Course Content and Outcome Guide for MTH 62
- Course Number:
- MTH 62
- Course Title:
- Introductory Algebra - Part II
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
- Special Fee:
Course DescriptionIntroduces algebraic concepts and processes with a focus on linear equations in two variables, functions, formulas, and proper mathematical notation are emphasized throughout the course. A scientific calculator is required. The TI-30X II is recommended. Must take both MTH 61 and MTH 62 to satisfy MTH 60 requirements. Must take both MTH 62 and MTH 63 to satisfy MTH 65 requirements. Audit available.
Addendum to Course Description
- Students will be evaluated not only on their ability to get correct answers and perform correct steps", but also on the accuracy of the presentation itself.
- Application problems must be answered in complete sentences.
Intended Outcomes for the course
1. Use a variable to represent an unknown in a simple linear problem at home or in an academic or work environment, create a linear equation that represents the situation, and find the solution to the problem using algebra.
2. Recognize a linear pattern in ordered paired data collected or observed at home or in an academic or work environment, calculate and interpret the rate of change (slope) in the data,create a linear model using two data points, and use the observed pattern to make predictions.
3. Be prepared for future coursework that requires an understanding of the basic algebraic concepts covered in the course.
Outcome Assessment Strategies
- The following must be assessed in a proctored, closed-book, no-note, and no-calculator setting: graphing lines; solving systems of linear equations; and simplifying expressions.
- At least two proctored, closed-book, no-note examinations (one of which is the comprehensive final) must be given. These exams must consist primarily of free response questions although a limited number of multiple choice and/or fill in the blank questions may be used where appropriate.
- Assessment must include evaluation of the students ability to arrive at correct and appropriate conclusions using proper mathematical procedures and proper mathematical notation. Additionally", each student must be assessed on their ability to use appropriate organizational strategies and their ability to write conclusions appropriate to the problem.
- At least one of the following additional measures must also be used,
- Take-home examinations
- Graded homework
- In-class activities
Course Content (Themes, Concepts, Issues and Skills)
- Algebra skills
- Number sense
- Graphical understanding
- Problem solving
- Effective communication
- Critical thinking
- Applications, formulas, and modeling
- INTRODUCTION TO TABLES AND GRAPHS,
- Briefly review line graphs, bar graphs and pie charts
- Plot points on the Cartesian coordinate system; determine coordinates of points
- Classify points by quadrant or as points on an axis; identify the origin
- Label and scale axes on all graphs
- Interpret graphs in the context of an application
- Create a table of values from an equation
- Plot points from a table
- INTRODUCTION TO FUNCTION NOTATION,
- Determine whether a given relation presented in graphical form represents a function
- Evaluate functions using function notation from a set, graph or formula
- Interpret function notation in a practical setting
- Identify ordered pairs from function notation
- LINEAR EQUATIONS IN TWO VARIABLES,
- Identify a linear equation in two variables
- Emphasize that the graph of a line is a visual representation of the solution set to a linear equation
- Find ordered pairs that satisfy a linear equation written in standard or slope-intercept form including equations for horizontal and vertical lines; graph the line using the ordered pairs
- Find the intercepts given a linear equation; express the intercepts as ordered pairs
- Graph the line using intercepts and check with a third point
- Find the slope of a line from a graph and from two points
- Given the graph of a line identify the slope as positive", negative, zero, or undefined. Given two non-vertical lines, identify the line with greater slope
- Graph a line with a known point and slope
- Manipulate a linear equation into slope-intercept form; identify the slope and the vertical-intercept given a linear equation and graph the line using the slope and vertical-intercept and check with a third point
- Recognize equations of horizontal and vertical lines and identify their slopes as zero or undefined
- Given the equation of two lines, classify them as parallel, perpendicular, or neither
- Find the equation of a line using slope-intercept form
- Find the equation of a line using point-slope form
- Applications of linear equations in two variables,
- Interpret intercepts and other points in the context of an application
- Write and interpret a slope as a rate of change
- Create and graph a linear model based on data and make predictions based upon the model
- Create tables and graphs that fully communicate the context of an application problem
- LINEAR INEQUALITIES IN TWO VARIABLES,
- Identify a linear inequality in two variables
- Graph the solution set to a linear inequality in two variables
- Model application problems using an inequality in two variables
- SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES,
- Solve and check systems of equations graphically and using the substitution and addition methods
- Create and solve real-world models involving systems of linear equations in two variables,
- Properly define variables; include units in variable definitions
- Apply dimensional analysis while solving problems
- State contextual conclusions using complete sentences
- Use estimation to determine reasonableness of solution
- WORKING WITH ALGEBRAIC EXPRESSIONS,
- Apply the rules for integer exponents
- Work in scientific notation and demonstrate understanding of the magnitude of the quantities involved
- Add, subtract, multiply, and square polynomials
- Divide polynomials by a single term polynomial
MTH 62 is the second term of a three term sequence in beginning algebra. One major problem experienced by beginning algebra students is difficulty conducting operations with fractions and negative numbers. It would be beneficial to incorporate these topics throughout the course, whenever possible, so that students have ample exposure. Encourage them throughout the course to get better at performing operations with fractions and negative numbers, as it will make a difference in this and future math courses.
Vocabulary is an important part of algebra. Instructors should make a point of using proper vocabulary throughout the course. Some of this vocabulary should include, but not be limited to, inverses, identities, the commutative property, the associative property, the distributive property, equations, expressions and equivalent equations.
The difference between expressions, equations, and inequalities needs to be emphasized throughout the course. A focus must be placed on helping students understand that evaluating an expression, simplifying an expression, and solving an equation or inequality are distinct mathematical processes and that each has its own set of rules, procedures, and outcomes.
Proper usage of equal signs must be stressed at all times. Students need to be taught that equal signs are used to communicate multiple ideas and they need to be taught the manner in which equal signs are used to communicate these ideas.
Equivalence of expressions is always communicated using equal signs. Students need to be taught that when they simplify or evaluate an expression they are not solving an equation despite the presence of equal signs. Instructors should also stress that it is not acceptable to write equal signs between nonequivalent expressions.
Instructors should demonstrate that both sides of an equation need to be written on each line when solving an equation. An emphasis should be placed on the fact that two equations are not equal to one another but they can be equivalent to one another.
The distinction between an equal sign and an approximately equal sign should be noted and students should be taught when it is appropriate to use one sign or the other.
The manner in which one presents the steps to a problem is very important. We want all of our students to recognize this fact; thus the instructor needs to emphasize the importance of writing mathematics properly and students need to be held accountable to the standard. When presenting their work, all students in a MTH 62 course should consistently show appropriate steps using correct mathematical notation and appropriate forms of organization. All axes on graphs should include scales and labels. A portion of the grade for any free response problem should be based on mathematical syntax.