MIDDLESEX · Strategies for Success ... The assigned guided reading will be collected at the very beginning of class. 6 ... 15 10 523 2 2 5

MIDDLESEXCOMMUNITY COLLEGE

BEDFORD • MASSACHUSETTS • LOWELL

Algebra II

Strategies for SuccessCOURSE GUIDE

Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.

Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement,

Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) 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 self‐assessment. 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. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success.

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Table of Contents Introduction .................................................................................................................................... 2 Unit 1: Polynomials ......................................................................................................................... 4 Class Activity: Pre‐Lecture Guided Readings .............................................................................. 4 Class Activity: Chapter 5 – Summarizing Sections 5.1 & 5.2 ....................................................... 6 Class Activity: Chapter 5 – Polynomial Review ........................................................................... 8

Unit 2: Factoring ........................................................................................................................... 10 Class Activity: Chapter 6 – Factoring Review ............................................................................ 10

Unit 3: Radicals ............................................................................................................................. 14 Class Activity – Chapter 8 – Radical Review .............................................................................. 14

Unit 4: Quadratics ......................................................................................................................... 16 Class Activity: Chapter 9 – Graphing Quadratics ...................................................................... 16

Unit 5: Self‐Assessment Activities ................................................................................................. 18 Test Taking Strategies Activity .................................................................................................. 18 Homework Strategies Activity .................................................................................................. 26 Class Notes ................................................................................................................................ 28 Test Review & Preparation Activity .......................................................................................... 30 Understanding Course Objectives Activity ............................................................................... 31

Appendix A: Unit Pre‐Readings ..................................................................................................... 33 Chapter 5 Pre‐Reading .............................................................................................................. 33 Chapter 6 Pre‐Reading .............................................................................................................. 45 Chapter 8 Pre‐Reading .............................................................................................................. 52 Chapter 9 Pre‐Reading .............................................................................................................. 61

Appendix B: Sample Syllabus ........................................................................................................ 66

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Introduction This is a 3 credit course continuing the basic algebra skills begun in Algebra 1 (MAT 070). This will prepare students for further courses as they move along the pre‐calculus/calculus sequence, or allow them to take Math Modeling for Liberal Arts as their math elective for many of the Liberal Arts transfer programs. 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 twenty‐five 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. 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. This curriculum guide is intended to help support the strategies of critical thinking, collaboration, communication, organization and self‐assessment. The guide contains three types of assignments – Pre‐lecture guided readings, Content activities (in class group activities) and Assessment activities (individual reflection activities). The guided readings and content activities are divided by the Chapter covered – 5, 6, 8 or 9. The assessment activities are listed separately, and can be used when you wish. It is recommended that the test taking activity be done during the first chapter, with the class notes & homework activities during chapters 6 & 8, and the course objectives activity be done towards the end of the course. There is a set of instructions for the students for the guided readings and a sample lesson plan for the readings and one for each of the activities. There is also a sample syllabus containing sample wording for how to present this in your syllabus. Here are some suggestions of how this guide might be used, and the particular success skill(s) involved. For these to be most effective, it is felt that there should be some type of grade/reward attached to each assignment. PRE‐LECTURE GUIDED READINGS – Critical thinking; Organization

• Assign and have the students complete the Guided Readings. • Collect them either on a daily basis or randomly throughout the semester.

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CONTENT ACTIVITIES‐ Critical thinking; Collaboration; Communication

• There is at least one activity for each chapter. • Use the in class activities as indicated.

ASSESSMENT – Organization; Communication; Self‐assessment

• Test‐taking activity • Test review activity • Class notes activity • Homework activity • Course objective activity

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Unit 1: Polynomials This unit corresponds with the material covered in chapter 5 of the textbook. The instructor should first assign the Chapter 5 Pre‐Readings (see Appendix A).

Class Activity: Pre‐Lecture Guided Readings Learning Objectives:

• Students will be able read and understand the textbook. • Students will be able to explain math definitions and concepts in their own words. • Students will be able to understand and explain the steps in the examples given in their

textbook. • Students will be able to identify the concepts that they do not fully understand, make a

note of them, and ask the appropriate questions during class. • Students will be able to produce their own study plan and study materials. • Core Student Success Skills: Critical Thinking, Communication, Collaboration,

Organization, and Self‐Assessment Materials: Textbook, Guided Readings, notebook and pencil. Context within the Course: This activity extends across the entire course. Procedure:

1. Students will read the section in the textbook before the section is covered in class.

2. Students will answer the questions on the guided reading for that particular section.

3. The students will formulate any questions they have after reading the section to ask during class.

4. Students will make study materials for each section.

Note for Instructor: The guided readings should be checked regularly to encourage the students to stay up to date with their readings.

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Pre‐Lecture Guided Readings: Instructions for Students There are guided readings for each section. The guided readings consist of questions about the material covered in the section. Many questions are straight‐forward; some require critical thinking, but all the questions are designed to encourage you to actively read the textbook for understanding not to just skim the material. These guided readings are a significant portion of your grade. Doing the guided readings faithfully can significantly improve your grade; likewise, not doing them or only occasionally doing them can significantly hurt your grade. They are not difficult to do but require discipline and organization on your part. Set aside time every day to complete the assigned guided readings and any other assignments.

• Read over the guided reading for a particular section before you begin reading the section in the textbook.

• Read the section in the textbook answering the questions in the guided reading as you

read.

• As you read the examples, try to follow along step by step to make sure you understand what they did to solve the problem.

• If you reach a part that is confusing, mark it with a pencil so you can come back to it.

• After the first reading, go back to the parts that confused you and read them again more

carefully to see if you can figure them out. If you still do not understand that part, write up a question to ask during class or to ask one of your classmates.

• As you read, make a list of terms, definitions, concepts and procedures that you think

are important. Use these to create study materials. The assigned guided reading will be collected at the very beginning of class.

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Class Activity: Chapter 5 – Summarizing Sections 5.1 & 5.2

Learning Objectives:

• Students will stop and assess their skills with the first two sections of the chapter.

Core Student Success Skills: Critical thinking; Self‐assessment

Materials: Handouts

Context within the Course: Students will confirm their skills with the first two sections of the Chapter before continuing with the chapter.

Procedure: Students will be given the brief handout below and are asked to complete the expressions.

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Finding different ways to write an expression. 1. Write the following expression 5x

a. As a product

b. As a quotient

2. Write the following expression 15x

a. As an expression being raised to an exponent

3. How many different ways can you find to write the following expression 6 ?x

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Class Activity: Chapter 5 – Polynomial Review Learning Objectives:

• Students will review the rules from the chapter. • Students will work together as a team to find the answers.

Core Student Success Skills: Communication; Organization; Collaboration Materials: Prepared index cards; scrap paper Context within the Course: Students will review the procedures for simplifying polynomial expressions as they work together to match expressions with the correct simplification. Procedure: After the class has been divided into several groups, each group is given a pile of index cards, which are spread out on the table with the answer face up. The start card has a simple exponent problem on it. The students are to find the answer on the cards that are facing them. The card with the answer is turned over, showing a new problem. Students then find the answer to that one, and continue until they reach the last card. Several good distracters can have a message that it is a wrong answer – try again. There is a set of sample problems below. These will be placed on a set of index cards with answers on one of the other cards. A set must be made for each group. This could be done at the end of the chapter, perhaps as a form of review. The ‘winning’ team might be given points toward an assignment, or every participating team given points, depending on their placement.

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MATH SCAVENGER HUNT: Instructions for Students SAMPLE PROBLEMS

2 5x x 4 7m n−

( )22 35a b 2

2

1218x yxy

( ) ( )2 2 25 2 7 3 4a ab b a ab− + − + ( )( )5 9 5 9m m+ −

( )2 22 3 5 7r r s rs r− − + 36

5 3

25pqp q

⎛ ⎞⎜ ⎟⎝ ⎠

3 2 8

5 2

x y zx yz

−

− ( )( )2 3 8x x+ −

02− ( ) 22 3 25x y z

−− −

2 2 2 26 5 8 2 5x y xy x y xy x y+ − + + ( )2 23 5 6 9rs r s rs rs− +

( )25 9m− 12−

2 3 2 215 10 5

5a b a b ab

ab− +

23 2

2 1

45p qp q

−

−

⎛ ⎞⎜ ⎟⎝ ⎠

22

2

34x yxy

−−⎛ ⎞⎜ ⎟⎝ ⎠

( ) ( )2 02 55 6a b a

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Unit 2: Factoring This unit corresponds with the material covered in chapter 6 of the textbook. The instructor should first assign the Chapter 6 Pre‐Readings (see Appendix A).

Class Activity: Chapter 6 – Factoring Review Learning Objectives:

• Students will review the procedures from the chapter. • Students will work together as a team to find the answers.

Core Student Success Skills: Communication; Organization; Collaboration Materials: Prepared index cards; scrap paper Context within the Course: Students will review the procedures for simplifying polynomial expressions as they work together to match expressions with the correct simplification. Procedure:

1. Subdivide class into groups of 3 or 4 students. 2. Explain that there will be a time limit per question. 3. Each round will contain 2 polynomial expressions to factor. The round questions are not

in order of difficulty. All expressions can be factored. 4. Special attention should be placed on factoring each expression “completely.” 5. The answer submitted must be agreed upon by all group members. 6. After each round the “standings” should be announced. 7. A bonus round could be used to boost the team scores. 8. Whether the prizes are edible or extra credit points, the necessary paperwork to keep

score is attached. 9. Keep scoring sheets on pages 2 and 3, give students half of page 4, 5, or 6. 10. Page 7 is the list of questions for each round.

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Team Roster / Point Totals 1. 2. 3. 4. 5. 6.

Name 1 2 3 4 5 total

1 2 3 4 5 total





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Team # _______ Entry Round Answer A Answer B 1 2 3 4 5 Team # _______ Entry Round Answer A Answer B 1 2 3 4 5 Team # _______ Entry Round Answer A Answer B 1 2 3 4 5 Team # _______ Entry Round Answer A Answer B 1 2 3 4 5 Team # _______ Entry

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Round Answer A Answer B 1 2 3 4 5 Team # _______ Entry Round Answer A Answer B 1 2 3 4 5 Questions Round Question A (1 point) Question B (2 points) 1 26 8x x+ 2 2 3 330 20 40rs r s r s− + 2 24 36x − 4 41 81x y− 3 2 3 3x x bx b− − + 210 15 40 60a a a+ − − 4 2 5 14x x− − 26 19 7x x− −5 4 81y − 35 20c c−

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Unit 3: Radicals This unit corresponds with the material covered in chapter 8 of the textbook. The instructor should first assign the Chapter 8 Pre‐Readings (see Appendix A).

Class Activity – Chapter 8 – Radical Review Learning Objectives:

• Students will review the procedures from the chapter. • Students will work together as a team to find the answers.

Core Student Success Skills: Communication; Organization; Collaboration Materials: Handout; scrap paper; calculators Context within the Course: Students will review the procedures for simplifying radical expressions as they work together to match expressions with the correct simplification. Procedure: After being arranged into 4 – 5 groups, students are given the handout below. They are asked to find the ‘Last Radical Standing’ after the various calculations and eliminations are completed.

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Last Radical Standing: Instructions for Students

From the following list of radical expressions, find the one that is left after all eliminations have been done.

( )23 4 3 ; 28; 3 128; 16; 2 141; 7 3;

288 18 3; ; 2 1; 70; 75 2 32 6

+ −

⋅− +

A. Eliminate the 6th largest of the eleven numbers. B. Eliminate the expression equal to7 3 . C. Eliminate the largest irrational number remaining. D. Eliminate the second smallest number. E. Eliminate the radical that would be approximated by 5.3. F. Eliminate the smallest rational number remaining. G. Eliminate the radical that has not been simplified.

H. Eliminate (3 5)(3 5)− + . I. If A = 1, B = 2, C = 3, etc., eliminate the remaining number that is equivalent to a vowel. J. Eliminate the number of times that the letter ‘e’ appears here in J.

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Unit 4: Quadratics This unit corresponds with the material covered in chapter 9 of the textbook. The instructor should first assign the Chapter 9 Pre‐Readings (see Appendix A).

Class Activity: Chapter 9 – Graphing Quadratics Learning Objectives:

• Students will see the relationship between the roots of a quadratic and the x‐intercepts. • Students will work individually or as a team to find the answers.

Core Student Success Skills: Critical thinking; organization; (collaboration and communication if done in groups) Materials: Graphing calculators; overhead projector or Smart room with TI‐Smartview installed. Sets of graphing calculators may be obtained on each campus. See the department chair or algebra 2 course coordinator for details of how to sign them out and the procedures to distribute them. Context within the Course: Students will be able to relate the material in this chapter with material taught in chapter 6. They will also be exposed to the use of the graphing calculator, which will be required for many of them during the next semester. Procedure: Students will work through the steps below and answer the questions.

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Class Graphing Calculator Activity: Instructions for Students Relationship between Solving a Quadratic Equation and the Graph of a Quadratic Equation

1. Press the y = key and type into y1 = (x + 2)(x – 3).

2. Type into y2 = x2 – x – 6 .

3. Press the Zoom key and scroll down until you see 6. Z Standard. Then press Enter.

4. You will now see the graphs of these two functions. What is the graph of this equation

called? What do you notice about these two graphs? Why?

5. Now look to see where the graph crosses the x‐axis. What is the term that describes where the graph crosses the x‐axis? What are these values? Look at the equation in y1. What is the relationship between these values and the equation?

6. Remember: How did we find the x‐intercept of a line algebraically? How do you think we find the x‐intercepts of a parabola?

7. The equation, y = ax2 + bx + c, is called a _____________________. Find the x‐intercepts of the equations in y1 and y2 algebraically.

8. We have been solving equations of the form ax2 + bx + c = 0 by different methods. How does solving this equation relate to the graph of y = ax2 + bx + c?

9. Find the x‐intercepts of the following quadratic equations algebraically and graphically. 1. y = x2 – 4x + 3 2. y = x2 + 7x + 12 3. y = x2 – 5x – 6 4. y = x2 – 8x + 16

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Unit 5: SelfAssessment Activities This unit provides activities that enable students to assess the status of their own content knowledge.

Test Taking Strategies Activity


• Students will learn how to improve test‐taking skills.

• Students will learn how to better prepare for an exam.

• Students will develop a test‐taking plan and a test analysis plan.

• Students will reflect on test results and analyze the types of errors made.

Core Student Success Skills: Self‐assessment, Organization, Communication, and Critical Thinking Skills.

Materials: Handouts

Context within the Course:

Activities A, B, and C are best used prior to the first exam of the semester. Activity D 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 A 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.

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Activity D 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

NASSP hmLearning and Study Skills Program, 1995.

Activity A: 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 re‐read 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.

NASSP hmLearning and Study Skills Program, 1995.

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 what kind of test you’ll have you’ll be better able to study for it.

TRUE

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 close attention to what the teacher says in the classes before the test.

FALSE

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 on each of several days before the test. Don’t wait until the last night to begin to study.

FALSE

4) No, don’t just re‐read! 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 ACTIVELY!

FALSE

5) Yes. Try to anticipate what questions your teacher will ask you, and then tell yourself the answers. You’ll be surprised at how good you can get at this!

TRUE

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 take a test.

FALSE

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 and details.

TRUE

8) Not true! Worrying won't help you. When you study and when you take the test, try to relax. Don't worry; do the best you can!

FALSE

9) Some people can study very effectively with other students. Other students try to study with friends but often end up talking about things other than the test. The answer to this question for you depends on your learning style and what helps you to learn best.

FALSE

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 want to give to each question or set of questions,

FALSE

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, you may guess the right answer!

TRUE

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 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.

FALSE

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 second guess yourself.

TRUE

Activity B: 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

Procedures

Possible test questions

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?

Activity C: 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.

1 Greene, L.J. and Jones-Bammman, L. Getting Smarter, 1985

Activity D: 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

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? ________

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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. ________________________________________________________________

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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Homework Strategies Activity


• Students will reflect on their success or difficulties in doing homework.

Core Student Success Skills: Self‐assessment and Organization

Materials: Handout

Context within the Course: Students are asked to reflect on how helpful their homework has been. This should be done during the second chapter.

Procedure:

Students are asked to choose an easy and a difficult homework assignment and reflect on why, what they did and what they might do in the future.

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Instructions for Students

Choose two homework assignments that you have completed. Choose one that you found fairly easy and one that was more difficult. For each of the two assignments, answer the following questions.

A. The ‘easy’ assignment.

1. What section and topic was covered? ___________________________________________________________________ ___________________________________________________________________ • Why do you think you found it easy?

___________________________________________________________________ ___________________________________________________________________ B. The ‘difficult’ assignment. • What section and topic was covered? ___________________________________________________________________ ___________________________________________________________________ • Why do you think you found it difficult?

___________________________________________________________________ ___________________________________________________________________ • What did you do to try to understand the assignment better?

___________________________________________________________________ ___________________________________________________________________ • Did it help? _____________ • What else might you do in the future to help you understand an assignment better?

___________________________________________________________________

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Class Notes


• Students will reflect on their ability to take notes in class.


Materials: Handout

Context within the Course: Students are asked to reflect on a set of notes that they have taken in class. This should be done during the first chapter.

Procedure:

Students are asked to choose set of class notes and reflect on what they learned from their notes and the in class examples.

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Instructions for Students Look back at the notes you have taken in class. Choose two sets of notes that you have taken in class and the in‐class practice exercises that were done on that day. Choose one set of notes that you found especially easy to take, and one that you found more difficult to take. Then answer the following for each.

A. The ‘easy’ set of notes.

1. What section and topic was covered? ___________________________________________________________________ ___________________________________________________________________ 1. Why do you think you found it easy?

___________________________________________________________________ ___________________________________________________________________ B. The ‘difficult’ set of notes. 2. What section and topic was covered? ___________________________________________________________________ ___________________________________________________________________ 3. Why do you think you found it difficult?

___________________________________________________________________ ___________________________________________________________________ 4. What did you do to try to understand your notes better?

___________________________________________________________________ ___________________________________________________________________ 5. Did it help? _____________ 6. What else might you do in the future to help you take better notes?

___________________________________________________________________

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Test Review & Preparation Activity


• Students will learn how to decide their own needs for reviewing for a test. (Note: This activity can be done in conjunction with the materials in the test‐taking activity.)


Materials: Review notes/summary as handed out by instructor.

Context within the Course: Students are given the opportunity to decide how much and what type of review that they need.

Procedure:

Students are given a ‘bullet list’ or summary of material to be covered on the test. There may be additional practice problems, or just a suggestion from the instructor about what might be helpful. Students are given the option of remaining in the room to review, or to review on their own. They are encouraged to decide what they need, rather than a ‘one size fits all’ class. The instructor then acts in the capacity of a resource, rather than the ‘presenter’ of review materials. Students may also be encouraged to work together as they prepare.

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Understanding Course Objectives Activity


• Students will look more closely at the Course Objectives.

• Students will determine which were easy and which were difficult.

• Students will evaluate what they did to work on a difficult objective.

Core Student Success Skills: Communication and Self‐assessment

Materials: Handouts

Context within the Course: Towards the end of the course, students are given the opportunity analyze their success at completing the course objectives.

Procedure: Students will be given the brief handout below and are asked to submit a written response.

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Instructions for Students

Look at your syllabus and find the page containing the course objectives. Then answer the following completely. Be sure to use proper grammar and punctuation. Use the Writing Center as needed.

1. Choose an objective that you felt was easy to accomplish. _________________________________________________________ _________________________________________________________ Why do you think it was easy for you? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. Choose an objective that was difficult to accomplish. __________________________________________________________ Why do you think it was difficult for you? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Did you do anything extra to help you achieve it? If so, what? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

33

Appendix A: Unit PreReadings

Chapter 5 PreReading NOTE TO INSTRUCTOR: The Pre‐Reading assignment combines reading assigned from the course textbook with math problems that help prepare students for the work they will cover in the unit. Have students read the assigned pages, then practice using the problems below.

34

Section 5.1 – (p. 328 333) Fill in the Blank

1. 25 is called an _____________ expression.

2. In the expression 53 , 3 is the _________and 5 is the ___________. 3. When multiplying like bases you ___________the exponents.

Multiple Choice 4. 5 2(7 ) =

a. 77

b. 37

c. 107 d. 7

5. 32

3⎛ ⎞⎜ ⎟⎝ ⎠

=

a. 69

b. 56

c. 83

d. 827

Short Answer

6. Write the area formula for a rectangle and a triangle.

a. Rectangle____________________ b. Triangle______________________

7. Explain why 25 25− ≠ . _______________________________________________________________ _______________________________________________________________

35

_______________________________________________________________

True or False 8. 37 3 7= ⋅

Questions for class Important concepts from this

section

36

Section 5.2 – (pp. 336 – 349) Fill‐in 1.) Complete the pattern: 24 = ____ 23 =____ 22=____ 21 = ____ 20 =____ 2‐1=____ 2‐2= ____ 2.) When terms with the same base are multiplied, you ______ the exponents; when terms with the same base are divided you _________________ the exponents. 3.) 04 = ______________, while 0( 4)− = __________ and 04 ____________− = 4.) 24− = _____________ and 24 ____________− = True – False

5.)

2 2

2

93m nn m

−⎛ ⎞ =⎜ ⎟⎝ ⎠

True or False 6.) 3

2

p pp−

= True or False

7.)

22 4

2 4

a ab b

−−⎛ ⎞=⎜ ⎟

⎝ ⎠ True or False 8.)

49

5

q qq−

= True or False

Explain the steps: 9.) Label each rule as it is used.

( )23 2 4a b c− = ___________________________________ 6 4 8a b c− ____________________________________ 6 8

4

a cb⋅

____________________________________

10.) Repeat for the following.

3 2 4 2( )a b c− ___________________________________ 23 4

2

a cb

⎛ ⎞⎜ ⎟⎝ ⎠

___________________________________

6 8

4

a cb⋅

___________________________________

37


section

38

Section 5.3 – (pp. 345 – 349) Multiple Choice: 1. Scientists often use scientific notation because _____ a. it looks impressive b. they need to make working with many zeros easier c. they are not allowed to use very large or very small numbers 2. When 93,000,000 is written in scientific notation, we must use a ______________ power of 10. (positive/negative) 3. A nanometer is a very _________________ unit of measure.

(small/ large)

True/False. 4. A number written in scientific notation is always between 1 and 10, not including ten. True or False Fill‐in. 5. We will know the direction and number of places to move the decimal point by looking at the ______________________.

6. In a conversation where someone mentions a Richter scale, you would expect the conversation to be about _________________.


section

39

Section 5.4 – (pp. 354 – 360) Fill in the blanks.

1. In the expression, 2x 3 ‐ x 2 + 4x – 5, 2x 3 , ‐x 2 , 4x and ‐5 are called ____________. 2. In the term 2x 3 , the number 2 is called the ____________________.

3. 3y 2 and ‐2y 2 are called ________________.

4. A ________________ is a term or the sum of a finite number of terms of the form

ax, n for any real number a and any whole number n.

5. To add two polynomials, ____________________.

6. To subtract two polynomials, ___________________________________. In #7 – 12, match the correct term with the definitions below. a. monomial b. degree of a polynomial c. trinomial d. binomial e. parabola f. degree of a term

7. The ________________ is the sum of the exponents on the variables.

8. The ________________is the greatest degree of any nonzero term of the polynomial.

9. A polynomial with only one term is called a _________________.

10. A polynomial with exactly two terms is called a ______________.

11. A polynomial with exactly three terms is called a _______________.

12. The graph of y = x 2 is called a _________________.

13. For the following expression answer the questions: 5y – 3x2 – 3 + 2y – 7xy 1. How many terms are there in the expression? 1. ___________ 2. What is the sign of the first term? 2. ___________ 3. What is the numerical coefficient of the second term? 3. ___________ 4. What is the exponent of y in the first term? 4. ___________ 5. What is the exponent of x in the second term? 5. ___________

40

6. Name the constant term. 6. ___________ 7. Name a like term in the expression to 4xy. 7. ___________


section

41

Section 5.5 – (pp. 365369)

Fill in the blank

1. Multiply ( )( )2 3 25 4 2 4m m m m+ − + . Multiply each term of the second polynomial by

each term of the first. Fill in the parentheses with the missing terms…

( ) ( ) ( ) ( ) ( ) ( )2 3 2 2 24 2 5 5 5 4m m m m m m+ − + + + +

Multiply each of these and then collect like terms

2. Use the rectangle method to multiply ( )( )2 5 4 3x x+ −

Fill in the blanks to set up the rectangle, then multiply to fill in the boxes

_________

___________

_______

_______

Find the sum of these four products to get the product of the binomials. ( )( )2 5 4 3x x+ − = ____________________________________

= _____________________________________

3. Use the F.O.I.L. method to multiply ( )( )2 5 4 3x x+ −

Quick Quiz! The distributive property is important in this section. Fill in the blank to complete the distributive property:

( )a b c+

42

________________ ________________ ________________ ________________

First Outside Inside Last

Then collect like terms.


section

43

Section 5.6 – (pp. 372375) Write in the special products for each of these:

1. ( )2 _________________________________x y+ =

2. ( )2 _________________________________x y− =

3. ( )( ) _________________________________x y x y+ − =

Matching. Match the problems with their answer.

4. ( )23m + _____ a.) 2 9m +

5. ( )23m − _____ b.) 2 6 9m m− +

6. ( )( )3 3m m+ − _____ c.) 2 3 6m m+ +

d.) 2 9m −

e.) 2 6 9m m+ +


section

THERE IS AN IMPORTANT CAUTION BOX IN THIS SECTION REGARDING A COMMON ERROR WHEN SQUARING A BINOMIAL. FIND IT AND COPY IT DOWN HERE.

44

Section 5.7 – (pp. 378 379) Fill‐in

1. 3

2 2 2x zy y y

+= +

2. In the above example, 2y is called the ______________________. (dividend / divisor / quotient) 3. To see if the solution is correct, we can check by _______________ the divisor by the

quotient. The answer should be the original _________________.

4. Because division by 0 is undefined, we assume that no __________________

are 0.

5. Which is correct? 2 2

3 3

8 8 22 or4 4a aaa a a

= =

Questions for class Important concepts from this section

45


46

Section 6.1 – (pp. 400 – 406)

True or false

1. To factor means to write a quantity as a series of additions. _________ 2. The greatest common factor of a list of integers is the largest factor the numbers

have in common ___________ 3. If a number only has 1 and itself as factors it is called prime _______ 4. The exponent on a variable in the CGF is the greatest exponent that appears in all

factors _________

Multiple Choice

1. The prime factorization of 24 is a. 3 4 2⋅ ⋅ b. 2 6 2⋅ ⋅ c. 2 2 2 3⋅ ⋅ ⋅ d. 2 2 3⋅ ⋅

2. The greatest common factor in 26 12x x+ a. 6 b. 2x c. 6x d. 26x

Fill in the blank

1. The binomial factor in is3(2 1) 4 (2 1)x x x+ + + __________. 2. Factor out a ‐3 from the following 3 6t− − ___________. 3. Complete the factoring 26 12x− + = 2− ( )


section

47

Section 6.2 – (pp.408 – 412) Fill in the blank

1. When factoring the trinomial we 2 10 25m m+ + look for two integers whose product is ___________ and sum is ________.

2. Because of the ___________property of multiplication the order of the factors does not matter.

3. To get a positive product and a negative sum both of the integers need to be _________.

4. If a trinomial is not factorable it is considered ______________ . True or false

1. All trinomials are factorable _________ 2. You can check if you factored correctly by using the FOIL method _________ 3. When factoring always look for a common factor first __________

Open Response

1. In your own words explain what is meant by a prime polynomial

2. You friend just factored a trinomial and wants to make sure he/she did it correctly. What would you tell them to do?


section

48

Section 6.3 – (pp. 414 – 419) Fill in the blank

1. When factoring a trinomial whose coefficient of the squared term is not 1 first you multiply the coefficient by the __________ term.

2. Once you rewrite the trinomial into a polynomial with 4 terms you factor by _________ 3. The first step in factoring any trinomial is to first factor out the ________ if there is any.

True or false

1. The only possible factors of 10 are 5 and 2 _________ 2. To factor 22 4 8x x+ + first factor out a 2___________ 3. 23 12 6 (2 1)(3 3)x x x x+ + = − + __________

Complete the following steps

26 2x x+ − 1. Multiply 6 by ______ 2. Factor _______ so that the factors sum to _________ 3. Those factors are ______ and _____ 4. Rewrite the trinomial to a polynomial with _______ terms 5. The new polynomial is_____________ 6. Factor by ____________ 7. To get_______________ 8. Answer______________


section

49

Section 6.4 – (pp. 422 – 428)

Fill in the blanks.

1. When factoring a difference of squares, both terms of the binomial must be _____________.

2. The polynomial x2 – 9 is called the __________________________.

3. A ___________________ cannot be factored.

4. A ______________________________ is a trinomial that is the square of a binomial.

5. When factoring, always check for the ________________________ first. True or False. 1. 4x2 – 25 is a difference of squares. _______________ 2. 50y2 is a perfect square. ___________ 3. 16x2 – 40x + 25 = (4x + 5)2 _______________ 4. 81w2 + 16 cannot be factored. _____________


section

50

Section 6.5 – (pp. 432 – 437)

Answer the following.

1. What is a quadratic equation?

2. What is the zero‐factor property?

3. The first step in solving a quadratic equation is to write the equation in standard form. What does this mean?

4. After the quadratic equation is written in standard form, what would be the next step in solving the equation?

5. Is this equation (x – 3)(2x + 5) = 0 in the proper form to use the zero‐product property? Why or why not?


section

51

Section 6.5 – (pp. 441 – 446)

1. In this section, we will be solving problems that involve geometric figures such as a rectangle and a triangle. What are formulas for the area of a rectangle and the area of a triangle?

2. We will also use the Pythagorean Formula to solve problems. State this formula and what the variables stand for.

3. We will be solving problems that use a quadratic model. Is the following equation a quadratic model? Why or why not? D = ‐20p2 +60p + 1200


section

52


53

Section 8.1 – (pp. 548 – 553) True/False. If false, explain why.

1) Every positive number has two real square roots. __________

2) Every nonnegative number has two real square roots.

__________

3) The positive square root of a positive number is its principal square root.

__________

4) 2 23 4 3 4+ = +

__________

Fill in the blanks Tell whether each square root is rational, irrational or not a real number.

5) 25 _______________

6) 36− _______________

7) 5 _______________

8) 64 _______________

54

State Formula

9) State the Pythagorean Formula. Draw a diagram to help show what it means.


55

Section 8.2 – (pp. 559 – 563) State

1) State the Product Rule for Radicals.

Explain each step in the following example.

2) Simplify using the product rule.

72 4 9 2= ⋅ ⋅ __________________________________

4 9 2= ⋅ ⋅ __________________________________

2 3 2= ⋅ ⋅ __________________________________

6 2= __________________________________

3) State the Quotient Rule for Radicals.

56

Explain each step in the following example. 4) Simplify using the quotient rule.

60 6055

= __________________________________

12= __________________________________ 4 3= ⋅ __________________________________

4 3= ⋅ __________________________________

2 3= __________________________________


57

Section 8.3 – (pp. 567 – 569) Explain

1. In your own words, explain what is meant by like radicals.

True or False.

2. The terms 3 5 and 4 5− are like radicals.

3. The terms 7 2 and 2 7 are like radicals.

4. 3 7 10+ =

5. 5 3 7 3 2 3− = −


58

Section 8.4 – (pp. 572 – 575) Demonstrate: 1. Fill in the steps below to complete the rationalization.

35⋅‐‐‐‐‐‐‐ = ‐‐‐‐‐‐‐‐ = ‐‐‐‐‐‐‐‐‐

Label each of the following as simplified or not simplified. Then simplify any expressions that need further simplification. Simplified (yes/no) Simplification

2) 54

3) 56

4) 73

5) 515

6) 504

7) 510

8) 30


59

Section 8.5 – (pp. 578 – 582)

1. a.) Multiply: 3 ( 7) ______________x x + =

b) Multiply: 3 2( 2 7) _____________+ = c). What multiplication property did you use for both expressions? _____________________________

2. a.) Multiply: ( )( )9 5 _______________x x+ − =

b.) Multiply: ( )( )2 9 2 5 _______________+ − =

c.) What multiplication process did you use for both expressions? _________________ 3. a.) Multiply: 2(5 3) _________________________x − =

b.) Multiply: 2(5 7 3) _______________________− =

c.) Multiply: ( )( )3 5 3 5 ___________________x x+ − =

d.) Multiply: ( )( )3 2 5 3 2 5 _______________+ − =

4. Find the conjugate for each of the following: a. 2 5+ _______________

b. 3 8− _______________

c. 5 7− _______________


60

Section 8.6 – (pp. 586 – 590) 1. In your own words, list the steps for solving a radical equation.

1.) ______________________________________

2.) ______________________________________

3.) ______________________________________

4.) ______________________________________

5.) ______________________________________

6.) ______________________________________

2. In each of the following, determine if the value(s) is (are) a solution.

{ }12 3

21k − =

{ }9 4

25t + =

2 1 10 91 ,42

x x− = +

⎧ ⎫−⎨ ⎬⎩ ⎭

{ }5 11 32,1x x+ = +

−


61


62

Section 9.1 – (pp. 614617) 1. Solve 2 9x = by factoring. 2. Solve 2 9x = by using the Square Root Property. 3. Taking the square root of both sides of an equation and ______________ both sides of the equation are inverse operations.

4. Solve ( )21 9m + =

5. Why doesn’t ( )27 1 1z + = − have any real number solutions?

6. What is incorrect about the following solution?


section

2

2

144 169

144 16912 131

x

xxx

+ =

+ =+ ==

63

Section 9.3 – (pp. 627 – 630) 1. Write the equation in standard form, if necessary, and then identify the values of , , and a b c A. 25 2 1x x+ = B. 23 2x x= − C. 29 13 0x − = A. __; __; __a b c= = = B. __; __; __a b c= = = C. __; __; __a b c= = =

2. Fill in the missing pieces of the quadratic formula x = − ±

3. Solve the following quadratic equations by using the quadratic formula. A. 22 3 0x x+ − = B. 29 42 49x x= −


section

64

Section 9.5 – (pp. 640 – 646) 1. When graphing a quadratic equation, 2y x= , we obtain the graph of a ________________. 2. The highest or lowest point, depending upon which way the graph opens, is called the ____________. 3. The vertical line through the highest or lowest point is called the _________ of _______________. 4. Because of its symmetry, if the parabola has two x‐intercepts, the x‐value of the ___________ is exactly half way between them. 5. If the x‐intercepts of a parabola are (‐2, 0) and (4, 0), what is the x‐value of the vertex? _________ 6. To find the y‐intercept of a parabola, we substitute x = _____ into the equation.

7. Even if the graph has no x‐intercepts, we can use 2ba−

to find the x value of the

____________. 8. How do you find the y value of the vertex?_________________________ 9. Graph 2y x=

10. Graph 2 3y x= − +

x y

65

x y


section

66

Appendix B: Sample Syllabus

MAT 080 Beth Fraser Office #54 – 5th Floor – City Campus (978) 656‐3140 email: [email protected]

Office Hours Tuesday 8:00 ‐ 9:00

Wednesday 10:30 ‐ 11:30 Thursday 8:00 ‐ 9:00 Friday 8:00 – 9:00

Course Description:

This is the second course of Elementary Algebra. Topics include: exponents and polynomials; radicals; factoring; quadratic equations; applications and formula problems. This course does not meet the prerequisite for precalculus. Prerequisite: MAT 065 with a C or better or MAT 070 with a C or better or placement by exam. If you feel you have been inappropriately placed in this course, speak to your instructor immediately after class.

Requirements:

Text: Beginning Algebra Volume II, Lial/Hornsby/McGinnis, Pearson Custom Publishing, with MyMathLab. Calculator: A scientific calculator is required. Cell phone/PDA calculators are not allowed.

Title III: Strategies for Success Some of you may have been part of the piloting of a redesigned version of Algebra 1 based on the Title III grant. This course has also been 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 critical thinking, communication, collaboration, organization and self‐assessment skills by the end of the semester.

Teaching Methods: Classroom instruction combines lecture with individual and group practice of material covered. Participation by both questions and answers is expected, as well as good note‐taking and appropriate preparation for each class. This includes doing all homework, assignments and bringing all necessary materials to class.

67

MyMathLab:

The textbook contains a MyMathLab access code. IF YOU USED THIS IN ALGEBRA 1, YOU MAY USE THE SAME ACCESS CODE HERE. DO NOT OPEN THE NEW CODE IF YOU ALREADY ARE LOGGED IN WITH THE PREVIOUS ONE. This computer site will give you great opportunities to practice with hints and help along the way, including videos. I will be asking you to complete your homework assignments here, as well as additional quizzes and some Portfolio questions on the Discussion Board. We will also use this site to help us communicate with each other and for you to be able to access information throughout the semester. When you are absent, please use the site to access what was covered in class, as well as any handouts, homework information, and information about upcoming tests and quizzes. In order to see that you are able to access the site, your first quiz will be accessed from the site.

68

Attendance:

Math is a cumulative topic. While there is no specific grade attached to your attendance, material in a section assumes that previous topics have been mastered. In order to successfully complete the course, it is important to attend each class. You are responsible for material covered when you are not present. If a serious situation requires a protracted absence, please let me know, so that appropriate arrangements can be made. It is also important that you arrive on time for class. Tardiness not only affects the individual student, but also is disruptive and unfair to the entire class. If it is necessary to enter the classroom late, Unpack your materials quietly. It is extremely distracting to both the class and the instructor. If you are unable to arrive on time regularly, please think about rescheduling the course.

Homework: Assigned homework problems will be completed on MyMathLab. This allows you to access immediate help if you are having any problems doing the homework. The computer will grade the homework and you can repeat the problems until you get them correct up until the date of the chapter test.

Pre‐lecture readings: Your work this semester will include pre‐lecture guided readings. You will be asked to prepare for classroom lectures by reading the section before it is presented in class; to answer some questions about what you have read; to be prepared to ask questions about the material. You will be graded for the completion of each of these assignments. They will be collected before the lecture. If you are not in class, you may email the reading assignment, but it must be submitted before the class. Otherwise, the grade is a zero.

Class Activities: The success skills of critical thinking, communication, collaboration, organization and self‐assessment will be developed by a series of activities. Some of these will be individual and some will be in class group activities. In class group activities cannot be made up. Individual activities will be able to be submitted electronically, if they are in by the scheduled date.

Classroom Behavior: A successful class begins with a comfortable learning environment. Remember that your actions often have an effect on everyone else in the room. Disruptive behavior is not acceptable. I expect that each of us will behave with a common courtesy toward others. While working together on problems can be an excellent learning experience, please refrain while I am lecturing or answering questions. Keep outside distractions to a minimum. Place all cell phones on silent or vibrate mode while you are in the classroom. If you are in a position where you feel you might have to leave the room, please let me know. Also make yourself aware of the college policies on student conduct as outlined in the MCC student handbook.

69

Cheating: Cheating in any form will not be tolerated. This includes any material (quiz, test, homework or portfolio) that is handed in under your name that is not your work. Any such assignment will receive a grade of zero. Again, please make yourself aware of the policies in the MCC student handbook.

Quizzes: Quizzes are given periodically throughout the semester. Some will be administered in the classroom, while others will be on MyMathLab. Online quizzes may be taken twice, and must be submitted by the posted deadline. Only one in class quiz will be allowed to be made up. No quiz grades are dropped.

Tests: You will take 4 tests – one on each chapter covered. These will be taken in the classroom. You are expected to take tests when they are scheduled. If an emergency arises that prevents you from taking a test, you MUST inform me within 24 hours of the scheduled test time. This can be done via phone or email. You may call my number on the front of this packet or the main switchboard to leave a message on my voicemail or simply send an email. At my discretion, you may be allowed to make up that one test. If you fail to contact me as indicated, then the grade for the test is a zero. If a serious issue has prevented you from calling, please see me.

Final Exam: The course has a cumulative, departmental final exam. The exam is scheduled for Monday, December 20th from 10:30 – 12:30 or Wednesday, December 22nd from 8:00 – 10:00. You may take the exam at either session.

Grading: Tests 40% Quizzes 10%

Readings 10%

Activities 10% Homework 10%

Final Exam 20%

Course Withdrawal:

If you feel that you are not able to complete the course as indicated, it is your responsibility to complete the paperwork to withdraw from the course. You have until November 12th to withdraw from the course and receive a W for a grade. If you are thinking about withdrawal, please speak to me. If you simply stop coming to class, you will receive an F.

70

Support Services: There are support services available for a number of purposes. If you need help with your math, and my office hours are not convenient for you, please visit the math center. It is located on the 4th floor in room 406. There are tutors to assist you as well as access to MyMathLab. If you have a documented learning disability, please be sure that you have checked in with the disability office on the third floor, if you wish to use their services.

Work Schedule Here is a suggested timeframe. Chapter 5 3 ½ weeks (including any course

introduction time at the start of the semester).

Chapter 6 4 weeks Chapter 8 3 ½ weeks Chapter 9 3 weeks This includes time for testing as well as instruction. If you feel you have time for an introduction to the graphing calculator, feel free to use it.

Documents

MIDDLESEX · Strategies for Success ... The assigned guided reading will be collected at the very beginning of class. 6 ... 15 10 523 2 2 5