Download Curriculum and Staffing

MATH JAM TOOLKIT – 1.0
THE STEM CENTER at Cañada College
Curriculum and Staffing
Overview and Philosophy
The goal of Math Jam is to provide an intensive Math review treatment that offers Cañada College
students the opportunity to improve their Placement Test results in Mathematics and/or prepare for
math courses that they will be taking. A supplementary goal is to offer a way to learn math outside the
traditional classroom format. As a result, most math groups use an online tool to assess student
knowledge and develop the most efficient and effective treatment plan for each individual. Pre-tests,
mini-lessons, breakout groups and online video lessons are also used to assess and instruct. Rather than
reviewing material already mastered students are able to work only on concepts and problems on which
they need further work. Tutors are available throughout the learning process to assist and support all
students. In this way, students are also able to learn math in ways that leverage the social opportunities
presented by the high ratio of tutors to students and the intensity of spending so many hours with the
same group of people working on Math.
Structure
We use the MyMathTest Program with standard Pre and Post-tests, along with unit tests corresponding
to different instructional units. These instructional units are aligned with the course-level SLOs.
For students, the first day Math Jam program usually follows this sequence:
1.
2.
3.
4.
5.
6.
7.
8.
Students log-in, tutors help them get online and take the welcome survey
Introductions and announcements follow, then a Math Icebreaker
Pre-test is next followed by the first unit test
Based on the unit test results students work through problems online on MyMathTest with the
tutor support as needed, until they are ready to take the unit test again
Mini-Lessons are often used to start a topic or give additional review to students who need
special attention in a specific topic area
Online videos that compliment topics in MyMathTest are also made available to students giving
students the flexibility to learn about topics at their own pace and re-watch lessons, as
necessary. Links to video lessons are listed in the “Announcements” section of MyMathTest
which the student’s entry point for this online tool and is the area editable by instructors
MyMathTest also offers a “View an Example” feature
Workshops are also offered to help students overcome internal or affective obstacles
MJ MINUTE – MyMathTest does not have a sufficient test bank for Calculus and above or
Statistics. As a result, the Calculus+ and Statistics groups supplement or replace MyMathTest with
videos, mini-lessons, breakout groups and worksheets.
Below is a sample group cycle, the rest of Math Jam repeats this similar cycle approximately twice daily:
Mini-Lesson -> Worksheet where students put answers up on the board -> My Math Test Assessment > Study Plan and videos for more practice if they need it
Mini-Lesson by
instructor or
tutor
Retake
Assessment if
time allows
More practice if
needed: Study
Plan, watch
videos,
individual
tutoring.
Worksheet in
groups / at
boards with
tutors
MyMathTest
Assessments
A sample Math Jam Instructor Schedule included at the end of this section gives you a clear idea of what
a typical Math Jam Instruction Week might look like.
Working with Math Jam Tutors
For each Math Jam we engage the tutors in a process of digging deeper into the mathematics to find
alternative methods of explanation and representation. Tutors do the following:
1. Tutors take the placement test and work through all of the various unit-tests
2. Student tutors pick one or two topics on which to present, then work with their instructor on a
lesson plan for that topic
3. Each tutor presents one of the mini-lessons and leads the follow-up activity, which usually
involves having students work at the board or in groups on a worksheet
After the lesson, the other tutors and the instructor should give feedback on how the lesson went.
It is important for the instructor to monitor and support the tutors’ explanations of topics in general.
Sometimes they have interesting and novel methods, but they also need to feel comfortable asking the
instructor for help in explaining when the student is not connecting. Tutors also appreciate when
teachers explain the methodology behind certain approaches, e.g. why we might begin a unit on
fractions by talking about equivalent fractions and not just dive right into adding with unlike
denominators.
Workshops
Throughout Math Jam’s history workshops have been offered to help students overcome internal or
affective obstacles, improve college success skills or provide insight into STEM majors and careers.
Below is a list of workshops we have offered:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Guaranteed 4.0
Overcoming Math Anxiety aka Math Phobia
Strengths Quest
Test Taking Strategies
Time Management
Understanding the Language of Math
Highlight a STEM Major/Career
STEM Club Review
Beating the Odds – Peer Mentoring Program
STEM Center Resource Fair
MJ MINUTE – Response to the STEM majors and career sessions led to the development of an 8
week STEM Speaker Series that runs each Fall and Spring semester at Cañada College highlighting
STEM Professionals from our area and Cañada STEM alums.
Other Resources
In addition to MyMathTest Math Jam instructors have access to the following additional instructional
resources:
1. Math Icebreaker activities
2. Math Games
a. Rational Number Bingo
b. Fraction Bingo
c. Quadratic Equation Bingo
d. Polynomial Bingo
e. Matchstick puzzles
f. Math Casino Games
3. Small prizes for math game winners
4. Lists of online video resources
5. Pre-established Pre and Post-Test protocols
6. Daily schedule reminder announcements they can post and/or announce to their group
Recognizing those who got us here
While many instructors and student tutors have contributed to Math Jam curriculum development,
Math Jam curriculum was primarily designed by Cañada College Engineering faculty Amelito Enriquez
and Math faculty Denise Hum, Michael Hoffman and Ray Lapuz. Without them there would be no Math
Jam.
The Pre-Algebra Group Case Study
Introduction
For most students entering the Pre-Algebra math group, there are some major internal or affective
obstacles. One of the most powerful things we can do during Math Jam is to change these students’
perception about themselves, mathematics and school. This is usually more effectively accomplished
through the relationships they form to other students, the tutors and the faculty member. If these
relationships are centered on learning math and overcoming challenges, they can be extremely powerful
in motivating students and integrating these students into the STEM center and the campus.
Therefore, our approach is to move all the students through the same program and avoid having them
be stuck in one topic for too long. We believe it is better for students to have the experience of working
on the problems as a group/ community of learners, than it is to have them work out their issues in one
particular area. Especially for Pre-Algebra students, the interpersonal impact should not be
underestimated.
For example, a student could possibly spend all of MathJam working on fractions, retaking the tests and
doing the MyMathTest Study Plan. This may be an important step forward for that particular student.
However, that students’ confidence might be better served by moving on to decimals and percentages,
solving simple equations, positive and negative number etc. With limited time, it is my belief that
students are better served by exposing them to many different kinds of problems, and giving them some
time to practice each one. This way, they are more likely to get some problems correct on the
placement test because they have been exposed to more types of problems.
MJ MINUTE – The Pre-Algebra math group at Math Jam is the most “high touch” group, and
therefore, has the lowest student to tutor ratio and higher human instructional involvement
Specific lesson plans for the first day
1. Introductions
a. Introduction Question: In pairs students ask each other the following questions and
then report to the whole group.
• What is your name?
• Where do you live?
• What is your favorite snack?
• If you could visit one place in the world, where would it be?
• What are your goals for Math Jam?
MJ MINUTE – Record the answers to the snack question, and the goals question. This allows you
to discuss the goals with tutors and to provide their favorite snacks during the week, if possible
2. Math Icebreaker
a. Math Icebreaker 1: Rock-Paper-Scissors Tournament
• Before starting, use tutors to model the game
• Play Rock paper scissors (one round is fine)
• The Loser is out, but then becomes cheerleader for the winner, chanting,
“Go______, Yay _______” as the winner goes on to play the next winner. Each
winner inherits all the cheerleaders of the loser.
• Once there is a final winner, ask the question “There were ______ players. How
many total games were played?”
• Invite students to draw diagrams, or show their ideas in any way they see fit.
• Encourage as many ideas as possible emphasizing that math is about a thinking
process, not just the answer. We can’t be afraid to be wrong. The important
thing is to explore.
• Then after someone two or more people have proposed a solution, give them
this “elegant” proof: Each game had a unique loser, there were [n-1] losers and
therefore [n-1] games.
b. Math Icebreaker2 (alternative): The horse problem.
• A man bought a horse for $50
• He sold it again for $60
• He then bought it back for $70
• Finally, he sold it for $80
• Q: What was the financial result? Did he make money? Lose money? Break
even?
• Encourage people to use pencil and paper to write their ideas, then have them
compare with others.
• Take a tally of the different answers on the board. Poll the group to see which
answer is most popular. Usually it’s “$10 gain”, or “He didn’t make any money.”
• Ask the question: “Are there multiple answers?”
• Then, invite different students to make a case for the different answers. See if
anyone’s minds are changed.
• End by either proposing a solution, pointing out how this is probably an ancient
problem.
• Emphasize that Math is about clear reasoning and not just numbers.
• If some are still not convinced of the answer[$20 profit], tell them we’ll be
looking at negative numbers a little later.
MJ MINUTE – Icebreakers are designed to establish a community of respectful mathematical
thinkers. Being explicit about this is worthwhile.
Sample schedule of topics
Math Jam - Pre-Algebra Lecture Series*
Monday Morning:
Monday Afternoon:
Tuesday Morning:
Tuesday Afternoon:
Wednesday Morning:
Wednesday Afternoon:
Thursday Morning:
Thursday Afternoon:
Friday Morning:
Friday Afternoon:
Saturday Morning:
9:00-10:30
10:30-10:45
11:00-12:00
1:00-2:15
2:15-2:30
2:30-3:30
9:00-10:30
10:30-10:45
11:00-12:00
1:00-2:15
2:15-2:30
2:30-3:30
9:00-10:15
10:15-10:30
10:30-12:00
1:00-2:00
2:15-2:30
2:30-3:30
9-10:15
10:15-1:30
10:30-12:00
1:00-2:15
2:15-2:30
2:30-3:30
9-10:15
10:15-1:30
10:30-12:00
1:00-2:15
2:15-2:30
2:30-3:30
9-10:15
10:15-1:30
10:30-12:00
Introductions, Pre-Test
Break
Whole Numbers (Hoffman)
Order of Operations ( _____________ )
Break
My Math Test
Intro to Fractions (Hoffman)
Break
Fractions 2 ( _____________ )
Ratios/Proportions (_______________)
Break
My Math Test
Decimals (________________)
Break
Percents (_________________)
Signed Numbers (_________________)
Break
My Math Test
Basic Algebra (_________________)
Break
Order of Oper’ns 2 (____________)
Simplifying Expressions ( ________ )
Break
My Math Test
Solving Equations (_______________)
Break
MyMathTest
Post-test
Break
Post Program Survey
Post-test Review
Placement Test – Group 1
Break
Placement Test – Group 2
Other Topics that could help students on the placement test if time allows or if
certain students get through the material quickly: Basic Function Notation,
graphing y=mx+b with slope and intercept
* Adapted from a schedule originally developed by Cañada Math student Cristina Arenas
Video Links
The following videos should be provided for use by students who want to review a
particular topic. They may just want to go over it again while at home, or perhaps need
another, alternate explanation to the one given in real-time.
NROC collection videos for Math 811
http://hippocampus.org/
Note: Faculty can register at this website and create their own playlists. Or, post
the following hyperlinks into MyMathTest Announcments, WebAccess, or any
other place where students can access them.
Whole Numbers
Place Value and Names for Whole Numbers
Rounding Whole Numbers
Comparing Whole Numbers
Adding Whole Numbers and Applications
Subtracting Whole Numbers and Applications
Estimation
Multiplying Whole Numbers and Applications
Dividing Whole Numbers and Applications
Properties and Laws of Whole Numbers
The Distributive Property
Understanding Exponents and Square Roots
Order of Operations
Fractions and Mixed Numbers
Introduction to Fractions and Mixed Numbers
Proper and Improper Fractions
Factors and Primes
Simplifying Fractions
Comparing Fractions
Multiplying Fractions and Mixed Numbers
Dividing Fractions and Mixed Numbers
Adding Fractions and Mixed Numbers
Subtracting Fractions and Mixed Numbers
Decimals
Decimals and Fractions
Ordering and Rounding Decimals
Adding and Subtracting Decimals
Multiplying and Dividing Decimals
Estimation with Decimals
Ratios, Rates, and Proportions
Simplifying Ratios and Rates
Understanding Proportions
Percents
Convert Percents, Decimals, and Fractions
Solving Percent Problems
Real Numbers
Variables and Expressions
Integers
Rational and Real Numbers
Adding Integers
Adding Real Numbers
Subtracting Real Numbers
Multiplying and Dividing Real Numbers
Associative, Commutative, and Distributive Properties
Order of Operations
Solving Equations and Inequalities
Solving One-Step Equations Using Properties of Equality
Solving Multi-Step Equations
Special Cases and Applications
Formulas
Solving One-Step Inequalities
Multi-Step Inequalities
Compound Inequalities
Equations and Inequalities and Absolute Value
Math SLO’s TracDat June 2013 Math 110 1. Solve linear algebraic equations and inequalities that model a given application. a. Translate a statement into an appropriate one‐variable linear equation or inequality. b. Use appropriate strategies to find the solutions. c. Model and solve word problems whose solutions require formulating one variable linear equations. 2. Simplify polynomials, and rational expressions. a. Use appropriate techniques to multiply, divide, add, and subtract polynomials and rational expressions. b. Simplify expressions with integer exponents. 3. Construct and analyze a linear graph in a Cartesian coordinate system. a. Use different methods to graph a two‐variable linear equation. b. Interpret the graph. 4. Construct and solve quadratic and rational equations to model a given application. a. Apply factoring techniques to solve quadratic equations. b. Use appropriate methods to solve rational equations. c. Verify that solutions comply with any constraints in the model. d. Model and solve word problems whose solutions require formulating one variable quadratic or rational equations. 5. Solve a two by two system of linear equations. a. Identify the different types of systems and their graphical interpretations. b. Use different methods to solve a system of two linear equations. Math 120  Write and solve linear, quadratic, exponential, and logarithmic equations and inequalities that model a given application.  Use and interpret function notation in algebraic, numerical, verbal, and graphical contexts.  Analyze and solve quadratic, exponential, and logarithmic equations.  Graph and analyze linear, quadratic, exponential, and logarithmic functions. Math130  State and apply correctly the various definitions, values for key angles, and basic identities for the six trigonometric functions.  Produce and interpret graphs of the six trigonometric functions including transformations  Use algebra and identities to solve trigonometric equations.  Use Trigonometric functions to model periodic behavior.  Solve triangles using the definitions of the trigonometric functions, the law of sines, or the law of cosines.  Use algebra and identities to derive or verify identities. Math 222 
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Recognize and classify a function from an equation, graph, or table Identify and apply transformations to functions and graphs, including vertical and horizontal shifts, reflections, and scaling. Describe the short run and long run behavior of polynomial and rational functions. Math 251 
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Interpret derivatives of functions from a numerical, graphical, and symbolic point of view. Compute derivatives numerically, graphically, and symbolically for explicitly defined functions. Apply derivatives to related rates and optimization problems. Math 252 
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Relate Integrals to anti‐derivatives, limits of the Riemann sums, and areas under a curve. Use different techniques of integration to evaluate indefinite and definite integrals Analyze the convergence of improper integrals and evaluate them where possible. Analyze the convergence of series evaluate them where possible. Use integrals to solve problems in geometry, physics, and other fields. Use series to solve problems in math, physics, biology, and other fields. Math 253 
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Compute derivatives of multivariable functions and apply to geometry and optimization problems. Model motion using vectors valued functions. Identify and compute the different types of integrals. Recognize and apply the fundamental theorem of calculus. Math 270 
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Correctly use vectors to solve a problem. Correctly solve a system of equations using matrices and Gaussian elimination. Correctly find the eigenvectors and eigenvalues of a matrix. Math 275 
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Correctly classify differential equations by degree (first‐order, second‐order, ...), linear or nonlinear, ordinary or partial, homogeneous or driven. Correctly develop a differential equation to model a particular situation. Correctly determine whether a given function is a solution to a differential equation. Correctly use a direction field to describe the behavior of the solution to a first‐order differential equation given an initial condition. Correctly determine whether a solution to a differential equation exists and whether or not it is unique. Use standard methods (integrating factors, undetermined coefficients, variation of parameters, Laplace Transforms, numerical methods, power series) to find a solution to an initial‐value problem. Math 811 
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Simplify numeric expressions using mathematical operations using order of operations. Simplify numeric expressions involving fractions. Set up and solve proportion problems. Solve problems involving percentages. Perform mathematical operations using signed numbers. Translate verbal expressions into math and solve. Gain confidence in their math skills and abilities. Using MyMathTest as an Educator
You can use MyMathTest's placement features to assess students' skills at
math and accurately place them in the appropriate course. Using the
online testbanks, you can create tests that assess students' skills at the
developmental math level or at the precalculus level. You also can use
MyMathTest to create short refresher courses to help students come up to
speed with their math skills.
Comprehensive test-creation options: You can design tests that assess
test students' skills at the developmental math level or at the precalculus
level. You select the questions from an online testbank and you can
preview the questions before deciding whether to include them. After
you have chosen the questions, you can view the test as it will appear to
students. In addition, you can have a wide range of options for for your
test. You can set limits on the number of attempts at the test, password
access, prerequisites, partial credit on multi-part questions, and many
other options.
Continuous Testing Experience: Program coordinators or instructors who
require students to take multiple placement tests can now create a group
of tests linked by prerequisite scores that will be delivered to students in
one continuous test experience. Assuming students satisfy the
prerequisite score for the next test in a group, they will be prompted to
continue immediately after they submit the current test. If they don’t
meet the prerequisite score, placement will be calculated using the
results of the just-completed test.
Powerful online gradebook: The MyMathTest online Gradebook
automatically records your students' test results and gives you extensive
control over the results. You can generate detailed reports on the results
and export them to a spreadsheet program, such as Microsoft Excel.
Multiple-program management: Using MyMathTest's coordinator-andmembers feature, you can update all the copies of a test program at
once. You create a master program, called a coordinator, and then
generate copies to be the members. Changes you make to the master
program automatically update the members.
Math110 June MathJam 2013 Pre/Post Test. # Question ID Objective
SLO
1 1.8.57 Use the order of operations. 0
2 3.5.59 Use the order of operations. 0
3 5.5.19 Solve application problems. 0
4 6.5.11 Find the part using the percent equation. 0
5 9.6.17 Multiply real numbers. 0
6 9.6.37 Simplify expressions using order of operations. 0
7 9.6.53 Evaluate algebraic expressions. A
8 9.8.37 Simplify expressions. A
9 10.2.49 Simplify first, and then use the multiplication property. A
10 MC 12.3‐CEA8 Multiply two polynomials. B
11 MC 13.2‐7 Factor trinomials with a coefficient of 1 for the squared term. B
12 11.1.9 Read and interpret graphs. C
13 11.2.3 Complete ordered pairs for equations. C
14 13.2.23 Factor trinomials with a coefficient of 1 for the squared term. D
15 16 17 18 19 20 Write rational expressions in lowest terms. Use function notation. Graph linear inequalities. Solve systems using substitution. Solve systems using elimination. Write rational expressions in lowest terms. D
MC 14.1‐CEA14 MC 11.6‐43 11.5.9 15.2.21 15.3.25 14.1.23 A
C
E
E
B
Math110 Student Learning Outcomes (SLO) 0. PreAlgebra (Math811) A.
B.
C.
D.
E.
Solve linear equations that model a given application. Simplify polynomials and rational expressions. Construct and analyze a linear graph in Cartesian coordinates. Construct and solve quadratic and rational equations to model a given application. Solve a two by two system of linear equations. Math251 June MathJam 2013 Pre/Post Test. # Question ID 1 1.2.12 2 2.1.29 3 2.1.77 4 2.3.25 5 2.4.27 6 2.5.21 7 2.6.59 8 4.2.39 9 5.5.11 10 12.1.7 11 12.1.31 12 12.2.9 13 12.3.3 14 12.4.19 15 12.5.7 16 13.1.1 17 13.2.1 18 13.2.17 19 13.3.28 20 15.2.23 Objective
Solve linear equations in one variable. 0
Evaluate a function. 0
Identify the domain, range, and intercepts of a function from its graph. 0
Write and graph the point‐slope form and slope‐intercept form of the equation of a line. 0
Interpret slope as rate of change. 0
Graph functions involving a sequence of transformations. 0
Form composite functions. 0
Use basic logarithmic properties. 0
Understand the graph of y = sin x, and graph variations of y = sin x. 0
Evaluate limits from a graph. A
Evaluate limits using properties of limits. A
Find points of discontinuity from a function definition. A
Find the average rate of change for a function. B
Use the definition of derivative to find f ' or tangent lines. B
Understand the graphs of a function and its derivative. B
Find derivatives and slopes of tangent lines. B
Use the product rule. B
Use the quotient rule. B
Use the chain rule to find derivatives. C
Solve applications. C
Math251 Student Learning Outcomes SLO
0.
Precalculus A.
B.
C.
D.
E.
Define and determine the limits and continuity. Define and compute derivatives numerically, graphically, and symbolically. Apply derivatives to related rates, optimization, and other real life problems. State the Fundamental Theorem of Calculus. Gain confidence in manipulating functions. Math252 June MathJam 2013 Pre/Post Test. # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Objective
Question ID 13.2.1 13.2.17 13.3.11 13.3.28 13.4.14 16.1.23 16.1.44 16.2.5 16.2.13 16.3.11 16.3.17 16.4.21 16.5.7 17.1.1 17.1.12 17.2.1 17.2.15 11.3.37 11.3.44 11.3.47 SLO Use the product rule. Use the quotient rule. Find compositions of functions. Use the chain rule to find derivatives. Find derivatives of exponential functions. Find indefinite integrals. Find indefinite integrals. Use substitution to find indefinite integrals. Use substitution to find indefinite integrals. Approximate areas. Use definite integrals to find exact areas. Evaluate definite integrals. Find the area between two curves. Find integrals. Find integrals. Find the volume of solids of revolution. Find the volume of solids of revolution. Use the formula for the sum of an infinite geometric series. Use the formula for the sum of an infinite geometric series. Use the formula for the sum of an infinite geometric series. Student Learning Outcomes Math 252 0.
Math 251 A. Relate Integrals to anti‐derivatives, limits of the Riemann sums, and areas under a curve. B. Use different techniques of integration to evaluate indefinite and definite integrals C. Analyze the convergence of improper integrals and evaluate them where possible. D. Analyze the convergence of series evaluate them where possible. E. Use integrals to solve problems in geometry, physics, and other fields. F. Use series to solve problems in math, physics, biology, and other fields. 0 0 0 0 0 B B B B A A B A A A E E D D F Math253 June MathJam 2013 Pre/Post Test. # Question ID 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 13.3.23 13.4.16 16.1.9 16.2.11 17.1.7 18.1.27 18.1.41 18.2.7 18.2.14 18.2.23 18.2.45 18.2.52 18.3.5 18.3.34 18.6.13 18.6.23 18.6.41 18.6.51 Objective
Use the chain rule to find derivatives. Find derivatives of exponential functions. Find indefinite integrals. Use substitution to find indefinite integrals. Find integrals. Find function values. Find function values. Find partial derivatives. Find partial derivatives. Find partial derivatives. Solve applications. Solve applications. Identify relative extrema. Solve applications. Evaluate single and double integrals. Evaluate single and double integrals. Evaluate single and double integrals. Evaluate single and double integrals. SLO
0
0
0
0
0
0
0
A
A
A
A
A
A
A
C
C
C
C
Student Learning Outcomes Math 253 0.
Calculus 1 and 2 A. Compute derivatives of multivariable functions and apply to geometry and optimization problems. B. Model motion using vectors valued functions. C. Identify and compute the different types of integrals. D. Recognize and apply the fundamental theorem of calculus. Math120 June MathJam 2013 Pre Test. # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Question ID Objective Solve linear equations. 10.3.39 10.6.47 Use both properties of inequality. 10.8.61 Solve absolute value equations. 11.4.17 Graph equations, given slope and y‐intercept. 11.4.33 Write an equation given a point and slope. 11.4.39 Write an equation given two points. 12.3.13 Multiply two polynomials. 12.5.47 Use the quotient rule to simplify. 12.5.63 Use combinations of rules. 13.6.29 Solve quadratic equations by factoring. 14.4.47 Add or subtract rational expressions having different denominators. 14.6.35 Solve equations with rational expressions. 15.2.15 Solve systems using substitution. 15.3.35 Solve systems using elimination. 16.3.21 Simplify radical sums and differences. 16.5.23 Simplify expressions involving radicals. 16.7.21 Understand the meaning of a^(m/n). 17.3.33 Use the quadratic formula to solve equations. 18.6.27 Evaluate natural logarithms of powers of e. 18.7.27 Solve logarithmic equations. SLO 0 0 0 0 0 0 0 0 0 0 0 0 A A B B B B C C Math120 Student Learning Outcomes (SLO) 0. Algebra 1 (Math110) A Write and solve linear, quadratic, exponential, and logarithmic equations and inequalities that model a given application. B Use and interpret function notation in algebraic, numerical, verbal, and graphical contexts. C Analyze and solve quadratic, exponential, and logarithmic equations. D Graph and analyze linear, quadratic, exponential, and logarithmic functions. Judy Choy Post Test. # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Question ID 15.1.15 15.2.17 15.3.33 15.5.13 16.2.89 16.3.17 16.4.45 16.7.29 17.1.21 17.3.11 17.4.17 17.6.9 18.4.15 18.5.39 18.6.37 18.7.15 Objective Solve linear systems by graphing. Solve systems using substitution. Solve systems using elimination. Graph systems of linear inequalities. Simplify higher roots. Simplify radical sums and differences. Rationalize denominators with cube roots. Understand the meaning of a^(‐m/n). Solve equations of the form x²=k. Use the quadratic formula to solve equations. Graph a quadratic inequality. Solve various equations that are quadratic in form. Convert between logarithmic and exponential notation. Use the properties of logarithms together. Evaluate common logarithms of powers of 10. Solve logarithmic equations. SLO A A A A B B B B B B B B C C C C Math120 Student Learning Outcomes (SLO) 0. Algebra 1 (Math110) A. Write and solve linear, quadratic, exponential, and logarithmic equations and inequalities that model a given application. B. Use and interpret function notation in algebraic, numerical, verbal, and graphical contexts. C. Analyze and solve quadratic, exponential, and logarithmic equations. D. Graph and analyze linear, quadratic, exponential, and logarithmic functions. MATH JAM – JUNE 2013
INSTRUCTOR SCHEDULE
DAY
1:
9:00
9:30
9:45
10:15
10:45
11:45
12:00
Welcome Survey AND Math Efficacy Survey
Announcements and Tutor Introductions
Interactive Math Activity
Preliminary Program Assessment (Pre-Test)
MyMathTest Individual Student Work
Registration Paperwork
Submit Attendance - Lunch
DAY
2:
9:15
9:30
All Day
11:45
12:00
All Day
Announcements
Follow up missing paperwork, surveys and Pre-Tests
MyMathTest Individual Student Work
Beating the Odds Presentation
Submit Attendance - Lunch
Topic Based Lectures and Breakout Sessions
DAY
3:
9:15
All Day
12:00
All Day
All Day
Announcements
MyMathTest Individual Student Work
Submit Attendance - Lunch
Topic Based Lectures, Breakout Sessions and Workshops
STEM Majors Register for Counseling Appointments
DAY
4:
9:15
9-1
All Day
12:00
All Day
All Day
All Day
Announcements
STEM Major Counseling Appointments
MyMathTest Individual Student Work
Submit Attendance - Lunch
Topic Based Lectures, Breakout Sessions and Workshops
Placement Test Registration
T Shirt Orders/Sizes
DAY
5:
9:15
All Day
All Day
12:00
All Day
Afternoon
Afternoon
Announcements
MyMathTest Individual Student Work
Topic Based Lectures and Breakout Sessions
Submit Attendance - Lunch
Final placement registration
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DAY
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9:00 or 10:30
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Math811 June MathJam 2013 Pre/Post Test. # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Question ID MC 1.7‐12 MC 1.8‐15 MC 1.10‐8 MC 3.5‐12 MC 3.5‐NP4 MC 4.1‐12 MC 4.1‐28 MC 4.6‐6 MC 5.1‐2 MC 5.2‐9 MC 5.4‐2 MC 6.4‐11 MC 6.6‐2 MC 9.2‐22 9.6.27 MC 9.8‐19 MC 10.3‐5 GA.1.18 GA.1.31 GA.1.33 Objective
Round numbers. Use the order of operations. Solve application problems. Use exponents with fractions. Use the order of operations. Write decimals as fractions or mixed numbers. Write decimals in numbers. Convert between decimals and fractions. Write ratios as fractions. Find unit rates. Find the unknown number in a proportion. Find the whole using the percent proportion. Solve application problems about sales tax and commission. Rewrite phrases as algebraic expressions. Divide real numbers. Simplify expressions. Solve linear equations. Measuring Segments Angles Angles Math 811 Student Learning Outcomes: A.
B.
C.
D.
E.
F.
G.
H.
Simplify expressions using mathematical operations using order of operations. Perform mathematical operations using signed numbers. Set up and solve a proportion problem. Solve problems involving percentages. Finding an unknown quantity from a geometric figure. Simplify expressions involving fractions. Translate verbal expressions into math and solve. Gain confidence in their math skills and abilities. SLO
H A G A & F
A & F
F G H C C C D D G B A & B
A & B
E E E Math222 June MathJam 2013 Pre/Post Test. # Question ID 1 0.6.59 2 1.2.12 3 1.2.39 4 1.3.37 5 1.3.79 6 1.5.5 7 1.5.71 8 2.1.29 9 2.3.31 10 2.8.9 11 2.8.51 12 3.1.21 13 5.2.77 14 5.5.49 15 6.1.59 16 6.5.21 17 6.5.59 18 7.1.17 Objective
Simplify complex rational expressions. Solve linear equations in one variable. Solve rational equations with variables in the denominators. Use linear equations to solve problems. Solve a formula for a variable. Solve quadratic equations by factoring. Solve quadratic equations using the quadratic formula. Evaluate a function. Write and graph the point‐slope form and slope‐intercept form of the equation of a line. Find the distance between two points. Convert the general form of a circle's equation to standard form. Graph parabolas. Use right triangle trigonometry to solve applied problems. Understand the graph of y = cos x, and graph variations of y = cos x. Use the fundamental trigonometric identities to verify identities. Find all solutions of a trigonometric equation. Use factoring to separate different functions in trigonometric equations. Use the Law of Sines to solve, if possible, the triangle or triangles in the ambiguous case. Math 222 A. Recognize and classify a function from an equation, graph, or table B. Identify and apply transformations to functions and graphs, including vertical and horizontal shifts, reflections, and scaling. C. Describe the short run and long run behavior of polynomial and rational functions. D. Solve problems involving trigonometry SLO
A
A
A
A
A
A
A
A
A & B
A
A
B
D
D
D
D
D
D
Math130 June MathJam 2013 Pre/Post Test. # Question ID 1 5.1.7 2 5.1.15 3 5.1.23 4 5.1.57 5 5.1.67 6 5.2.24 7 5.2.49 8 5.2.65 9 5.3.1 10 5.3.25 11 5.4.3 12 5.5.5 13 5.5.39 14 6.1.15 15 6.1.27 16 6.5.37 17 6.5.53 Objective
Use radian measure. Convert between degrees and radians. Convert between degrees and radians. Find coterminal angles. Find coterminal angles. Recognize and use fundamental identities. Evaluate trigonometric functions with a calculator. Recognize and use fundamental identities. Use the definitions of trigonometric functions of any angle. Use the signs of the trigonometric functions. Use a unit circle to define trigonometric functions of real numbers. Understand the graph of y = sin x, and graph variations of y = sin x. Understand the graph of y = cos x, and graph variations of y = cos x. Use the fundamental trigonometric identities to verify identities. Use the fundamental trigonometric identities to verify identities. Solve equations with multiple angles. Use factoring to separate different functions in trigonometric equations. SLO
A
A
A
A
A
A
A
C
A
A
A
B
B
C
C
C
C
Student Learning Outcomes A. State and apply correctly the various definitions, values for key angles, and basic identities for the six trigonometric functions. B. Produce and interpret graphs of the six trigonometric functions including transformations C. Use algebra and identities to solve trigonometric equations. D. Use Trigonometric functions to model periodic behavior. E. Solve triangles using the definitions of the trigonometric functions, the law of sines, or the law of cosines. F. Use algebra and identities to derive or verify identities.