Math 103

 

Course Description:

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The objectives of this course are to develop an appreciation for mathematics, to provide an insight into the methods of reasoning used by mathematicians, and to discuss its historical development. It is intended for the liberal arts student who has had little contact with mathematics.

 

 

Course Outcomes:

 

After successfully completing this course, students should be able to:

 

  1. Demonstrate an understanding of the basics of number theory and mathematics

application

  1. Explain place-value numbers and how they are used
  2. Create a set using the roster method, set-builder notation, and Venn

Diagram

  1. Explain the basic principles about loans, mortgages, and credit cards
  2. Calculate the basic probability and statics
  3. Integrate Christian faith and practice with mathematical application

 

 

 

 

 

 

The Role of This Course

 

This course is designed to fulfill the General Education goal of Critical Reasoning. We live in a time in which we are bombarded with information.  It is vital to develop skills that allow one to sort through information, analyze sources and evidence, reason through problems, and arrive at conclusions that are grounded in fact and conforming to the truth.

 

 

 

 

 

Program Indicator

 

Math 103 addresses the indicator, Quantitative Reasoningable to correctly use numbers, symbols, measurements, and the relationships of quantities to make decisions, judgments, and predictions

 

Course Delivery Format: This course consists of at least 14 hours of instructional time for each credit awarded. Undergraduate accelerated courses are six weeks with instructional activity beginning on Monday of each week and ending the following Sunday at 11:59 p.m. Courses are delivered in the following formats (check one):

 

On-ground: instruction occurs when the learner and the instructor are in the same physical location and meet in real time as scheduled.

x Online: instruction occurs when the learner and the instructor are not in the same physical location, and the instruction is delivered through asynchronous and/or synchronous modalities via the Internet. Synchronous modalities allow individuals to interact online at the same time versus asynchronous modalities that allow individuals to log on at different times.

Blended: instruction includes a combination of online (asynchronous and/or synchronous) delivery and on-ground classes.  Online synchronous classes and on-ground classes are offered in real time as scheduled.

Required Texts and Materials:

  1. Blitzer, R. (2014). Thinking mathematically, (6th ed): Upper Saddle River, NJ: Pearson, ISBN-10: 0-321-86732-7 or

ISBN-13: 978-0-321-86732-2

  1. Standard Calculator

 

Recommended or Optional Texts and Materials:

 

  1. Miller, B. (2010). Math for the TABE, Piscataway, NJ: Research & Education Association, Inc., ISBN-10: 0-7386-0554-9 or

ISBN13: 978-0-7386-0554-8 (Optional, not required)

  1. Scientific Web Calculator at http://web2.0calc.com/ or Excel

 

Graded Assignments:

 

  1. Name of Graded Assignment: Math Paper – How Applicable is Math in My Life?

Course Outcome Fulfilled: #1- Demonstrate an understanding of the basics of number theory and mathematics application

Grading Value: 5% of Grade

Class Session Due: Session 1

 

Description:

In a two-page reflection paper, please describe your ongoing relationship with Math addressing the following questions: 1) How do you utilize Math in everyday life or on the job? 2) What did you think of the Math courses taken in the past?  3) What is the value of Math, is it important to you? 4) How could Math improve your career or life?

 

This assignment should be typed-written in 12-point Times or Times Roman font that could be printed on 8 ½ X 11 inch paper.  Each page should have 1-inch margins on all sides. Content should be double-spaced between each line as well as between paragraphs. Please add a cover page that includes your name, the university, the name of the assignment, the instructor name, and the date.

 

Grading Rubric:                                            Department/Program Rubric (specify location)

Rubric supplied in this document

 

Review Criteria  
Spelling and Grammar Poor

1

Good

1.5

Excellent

2

Comprehensive summary of the four questions Poor

1

Good

2

Excellent

3

Cumulative total Total Score  

 

 

  1. Name of Graded Assignment: Quizzes 1-4

Course Outcome Fulfilled: 1,2,3,4,5

Grading Value: 50% of Grade

Class Session(s) Due: Sessions 2,4,5,6

 

            Description:

There are 4 quizzes – (Quiz 1, 2 worth 10% and Quiz 3, 4 worth 15%). On-line classes are given 24 hours to complete quizzes 1 and 2 (instructor will post the quiz on Brightspace providing the due date and time or send via email). Quizzes 3 and 4 will be posted on Brightspace (or sent via email) at the end of the current session to be returned via email at the beginning of class during the next session (instructor will provide the due date and time).

 

Each quiz is graded on a 100-point scale and there are generally 10 questions /10 points each (Quiz 2 has 5 questions/20 points each) and two extra credit questions (worth 5 points each).  These assignments will be provided using a template containing the questions. Please make sure your name is on the document. It is extremely important that you show as much work as possible – partial credit will be given for correct work shown. Do not just provide the final answer.

 

 

  1. Name of Graded Assignment: Set TheoryOnline Assignment

Course Outcome Fulfilled:  # 3- Create a set using the roster method, set-builder notation

and Venn Diagram

Grading Value: 5% of Grade

Class Session Due: Session 3

 

Description: 

The online exercise will be posted on Brightspace for completion. There are 5 questions, each worth 1 point along with an extra credit question. The instructor will advise if the completed assignment needs to be emailed, faxed or completed on Brightspace.

 

 

  1. Name of Graded Assignment: Project Status Report

Course Outcome Fulfilled #1: Demonstrate an understanding of mathematics application

Grading Value: 5% of Grade

Class Session Due: Session 4

 

Description:

This assignment will help with the class project (a PowerPoint presentation due Session 6).

 

Listed below are 4 questions that each student will need to answer as it relates to their project. This assignment will provide the instructor a report of your project progress.

It is expected that you use these four questions and write one or two paragraphs on your progress.  You will not be evaluated on your performance to date. A report that states there is little, or no progress is ok.  This will prompt the instructor to contact you to check on your situation and see if you require any assistance.  The evaluation of this assignment will be based on following the directions and clarity of writing. You must answer the questions.

Here is the format for the Status Report.

 

Your name:  i.e. John Doe

 

Question 1:  What data will you be collecting (explain your project)?  Have you

done your data collection?

Question 2:  How many observations do you have, will you get enough?

Question 3:  Have you thought about how to present the data as information for

making a decision?

Question 4:  What concerns are there and what help do you need?

 

 

 

 

 

 

 

 

 

 

 

Grading Rubric:                                            Department/Program Rubric (specify location)

Rubric supplied in this document

 

Review Criteria  
Spelling and Grammar Poor

1

Good

1.5

Excellent

2

Content of four questions answered Poor

1

Good

2

Excellent

3

Cumulative total Total Score  

 

 

  1. Name of Graded Assignment: Project Presentation

Course Outcome Fulfilled: #1-Demonstrate an understanding of the basics of number theory and mathematics application

Grading Value: 20% of Grade

Class Session Due: Session 7

 

Description:

The intention of this project is to bring the concepts of this course into a real-world example.  You may choose a topic that interests you. It must be a topic that you can collect data. You must have at least 5 (weekly) or more quantitative observations (and more is better). You should collect these observations throughout the first 5 weeks of the course.  From this data you will create information that will allow you to draw some conclusions.

 

For example:  Every third day you buy gasoline for your car.  Observe and record the date, the gas station that you use, the number of gallons purchased and the price you paid. Enter this data into a spreadsheet. Compute the maximum, the minimum, and the mean price (these are math concepts). Create a line graph or column graph showing the trend of the data. Using this information, decide which gas station has the best price and decide which station you should use (this is drawing a conclusion).

 

The online presentation (16 points) will describe your project, present the data in graphical form, and explain the conclusions. Math concepts must be used when presenting your data. For this assignment you will use Microsoft Office Software, PowerPoint. It should have a title slide with the name of the project, your name, class name and date.

 

Discussion of the presentations is highly encouraged.  Each student is required to comment on the presentations.  Constructive positive and negative comments should be given to your fellow students.  The intention is that you learn to question in a way that encourages the presenter and at the same time gain more information from the presentation.  The presenter should not take questions or comments personally, as they are intended to improve the experience for all and enhance the learning.   This is your class participation grade for Session 6 (4 Points).

 

 

Grading Rubric:                                            Department/Program Rubric (specify location)

Rubric supplied in this document

 

Review Criteria Score
Project description Poor

1

Average

2

Good

3

Excellent

4

Critical application of relevant course concepts Poor

1

Average

2

Good

3

Excellent

4

PowerPoint presentation / public speaking skills Poor

1

Average

2

Good

3

Excellent

4

Data Analysis and Concluding Thoughts Poor

1

Average

2

Good

3

Excellent

4

Class Participation (comments on presentations) Poor

1

Average

2

Good

3

Excellent

4

Cumulative total Total Score  

 

 

  1. Name of Graded Assignment: Class Participation

Course Outcome Fulfilled: 1,2,3,4, 5, 6,

Grading Value: 15% of Grade

Class Session(s) Due: Sessions 1 – 6

 

Description:

 

Each student is expected to actively participate in the class and answer discussion board questions. In online classes, this participation takes the form of discussion board forums and other online activities.  This means the student speaks up or writes and responds with questions, comments and answers that pertain to the discussion at hand.  For online classes, during each session, the student is expected to respond to discussion forums placed on the discussion board by asking questions, making comments, and giving answers.  It is also expected that students will respond, when appropriate, to other students’ postings.

 

Sometimes similar responses may occur because of the nature of studying Math.  This is acceptable to have similar work and responses.

 

As learning rarely occurs in isolation, students have the opportunity to earn credit toward class participation, through thoughtful, frequent, and timely interaction with each other and with the instructor throughout the course.  This interaction occurs in both the blended learning format which is comprised of onsite and required online activity and in courses that are offered entirely online.

 

Grading Rubric:                                            Department/Program Rubric (specify location)

Rubric supplied in this document

 

Grading Rubric for Class Participation
Criteria & General Indicators
Preparation: student has completed all assignments prior to class session as indicated by comprehensive references to key concepts and principles from the assigned readings and activities; evidence of basic comprehension and ability to apply concepts and principles
Critical Thinking: student demonstrates ability to dissect and analyze content; make informed judgments using established criteria; and generate new insights
Social Connectedness: student both solicits and provides input and insight from peers during the process of learning in class sessions
Frequent Engagement: student establishes and maintains a substantive presence during class sessions
Maximum Points per Class Session: *points are awarded or deducted in half point (.5) increments allowing the instructor to weight certain criteria as needed in sessions 2 through 6
Class Session 1 Class Session 2 Class Session 3 Class Session 4 Class Session 5 Class Session 6
3 points 3 points 3 points 3 points 3 points Included in the Presentation points

 

 

 

Calculation of Final Grades:           

 

Type of Assignment    Percent Value
    I.  Math Paper                 5%
   II.  Quizzes

Quiz 1 – 10%

Quiz 2 – 10%

Quiz 3 – 15%

Quiz 4 – 15%

               50%
  III.  Set Theory Online Assignment                 5%
  IV.  Project Status Report                  5%
   V.   Project Presentation                20%
  VI.  Class Participation                15%
                                             Total               100%

 

 

Penalties and Procedures for Late Submissions:

If your assignment is Penalty
One day late -1 point off
2-3 days late -2 points off
4 or more days late -3 points off

For example, if you turn your quiz in 3 days late, then the maximum number of points you may receive for that assignment is 8 or if you turn in the progress report 4 days late then the maximum number of points you can receive in 2.

 

Grading Scale

 

 

A         96 – 100

 

 “A” grades represent: (1) Superior understanding of course material and evidence of ability to analyze critically and synthesize creatively; (2) Excellent techniques of scholarship in all projects; (3) Creativity, imagination, sound judgment, and intellectual curiosity in relating the course material to other areas of intellectual investigation.

A-        90 – 95  
B+       87 – 89  
B          83 – 86 “B” grades represent: (1) Evidence of ability to produce viable generalizations and insightful implications; (2) Good techniques of scholarship in all projects; (3) Sustained interest and the ability to communicate the ideas and concepts which are part of the subject matter of the course.
B-         80 – 82  
C+       77 – 79  
C          73 – 76 “C” grades represent:  (1) Understanding of course material demonstrated by few errors in fact and judgment when discussing the materials; (2) Fair techniques of scholarship; (3) Satisfaction of the minimum related requirements for the course in preparation, outside reading, and class participation.
C-        70 – 72 (Bachelor students are required to retake core courses in which they earn a C-.  Nevertheless, this grade may be assigned if appropriate.)
D+       67 – 69

 

 
D         63 – 66

 

“D” grades represent: (1) A minimal understanding of the course material demonstrated by some errors in fact and judgment when discussing the material; (2) Very little competence in the techniques of scholarship; (3) Satisfaction of somewhat less than the minimum standard of requirements for the course in preparation, outside reading, and class participation.
D-        60 – 62

 

 
F          below 60 “F” grades represent: (1) A lack of understanding of the course material demonstrated by many errors in fact and judgment when discussing the material; (2) An inability to use sound techniques of scholarship; (3) Failure to meet the standard and fulfill the requirements of the course.

 

Course Schedule

 

Class Session 1 – Number Representation

Session Preparation:

            Read Section 4.1 Page 211 – 217

Section 4.2 Page 220 – 225 (emphasis on place-value system)

Section 4.3 Page 227 – 229 (addition only)

Section 4.4 Page 236 – 240

Exercises

(to practice at home)

Section 4.1 Page 218 à 4, 5, 6, 8,11, 19, 20, 24, 25, 27, 30

Section 4.2 Page 226 à 1, 5, 10, 15, 21, 28, 31, 35, 46

Section 4.3 Page 234 à 1, 4, 5, 8, 12

Section 4.4 Page 241 à 16, 17, 19, 21, 25, 31, 32, 33

 

Learning Outcomes:

By the end of this session, students should be able to:

  • Demonstrate an understanding of the development of Number Systems
  • Be able to translate in Roman Numerals
  • Explain the place-value system
  • Expand and evaluate the expanded form of place-value numbers
  • Use different bases to expand and evaluate the expanded form of place-value numbers
  • Convert numbers to different bases
  • Perform addition in different bases

Items Due:

  • Online classes participate in discussion board forums and/or other online activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Class Session 2 – Set and Number Theory

 

Session Preparation:

Read Section 5.1 Page 241 – 255

Section 5.2 Page 258 – 268

Section 5.3 Page 272 – 276, top part of 277

Section 5.4 Page 287 – 288

Section 5.5 Page 300 – Table 5.2

Section 5.6 Page 311 – 313

Section 2.1 Page 47 – 57

Section 2.2 Page 61 – 65

Section 2.3 Page 70 – 80

Exercises

(to practice at home)

Section 2.1 Page 58 à 1, 2, 3, 4, 5, 6, 9, 10, 22, 26, 30, 33, 34, 41, 49, 55, 68, 69

Section 2.2 Page 68 à 1, 3, 7, 13, 19, 22, 25, 29, 57

Section 2.3 Page 81 à 5, 6, 7, 8, 17, 18, 26, 31, 67, 69, 72

 

 

Learning Outcomes:

By the end of this session, students should be able to:

  • Know the definition of terms and operations in set theory
  • Describe the Standard Mathematical Sets
  • Be able to write a set using the roster method
  • Be able to write a set using the set-builder notation
  • Construct a Venn Diagram
  • Perform Union, Intersections and Complements
  • Explain the concept of Cardinality

Items Due:

  • Paper – How Applicable is Math in My Life?
  • Online classes participate in discussion board forums and/or other online activities
  • At the end of the session, instructor to post Set Theory assignment that will be completed on Brightspace that relates to Chapter 2

 

 

 

 

 

 

 

 

Class Session 3 – Problem Solving and Logics

 

Session Preparation

Read Section 1.1 Page 2 – 10

Section 1.2 Page 14 – 25

Section 1.3 Page 29 – 37

Section 3.1 Page 114 – 119

Section 3.2 Page 122 – 129

Section 3.3 Page 135 – 145

Exercises

(to practice at home)

Section 1.1 Page 11 à 3, 4, 9, 13, 17, 18, 32

Section 1.2 Page 26 à 3, 4, 5

Section 3.1 Page 120 à 1, 2, 5, 9, 10, 21, 22, 29, 30, 31, 32, 35, 38

Section 3.2 Page 132 à 1, 3, 5, 6, 9, 10

Section 3.3 Page 148 à 21, 22, 23, 38

Learning Outcomes:

By the end of this session, students should be able to:

  • Explain the differences between Inductive and Deductive Reasoning
  • Create logical statements
  • Explain logical operators
  • Construct Truth Tables

 

Items Due:

  • Quiz 1 (at home) on material from Session 1 (Chapter 4)
  • Set Theory Brightspace Online Assignment due for Chapter 2
  • Online classes participate in discussion board forums and/or other online activities.
  • Complete the Inductive and Deductive reasoning problems (in class)

 

 

Class Session 4 – Counting and Statistics

 

Session Preparation:

Read Section 11.1 Page 687 – 692

Section 11.2 Page 694 – 697

Section 11.4 Page 709 – 715

Section 12.1 Page 765 – 771, 774, 775

Section 12.2 Page 780 – 790

Section 12.3 Page 794 – 795 top

Exercises

(to practice at home)

Section 11.1 Page 692 – 693 à 1, 3, 6, 9, 10

Section 11.2 Page 701 à 7, 13, 16, 19, 24, 27, 29

Section 11.4 Page 716 à 35, 36, 37, 38, 39, 40, 41, 42, 44

Section 12.2 Page 791 à 1, 2, 3, 5, 13, 14, 17, 25, 26, 30

Section 12.3 Page 800 à 1, 2, 3, 4, 5, 6

 

Learning Outcomes:

By the end of this session, students should be able to:

  • Predict the number of combinations that could occur
  • Calculate a factorial
  • Calculate the probability that an event may occur
  • Calculate basic statistics of given a set of data: range, mean, mode & median
  • Explain the meaning of statistical terms and why the concept might be used

 

Items Due:

  • Quiz 2 (in class) on material from session 3 Problem Solving and Logistics (Chapter 1 & 3)
  • Project Status Report
  • Online classes participate in discussion forums and/or other online activities

 

Class Session 5 – Financial Management Application

 

Session Preparation:

Read Section 8.1 Page 487 – 493

Section 8.2 Page 497 – 505 (Income Tax, not required reading but good info)

Section 8.3 Page 508 – 511

Section 8.4 Page 513 – 515

Section 8.6 Page 539 – 541 (542 – 545 optional reading/good info)

Section 8.7 Page 548 – 555

Section 8.8 Page 557 – 563

Exercises

(to practice at home)

Section 8.1 Page 495 à 1, 2, 6, 7, 10, 11, 13, 14, 16, 19, 20, 23, 24, 25, 30, 32, 34

Section 8.3 Page 512 à 1, 5, 11, 14, 15, 20, 21, 25

Section 8.4 Page 520 – 521 à 1, 2, 3, 4,5, 6, 7, 8, 9, 10,11, 12

Section 8.6 Page 546 à  2

Section 8.7 Page 555 à 1, 2

Section 8.8 Page 564 à 3a, 3b, 3c

 

Learning Outcomes:

By the end of this session, students should be able to:

  • Convert to Percentages and Decimals
  • Calculate Simple Interest
  • Calculate Compound Interest
  • Explain the different kinds of loans

 

Items Due:

  • Instructor to hand-out, post, or email Quiz 3 at the end of session to take home. This quiz will be on Chapters 11 & 12
  • Online classes participate in discussion board forums and/or other online activities

 

 

Class Session 6 – Quiz and Presentation Preparation

 

  • Instructor to hand-out Quiz 4 and you will be given 2 hours to complete during class. This quiz is on Chapter 8 material.
  • Online classes participate in discussion board forums and/or other online activities

 

Class Session 7 – Wrap Up and Presentations

 

Session Preparation:

Presentation Project Presentation

 

Learning Outcomes:

By the end of this session, students should be able to:

  • Use the language of the course to communicate with fellow students by presenting projects and asking questions.
  • Demonstrate application of the real-world use of Math
  • Ask questions and obtain answers from a set of observed data

Items Due:

  • Project Presentations and discussion

 

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