Download Math 130, Mathematics for Elementary School Teachers

Math 102, Trigonometry; Marian Smith-Subbarao
Assignment: February 10, 2014

Read and review Chapter 1, section 1 and 2. Email me if there are any topics you need
help with.

Chapter 1 Homework (due the class period after the section is discussed in class):
1.1
1.2
1.3
1.4

7, 9, 11, 19, 35-57 odd
15-29 odd, 53-63 odd
25-39 odd, 45-79 odd
11-53 every other odd (EOO)
Brief Introductory Essay due Tuesday:
I would like to know a bit about you. What is your background (e.g., I just
graduated from Canyon High School, I just returned to school after being in the workforce
for 15 years, etc.)? What do you hope to gain from this class? What is your past
experience with mathematics, good and bad? Anything else you would like me to know
that might help me get to know you a bit better? I give a sample about myself below.
Class Overview:
Student Learning Outcomes: Define the six trigonometric functions and analyze them
through graphing, proving identities, and solving equations.
Philosophy:
Come to class, do all of your homework, even if it means seeking help and trying again,
ask questions and get help when you don’t understand something, and you should pass this
class. I want you to succeed. DO NOT LET YOURSELF FALL BEHIND! If you miss a concept
early in the semester, you may not be able to recover. Let me know when you don’t understand
something – we are going to cover a lot of material, but Math 102 is not a race.
Introduction: Marian Smith-Subbarao
I am new to COC, coming from 30 years of working in industry on problems in applied
mathematics, mostly mathematical physics, and managing technical projects, engineers, and
physicists. My education is primarily in mathematical physics, concluding in a PhD in Acoustics
from Stanford, but includes degrees in mathematics and mechanical engineering, as well as an
MBA. (My children regularly introduce me as the most overeducated person they have ever met.)
I fell in love with mathematics when, at 14 years old, I was finally introduced to the
formalism of algebra. Suddenly, I could solve all the problems and puzzles I had been trying to
solve for years! I entered college planning to pursue zoology but migrated to mathematics, almost
immediately, and have stayed. Fortunately, mathematics is a broad field, and it is easy to avoid
getting bored by continuing to do the same thing.
I am delighted to be teaching; it is what I studied to do. Unfortunately, life, in the form of a
husband, baby, and mortgage got in the way. Returning to teaching this past year has been
wonderful!
I have lived in the Santa Clarita Valley for about 25 years and have two 20-something
children, both Hart High graduates, both college graduates, and neither with a technical degree.
My husband of almost 30 years has a PhD in mechanical engineering from Stanford (where we
met) and works in industry.