. ____________________________
Describe possible strategies to prevent these errors.
5. Which errors had the biggest effect on your grade? __________________________
Describe possible strategies to prevent these errors.
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6. PREPARATION: Circle the choices which best describe your test preparation and study practices. Include only work completed before taking the test.
WORK COMPLETED HOURS REVIEW/STUDY TIME
class notes all sections some sections none 0 1-2 2-3 4 or more
textbook reading all sections some sections none 0 1-2 2-3 4 or more
textbook exercises all sections some sections none 0 1-2 2-3 4 or more
worksheet all sections some sections none 0 1-2 2-3 4 or more practice test all sections some sections none 0 1-2 2-3 4 or more
7. Use the information from your responses to #6 to answer these questions.
Did you prepare sufficiently before the test? _____________________________
Did you get help with work you did not understand? ______________________
Which study tasks did you give the least attention? Why? __________________
How did you spend most of your study time? ____________________________
Which study practices do you find most helpful to you? ____________________
8. What changes in your study practices would be most helpful to your math learning?
9. What changes in your test taking practices would be most helpful to your test performance?
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Activity 6 Lesson Plan Title: Guided Reading
Learning Objectives: 1. Students will reflect on what they have read in the section.
2. Students will learn to read and take notes as they go along through the assigned sections for reading.
3. Students will complete the handouts as a measure of what they have understood from reading the section.
Materials: Handout, Textbook Context within the Course: This activity is designed specifically for use with the section reading on Simplifying Expressions. It is a measure of understanding of the section content.
Procedure: Students will read the assigned section and complete the handout for presentation and/or collection in class.
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Fill in the worksheet as you read through the section:
Section 1.8
Match up each phrase on the left with an example of it on the right.
1. Term (p. 77) a. 4(5 + 3) = ⋅ + ⋅4 5 4 3
2. like terms (p. 78) b. 4x +1
3. expression (previous section) c. 5 ,10xx
4. distributive property (p. 77) d. 4x
True or False Decide whether the statement is true or false.
1. The numerical coefficient of −7a2 is 2. (p. 77) ________
2. 5x2and − 2x2 are like terms. (p. 78) ________
3. 2(4x – 1) simplifies to 8x – 2 (p.78-80) ________
4. 12 + 8x – 30 + 6x simplifies to 14x – 42 (p.78-80) ________
5. Only like terms can be added or subtracted. (p. 78) _____ __
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Activity 7 Lesson Plan Title: Solving Equations
Learning Objectives: 1. To solve equations of one variable which require multiple steps and to explain each step using accurate Math vocabulary. 2. In a multiple step solution, it is important that the student choose the correct order of steps and be able to justify the result of each step.
Core Student Success Skills: Communication, Organization, and Self-Assessment
Materials: Textbook
Context within the Course: This activity could be used after Chapter 2.1 – 2.3 in the text.
Procedure: The first example has the steps outlined for the student. For each step, the student should explain what was done.
The second and third problems should be solved entirely by the student and each step clearly explained.
Optional Activities: Instructor may invite a student to walk the class through their solution outlining what they did in each step. Make sure the answer is correct and that will give them the confidence to show their work to the class.
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Name: ______________________________________________________________
The first example has the steps outlined for you. For each step explain what was done.
1.) What did you do to get to the next step?
3 (x – 7) = 6x + 12
3x – 21 = 6x + 12
-3x = 33
X = -11
The second and third problems require you to solve the problem and clearly describe each step and with a reason.
10(2x – 1) = 8(2x + 1) + 14
11x – 5(x + 2) = 3x + 20
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Learning Objectives: In this activity students will learn to understand
1. and apply critical thinking skills and problem solving criteria the effect of various finance rates in monthly payment
2. “what if” analysis in evaluating the terms and rate of a loan. 3. the interaction between line items in a budget and the affordability of
purchasing of a car. 4. debt to income ratio 5. the integration of math with technology within every day life (Spreadsheet)
Core Student Success Skills Critical Thinking, Communication, Collaboration, Organization, and Self-Assessment
Resources
Debt to Income Ratio http://www.ehow.com/how_7226_calculate-debt-income.html
Suggested Time Frame: Implement after Chapter 2 Applications. Allow one class period per week for two to three weeks plus homework. This time frame will depend mostly on prior knowledge of Excel. This activity may be shortened or lengthened depending on the time construct of your class. Conclusion: Students will have gained knowledge of what it takes to buy a car by integrating math, technology and number sense. Grading is suggested and can be changed to accommodate your class needs. Optional Activities: Collaborative exercise– Have students brainstorm and discuss various sources of information for cars, financing, insurance, vehicle reliability, and maintenance, customer satisfaction.
*This activity is modeled after the work developed by the staff Maricopa Community College as part of PBL (Problem Based Learning). For more information please refer to the http://www.mcli.dist.maricopa.edu/pbl/ubuytutor/ubuyacar_tutor.pdf This activity utilizes Excel spreadsheet software to prepare a budget and develop different scenarios on car prices, car options, and budget line items
a) Submit budget spreadsheet (EXCEL)
b) Remember this is a monthly budget. Example: You are making $21,500 per year clear. Students may want to enter their own take home salary.
c) At a minimum, the budget must include the following monthly expenditures: housing, food, transportation, insurance, personal, savings, and the monthly car payment. Feel free to substitute reasonable amounts. See worksheet below.
d) Remember the project is based upon living on your own (not with your parents). You may choose to have a room mate and share expenses. Please note that in your budget.
2) Car/ Options 20 points
a) Submit printout of the car you wish to buy and along with any options
b) Use the web sites that are given to determine the car of choice and options.
3) Financing 20 points
a) Use the web site to determine finance charges. Submit a printout of the table used to determine finance charge.
b) Determine if you can afford car by substituting amount in budget
c) If you cannot afford the car, make a trade off in budget or car/options or extend the term (number of months) of finance – 7 year or 84 month limit. Also try different finance rates.
d) You can assume a down payment of a maximum of $2,000. Include down payment amount in report. Remember in Massachusetts there is a 5% sales tax.
4) Payment Spreadsheet 20 points
a) Enter the following spreadsheet and submit a part of final. ` Item Amount
Car Cost + Options Cost - Down payment (optional)
Finance rate Rate Monthly Payment Payment (this payment should be reflected in your budget)
Sales Tax Payment 5% cost of car
Debt to Income Ratio = -------------------------------------------------------------------------------------------------
You will be evaluated on the four parts and the grade will be equivalent to a test grade. The American Bankers Association has a terrific website on determining monthly budget. with guidelines in creating a budget. Students can use the worksheet as guide in creating their budget using EXCEL http://www.aba.com/ABAEF/start_budgeting.htm
Telephone and Long Distance $ ________ Cell Phone $ ________ Other Household Expenses $ ________ TOTAL $ ________ FOOD Groceries $ ________ Lunches and Snacks $ ________ Eating Out $ ________ TOTAL $ ________ TRANSPORTATION Car Payment $ ________ Insurance $ ________ Gasoline $ ________ Maintenance and Repairs $ ________ Public Transportation $ ________ Other (parking, tolls) $ ________ TOTAL $ ________ HEALTHCARE Doctor $ ________ Dentist $ ________ Prescriptions $ ________ Medical Insurance $ ________ Other Healthcare Expenses $ ________ TOTAL $ ________
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Clothes and Shoes $ ________ Toiletries $ ________ Laundry and Cleaners $ ________ Hair Care $ ________ Other Looking Good Expenses $ ________ TOTAL $ ________ JUST FOR FUN Movies/Games/Concerts $ ________ Dates/Trips $ ________ Music Purchases $ ________ Books/Magazines/Newspaper $ ________ Hobbies $ ________ Other $ ________ TOTAL $ ________ MISCELLANEOUS Credit Card $ ________ Savings and Investments $ ________ Education (tuition, books, fees) $ ________ Gifts and Charity $ ________ Pets $ ________ TOTAL $ ________ Take Home Pay $ ________ Allowance $ ________ Gifts $ ________ Part-time Jobs and Chores $ ________ Other Sources $ ________ TOTAL $ ________
TOTAL ALL INCOME $ ________ Subtract – TOTAL ALL EXPENSES $ ________
BOTTOM LINE $ ________ • Divide annual income and expenses by 12 to get a monthly figure. • Some expenses (like utilities) will change throughout the year, so use a monthly average.
© ABA Education Foundation, Washington, D.C.
32

Activity 9 Lesson Plan Title: Team Approach to Solving Application Problems
Learning Objectives: 1. The student will solve an application problem using percents, ratio and proportion.
Note: While this activity includes student problems on this topic, others can easily be used.)
2. The student will collaborate and communicate mathematically with a partner or within a team to solve and subsequently present to the class an agreed upon solution to their assigned problem.
Core Student Success Skills: Critical Thinking, Communication, Collaboration, Organization, and Self-Assessment
Materials: The assigned problem (attached), paper, pencil, calculator, graph paper (if needed). Students may be assigned or allowed to use Excel or PowerPoint in their presentation.
Context within the Course: This activity is designed to be used at or after the mid-point of the semester.
Procedure: Divide the class up into partners/teams.
Assign problem of appropriate difficulty to each team.
The teams will then have one class session to solve their assigned problems, have their solutions checked by the instructor and to create their presentations.
In order to encourage creative thinking, points can be awarded based upon how many different ways the team solved their problem. Each solution must be sufficiently different from the other solutions to require a new approach, different illustrations and/or new formulas.
Time-required: One class session for student teams to work together; one class session for presentations. Each team should also put in time outside of the class to prepare their presentation. Since the length of each presentation varies greatly depending upon the difficulty of the problems, the instructor can divide the class up into enough teams to fill the total class time. The key to success is to give the students time to verify their solutions before they must present them to their classmates.
33
from the problem.
proper use.
correct
Presentation of Solution
in a legible manner e.g., on
the board.
illustrated the solution.
and visual aids.
understand. The presenters communicated well with their
class. Solution #2 The facts are
correctly drawn from the problem.
Correct facts are put to
proper use.
correct
the board.
and visual aids.
class. Solution #3 The facts are
correctly drawn from the problem.
Correct facts are put to
proper use.
correct
the board.
and visual aids.
class.
34
Student Packet Solving an Application Problem
Directions: Solve your assigned problem with your Team. You will present your solutions to
the class on ____________________________________________. Your presentation should
take between __________ and ________________ minutes. Be sure to present your
solutions in such a way that your classmates can follow all your steps. You must detail the facts
of the problem, present a picture, drawing, graph or chart that helps explain your answer, and
show all the mathematical steps needed to arrive at the correct answer.
Your problem: David and Maria are starting a business for the summer. They are running a Soda Stand at the
local baseball park on the weekends. They buy sodas from a local discount store and sell them
at their stand. To start up their business, they bought three 50-gallon coolers. Each cooler cost
$24.99. Each weekend they buy 6 bags of ice for the coolers at $2.99 per bag. They also buy
four cartons of soda. Each carton contains 48 cans and costs $21.60.
They decide to sell the soda for $1.00 a can.
How many sodas must they sell before they are making a profit?
If the sales tax they have to pay is 5% of the selling price, and they want to maintain a price of
$1.00 per can, how much are they really selling the soda for? How does this tax affect their
profits, that is, how many sodas must they sell before they are making a profit?
35
Your problem: Angelina and Jennifer need to travel by car from their apartment at 61 Commonwealth Avenue,
Boston, Massachusetts to the Red Lion Inn, 30 Main Street, Stockbridge, Massachusetts.
Their hybrid car gets 34 mpg on the highway and 45 mpg on city and back roads. They want to
spend the least amount of money on the drive, and they have plenty of time. What will be the
total cost of the trip if they drive the Massachusetts Turnpike versus “back roads?” Your job is
to find the cheapest route for them taking the tolls and price of gasoline into consideration. You
will have to do some research to find the price of gasoline, the different routes they can take and
the amount of tolls they will have to pay.
36
Your problem: Mufasa and Bob want to make chocolate chip cookies. The recipe they want to use is from Bob’s Great-Aunt Lucille. It is:
Prep time: 20 minutes; Cook time: 10 minutes; Ready in 1 hour.
Ingredients: • 225 g butter, softened • 200 g white sugar • 220 g packed brown sugar • 2 eggs • 10 ml vanilla extract • 375 g all-purpose flour • 5 g baking soda • 10 ml hot water • 3 g salt • 335 g semisweet chocolate chips • 115 g chopped walnuts
Preheat oven to 175 degrees Celsius. Cream together the butter, white sugar, and brown sugar until smooth. Beat in the eggs one at a time, then stir in the vanilla. Dissolve baking soda in hot water. Add to batter along with salt. Stir in flour, chocolate chips, and nuts. Drop by large spoonfuls onto ungreased pans. Bake for about 10 minutes in the preheated oven, or until edges are nicely browned.
Their problem is that all their measuring cups are in tablespoons, teaspoons and cups and fractions of cups, ounces and pounds (English). Your problem is to figure out the methods for converting from metric to English and tell them the correct amounts for each ingredient expressed in the units of their equipment.
Don’t forget the oven temperature too.
37
Activity 10 Lesson Plan Title: Group Graphing Activity
Learning Objectives: 1. Students will be able to graph given points and lines. 2. Students will be able to determine the slope of a line, given two points. 3. Students will be able determine the slope of lines which are parallel or perpendicular to a
given line. 4. Students will be able to determine the equation of a line, given certain information such as
the slope and points on the line
Core Student Success Skills: Critical Thinking, Communication, and Organization
Materials: Textbook, Instruction sheet (attached on the next pages), one sheet of graph paper per group, lined paper (one per student), rulers, colored pencils (optional)
Context within the Course: This activity fits at the end of the chapter on graphing and provides an excellent review for the test.
Procedure:
1. Students should be put into groups of 4. So that each student can calculate the equation of one of the lines.
2. The students will each have a different color pencil, so that they can identify the line that they have graphed and the equation that they have determined.
3. Each student will be responsible for one line and all of its calculations. 4. Lined paper will be used to record any mathematical calculations for each of the
steps. 5. Graph paper will be used to show the lines to be graphed by ALL of the group
members. 6. All work must be shown. Students will pass in individual calculations for their portion
of the work, but just one graph with all four lines displayed on the same set of axes will be handed in.
7. Students may work on the bonus portion individually.
Next Steps: This activity may lead to the beginning of the next chapter where we look at points of intersection when graphing two lines on the same set of axes.
38
Group Graphing Assignment Member #1
In order to complete this assignment, you will need graph paper, a ruler and knowledge gained in Chapter 3 Graphing Linear Equations
Definition: A rectangle is defined as having 2 sets of opposite sides, which are parallel and equal, and all of its angles are right angles.
Assignment:
• On a single sheet of graph paper, label the x- and y-axes.
• Proceed to answer/complete the following questions that are assigned to you.
• Calculations will be done on a separate sheet. You will be graded individually on your work.
• All lines and points for all group members will be done on one single sheet of graph paper, thus providing a collaborative group graph.
• As you follow the directions please be sure to label all points and lines on the graph.
Group Member #1: 1. Graph a line through the points A ( -5, 4 ) and B ( 4, -2 ).
2. Find the slope of this line. (label this line 1)
3. Write the equation of the line 1.
BONUS (5pts): Using the distance formula below, find the length of all four sides and determine what geometric shape this is. Be sure to “defend” your answer! (Hint: use the definition of a rectangle above)
D = − −Distance Formula: (x x )2 + ( y y )2 1 2 1 2
[for the distance between any two points (x1 , y1) and ( x2 , y2)]
The figure formed by ABCD is a . Please use the definition in the first paragraph to explain and justify your answer.
39

Group Graphing Assignment Member #2 In order to complete this assignment, you will need graph paper, a ruler and knowledge gained in Chapter 3 Graphing Linear Equations
Assignment:
Group Member #2 4. Determine the slope of a line, which is perpendicular to line 1.
5. Using this slope, write the equation of the line which is perpendicular to line 1, and passes through the point A ( -5, 4 ). Call this line 2.
6. Graph line 2.
40

Group Graphing Assignment Member #3 In order to complete this assignment, you will need graph paper, a ruler and knowledge gained in Chapter 3 Graphing Linear Equations
Assignment:
Group Member #3 7. Determine the slope of a line which is parallel to line 1. 8. Graph a line through the point C ( -9, -2 ) with a slope determined in #7. Call this line 3.
9. Write the equation for line 3.
41
Group Graphing Assignment Member #4
In order to complete this assignment, you will need graph paper, a ruler and knowledge gained in Chapter 3 Graphing Linear Equations
Assignment:
Group Member #4 10. Determine the slope of a line which is parallel to line 2 11. Graph a line which passes through point B ( 4 , -2 ). Call this line 4.
12. Identify point D, which is where line 3 and line 4 intersect.
13. Write the equation for line 4.
42
Learning Objective:
Students will solve mathematical problems by investigating the methodology and solution shown in various websites
Core Student Success Skills: Critical Thinking, Communication, and Organization Context within the Course: This activity can be used at any time during the course.
Procedure:
• Students will be assigned three different problems, each covering a different topic .
• The instructor might also choose a different format whereby students create their own problem and solution based upon a difficult topic the student encountered.
• Student will choose one website per solution and cannot duplicate websites.
• Instructor should review how to “copy and paste” documents.
• At the end of course students will determine the most popular website – create bar chart of hits for different web sites.
• Material will be graded as per instructor.
• All material will be submitted on-line compiled and published within blackboard. At this time hard copy will probably be the medium for publication.
43
Proceduure: Innternet searcch for “solvinng inequalitiees” CChoose webssite
Search RResult: (Coopy and passte descripttion from weebsite or tyype website address) Solving Inequalities: An Overvieew Gives ann overview off inequality solving techhniques, acccording to th e type of ineequality. Thhis page covvers linear innequalities. www.purrplemath.comm/modules/inneqsolv.htmm - Cached - Similar pagees
Problemm/Site Solutiion
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Dear Fundamentals/Algebra 1 Teachers,
Welcome to another semester teaching Algebra 1. We are changing textbooks for this semester. We have found that the Lial Introductory Algebra textbook will cover most of what we need for the Fundamentals portion of the course.
This letter, the syllabus and other documents and materials are available in the Fundamentals/Algebra 1 Instructor Information Blackboard site.
Textbook: ISBN 0-558-32727-3 , Introductory Algebra with Worksheets for Classroom or Lab Practice, by Margaret L. Lial,
John Hornsby and Terry McGinnis, Custom Edition for Middlesex Community College; Taken from: Introductory Algebra, Ninth Edition by Margaret L. Lial, John Hornsby, and Terry
McGinnis and Worksheets for Classroom or Lab Practice to accompany Introductory Algebra, Ninth Edition with contributions from Beverly Fusfield, Steve Ouellette, and James J. Ball
Placement: Students are placed into this course based on placement exam scores or by permission of the course instructor.
Calculator: The use of a Calculator is allowed. Some proficiencies, such as combining signed numbers, working with fractions, and addition and subtraction with decimals, you may wish to require to be performed without the use of a calculator until rules are mastered.
MyMathLab: MyMathLab is an online teaching and learning environment that is text specific. All the students will receive MyMathLab access codes with their books. There are online problem sets and instructional videos and animations that the students can use. You can also set up online homework assignments and quizzes. Gene O’Brien, the sales representative from Pearson, is willing to provide training if anyone is interested.
If instructors do not want to set up a MyMathLab course, there will be a generic MyMathLab Fundamentals/Algebra 1 course set up so that your students can access MyMathLab if they would like to.
Assignment List: The exercises are split into Selected Exercises and Worksheet Exercises as before. I erred on the side of more problems in the selected exercises rather than less. Feel free to trim the number of problems if you think the problems sets are too long.
Title III Activities: Some instructors are piloting some changes made to the course by using activities designed through a Title III grant that MCC received. Use it or not as you see fit. Feel free to improve upon them and make them your own.
Application Problems: Application problems are found throughout the book but most of them are found in Sections 2.4, 2.5, 2.6 and again in 4.4. (Note: I have eliminated the mixture problems from section 4.4)
Applications of Linear equations in 1 variable: Simple translations [2.4] Supplementary and complementary angles [2.5] Consecutive integer problems [2.4]
47

Formulas and geometric formulas [2.5] Applications of Systems of linear equations: Investment problems [4.4]
Coin problems [4.4] Motion problems [4.4] Simple translations [4.4] Coin problems [4.4] Mixture problems [4.4] Motion problems [4.4]
Tentative timeline (Fall 2009) Sections R.1 to 1.6 TEST #1 4 weeks
Sections 1.7, 1.8, 2.1 to 2.3, 2.8 TEST #2 3 weeks
Sections 2.4 to 2.7 TEST #3 2 weeks
REVIEW for the Final Exam 1 week (if time permits)
Final Exam and Review: There is a departmental final-exam and final-exam-review packets distributed near the end of the semester.
Please feel welcome to contact me at any time with suggestions or concerns. We have a new textbook so feedback is especially appreciated. Have a great semester! Sincerely,
Co-Coordinators:
Middlesex Community College MAT 065 Fundamentals/Algebra I
Instructor:
Required Materials:
Appendix B
Joanna DelMonaco Office Bedford Campus, NA214 Phone 7812803781 EMail [email protected] Office Hours M, W, F 10:30 – 11:30 am, M 1:00 – 2:00pm
If these times do not fit your schedule, please contact me to set up an appointment
This 4 credit course is intended for those students who are almost ready to begin Algebra I, but their placement tests indicate that there are a few basic math skills that need to be reviewed. In one semester, rather than two, the student will be able to complete a fast -paced review of integers, decimals, fractions and percents – topics from Fundamentals of Mathematics (MAT 060) – and then cover the topics that are included in Algebra I (MAT 070).This course is also suitable for those students who have been out of school for a while and would like to brush up on their basic math skills before they begin Algebra I. NOTE: This course will serve as a prerequisite for any course that currently has a prerequisite of MAT 070.
Credits earned in this course will not apply to MCC degree or certificate programs. This course was redesigned as part of the Title III grant: Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement. The course materials will focus on key skills of, critical thinking, communication. collaboration, organization and self-assessment. As students in the pilot version of this course you will have an opportunity to think more explicitly about these skills, to apply them to course concepts and then to demonstrate how you have improved your communication, critical thinking, collaboration, organization and self-assessment skills by the end of the semester. The symbol at the left will indicate newly developed activities throughout the course
Placement by exam or permission of department
If you feel that your placement into this course is incorrect, you may try to test out of this course and move to the next consecutive math course. To do this, you must successfully complete the MATH CHALLENGE EXAM by Tuesday of the second week of classes.
TEXT ISBN 0558327273 , Introductory Algebra with Worksheets for Classroom or Lab Practice, by Margaret L. Lial, John Hornsby and Terry McGinnis, Custom Edition for Middlesex Community College;
49

Taken from: Introductory Algebra, Ninth Edition by Margaret L. Lial, John Hornsby, and Terry McGinnis andWorksheets for Classroom or Lab Practice to accompany Introductory Algebra, Ninth Edition with contributions from Beverly Fusfield, Steve Ouellette, and James J. Ball
SUPPLIES CALCULATOR a scientific calculator with a fraction b c(“a ”) key (such as the TI30).
2” LOOSELEAF 3RING BINDER for your textbook and worksheets and/or folder to hold all handouts and class notes.
NOTEBOOK for class notes and homework with pages that tear out evenly.
Course Goals: It is the goal of this course to increase the student’s comfort and confidence with mathematics, and to develop a solid mathematical foundation upon which other mathematical courses can build.
At the end of the semester, students should be able to:
1. Represent situations that involve variable quantities with expressions, equations, and inequalities.
2. Use tables and graphs as tools to interpret expressions, equations, and inequalities.
3. Carry out operations on expressions and solve equations and inequalities. 4. Employ higher order reasoning and critical thinking skills 5. Use and recognize the connections among mathematical topics and between
mathematics and other disciplines.
Teaching Style: The early weeks of this course require strong student responsibility to move quickly through foundational topics. The pace moderates as more intense topics are met. New material will be presented in lecture format with strong student interaction expected. Questions on the homework assignment will be answered at the beginning of the class. Please bring your textbooks, notebooks and calculator to each class. During each class, you will have the opportunity to try problems and/or work on some group activity.
Classroom Attendance Students are expected to be present at all classes and Policies: attendance will be recorded at every class. Some of the
material covered can not be found in the textbook. Therefore, it is the responsibility of each student to get all class notes, assignments, and announcements given when a student has been absent from class. More than three (3) absences will be considered excessive. For each absence beyond 3, the student will lose 10 points from the point total. If a student is absent for a quiz or a test, the grade for that assignment will be a “0”.
Promptness All students are expected to arrive on time for class.
Cell Phones As a courtesy to all members of the class, please make sure that
50

and Pagers you have turned off all audible noises on your cell phones and pagers.
Make-ups Students are expected to have assignments ready for collection at the start of the class on the due date and to be present for all tests, quizzes, and group work. Therefore, Nomakeup quizzes will be given. At the discretion of the teacher, you will be given the opportunity to makeup ONE (1) missed exam. However, it is the student’s responsibility to contact the instructor within 24 hours to arrange for a makeup test.
Homework: Homework completion is vital for mastery of the course material. An assignment will be given during all class meetings. These assignments are intended to provide a basis for classroom discussion. The student is advised to:
1) read the sections that are assigned in class 2) do all of the problems that are assigned 3) ask any questions about the assignment in the next class
It is expected that each student will attempt all assigned work and will bring into class any questions or comments concerning the assignment. Some assignments may be collected and graded.
An assignment which is designated for submission on a particular date WILL NOT BE ACCEPTED AFTER THE DUE DATE!
Grading: Your grade for the course will be based on several criteria:
1. QUIZZES: There will be brief announced quizzes. Nomakeup quizzes will be given. You may elect to drop your lowest quiz grade or one "missed quiz" grade from your total
2. EXAMS: There will be five onehour exams. Dates of these exams will be announced in advance.
3. PROJECTS and GROUP ACTIVITIES: In addition to group activities, you may be assigned essays, individual and group projects
4. FINAL EXAM: The departmental Final Exam will be a cumulative exam. It will cover the entire semester's work.
Approximate distribution of weight* Quizzes 10% Exams 60% Projects and Group Activities 10% Final Exam 20%
Only one exam may be made up per semester. You must contact me promptly and schedule the makeup within 24 hours of the missed exam. There is no makeup for missed quizzes or group activities. Class participation, attendance, and preparedness are very important and will also be considered in determining the final grade possibly raising or lowering your grade.
51

Cheating and As stated in the Middlesex Community College Student Handbook: Plagiarism:
“Cheating is a serious offense, whether it consists of taking credit for work done by another person, or doing work for which another person will receive credit. Taking and using the ideas or writings of another without clearly and fully crediting the source is plagiarism, a violation of the student code.” Any assignment in which there is evidence of cheating or plagiarism will receive a failing grade of zero.
Class Cancellations: Inclement weather can cause the college to cancel classes for the day or delay opening. Local radio and TV stations will announce this information. The college will also post an announcement on the main telephone number, 781 280 – 3200, and on the MCC website.
Withdrawal If for any reason you find that you can no longer attend this class, you must officially from Class: withdraw. Otherwise, incomplete course work may result in a failing "F" grade. The
last day to withdraw from this course is November 13, 2009. Support Services: FREE TUTORING is available in both the Bedford and the Lowell Math Labs. The Math
Lab in Bedford is located in the Academic Resources Building, on the second floor – room 214. In Lowell, the Math Lab is located at City Campus, the Academic Support Center, 4th floor. No appointment is necessary. The hours for each lab are posted each semester.
Personal/Career Counseling: Counselors are available in the Enrollment Center, Building 9, Bedford Campus. Call: (781) 2803670 or stop by to schedule an appointment. The service is free and valuable.
Disability Services: In order to provide appropriate accommodations for your success, students are encouraged to share information regarding documented disabilities, physical, learning or psychological, with the Disability Support Services Staff. Their office is located on the second floor of the Enrollment Center, Building 9. Students with disabilities are encouraged to speak with me about their needs for accommodations
** All essay assignments must meet the minimum college writing standards as Developed by the College Composition Faculty.
Technology Support: MyMathLab Access codes for each student come prepackaged with the textbook.
The student access kit for MyMathLab that comes with the Lial custom text provides online access to video lectures, homework tutorials, the student solutions manual, and the Math Tutorial Center.
Please make use of office hours. All students are encouraged to "drop by" to discuss any aspect of the course or course material. Office hours are as posted, other times may be arranged
52
OBJECTIVES
Upon successful completion of MAT 065, Fundamentals / Algebra I, a student should be able to:
1. Use inequality symbols with integers 2. Use opposites and absolute value 3. Add, subtract, multiply and divide using integers 4. Write a rational number in simplest form and as a decimal 5. Convert between percents, fractions, and decimals 6. Add, subtract, multiply and divide rational numbers 7. Set up and solve ratios and proportions 8. Evaluate expressions
a. Simplify algebraic expressions using order of operations b. Evaluate an algebraic expression for a given variable
9. Use the Order of Operations to simplify expressions. 10. Translate word problems into mathematical statements 11. Solve word problems and real world applications 12. Solve and check linear equations in one variable and do applications
a. Perform operations with signed numbers b. Solve application problems such as percents, distance, perimeter, and angles of a
triangle 13. Solve and graph one variable inequalities and solve applications
a. Graph simple inequalities on a number line b. Identify the similarities and differences between equations and inequalities c. Solve applications involving linear inequalities
14. Produce a linear graph given an equation, and to produce an equation of a line given particular data a. Recognize and use a Rectangular Cartesian Plane b. Compute and interpret slope and intercepts c. Graph an equation in y = mx + b form and Ax + By = C form d. Produce the equation of a line from given data
15. Solve Systems of Equations of two-variables and solve applications a. Solve a system of two equations in two variables using the Graphing, Substitution
and Addition methods b. Solve application problems in two variables (e.g. mixture and break-even analysis)
16. Demonstrate comfort and confidence with math a. Communicate math concepts using appropriate vocabulary b. Organize work as a clear development of ideas c. Participate in class activities free from undo anxiety
53
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p. 43 46
1. 2 Va
s, 3
O ,7 7, 83
p. 55 5 6
3 p. 49 54
in g Re
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ly in g an d D iv id in g
p. 84 8 8
p. 31
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p. 89
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p. 12
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p. 12
od d
p. 13
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2. 5 Fo rm
3 EO
p. 18
5 9
p. 17
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p. 18
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p. 21
t
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To
ta lly
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in g Li ne
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(p .2 68
A ct iv ity :I nt er pr et in g
p. 26
1 2

in g Li ne
od d
p. 27
p. 28
W ee k
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s of
Li ne
,3 5,
p. 12
7 – 13
6 39
s of
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,1 9, 37
,3 9, 41
is a CU
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M EN
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fundamentals of math/algebra 1...do this in excel. 5. the student will share his or her insights...

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