Hand Written Homework Turned in for Homework Grade in C. Crumb’s Classes:

1. Homework is to be fastened to the brads of a folder that is pale in color, has brads, and has pockets.

2. The student name is to be written using a bold marker in the upper right hand corner of the front of the folder. The capital letters should be about 1 inch or 2.5 cm tall.

3. The course and section is to be written using a bold marker beneath the student name.

4. The homework report page from the first day handout is to have the student name filled in at the top. This report page is placed in the front pocket of the folder (not attached to the brads.)

5. When the student begins work on a given problem in the problem set, that problem number is to be highlighted on the report page. If the student completes the problem and finds that his or her answer is in agreement with the text answer, the student then marks a forward slash across the problem number. If the student answer does not agree with the text answer, the problem number is circled. (The student should then seek assistance on this problem from the instructor, a tutor in the tutoring lab, or a fellow student.) The total number of problems attempted is entered in the report page column labeled total number attempted before the folder is turned for grading. (As long as work is shown on a given problem, that problem is included in the total attempted.)

6. Problems are to be completed on loose-leaf paper if no graphing is required or on graph paper if the problem directions require a graph. The initial label for each problem is to be as shown below:

Problem number / chapter and section number / page on which problem appears in text

Example: #36 / 4.4 / p 216

7. Problem directions are to be written for each problem. If the problem is a stated problem, a photocopy of that problem should appear in the problem set sent by C. Crumb on e-mail. If it does not, request it from her, please! Photocopies will also be supplied of graphs that are given in the text with questions answered by examination of that graph. In both cases, these copies are attached to the loose-leaf paper directly under the problem directions.

8. All student work needs to be shown for each problem. This may be a set of organized algebraic simplifications, a group of vertical lines showing use of the vertical line test, a circled point on a graph together with coordinate labels read from the graph, or coordinates and a labeled graph of a given equation. The problem together with a demonstration of how to solve it is the aim of the notebook.

9. Any problem that contains a word question requires a full sentence answer. Thus, if the question is “Estimate the distance between Syracuse, NY and Virginia Beach, VA” given some set of information the student is to use the information to find an answer. This answer might be given in the text as 143p miles. If the student answer agrees with this one, then in order to discern whether it is believable or falls into some range that can be estimated using a map, it will first be converted using the calculator to a decimal value. The student will then provide the answer in a complete sentence in which the problem information is included together with the decimal estimate and the label of miles.

Example: #41 & 42 / 4.2 / p193-194

Determine the distance between the two cities that lie approximately on the same meridian but at different latitudes by finding the length of the arc between the two cities. The radius of the earth is approximately 3960 miles.

The student will use the remaining information in the problem and provide the answer and problem information in a complete sentence somewhat like the one below.

Since Syracuse, NY and Virginia Beach, VA lie on approximately the same meridian but at latitudes approximately 43 degrees north and 36.5 degrees north, using the circumference of the earth as 3960 miles we estimate the distance between these two cities as 450 miles.

Grading of the Homework:

Six presentation points have been given: Problem number, Chapter and Section Number, Page Number, Problem Directions and Photocopies if needed, Work, and Sentence Answer. Not all problems will have a sentence answer but all sets will have problems that do require a sentence answer. Thus, I will examine at least one of these problems each turn in. Start by a score of 6 out of 6 presentation points.

I will grade no more than one problem for each section of a given collection. (There are 7 sections in chapter 1 for MA 115, but only 4 in chapter 2.) Since all problems have correct answers in the back of the text and time is given to solicit assistance before the problems are graded, I suggest 7 out of 7 or 4 out of 4 to be correct is a good plan.

The student who completes all of the assigned homework for a given turn in set again has the best approach. Extra problems may be desired for gaining skill in certain techniques. List their numbers with those of the same section in the text on your own report page.

The homework grade each turn in is the product of three fractions: the fraction from presentation, from correctness, and from completeness.

Example: Chapter 1 turn in: student forgets sentences, student misses one problem in graded set, student attempts 64 of the assigned 71 problems

(5/6)*(6/7)*(64/71) = .6436 or 64%

Student forgets sentences and misses one problem in graded set but attempts all assigned problems

(5/6)*(6/7)*(71/71) = .7143 or 71%

Student forgets sentences, has all graded problems correct, attempted assigned problems

(5/6)*(7/7)*(71/71)=.8333 or 83%

Student follows folder directions but misses one of the graded problems and attempts all assigned problems

(6/6)*(6/7)*(71/71)=.8571 or 85%

Any grade under 100% can be corrected in later turn in work by solving extra problems --- in the sections currently being graded. However, extra work can be avoided by seeking assistance with the assigned problems in a timely manner.

Although my examples are given for MA 115, the homework folder is the same plan for all my classes.