Elementary Algebra

1

MATD 0370

Elementary Algebra

2012-2013

Co-chairs:

Lecture:Tinh 223-4040

Computer-mediated:Nancy 223-8270

List of all committee members updated in the fall semester, available at:

This course is offered in different formats. The computer-mediated and distance learning sections use MyMathLab with the same text as the lecture course.

This chapter of the Math Manual contains:

• Notes for Instructors for all sectionsincluding math dept approved policy Use of MyMathLab for homework in MATD 0370

• Dept First Day Handout for Students for regular sections

• Textbook homework assignment for sections not using MyMathLab (long assignment)
• Textbook homework assignment for sections using MyMathLab (short assignment)

First Step: Determine whether you are scheduled to teach a computer-mediated section or a regular lecture (non-computer-mediated) section. Do not assume that someone else will tell you if you are scheduled for a computer-mediated or non-computer-mediated section. Check the web version of the schedule for the notes on individual sections that indicate which are computer-mediated. If you can't tell whether the computer-mediated sections have been identified in the schedule yet, check with the Department Chair.

Notes for Instructors for all sections

First Day Handouts:

Be sure to include the Information about MyMathLab handout in your first day handouts. It is available in a short and a long version. Use the long version if your section requires MyMathLab. You may choose to use the short version is your section does not require MyMathLab.

Please read the material at the front of this Math Manual for more information about what you need to know to start the semester and what must be in the first day handouts. Check with the Math-Science campus office to find the current version of the Pretest. If you don’t have access, e-mail

MATD 0370 First Day Handout for Students –This handout may be found in this section of the Math Manual. Revisions to the handout may be posted before each semester. Check the Math Manual Online before you prepare your handout. The Math Department encourages you to incorporate this handout information into your own individual handout that includes specific information about you and your course, rather than merely copying the general first day handout on a copy machine.

Prerequisite Review(Optional) – You may use if you choose to reviewstudents for the Pretest.

Pretest – Some instructors give the Pretest the first day while some prefer to review the first day and wait until the second day of classes to give the Pretest to students. Do not give the Pretest for homework or as a take-home; use the prerequisite review or new worksheets, if that is your design. Do not return the Pretest to students or allow them to make notes from it. Keep the Pretest secure. Each instructor is responsible for being sure students in the course have at least a C in the prerequisite course or TCOMP score or pass the Pretest.

MATD 0370 Course Objectives required handout – This two-page handout is posted at All of these objectives, not just the link to them, must be included in your First Day Handouts for students.

Student Information Sheet – Use the two-page version in the beginning pages of this Math Manual. Ask Developmental Math students to complete this form and return it to you. Advise students who may be working too many hours or who may be under-prepared.

Suggested Homework Assignments (Optional) – For both non-computer-mediated and computer-mediated sections, this may be found in this section of the Math Manual. Instead of using this, you may create your own list of homework problemsthat meet math dept policies and address course learning objectives thoroughly.

Additional Handout – This handout is designed by you or preferably incorporated into the First Day Handout for Students, with requiredinformation including your office number, office hours, ACC phone number, and e-mail, along with your testing, homework, missed exam policy, policy about late work (if applicable), class participation expectations, and grading policies.For more information about all that must be included in this handout, please refer to the First Day Handout for Students included in this section of the math manual.

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 algebra-based courses that follow it or for MATD 0385. It may also provide them with sufficient preparation to be able to pass the math portion of a state-approved 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 state-approved test, THEA or TCOMP.

Overall objectives: (NOTE: These are not the complete list of Course Objectives that must be included in the First Day Handouts for Students. The complete list, not just the link, must be included and is posted at

1. Students will feel a sense of accomplishment in their increasing ability to use mathematics to solve problems of interest to them or useful in their chosen fields. Students will attain more positive attitudes based on increasing confidence in their abilities to learn mathematics.
2. Students will learn to understand material using standard mathematical terminology and notation when presented either verbally or in writing.
3. Students will improve their skills in describing what they are doing as they solve problems using standard mathematical terminology and notation.

Students: The students in this course have a variety of backgrounds. Abouta third of them have had one year of algebra in high school or less. Students in this course need instruction in study skills integrated into the course. Be sure to regularly express that you value effort, doing homework with understanding, and multiple learning strategies that require their time every week. Some have math anxiety and/or test anxiety, and a few have learning disabilities that will require special accommodations if an accommodation form from ACC Office for Students with Disabilitiesis provided by student. Students in a computer-mediated section may have a wide range of computer experience levels, but even those students who have never previously used a computer may excel in this class after learning how to use the computer and software. We still have students who don't understand whether they are TSI-mandated and that this means if they withdraw or are withdrawn from this course they will have consequences; talk to students about their being TSI-mandated. It is important that you help your students with all of these issues.

Attention to motivational factors is necessary for the success of many students. Some students deal with many emotional factors. Be sure to express your dedicated human concern for their needsand goals. Some believe that many students who avoid doing work in or outside of class for this course fall into 2 basic categories. One group consists of fearful, anxious students. The other group lacks knowledge and understanding of the value of mathematics for their personal future. Try to identify which category your work-avoidant learners fall into and aid them with their needs if possible. They can learn new values and attitudes towards mathematics as you model positive attitudes and persuade them that the effort to learn mathematics with understanding is worth the effort. Too many students at this level overload their schedules not allowingenough time to study.

Calculators: Students are encouraged to use a scientific calculator in this course when needed except on the pretest. At the same time, they need to develop an ability to estimate answers without recourse to the calculator. You may suggest the TSI-mandated students purchase and use the 4-function calculator that is allowed on the state-approved test. For security and various other reasons, graphing calculators may not be used by students while taking the final exam.

Prerequisite Reviews: Review sheets for the Pretest are available on the Web from at most ACC Learning (Tutoring) Labs. E-mail Bob if you want to request worksheets aligned with the Pretest problems to use for students who miss particular problems on the Pretest.

Appropriate Course Placement: Placement into the appropriate math course is very important, particularly for students taking their first math course at ACC. Our experience has shown that assessment tests do not always place students into the appropriate course. Give Pretests and grade them the first week to ensure that students are in the appropriate courseor carefully check documented prerequisites. Students must pass the Intermediate Algebra Pretest before you can recommend they change to Intermediate Algebra. If students change levels of courses, they must do so before the deadline for level changes usually within a week and a half for the 16 week semester. When you are determining whether to recommend a change in placement, talk to the student, and consider the following factors:

(1) student’s previous math experiences,

(2) time elapsed since taking math,

(3) student’s current work load and course load (time available to devote to math),

(4) Pretest scoremust be 75 or higher on the Intermediate Algebra pretest for that course,

(5) assessment score, and

(6)student’s initiative and determination.

Since we have threedifferent delivery methods for the course, it is very important to determine as soon as possible whether any of the students would be better served by taking the course in another format. Make sure that any changes needed are done before the last day for level changes In the computer-mediated classes, have the students try the software as early as possible,beginning the math lessons on the first class day. For students in lecture courses who think they might like to change to computer mediated after the first day of classes, encourage them to try the software immediately with the computer-mediated instructor at your campus.

Homework & Quizzes: We recommend that instructors incorporate a grade for homework. Students will most readily correct errors when given prompt feedback on their work. In computer-mediated sections, even though the software provides students with continual opportunities to work problems, take practice tests, quizzes, and receive immediate feedback on their work, we recommend that instructors incorporate a grade for writtenhomework. Working problems from the textbook outside of class, that the professor will see, will provide students with practice for taking written (non-computer) tests and will also offer them additional chances to master the course material. In non-computer-mediated sections, we encourage you to use frequent quizzes early in the semester to help determine which students should be required to do homework in the Learning Lab. Please use these frequent quizzes to give feedback to those students who are having difficulty and/or who need to exert more effort. It is particularly important to identify these students and direct them to help or to enroll in the developmental lab as soon as possible. Be sure to include a quiz or two on use of the quadratic formula near the end of the course.

A list of Suggested Homework Assignments for both formats may be found here. We have included writing problems to encourage the students to think deeply about learning mathematics. Be sure to discuss these with your students. For more information about how to incorporate homework, see “A General Guide to Classroom Policy for Developmental Mathematics and Mathematics Instructors” in the beginning pages of this Math Manual.

Testing and Final Exam: Testing schedules are provided within the suggested weekly schedules of topics to be covered. If you use the TestingCenter, you should give students its URL offer 2 parallel versions of each test in the testing center.

A common departmental final exam must be given to all Elementary Algebra classes. No changes may be made to this exam, other than the option of adding a few questions. If you notice that a correction needs to be made on a final exam (for example, to make versions consistent), please contact the chairs of the committee immediately so that all instructors may be notified. Instructors may not provide formulas or allow students to use notes on the final exam. For security and various reasons, graphing calculators may not be used by students while taking the final exam. The quadratic formula is provided on the exam. Students should know from memory all other relevant formulas, including:

• Sum of the angles in a triangle
• Pythagorean Theorem
• Area and perimeter of triangles, rectangles, and squares
• All formulas for linear equations (slope formula, slope-intercept and point-slope forms)

Thefinal exam reviews may be found online at

The final exam covers the course objectives for Elementary Algebra. Final exam security is essential. Do not allow students to make notes or keep the final exam. Keep your final exams locked up, please.

Withdrawing Students: Instructors can withdraw students online at Faculty Online Services

Text: Elementary Algebra, Concepts and Applications, 8th Edition, Bittinger & Ellenbogen

ISBN 0-321-161615-4

Optional or Required Supplement:MyMathLab, as described below, is a supplement to the Bittinger text and is available online at no cost to students who purchase a new text from an ACC bookstore. Instructors with appropriate training in the use of MyMathLab may choose to require it, as long as they include a MyMathLab requirement statement in their first day handout. Be prepared to make accommodations in some cases, for students who do not have broadband internet access at home and whose schedule does not permit them to do large amounts of work on campus.

Somestudents will purchase their books new from an ACC bookstrore and therefore automatically have MyMathLab. Let students know that MyMathLab includes an electronic copy of the textbook and the Student’s Solutions manual. Inform your students of this, in case they are considering purchasing a hard copy solutions manual. It is up to the instructor whether to allow students to use the electronic textbook in MyMathLab in lieu of a hard copy textbook. Students also have the option of purchasing the loose 3-hole version of the textbook, which includes MyMathLab. While this version is less costly, the bookstore will not buy it back. Please inform your students of their options on the first day of class, and help them to make the best decision for themselves.

Students who purchase used texts may buy access to the programs from Pearson for about $80.00 from

Instructors are not allowed to use online MyMathLab tests as their major tests in the class without prior approval from the math department chair.

Optional Supplements:

Shrink-Wrapped Bundle with Student’s Text
and My Math Lab and test prep CD Hard copy...ISBN: 0-321-61615-4

Shrink-Wrapped Bundle with Student’s Text
and My Math Lab and test prep CD Loose Leaf...ISBN: 0-321-67373-5

Student text without MyMath Lab ISBN 0-321-55717-4

Student’s Solutions Manual,:ISBN 0-321-56733-1

MyMathLab, sold separatelyISBN 0-321-567382

Instructor’s EditionISBN 0-321-55945-2

Instructor’s Solutions Manual:ISBN 0-321-56732-3

Printed Test Bank download at

Instructor & Adjunct Support Manual………….ISBN 0-321-56740-4

Digital Video Tutor, DVD:ISBN 0-321-59932-2

InterAct Math Tutorial Website

TestGen-EQ/Quiz Master-EQ;Win/Mac:

MyMathLab is an interactive online course that accompanies the textbook. It contains multimedia learning aids (such as videos and animations) for each section of the text and 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.

Instructors who have attended trainingcan use MyMathLab to assignpart of their homework online homework and practicetests, track students' results, and create an online community using a variety of course-management tools. Visit for more information. If you choose to set up your own course, you’ll need to give students that unique course number in MyMathLab and tell them to use it instead of the generic ACC course whose access number is given in the standard student handout in this Manual.