Syllabus. Prerequisite C or better in Basic Math Skills (MATD 0330), or its equivalent knowledge, or a passing score on the MATD 0370 placement test.


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1 First Day Handout for Students MATD Elementary Algebra Fall 2010 Semester, 16 Weeks Session, Section 035, Synonym Northridge Campus Room 2240, TTh 7:20 a.m.  9:05 a.m. Instructor: John Thomason Voice Mail: (When asked for the mailbox number, enter and press the # button on your phone. When you hear the beep, leave your message.) Website: Office Location: Northridge Campus, Room 2147 Office Hours: TTh 9:159:45 a.m, 12:451:15 p.m. Syllabus Warning! Some of the policies in this document apply only to John Thomason's section of Elementary Algebra. Information found in this and the accompanying documents is subject to change. If you are enrolled in this class and want to be sure you have current information about it, attend all classes. Announcements of revised policies and schedules are usually made at the beginning of the class period, so it's advisable to arrive on time. Prerequisite C or better in Basic Math Skills (MATD 0330), or its equivalent knowledge, or a passing score on the MATD 0370 placement test. Required Text Elementary Algebra, Concepts and Applications by Marvin L. Bittinger and David J. Ellenbogen, Eighth Edition, AddisonWesley, 2010 The hardback version of the text, when bought new at an ACC bookstore, includes access to MyMathLab. (See a description of MyMathLab under "Optional Resources" below.) There is also a looseleaf 3hole version of the textbook available and it also includes MyMathLab. While the looseleaf version is less costly, the bookstore will not buy it back. Hardback version with MyMathLab ISBN Hardback version without MyMathLab ISBN Looseleaf 3hole version with MyMathLab ISBN Note: You can access the textbook material for the first two weeks online at The password to access the text online is: acc0370 Optional Resources (Not Required) MyMathLab is an interactive online course that accompanies the textbook. It contains an online version of the book and the Student Solutions Manual as well as multimedia learning aids such as videos and animations for selected examples and exercises in the text. Students can take tests in MyMathLab that generate a personalized study plan with links to practice exercises for the topics that need more study. Visit for more information. MyMathLab is available online at no cost to students who purchase a new text. Students who purchase used texts may buy access to the programs from Pearson for about $75.00 from Student s Solutions Manual
2 Supplemental Material Rectangular coordinate graphing paper Scientific calculator Catalog Course Description A course designed to develop the skills and understanding contained in the first year of secondary school algebra. Topics include review of operations on real numbers, graphing linear equations, solving linear and quadratic equations, solving systems of linear equations, polynomials, factoring, and applications. Instructional Methodology This course is taught in the classroom primarily as a lecture/discussion course. Time Required To be successful in this course, you can expect to spend two or three hours outside of class for every hour you spend in class. Course Purpose: As with all developmental math courses, Elementary Algebra is designed to provide students with the mathematical foundation and personal confidence to enable them to use mathematics in their future lives. This course is designed to prepare students for MATD 0390 (Intermediate Algebra) and the algebrabased courses that follow it or for MATD It may also provide them with sufficient preparation to be able to pass the math portion of a stateapproved test like THEA or TCOMP. It also offers them one way to prepare for MATH 1332 (College Mathematics, formerly Topics in Mathematics), MATH 1342 (Elementary Statistics) and MATH 1333 (Math for Measurement) after they have passed the math portion of the stateapproved test, THEA or TCOMP. Common Course Objectives for MATD Elementary Algebra (Revised October 2009) The following objectives are listed in a sequence ranging from the simple to the more complex. As such, this document should not be viewed as a chronological guide to the course, although some elements naturally will precede others. These elements should be viewed as mastery goals which will be reinforced whenever possible throughout the course. Overall objectives: A. Students will feel a sense of accomplishment in their increasing ability to use mathematics to solve problems of interest to them or of use in their chosen fields. Students will attain more positive attitudes based on increasing confidence in their abilities to learn mathematics. B. Students will learn to understand material using standard mathematical terminology and notation when presented either verbally or in writing. C. Students will improve their skills in describing what they are doing as they solve problems using standard mathematical terminology and notation. 1. Description and classification of whole numbers, integers, and rational numbers using sets and the operations among them a. identify and use properties of real numbers b. simplify expressions involving real numbers c. evaluate numerical expressions with integral exponents 2. Polynomials a. distinguish between expressions that are polynomials and expressions that are not b. classify polynomials in one variable by degree and number of terms c. simplify polynomials d. add, subtract, multiply (including the distributive law), and divide polynomials (including division by monomials, but excluding long division) (Thomason  MATD 0370, p. 2 of 9)
3 e. factor polynomials in one or more variables (including factoring out the greatest common factor, factoring by grouping, factoring trinomials in which the leading coefficient is one, factoring trinomials in which the leading coefficient is not one, and factoring the difference of two squares) f. understand and use the exponent laws involving integer exponents g. convert numbers into and out of scientific notation and perform multiplication and division with numbers written in scientific notation 3. Solve linear equations in one variable involving integral, decimal, and fractional coefficients and solutions 4. Solve and graph linear inequalities 5. Application problems a. write and evaluate linear expressions from verbal descriptions b. solve application problems which lead to one of the following types of equations: linear equations in one variable, systems of two linear equations in two variables, quadratic equations, and rational equations with monomial numerators and denominators) c. solve literal equations for a specified variable using addition and multiplication principles d. use given data to estimate values and to evaluate geometric and other formulas e. solve problems involving the Pythagorean theorem, similar triangles, and proportions 6. Linear equations in two variables a. identify the relationship between the solution of a linear equation in two variables and its graph on the Cartesian plane b. understand and use the concepts of slope and intercept c. determine slope when two data points are given d. graph a line given either two points on the line or one point on the line and the slope of the line e. write an equation of a line given one point on the line and the slope of the line, or two points on the line f. identify lines given in standard, pointslope, or slopeintercept forms and sketch their graphs g. solve systems of linear equations 7. Quadratic equations a. find solutions to quadratic equations using the technique of factoring and using the principle of square roots b. recognize a need to use the quadratic formula to solve quadratic equations and solve quadratic equations by using the quadratic formula when some simplification of square roots is needed 8. Description and classification of irrational numbers a. simplify radical expressions b. use decimal approximations for radical expressions 9. Rational expressions a. determine for which value(s) of the variable a rational expression is undefined b. simplify rational expressions containing monomials, binomials, and trinomials c. multiply and divide rational expressions containing monomials, binomials, and trinomials d. add and subtract rational expressions with like denominators and rational expressions with unlike denominators (only monomials and binomials that do not require factoring) 10. Geometry a. understand the difference between perimeter and area and be able to use formulas for these appropriately b. solve application problems involving angles and polygons (Thomason  MATD 0370, p. 3 of 9)
4 Pretest To a great extent, your success in this course is dependent on your mastery and retention of lower level mathematics. To make sure that your current knowledge of math is adequate to provide you with a reasonable chance for success in this course, you should look over the pretest/prerequisite review available online ( or from your instructor. If you are not able to do most of the problems on the review, you should seriously consider dropping back to Basic Math Skills, even if you already have credit for it. Coming into Elementary Algebra you are expected to know, among other topics, Chapter 1 of the Elementary Algebra text. That chapter includes such things as operations with positive and negative whole numbers, fractions and decimals, using variables, combining like terms, and laws of exponents. We will spend the first week of class reviewing these topics. That should help you determine whether Elementary Algebra is the right level course for you. Homework Homework will be assigned at almost every class meeting and is due at the beginning of the next class meeting. Homework may not always be taken up, but it is essential that you do it and do it on time. Exam questions will be similar to problems assigned for homework and will rely on the same vocabulary and techniques. Therefore it is very important that you do your homework. Do not turn in homeworks any place other than in the classroom during class time without specific permission to do so. Staple your homework pages together or put your name on every page. On the first page, in addition to your name, include the course number, the date, and the textbook section number(s). Show your work. Box your answers. Do the problems in order and write legibly. You may write on both sides of your paper if you wish. Turn in your pages in the correct sequence. Late Homework Late homework will not be accepted for any reason. Your two lowest daily grades will be dropped. Tests There will be four major "unit" exams and a comprehensive final exam. Most exams except for the final exam will be taken out of class in the Northridge Testing Center, Room Exams given in the Testing Center will be available there for several days and must be taken by the deadline specified by your instructor. The final exam will be given in class during the last week of the semester. There will be a study guide or review sheet for each of the four exams and also one for the final. ACC Testing Center policies can be found at: On some days, a short quiz may be given over the assignment due that day. If you are tardy you must turn in your quiz at the same time as students who arrived on time, which may result in a lower quiz grade. If you are absent on a day a short quiz is given, you will get a 0 for that quiz. Missed Exam Policy If one unit exam is missed for any reason, the final exam grade will be used for the missed unit exam's grade. If a student misses more than one unit exam without providing in a timely manner documentation of an emergency cause, the student will be dropped from the course by the instructor. Short quizzes given in class, if any, count as part of the daily grade and, if missed, cannot be made up. Neither unit exams nor short quizzes can be retaken. Determination of Course Grade The semester average is calculated as follows: Homework counts 20% Average of four major unit exams counts 60% Final Exam counts 20% (Thomason  MATD 0370, p. 4 of 9)
5 With a semester grade of A given for a semester average of 90 or more B given for a semester average of C given for a semester average of D given for a semester average of F given for a semester average of 59 or less. Attendance Attendance is required for this course. If you must miss a class, it is your responsibility to find out what material was covered and to learn it. A student may be dropped by his or her instructor for excessive unexcused absences or for disciplinary reasons. TSImandated students who have excessive absences will be withdrawn. See "Withdrawal" below. TSI Warning for Students Who Are Not TSI Complete** Students who are not TSI complete in math are not allowed to enroll in any course with a math skill requirement. All students are required to be "continually in attendance" in order to remain enrolled in this course. If this is the only developmental class you are enrolled in, and you withdraw yourself from this course or are withdrawn by your instructor, then: a) You may be withdrawn from courses that you should not be enrolled in, such as any class with a math skill requirement. b) You will have a hold placed on your registration for the following semester. The Hold will require that you register for the next semester in person with an advisor or counselor and that you work with the Developmental Math Advisor during that semester. c) You will continue to face more serious consequences, up to being restricted to only registering for developmental courses, until you complete the required developmental math course or satisfy the TSI requirement in another way. More information can be found at **If you are unsure whether or not this warning applies to you, see an ACC advisor immediately. Importance of Completing Developmental Course Requirements The first steps to achieving any college academic goal are completing developmental course requirements and TSI requirements. The first priority for students who are required to take developmental courses must be the developmental courses. TSI rules state that students are allowed to take college credit courses, if they are fulfilling their developmental requirements. Because successful completion of developmental courses is so important, ACC will intervene with any student who is not successfully completing developmental requirements. This intervention can mean a hold on records, requiring developmental lab classes, working with the Developmental Math Advisor, and monitoring during the semester. Additional information about ACC's mathematics curriculum and faculty is available on the Internet at Class Participation Students are expected to participate in class by attending, asking questions, contributing suggestions and ideas, and participating in group work. The quality of a student's class participation may be used in determining part of the student's "daily work" grade. Withdrawal In this class, if a student is absent more than four times without providing in a timely manner documentation of an emergency cause, he or she will be dropped by the instructor. Not all instructors follow such a policy, so if you decide you want to drop a course be sure you officially drop the class by completing the necessary form in the Registrar's Office; otherwise you may receive an F for your grade (Thomason  MATD 0370, p. 5 of 9)
6 in the course. The withdrawal deadline is Thursday, November 18, After the withdrawal deadline, neither the student nor the instructor may initiate a withdrawal. Reinstatement Once withdrawn from the class, a student can only be reinstated in two situations: (1) At the student's request, if the student had some documented emergency or tragedy that prevented the student's participation in class for a period of time and had not exceeded six absences or missed any major tests prior to that period of time. (2) If the withdrawal was made by instructor or college error. In either case the student is responsible for all missed assignments and must complete remaining assignments and tests on schedule. Tardies and Early Departures You are expected to be in class on time and to stay the entire class period. If you come in late or leave early, it distracts and interrupts the class. Perhaps more significantly to you, you may miss important announcements, pop tests, and course content. However, sometimes being late to class or leaving early may be unavoidable. Your instructor would prefer either of these, when necessary, to your being absent. Please let him know, preferably in advance and definitely not during lecture, if such conditions occur. (You can leave a phone message at ) If you arrive after attendance has been taken, it is your responsibility to stay after class and see to it that the attendance register is changed to indicate that you were tardy, not absent. Three tardies or early departures will be counted as an absence. Sorry, but this is not a "come and go" party. Incomplete grades (I) are given only in very rare circumstances. To qualify for an "I", a student must have completed almost all exams and assignments, have a passing grade, and have a serious situation occur that prevents course completion after the withdrawal deadline. In Progress grades (IP) are also rarely given. In order to earn an "IP" grade the student must remain in the course, be making progress in the material, not have excessive absences, and not be meeting the standards set to earn the grade of C or better in the course. Students who are given an IP grade must register and pay for the same course again to receive credit. Students who make a grade of IP should not go on to the next course with that grade. A maximum of two IP grades can be awarded in any one course. Instructor's Website Your instructor maintains an Internet website that contains the information in this document, current test information and other updates, and links to other sites that you may find interesting or helpful. The address of his site is All students have access to the Internet in the LRS (Library), which at Northridge is located on the second floor of Building If you're new to computers or the Internet, there will be someone at that location who can help you get started. How to Reach the Instructor Office Location: Northridge Campus, Room 2147 Office Hours: TTh 9:15 a.m.  9:45 a.m, 12:45 p.m.  1:15 p.m. Voice Mail (any time): (When asked for my mailbox number, enter and press the # button on your phone. When you hear the beep, leave your message.) (Thomason  MATD 0370, p. 6 of 9)
7 Course Calendar Please note that the following calendar is a plan and is not "set in stone." Any changes will be announced in class and on your instructor's website. Week Sections Topics Highlights of Syllabus; Review of MATH 0330 Topics (Introduction to Algebra; The Commutative, Associative, and Distributive Laws; Fraction Notation; Positive and Negative Real Numbers; Addition of Real Numbers; Subtraction of Real Numbers; Multiplication and Division of Real Numbers; Exponential Notation and Order of Operations) Solving Equations, Solutions, Addition and Subtraction Principles; Using the Principles Together; Formulas; Applications with Percent , Problem Solving; Solving Inequalities; Reading Graphs, Plotting Points, and Scaling Graphs; Graphing Linear Equations Graphing and Intercepts; Rates; Slope; SlopeIntercept Form 5 3.7, PointSlope Form; Exponents and Their Properties; Polynomials Addition and Subtraction of Polynomials; Multiplication of Polynomials; Special Products 7 4.6, Polynomials in Several Variables; Introduction to Factoring; Factoring Trinomials of the Type x 2 + bx + c Factoring Trinomials of the Type ax 2 + bx + c; Factoring PerfectSquare Trinomials and Differences of Squares Factoring: A General Strategy; Solving Quadratic Equations by Factoring; Solving Applications Systems of Equations and Graphing; Systems of Equations and Substitution; Systems of Equations and Elimination , More Applications Using Systems; Rational Expressions; Multiplication and Division of Rational Expressions , 6.6 Addition, Subtraction, and Least Common Denominators; Addition and Subtraction with Unlike Denominators; Solving Rational Equations , 4.7, 4.8 Applications Using Proportions; Division of Polynomials; Negative Exponents and Scientific Notation , 9.1 Introduction to Square Roots; Simplifying Radical Expressions; Solving Quadratic Equations: The Principle of Square Roots , 9.4 The Quadratic Formula and Applications: Formulas 16 Review, Final Exam Departmental Final Exam Review (Thomason  MATD 0370, p. 7 of 9)
8 Help Available Learning Lab: ACC main campuses have Learning Labs which offer free firstcome firstserve tutoring in mathematics courses. The Northridge Learning Lab is located in Room The locations, contact information, and hours of availability of other ACC Learning Labs are posted at Software: MyMathLab is an interactive online course that accompanies the textbook. Visit for more information. The "Course ID" for this course is acc Telephone Tutoring Center: Pearson has a tutoring center that is available by phone for students using any of their texts. I nformation about the service can be found at Hours of operation are SundayThursday, 4 p.m p..m. Students tollfree: Fax: Questions: DVDs: DVDs that correspond to the textbook are available for use in the Library and for checking out to use at home. Your Instructor: You can get help by going to see your instructor in his office during office hours or by phone or . CourseSpecific Support Services: A number of sections of MATD 0011, Developmental Mathematics Lab, are offered. This lab class is designed for students currently registered in Developmental Mathematics. It offers individualized and group setting to provide additional practice and explanation. This course is not for collegelevel credit. Check the course schedule for offerings o the lab class. Statement on Students with Disabilities Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office of Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester. Instructor's Note: Students who are requesting accommodation must provide the instructor with a letter of accommodation from the Office of Students with Disabilities (OSD) at the beginning of the semester. Accommodations can only be made after the instructor receives the letter of accommodation from OSD. Statement on Scholastic Dishonesty Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, work, research or selfexpression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework. Statement on Scholastic Dishonesty Penalty Students who violate the rules concerning scholastic dishonesty will be assessed an academic penalty which the instructor determines is in keeping with the seriousness of the offense. This academic penalty may range from a grade penalty on the particular assignment to an overall grade penalty in the course, including possibly an F in the course. ACC's policy can be found in the Student Handbook page 33 or on the web at: (Thomason  MATD 0370, p. 8 of 9)
9 Statement on Academic Freedom Institutions of higher education are conducted for the common good. The common good depends upon a search for truth and upon free expression. In this course the professor and students shall strive to protect free inquiry and the open exchange of facts, ideas, and opinions. Students are free to take exception to views offered in this course and to reserve judgment about debatable issues. Grades will not be affected by personal views. With this freedom comes the responsibility of civility and a respect for a diversity of ideas and opinions. This means that students must take turns speaking, listen to others speak without interruption, and refrain from namecalling or other personal attacks. Statement on Student Discipline Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC's policy on student discipline can be found in the Student Handbook under Policies and Procedures or on the web at: Testing Center Policy: ACC Testing Center policies can be found at: Student Services: The web address for student services is: The ACC student handbook can be found at: Instructional Services The web address for instructional services is: followed by a click on Campus Based Student Support Overview. Other ACC Policies No food or drink in the classroom. No children in the classroom. No cell phones, iphones, ear buds, headphones, or other audio devices allowed. Please turn them off and put them out of sight. (Thomason  MATD 0370, p. 9 of 9)
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