Hi all - we started today with the first exam. How'd you do?
In the afternoon we covered section 3.8 (functions) and 4.1 (systems of linear equations).
Next week in the morning we'll get quite far through chapter 4 - I hope to finish it out. We'll see!
In the afternoon we'll get the exams back, and get a chance to redo missed problems for partial credit. It'll be a wild ride.
Homework for next week:
Section 3.8: 1 - 67 odd
Section 4.1: 13 - 53 EOO
-Dave
Monday, January 31, 2011
Saturday, January 29, 2011
Writing Project and Guide to Written Work
Math 90 – Froemke – Winter 2010 – Writing project – due Feb 27(EDIT! The project is due Saturday February 26)
1) Copy the General Strategy for Problem Solving (on page 103, and other places). Then explain each step using a sentence or two in your own words. Then, using your strategy, solve the following problem:
A piece of wood 25 inches long is cut so that one piece is 5 inches longer than the other. How long is each piece of wood?
Clearly identify what you do each step of the way, and how you apply the Strategy to this problem.
2) Solve the following, and explain each step in yourin detail.
a. 5x – 8 = 12 – 3x b. 2x + 8/5 = (2x)/3
3) Find a formal definition for slope and copy it down – make sure to cite your source! Then explain that definition in your own words.
4) Explain how to find the equation of the line through the points (1, 3) and (3, 4), and find that equation. (EDIT! You do not have to graph this line.) Use complete sentences and show algebra.
5) Expand the expression 3t(t – 2)^2 explaining each step in detail.
Writing Example
Question: Solve 2x – 3 = 7 and explain each step in detail
• First, I add three to both sides, to get rid of the -3 on the left (the side with the variable):
o 2x – 3 + 3 = 7 + 3
• Then I simplify each side:
o 2x = 10
• Then I divide both sides by 2:
o 2x/2 = 10/2
• Then I simplify each side:
o X = 5
• And there it is: 2x – 3 = 7 solved for x.
• Then I check, by plugging in x = 5 to the original equation:
o 2(5) – 3
o =10 – 3
o =7
• Which is what I have on the right side, so x = 5 is a solution to 2x – 3 = 7.
(NOTE: you do not have to do in in exactly this way, of course, but this is about the level of detail I’m looking for.)
Guidelines for submissions
WRITING PROJECTS:
In each question I am looking for three things:
1) When you make a claim, do you justify the claim correctly?
2) Does your mathematics work, and does it work to answer the question?
3) Do you answer the question being asked?
Not every question will need all three of those – a question asking you to find a definition for ‘congruence’ and then explain that definition, for instance, might not need you to provide any mathematics that would ‘work’.
I grade the projects by starting everyone with a score of ten points, and then subtract for the following:
• A missing question, or one that fails in one or more of the three ways above, gets minus two.
• A question that speaks to the above three ways, but is missing some details (or contains minor inaccuracies) receives a minus one, and some indication of where you need to give more details or provide more work. Some questions might get more than one point taken off in this way.
• Occasionally, I’ll take off one-half point for a very small inaccuracy.
Written projects can then be fixed and resubmitted for an increased score, up to a perfect score of 10 points. Multiple resubmissions are fine. The deadline for submissions is the day of the final exam. Resubmissions must include the original project (so I can see what needs fixing) and your new work, clearly indicated as to which fixes are which. You don’t necessarily need to rewrite each problem on which you miss points – just give your fixes.
I reserve the right to reject any project that I find illegible or too confusing to read. For some of us, using a word processor is the only way to make our writing legible.
1) Copy the General Strategy for Problem Solving (on page 103, and other places). Then explain each step using a sentence or two in your own words. Then, using your strategy, solve the following problem:
A piece of wood 25 inches long is cut so that one piece is 5 inches longer than the other. How long is each piece of wood?
Clearly identify what you do each step of the way, and how you apply the Strategy to this problem.
2) Solve the following, and explain each step in yourin detail.
a. 5x – 8 = 12 – 3x b. 2x + 8/5 = (2x)/3
3) Find a formal definition for slope and copy it down – make sure to cite your source! Then explain that definition in your own words.
4) Explain how to find the equation of the line through the points (1, 3) and (3, 4), and find that equation. (EDIT! You do not have to graph this line.) Use complete sentences and show algebra.
5) Expand the expression 3t(t – 2)^2 explaining each step in detail.
Writing Example
Question: Solve 2x – 3 = 7 and explain each step in detail
• First, I add three to both sides, to get rid of the -3 on the left (the side with the variable):
o 2x – 3 + 3 = 7 + 3
• Then I simplify each side:
o 2x = 10
• Then I divide both sides by 2:
o 2x/2 = 10/2
• Then I simplify each side:
o X = 5
• And there it is: 2x – 3 = 7 solved for x.
• Then I check, by plugging in x = 5 to the original equation:
o 2(5) – 3
o =10 – 3
o =7
• Which is what I have on the right side, so x = 5 is a solution to 2x – 3 = 7.
(NOTE: you do not have to do in in exactly this way, of course, but this is about the level of detail I’m looking for.)
Guidelines for submissions
WRITING PROJECTS:
In each question I am looking for three things:
1) When you make a claim, do you justify the claim correctly?
2) Does your mathematics work, and does it work to answer the question?
3) Do you answer the question being asked?
Not every question will need all three of those – a question asking you to find a definition for ‘congruence’ and then explain that definition, for instance, might not need you to provide any mathematics that would ‘work’.
I grade the projects by starting everyone with a score of ten points, and then subtract for the following:
• A missing question, or one that fails in one or more of the three ways above, gets minus two.
• A question that speaks to the above three ways, but is missing some details (or contains minor inaccuracies) receives a minus one, and some indication of where you need to give more details or provide more work. Some questions might get more than one point taken off in this way.
• Occasionally, I’ll take off one-half point for a very small inaccuracy.
Written projects can then be fixed and resubmitted for an increased score, up to a perfect score of 10 points. Multiple resubmissions are fine. The deadline for submissions is the day of the final exam. Resubmissions must include the original project (so I can see what needs fixing) and your new work, clearly indicated as to which fixes are which. You don’t necessarily need to rewrite each problem on which you miss points – just give your fixes.
I reserve the right to reject any project that I find illegible or too confusing to read. For some of us, using a word processor is the only way to make our writing legible.
Sunday, January 23, 2011
Additional information for the test Saturday, Jan 29
Hi all - the cumulative review from chapters 1-3 is a little light on story problems, and stuff about lines. I would call your attention to the chapter 2 test (pages 194-195) and the chapter 3 test (pages 302-303, omitting questions 32-34 for now).
I could come up with some other review questions, but those are as good as any I could write, I think. The test will most likely be on the hard ones - the story problems, and the difficult algebra equations, and graphing lines (so no problems like "Is 4 a solution to x + 3 = 8: instead I would ask that you solve the equation and check your work. No problems like "graph these four points...". but instead graph the line 2y = 4x - 6 and identify the horizontal intercept, the vertical intercept, and the slope of the line. Plus story problems - there will be at least one where I want to see the variable declared, some sort of equation and a solution, the answer interpreted and checked, all in lurid detail, and then a few where I leave the procedure up to you as long as you use algebra and a variable.
Good luck!
-Dave
I could come up with some other review questions, but those are as good as any I could write, I think. The test will most likely be on the hard ones - the story problems, and the difficult algebra equations, and graphing lines (so no problems like "Is 4 a solution to x + 3 = 8: instead I would ask that you solve the equation and check your work. No problems like "graph these four points...". but instead graph the line 2y = 4x - 6 and identify the horizontal intercept, the vertical intercept, and the slope of the line. Plus story problems - there will be at least one where I want to see the variable declared, some sort of equation and a solution, the answer interpreted and checked, all in lurid detail, and then a few where I leave the procedure up to you as long as you use algebra and a variable.
Good luck!
-Dave
Saturday, January 22, 2011
Post for January 22nd, 2011
Hi all - sorry I was sick today, but thanks to Jay for filling in.
Here's the homework from today's sections:
2.6 19--59 (EOO)
3.4 21-101 (1s and 5s... 21, 25, 31, 35, etc)
3.5 11-95 (1s and 5s)
3.6 15-71 (1s and 5s)
3.7 21-65 (1s and 5s)
We have an exam next week, which will cover all of chapters 1, 2, and 3 except for section 3.8 on functions. Look at the cumulative review on chapters 1-3 (pages 305-306) to see what the exam will be like (except for the last two questions). I will also post a few more questions to review Sunday night (tomorrow, Jan 23), and then the answers Thursday night.
Next week we'll come in, do a little review and question-answering, and then take the exam in the first half. The second half of class we'll cover section 3.8 on functions, and then start chapter 4.
You can use a calculator and a page of notes for Saturday's exam. Good luck, and see you then!
-Dave
Here's the homework from today's sections:
2.6 19--59 (EOO)
3.4 21-101 (1s and 5s... 21, 25, 31, 35, etc)
3.5 11-95 (1s and 5s)
3.6 15-71 (1s and 5s)
3.7 21-65 (1s and 5s)
We have an exam next week, which will cover all of chapters 1, 2, and 3 except for section 3.8 on functions. Look at the cumulative review on chapters 1-3 (pages 305-306) to see what the exam will be like (except for the last two questions). I will also post a few more questions to review Sunday night (tomorrow, Jan 23), and then the answers Thursday night.
Next week we'll come in, do a little review and question-answering, and then take the exam in the first half. The second half of class we'll cover section 3.8 on functions, and then start chapter 4.
You can use a calculator and a page of notes for Saturday's exam. Good luck, and see you then!
-Dave
Saturday, January 15, 2011
Post for January 15 2011
Hi all,
We got through almost all of chapter 2, and two more sections of chapter 3 today. Next week we'll do section 2.6 (the hard story problems), and sections 3.4, 3.5, 3.6 and 3.7. We might get to section 3.8, too. I hope to reserve an hour or so at the end to do review; I'll assign a bunch of review problems from the book, and may bring in a study guide, too. The exam is in two weeks, so start thinking about things (like your page of notes) early to avoid the rush.
Next week I will bring copies of the project assignment, and post it here. It's not due for several weeks though, so focus on the exam for now.
Homework for next time:
Section 2.3: 13 - 53 EOO (EOO stands for Ever Other Odd - so this is 13, 17, 21, 25, ...)
2.4: 15, 19, 23, 27, 37, 47, 65, 79
2.5: 5 - 47 odd
2.7 21 - 101 all that end in 1, 105
3.2: 17 - 77 all that end in 7, 77, 81
3.3: 11, 13, 15, 19-79 EOO
Good luck, and see you next week!
-Dave
We got through almost all of chapter 2, and two more sections of chapter 3 today. Next week we'll do section 2.6 (the hard story problems), and sections 3.4, 3.5, 3.6 and 3.7. We might get to section 3.8, too. I hope to reserve an hour or so at the end to do review; I'll assign a bunch of review problems from the book, and may bring in a study guide, too. The exam is in two weeks, so start thinking about things (like your page of notes) early to avoid the rush.
Next week I will bring copies of the project assignment, and post it here. It's not due for several weeks though, so focus on the exam for now.
Homework for next time:
Section 2.3: 13 - 53 EOO (EOO stands for Ever Other Odd - so this is 13, 17, 21, 25, ...)
2.4: 15, 19, 23, 27, 37, 47, 65, 79
2.5: 5 - 47 odd
2.7 21 - 101 all that end in 1, 105
3.2: 17 - 77 all that end in 7, 77, 81
3.3: 11, 13, 15, 19-79 EOO
Good luck, and see you next week!
-Dave
Saturday, January 8, 2011
Class for January 8th, 2011
Hi Everyone! Welcome to Math 90.
Below I've posted the syllabus for your future reference.
Today we talked about the syllabus and the mechanics of the class, and then did a worksheet which reviewed material I expect us to have a good grasp of coming into class. Then in the afternoon we covered sections 2.1, 2.2 and 3.1.
Next week I expect we'll finish chapter 2 and discuss 3.2 and 3.3, if all goes well. We might not get to all of ch2, or a little farther in ch3.
Homework for Jan 15th:
Chapter 1 test (pg 105-106): 1 - 43 odd
Section 2.1 (pg 117 - 118): 17 - 97 all that end in 7, 101 - 104
Section 2.2 (pg 127 - 128): 15 - 105 all that end in 5
Section 3.2 (pg 204 - 207): 1 - 35 odd
See you in a week!
P.S. Here are some additional source of help for this class:
www.eTutoring.org (NOTE! I GAVE THE .com ADDRESS IN CLASS INCORRECTLY!)
www.purplemath.com
davemath.blogspot.com
dfroemke@clark.edu
Below I've posted the syllabus for your future reference.
Today we talked about the syllabus and the mechanics of the class, and then did a worksheet which reviewed material I expect us to have a good grasp of coming into class. Then in the afternoon we covered sections 2.1, 2.2 and 3.1.
Next week I expect we'll finish chapter 2 and discuss 3.2 and 3.3, if all goes well. We might not get to all of ch2, or a little farther in ch3.
Homework for Jan 15th:
Chapter 1 test (pg 105-106): 1 - 43 odd
Section 2.1 (pg 117 - 118): 17 - 97 all that end in 7, 101 - 104
Section 2.2 (pg 127 - 128): 15 - 105 all that end in 5
Section 3.2 (pg 204 - 207): 1 - 35 odd
See you in a week!
P.S. Here are some additional source of help for this class:
www.eTutoring.org (NOTE! I GAVE THE .com ADDRESS IN CLASS INCORRECTLY!)
www.purplemath.com
davemath.blogspot.com
dfroemke@clark.edu
Math 090 Winter 2011 Syllabus
MTH 90 – Elementary Algebra – Winter 2011 – Section L – 5 Credits
Saturdays, 9am-11:50am, and 1:00pm-2:50pm, BHL 135
David C Froemke Office: BHL 110
Office Hours: Saturday, 3pm-4pm or by appointment
Email: dfroemke@clark.edu PH 503 / 686 - 5040
Class Page: http://davemath.blogspot.com
Course Description
Numeric and algebraic expressions, linear equations and inequalities, the coordinate plane, functions, lines, systems of linear equations, integer exponents, polynomials. Designed for the student who is prepared to take algebra at an accelerated pace. Prerequisite: A grade of "C" or better in MATH 030 or recommending score on placement test. This is the first of two classes in the series (the next is Math 95).
Text
Elementary & Intermediate Algebra, 4th ed., by Tussy and Gustafson, 2006.
Grading
10% Daily Quizzes
10% Written Project
50% Two Exams (25% each)
30% Final Exam
No extra credit of any sort is available. I follow the standard percentage break-down for letter grades (94% and up is an A, 90-93.9% an A-, 86-89.9% a B+, 83-85.9% a B, 80-82.9% a B-, and so on).
Daily Quizzes
Most days will have two quizzes of some sort – either I’ll collect one of the in-class activities, or give a quiz from the homework due that day. The lowest three quiz scores will be dropped; no make-ups are given.
Exams
I’ll distribute a study guide the week before the three exams. Make-ups will only be given in the case of dire emergencies and with proper documentation. Exams are given during regular class periods, and will take place during the first half of class. Exams will be graded and returned the next class period; missed questions can be redone for partial credit. The schedule of exams is:
• Saturday, January 29
• Saturday, February 26
Project
We’ll have a written project due February 19th. I’ll hand out the project assignment the third week of class (January 22rd), and a writing sample to show the kind of work I’m looking for. The projects will be returned Feb 26th, and you can re-write it once to improve your grade.
Final Exam
The final exam is Saturday, March 12th, at 9am in our regular classroom. The final is comprehensive. No make-up is available for the final.
Homework and Class Flow
We’ll have a homework assignment every day. The class will start with discussing the homework in small groups, comparing your answers with your neighbors. The rest of our time together (unless we have an exam) will be spent between lecture, discussion, and group-work activities. Keeping up on the homework is necessary for success in this class! Since we only meet once a week, we’ll cover an extensive amount of material in one class session – make sure to pace yourself with the homework over the week between class sessions. Every day after class I will make a blog post to http://davemath.blogspot.com that will include the material covered, upcoming sections, and the homework assignments.
Academic Dishonesty
Don’t cheat! I follow the college guidelines for academic dishonesty.
Resources and Suggestions
It’s a good idea to plan for 10 to 15 hours of work doing homework and studying every week. That’s 2-3 hours a day! The course moves quickly, and later sections build off of previous material; keeping up on your studying is necessary for success. Besides my lectures and the book, my office hours and the Math Help Center (http://web.clark.edu/math/helpsess.htm, in BH 107) are invaluable resources.
If you have a disability and need an accommodation, please make arrangements to meet with me outside of class. Disability Support Services can be reached at (360) 992-2314, or on the web at http://www.clark.edu/student_services/disability_support.php
You are responsible for the material in the book, and anything covered in class; this includes any in-class announcements that might be made (such as any changes to the schedule). Attendance is not taken, but is expected, and regular attendance is crucial for your success with this material.
A final note
This class moves QUICKLY, and covers a lot of material. Keeping up on things, and doing some math almost every day, is crucial to your success. If you’re feeling overwhelmed or frantic, or lost in the material, please don’t hesitate to contact me – by email or during office hours are the best. My job is to make this class a comfortable and appropriate place for you to learn the mathematics, so let me know how I can best help you with the material!
Saturdays, 9am-11:50am, and 1:00pm-2:50pm, BHL 135
David C Froemke Office: BHL 110
Office Hours: Saturday, 3pm-4pm or by appointment
Email: dfroemke@clark.edu PH 503 / 686 - 5040
Class Page: http://davemath.blogspot.com
Course Description
Numeric and algebraic expressions, linear equations and inequalities, the coordinate plane, functions, lines, systems of linear equations, integer exponents, polynomials. Designed for the student who is prepared to take algebra at an accelerated pace. Prerequisite: A grade of "C" or better in MATH 030 or recommending score on placement test. This is the first of two classes in the series (the next is Math 95).
Text
Elementary & Intermediate Algebra, 4th ed., by Tussy and Gustafson, 2006.
Grading
10% Daily Quizzes
10% Written Project
50% Two Exams (25% each)
30% Final Exam
No extra credit of any sort is available. I follow the standard percentage break-down for letter grades (94% and up is an A, 90-93.9% an A-, 86-89.9% a B+, 83-85.9% a B, 80-82.9% a B-, and so on).
Daily Quizzes
Most days will have two quizzes of some sort – either I’ll collect one of the in-class activities, or give a quiz from the homework due that day. The lowest three quiz scores will be dropped; no make-ups are given.
Exams
I’ll distribute a study guide the week before the three exams. Make-ups will only be given in the case of dire emergencies and with proper documentation. Exams are given during regular class periods, and will take place during the first half of class. Exams will be graded and returned the next class period; missed questions can be redone for partial credit. The schedule of exams is:
• Saturday, January 29
• Saturday, February 26
Project
We’ll have a written project due February 19th. I’ll hand out the project assignment the third week of class (January 22rd), and a writing sample to show the kind of work I’m looking for. The projects will be returned Feb 26th, and you can re-write it once to improve your grade.
Final Exam
The final exam is Saturday, March 12th, at 9am in our regular classroom. The final is comprehensive. No make-up is available for the final.
Homework and Class Flow
We’ll have a homework assignment every day. The class will start with discussing the homework in small groups, comparing your answers with your neighbors. The rest of our time together (unless we have an exam) will be spent between lecture, discussion, and group-work activities. Keeping up on the homework is necessary for success in this class! Since we only meet once a week, we’ll cover an extensive amount of material in one class session – make sure to pace yourself with the homework over the week between class sessions. Every day after class I will make a blog post to http://davemath.blogspot.com that will include the material covered, upcoming sections, and the homework assignments.
Academic Dishonesty
Don’t cheat! I follow the college guidelines for academic dishonesty.
Resources and Suggestions
It’s a good idea to plan for 10 to 15 hours of work doing homework and studying every week. That’s 2-3 hours a day! The course moves quickly, and later sections build off of previous material; keeping up on your studying is necessary for success. Besides my lectures and the book, my office hours and the Math Help Center (http://web.clark.edu/math/helpsess.htm, in BH 107) are invaluable resources.
If you have a disability and need an accommodation, please make arrangements to meet with me outside of class. Disability Support Services can be reached at (360) 992-2314, or on the web at http://www.clark.edu/student_services/disability_support.php
You are responsible for the material in the book, and anything covered in class; this includes any in-class announcements that might be made (such as any changes to the schedule). Attendance is not taken, but is expected, and regular attendance is crucial for your success with this material.
A final note
This class moves QUICKLY, and covers a lot of material. Keeping up on things, and doing some math almost every day, is crucial to your success. If you’re feeling overwhelmed or frantic, or lost in the material, please don’t hesitate to contact me – by email or during office hours are the best. My job is to make this class a comfortable and appropriate place for you to learn the mathematics, so let me know how I can best help you with the material!
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