Beginning Algebra (Math 54) Spring 2022

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I am here to help, and I look forward to hearing from you! Here are several ways you can contact me. Monday through Thursday I will get back to you within 24 hours (during regular hours), while Friday through Sunday it might take up to 48 hours.

• The Canvas Inbox is the best way to contact me every day of the week. It is located on the global navigation grey bar on the left of the page.
• Zoom Virtual Office is the best place to get help with math questions. This ARE NOT MANDATORY meetings. You could attend this meetings if you have questions or you need help or guidance. 
  • Mondays 9:00 - 9:45AM and
  • Thursdays 5:00 - 5:45PM 
• Email me at iradu@collegeofthedesert.edu
• Reply to an Announcement in Canvas
• Post a question in our Cyber Café discussion board
• Post a question in our "Q and A" discussion of the week

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Instructor-to-Student Communication

I want to make sure you know that you're not alone in the course. I care about you, I care about the challenges you face, and I care about supporting your learning. You can expect that I will reach out to you a few times each week, via one or more of the following methods:

• Announcements
• Assignment Comments
• Rubric Feedback
• Canvas Inbox
• Class FAQ
• Take Notes 

 

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Announcements

I will post important information at least twice a week. Please check announcements regularly, or set Canvas Notifications to email you when a new announcement is posted.

• I will send an overview announcement for every module before the new week starts (Sunday evenings). These announcements will include heads up about assignments to help you plan your time. As needed, I will send announcements to give timely feedback, answer questions, and provide resources and updates. You will be able to reply to announcements to ask questions.
• You can find a record of all announcements on the Announcement Index page. Click on Announcements in the course navigation menu bar to see them all. The current Announcements will be found at the top of the Home page.

 

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Assignment Comments

• You can add a comment to assignments. This is a great way to remind me of a previous conversation we had or add needed information about your submission.
• You can also ask questions. When you're reviewing your work in Grades, you can click on an assignment, quiz, or discussion and add a quick question or comment right there.
• If your question is timely, I will answer it Monday-Friday, except holidays, within 48 hours. Otherwise, I will reply when I grade your work.
• NOTE: In addition to written comments, I might also annotate your work or leave a verbal comment. This feedback will help you revise and improve your work, so be sure you review all the feedback I offer for your work on the rubrics, in comments, with annotations, and with audio/video messages.

 

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Rubric Feedback

• Almost every assignment will have a feedback rubric with grading criteria. These rubrics explain how well you completed the assignment, discussion, and essay. You can depend on these rubrics to offer you helpful feedback.
• In Grades, once you click on an assignment, you can then click on the “Show Rubric” to see the feedback on the rubric.
• Read these rubrics carefully; my feedback will help in multiples ways:
  1. show your strengths
  2. direct you to where to review
  3. give advice on Mastery improvement for the next assignment
  4. direct you to how to revise and resubmit.

 

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Messaging in Canvas Inbox

• I will occasionally reach out via the Inbox to check in with you, and nudge you if you have missed an assignment.

 

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Cyber Café Discussions

• I have created a discussion board that will be open all semester. This discussion is a place for you to ask & answer questions about using technology and other general problems you have in class.
• If you have a question about tech skills or assignments, check the Q&A first; the answer you’re looking for might be there already. If you found the answer helpful, you can "like" it to show other students that you found it helpful.
• You can also informally chat with the whole class (50ish people) here as opposed to just your Group. Think of this as a place for those “before and after class” type of discussions.
• I will only skim these discussions to make sure that there aren’t any questions I need to answer. Otherwise, feel free to chat with your classmates, but keep the Netiquette [See Netiquette syllabus section on Canvas for infographic rules in mind.

 

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Module Q&A for Exercises

• As mentioned earlier, our class Cyber Café (on Canvas) is a place for you to ask & answer questions about technology and other general problems. However there will be another Q and A space for exercises.
• There is a Module  "Q and A" discussion type where you can ask and find answers for exercises done. This Module is organized on Chapters. 
• You can ask questions and you can answer your classmate's questions. For your answer you can get some credit points (between 1 and 3) depending on how well done and helpful your answer is!!  This points will be added to "Group Work Projects" assignments. 

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Take Notes

• I have written for every section in the course a summarize Handout that you have to complete. Each Handout has contains the maid definitions and "How to Do" explanations from the textbook. It is also contains referrals to what examples you have to read from the textbook and what exercises you have to do. You will complete and submit this "Take Notes" Handouts using the online submission. I encourage you to treat the take notes like face-to-face lectures by taking notes, engaging with additional content, asking questions, and applying course skills to our essays.

 

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Student-to-Student Interactions

Just like in a face-to-face class, you will have formal and informal opportunities to interact with your classmates. Online classes are not intended to be solitaire endeavors. Your classmates may not be in the next desk over, but they are striving to complete this online class just like you. And just like you, they are balancing work and family obligations. You can be a support network for each other. I encourage you to find classmates to be friends with. Just like with face-to-face classes, you are more likely to “come to class” if you are looking forward to chatting with your friends. *:)*

You will have multiple opportunities to communicate with each other. I encourage you to use these communication ways to connect with your classmates and build a community to help you succeed.

• Small Group Discussions
• Canvas Inbox. You can use Canvas Inbox to message your classmates. Instead of putting my name in the “To” line, you can search for your classmates’ names to message them.
• Chat
• Class Q&A

 

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Course Details and Meeting Times

Note: Some students register for an online class thinking it will be easier than a traditional class.​ Unfortunately, this is not true. In​ fact, many students find that online classes are more difficult than traditional classes because there is no set time you must be in class so you have to be very​ self-disciplined to make sure that you get your work done every week. To be successful in this class you have to work at least 12 hours/week. This time will be used for reading the material, watching videos, making handout notes, completing the assignments.   

Course Title/section number:

Beginning Algebra

Math 54/ Section number - 5403

Units:

5.0 units

Term

Spring 2022

Class Days/Times: asynchronous class. No meetings.  

01/30/2022 - 05/28/20212

Class Location: online

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Course Catalog Description:

This course is an introduction to the real number system and to the use of variable expressions and equations in problem solving. Topics include properties of the real numbers, square roots, arithmetic of variable expressions including polynomials and algebraic fractions, solving linear equations and inequalities in one variable, factoring, and an introduction to the Cartesian coordinate system and the equations and graphs of linear equations in two variables. Also, the proper use of math notation is emphasized along with an introduction to Pythagorean Theorem and basic geometric formulas, some dimensional analysis with modeling applications is included.

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Course Pre-requisites, co-requisites or advisories:

• MATH 060 or 065 

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Course Objectives

Upon successful completion of the course, students should be able to demonstrate the following activities:

1. 1. Identify, recognize, and classify real numbers, as integers, rationals, or irrationals and locate their approximate positions on the real number line.
   2. Understand the concepts of variables and how variables can be used to represent an unknown quantity or a range of quantities.
   3. Use variables to create algebraic expressions that model quantities in application problems.
   4. Apply the commutative, associative, distributive, identity, and inverse properties to simplify algebraic expressions involving polynomial, rational and radical expressions.
   5. Perform arithmetic operations with algebraic expressions using the order of operations and the commutative, associative, distributive, identity, and inverse properties of real numbers.
   6. Use the properties of integer exponents to simplify algebraic expressions, including expressions involving scientific notation.
   7. Analyze the concept of an algebraic equation and demonstrate the meaning of a solution to the equation, including integer, non-integer rational, decimal and radical solutions.
   8. Employ variables to create algebraic equations or inequalities that model application problems
   9. Solve equations and inequalities that model application problems and interpret these solutions.
   10. Use properties of equality to solve linear equations in one variable and use set notation to represent the solution sets
   11. Use the properties of inequality to solve linear inequalities in one variable and represent the solution set in set notation and graphically.
   12. Convert between the geometric (Cartesian) and algebraic representations of a linear relation in two variables and interpret the meaning of the slope of a line as the constant rate of change of the variable on the vertical axis with respect to the change of the variable on the horizontal axis.
   13. Use point-slope and slope-intercept forms of lines to graph linear equations in two variables.
   14. Find linear equations in two variables of lines from the graphs or from given points and/or slope using the point-slope and/or slope-intercept form of the equation of a line.
   15. Solve linear systems of two equations in two variables both algebraically (substitution and elimination/addition) and graphically.
   16. Add, subtract, multiply and divide polynomials.
   17. Factor the greatest common factor from a polynomial expression.
   18. Factor quadratic binomials and trinomials with integer coefficients.
   19. Solve quadratic equations in one variable by factoring and applying the zero product property.
   20. Use the method of completing the square to solve quadratic equations with integer coefficients.
   21. Add, subtract, multiply, divide and simplify rational expressions.
   22. Solve rational equations that simplify to linear or quadratic equations.
   23. Interpret square roots and solve square root equations.
   24. Deduce right triangle side lengths using the Pythagorean Theorem and radicals.
   25. Use proportionality to discover side lengths of similar triangles.
   26. Use basic formulas from geometry to find perimeter, area and volume of basic figures.
   27. Use dimensional analysis appropriately in applications.
   28. Apply learned principles and skills to novel situations in addition to situations that mimic those on the homework and those shown in class.
   29. Use mathematical language to communicate ideas, especially in writing.

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Student Learning Outcomes

1. Define and use variables to create linear expressions and equations to model change and patterns in a variety of applications.
2. Use the information obtained in application problems to estimate a reasonable solution, identify and execute methods of solution that involve algebraic computations, and evaluate the reasonableness of results.
3. Apply algebraic principles and deductive reasoning to solve linear equations and inequalities and represent solution sets using number lines and Cartesian planes.
4. Apply algebraic principles and deductive reasoning to solve quadratic equations

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Course Content:

1.  Review of the development of the real number system
   a.    integers
   b.    rational
   c.    irrational numbers
2. Review of the properties of real numbers and operations
   a.    commutative properties of addition and multiplication
   b.    associative properties of addition and multiplication
   c.    distributive property
   d.    identity properties of 0 (addition) and 1 (multiplication)
   e.    inverse properties of addition and multiplication
3. The concept of a variable
4. Arithmetic of algebraic expressions
   a.    the application of the commutative, associative, distributive, identity, and inverse properties to simplify expressions
   b.    the application of the order of operations to simplify algebraic expressions
   c.    the applications of properties of exponents to simplify algebraic expressions involving integer exponents
5. Using variables to create algebraic expressions modeling an application problem
6. Converting numbers between scientific notation and standard notation
7. Solving linear equations in one variable
   a.    addition & subtraction property of equality
   b.    multiplication & division property of equality
8.  Creating equations that model situations described in application problems
9.  Solving linear inequalities in one variable
10. Creating inequalities that model situations described in application problems
11. Graphing solutions of linear equations and linear inequalities in one variable on a real number line
12. Polynomial arithmetic
    a.    combining like terms
    b.    adding and subtracting polynomials
    c.    using the distributive property to multiply polynomials
    d.    dividing polynomials by monomials
    e.    dividing polynomials by polynomials using polynomial long division
13. Factoring out the greatest common factor from a polynomial expression
14. Factoring simple quadratic polynomials
    a.    factoring polynomials with four terms by grouping
    b.    factoring polynomials of the form x2+bx+c or x2+bxy+cy^2 by analyzing b and c and making educated guesses and checking
    c.    identifying prime polynomials of the form x2+bx+c or x2+bxy+cy^2 by analyzing b and c and making educated guesses and checking
    d.    factoring polynomials of the form ax2+bx+c by factoring out the GCF of the coefficients
    e.    factoring polynomials of the form ax2+bx+c by analyzing b and c and making educated guesses and checking
15.  Solving rational equations that reduce to linear equations
16. Discussing roots and radicals
    a.    comparing square roots and radicals
    b.    evaluating and simplifying radical expressions
    c.    solving simple radical equations
17. Analyzing linear equations in two variables
    a.    Verifying solutions
    b.    Describing solution sets
    c.    solving for one variable
    d.    graphing the solution sets in a Cartesian plane
    e.    the slope formula of a line
    f.    the standard form (Ax + By = C) for the equation of a line in a plane
    g.    the point-slope form for the equation of a line in a plane
    h.    the slope-intercept form for the equation of a line in a plane and its uniquenessGraphing solutions of linear equations and linear inequalities in one variable on a real number line
    
     

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    Course Materials

    1. 1. We will be using the OpenStax book Elementary Algebra 2e which is freely available as a pdf and as a website (Links to an external site.). It is also available for purchase as a physical book if you would like.

    

     

    • You will need to keep all notes and work in an organized notebook, labeled with section and page/video number and time/problem as appropriate. An organized notebook is extremely important for this course since all of your assignments will be submitted online and you won’t be able to refer to your work easily when you go to study for the final. In addition, if there are any computer glitches, you can show me your notebook as verification of the exercises you completed. Finally, I will be grading your written work on some problems, so you will need to scan your paper and upload it to Canvas. (I will provide a tutorial for using CamScanner (Links to an external site.).)

    The notebook should be divided into the following sections:

    • • Reading/Video Lessons: You will be taking notes while reading sections in the book and/or watching videos for each section. You can expect to read about 10-20 pages or watch about 6 videos per section, with each video around 10 minutes or less.
      • Take Notes Assignments: While you are taking notes for each section, you will also be working on some Try-It questions to make sure that you understand the basic content from that section. See below for more information.
      • Practice Assignments: After completing the Reading/Video Assignments, you will answer a series of questions, usually between 10-20, about the section. Even though you will be submitting your answers online, it is important to write down the question and to show your work for the problem on paper.
      • Quizzes/Tests: Similarly to the Practice Assignments, you will submit most of your Quiz/Test answers online, but it is important to write down the question and to show your work for the problem on paper.
    
    

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