COHORT 2

DEPARTMENT OF MATHEMATICS/COMPUTER SCIENCE/INFORMATION TECHNOLOGYCourse Outline for

Course Information/ Semester Title Integrated Arithmetic and Quantitative Reasoning 1 Credit Hours 6 Credit hours (non-credit) Number MAT 013 Section _____________________ Semester/Term _____________________ Meeting time _____________________ Location _____________________

Instructor /Contact Information Name ____________________________________________________________ Office location ____________________________________________________________ Office hours ____________________________________________________________ Office telephone and fax numbers __________________________________________________ Email address ____________________________________________________________ Blackboard link ____________________________________________________________ Website ____________________________________________________________ Other __________________________________________________________________

Course DescriptionA non-credit course that prepares students to take a college-level general liberal arts course in mathematics. All non-STEM students with an arithmetic placement are eligible. A significant portion of class time is devoted to collaborative group work with instructor facilitation and guidance.  Students should be prepared to actively participate in class discussions during every class meeting. This course integrates arithmetic and quantitative literacy with mathematical concepts such as fluency with numbers, proportional reasoning, data interpretation, algebraic reasoning, graphing lines, and modeling. Group work and class discussions will be used to investigate mathematical concepts based on real-life examples. Some examples include: social justice; home repair; population growth and density; and congressional structure. Students who intend to major in science, technology, engineering or mathematics should take MAT 003 instead of this course. Hand-held calculators will be used. Graded on an S-U basis. Prerequisite: College placement test; RDG 001, may be taken concurrently.

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MAT 013 Integrated Arithmetic and Quantitative Reasoning 1

This course will not satisfy the prerequisite for MAT 109 - Algebra and Trigonometry. If you will need MAT 109 as a degree requirement, please see an adviser to discuss proper course sequence.

Detailed Topic OutlineArithmetic:

Module FOperations basicsOrder of operations basicsPlace value, rounding, and estimation basicsPowers of 10Fraction basicsPercent basicsProportion and ratio basicsUnit conversionGeometry

Quantitative Reasoning:

Module 1

Working with and Understanding Large NumbersPlace value and naming large numbers Scientific notation Calculations with large numbers Relative magnitude and comparison of numbers

Estimation and CalculationRounding Fractions and decimals Relationship of multiplication and division Order of operations Properties that allow flexibility in calculations: distributive property, commutative property Perform multistep calculations

Percentages and RatiosEstimations with fraction and percent benchmarks Calculate percentages Write and understand ratios Calculate percentages from a two-way table Use percentages as probabilities and ratios

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Module 2

Using RatiosUnderstand meaning of equivalent ratios in context Use units with ratios Calculate a unit rate Use ratios and proportionality to calculate new values Interpret and use index numbers to calculate new values

Applications of PercentagesCalculate and interpret absolute change between two quantities Calculate and interpret relative change between two quantities Calculate and interpret absolute change between two percentages Calculate and interpret relative change between two percentages Make and interpret comparisons of absolute measurements versus relative measurements

Graphical DisplaysRead and interpret pie graphs, bar graphs, and line graphs Recognize distortion of graphs due to different scales Calculate absolute and relative change from a graphMeasures of Central TendencyCalculate mean, median, and mode of a data set Interpret the meaning of and differences between the mean, median, and mode

Module 3

Making ConversionsUnderstand use of units in making conversions Use dimensional analysis to make a conversion involving multiple conversion factors Geometric ReasoningUnderstand concepts of and units for linear measurement, area, and volume Identify and use the appropriate geometric formula in a given situation

Using Formulas and Algebraic ExpressionsUnderstand the use of variables in formulas and algebraic expressions, including the appropriate way to define a variable

Understand the role of a constant in a formula Use a formula to solve for a value

Using Graphical DisplaysRead and interpret a pictograph Understand the limitations of and potential for distortion in pictographs

Creating and Solving EquationsSolve a linear equation in one variable

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Interpret the solution to an equation Solve an equation or formula for a variable Write and solve proportions Solve complex equations with multiple variable terms and variables in the denominator Solve or estimate the solution to equations with a variable raised to the power of two

Module 4

Linear ModelsCreate, interpret, and use the four representations of a linear model Translate between the four representations of a linear model Identify and interpret vertical intercept, horizontal intercept, and slope from a graph Identify the slope and vertical intercept from an equation Understand that a linear model is defined by a constant rate of change Identify a model as linear based on any of the four representations Understand the role of units in a linear equation Calculate and interpret slope Create a linear equation to model data Understand the limitations of models based on data Use equations, tables, and graphs to solve or estimate solutions to problems Write and use linear equations based on a percentage increase or decrease

Learning Outcomes/Objectives General Objectives:To provide students with: a general concept of arithmetic and the ability to expand on these concepts when applying to

algebraic and quantitative reasoning. the ability to make connections between basic operations, thus allowing them to make

connections to higher level mathematics. the ability to develop a critical problem solving mindset the ability to develop a habit of critically examining quantitative information and learn to test it

for reasonableness, and to explain their reasoning. the ability to read extensively and learn to extract quantitative information from text. the ability to communicate quantitative information through writing and orally presenting their

work.

Instructional MethodThis course should be taught in a small group setting with a student-centered approach to problem solving and little emphasis should be placed on note-taking.

Textbooks and Materials Required textbook: MAT 013 Quantway Core (ver 2.7) Required online access: Quantway Core (ver 2.7) digital access code for Mobius

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Electronic references: https://portal.carnegiemathpathways.org Other: instructors may optionally recommend supplementary materials such as Khan

Academy videos etc. All students must bring a calculator to class each day. It will be used during class and for all exams. No graphing calculators or algebraic manipulators (such as the TI83/TI 89/TI 92) are allowed (Strongly recommended – TI-30XIIS or the TI-30XS Multiview).

Student Responsibilities/Course PoliciesInstructors need to complete the following for their specific policies.

Participation ____________________________________________________________ Homework Homework in this course has two aspects. Students are expected to

complete the “Preparing for the Next Lesson”(PNL) before the start of each class. The PNL is designed to prepare students for the content of the lesson. After the lesson has been completed in class, students are expected to complete the “Out of Class Exercises” (OCE) for each lesson. OCE’s are designed to reinforce the content of the previous lesson and may also give new context and deepen students’ understanding.

The Math Department will provide students with the MAT 013 Quantway Core textbook at no cost. Students will be required to purchase access to an online course management system. Access can be purchased directly online through Carnegie or at the NCC Bookstore. Registration information for this system will be provided by the instructor. Students are required to complete surveys and homework assignments in this online system. Students are encouraged to complete the work on paper as well as online. ONLY the online work will be graded.

Online discussions Faculty and students are encouraged to use an online discussion forum to assist understanding of the content and completion of assignments. There is a forum option in each course’s Blackboard class.

Projects ____________________________________________________________ Group work (include information on effective group procedures) Students should read

through the attached “What to expect in a collaborative classroom” sheet.Students will work in groups of 3 or 4 every day, and are expected to interact with their peers. Classwork is dependent upon completion of homework and every member of the group should be prepared with their book and pencil.

Exams/quizzes 3 module exams, 4 in-class quizzes, cumulative final exam Attendance/lateness policy

No more than 8 absences in a fall or spring semester section that meets 4 times/week. Missed exams/ quizzes policy

____________________________________________________________ Extra credit ____________________________________________________________ Faculty teaching developmental math classes will be required to use the Early Warning

System.

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Course Resources Web sites

o https://www.khanacademy.org/ supplemental videoso https://portal.carnegiemathpathways.org homework and course content

Library services ____________________________________________________________ Labs and learning centers:

MATH CENTER REQUIREMENTAs part of this course, students should avail themselves of further study and/or educational assistance available in the Non-Stem Math Lab (B 125), Math Learning Center (B130), the Math Success Center (B116), and the Math Anxiety Center (B126). Use of the resources in these areas is deemed an integral part of the course, and will help the student master the necessary knowledge and skills for the course.

Study groups ____________________________________________________________ Extra help options ____________________________________________________________

Assessments and Grading Methods for Cohort 2 Final Exam: All students that adhere to the instructor’s attendance policy will be given the

opportunity to take the first attempt at the computerized final exam. If eligible, students will have the opportunity to take the second computerized final exam if needed. In order to pass the course, a student must pass one of the attempts at the computerized final exam. All work done throughout the semester is in preparation for the computerized final exams and used to determine a student’s eligibility for the second attempt. IN ORDER TO PASS THE COURSE, THE STUDENT MUST PASS ONE OF THE TWO COMPUTERIZED FINAL EXAMS. Students that do not pass the course will be given an arithmetic exam to determine if their placement can change to MAT 012. Students that do not pass the arithmetic exam must take MAT 013 next semester.

Final Exam Eligibility: All students that adhere to the instructor’s attendance policy are eligible to take the first attempt at the computerized final exam. A student is eligible to take the second attempt at the computerized final exam in MAT 013 if, and only if, the student maintains an overall classroom average of at least 70%. Students not meeting this requirement are not eligible to take the second attempt at the computerized final exam. Students who pass either computerized final exam will receive a grade of S in the course. Students who do not pass the computerized final exam will receive a grade of U in the course. Students that do not pass the course will be given an arithmetic exam to determine if their placement can change to MAT 012. If the student passes the arithmetic exam, the student will then be allowed to register for MAT 012 the following semester.

Students not maintaining the minimum eligibility requirements in the course are encouraged to attend the Math Success Center on a regular basis.

Grades: o Students must pass one of the final exams in order to receive a grade of S

[Satisfactory] for the course. After successfully completing MAT 013, the student

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may enroll in a credit math course [MAT 100, MAT 101, MAT 102, MAT 114, MAT 118] for next semester.

o If a student does not pass either of the final exams, the student will be given one attempt at passing the arithmetic exam. If the student passes the arithmetic exam, the student will then be allowed to register for MAT 012 the following semester. Note: Student will still receive a grade of “U” for the MAT 013 course.

o There are two other possible final grades for developmental courses: W [official withdrawal] and UU [unofficial withdrawal]. If a student stops attending a developmental course before the 10th week of the semester, the student shall be treated as an unofficial withdrawal and the instructor must assign the grade of UU, which carries the same penalty as a U (new college policy as of Fall 2012).

o A student cannot receive a grade “I” [incomplete] in this class. o No credit will be given for this class. o Any combination of 3 W’s, UU’s or U’s (in any combination) will result in

dismissal from the college. All faculty should administer a minimum of three in-class exams and four in-class quizzes

each semester. Additional exams and quizzes may be given at the instructor’s discretion. These dated grades must be recorded by the instructor on the hard copy class roster. All students should receive frequent feedback as to their performance during the semester.

Attendance policy: (http://collegecatalog.ncc.edu/current/policiesandprocedures/records_registration/attendance.html) Students are expected to attend all classes. Absences due to illness or for other serious reasons may be excused at the discretion of the instructor. Students are advised that absences in excess of 10% of the total class meetings may result being dropped from the course. Some departments may have additional attendance guidelines and related grading policies. The instructor shall detail the specific attendance policy for his/her class. Students are responsible for all course work missed. Students receiving Veterans Administration educational benefits are reminded of their legal obligation to withdraw officially and to notify the VA Certifying Officials in the Office of the Registrar if there are any changes in enrollment.

Provide a clear explanation of evaluation, including a clear statement on the assessment process and measurements. Be explicit! Include format, number, weight for quizzes and exam, descriptions of papers and projects as well as how they will be assessed and the overall grading scale and standards. Frequent evaluation of student work is required and students should receive feedback in a timely manner.

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Americans with Disabilities Statement & Non-Discrimination StatementIf you have a physical, psychological, medical, or learning disability that may have an impact on your ability to carry out the assigned coursework, I urge you to contact the staff at the Center for Students with Disabilities (CSD), Building U, (516)572-7241, TTY (516)572-7617. The counselors at CSD will review your concerns and determine to what reasonable accommodations you are entitled as covered by the Americans with Disabilities Act and section 504 of the Rehabilitation Act of 1973. All information and documentation pertaining to personal disabilities will be kept confidential.

Course Schedule

Week Lesson Topics (Main Math Topic)1 1.0 Introduction, Learning Groups, Classroom expectations, Contract, Syllabus activity

F.2Course log-in/enroll in portal; Group Roles and Responsibilities, Student SurveysFundamental 2: Order of Operations: Addition and Subtraction

F.3 Fundamental 3: Order of Operations: Multiplication and DivisionF.4 Fundamental 4: Order of Operations: Multi-step

2 F.5 Fundamental 5: Place ValueF.6 Fundamental 6: RoundingF.7 Fundamental 7: Large Numbers and Powers of 10F.1 Fundamental 1: Quantitative Reasoning

3 1.1 1.1: Introduction to Quantitative Reasoning (Situation 1)Why Study Mathematics?, Engaging in Production Struggle, Quantitative Reasoning (Situation 2)

1.2Growth Mindset Activity1.2: Seven Billion and Counting

F.14 Fundamental 14: Percent: Just the BasicsF.17 Fundamental 17: Conversions of Percent, Decimal, Fraction

4 1.3 1.3: Percentages in Many Forms1.4 1.4: The Flexible Quantitative Thinker

Quiz 1 Quiz 1 on lessons 1.1-1.4 (suggested) Students Must complete survey on Portal1.5 1.5: The Credit Crunch

5 1.6 1.6: Whose Footprint is Bigger?1.7 1.7: A Taxing Set of Problems (1-4), further application if time permits1.8 1.8: Interpreting Statements About Percentages1.9 1.9: Percentages and Probabilities (Time Permitting)1.R Review Module 1 (Time Permitting)

6 Exam 1 Exam 1: Module 1F.12 Fundamental 12: Ratios and ProportionsF.13 Fundamental 13: Rates2.1 2.1: How Crowded Are We?

7 2.2 2.2: Counting Our Votes (omit question 8)2.3 2.3: Measuring Population Change2.4 2.4: Picturing Data with Graphics

Quiz 2 Quiz 2 on lessons 2.1-2.4 (suggested)8 2.5 2.5: Risk Reduction

2.6 2.6: What is Average?2.7 2.7: Making Good Decisions with Good Statistics

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2.8 2.8: Has the Minimum Wage Kept Up? (Time Permitting)2.R Review Module 2 (Time Permitting)F.11 Fundamental 11: Fractions: Multiplying and Dividing

9 Exam 2 Exam 2: Module 23.1 3.1: Salary per Minute3.2 3.2: The Cost of Driving part 1 and part 2, 1-3a,b only

F.21 Fundamental 21: Geometry: Perimeter, Area, and Volume10 3.3 3.3: The Fixer Upper

F. 20 Fundamental 20: Algebra BasicsQuiz 3 Quiz 3 on lessons 3.1-3.3 (suggested)

3.4 3.4: Breaking Down the Variable3.6 3.6: Balancing Blood Alcohol

11 F.23 Fundamental 23: Linear Equations Part 1F.24 Fundamental 24: Linear Equations Part 23.7 3.7: A Return to Proportional Reasoning3.8 3.8: Solving More Equations

12 3.R Review Module 3 (Time Permitting)Exam 3 Exam 3: Module 3

F.26 Fundamental: Plotting Points4.1 4.1: Lining Up

13 4.2 4.2: Comparing Change4.3 4.3: That is Close Enough4.R Review Module 4 (Time Permitting)Students Must complete survey on Portal

Quiz 4 Quiz 4 on lessons 4.1-4.3 (suggested)14 Cumulative Review

First Attempt at computerized Blackboard Final Exam15 Cumulative Review

2nd attempt at computerized Blackboard Final Exam and single attempt at computerized Arithmetic Exam

Updated: 1/20 Approved for Spring 2020, Summer 2020

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What to expect in a collaborative classroom

This class will be different in many ways from other math classes you may have taken in the past. You are going to interact with each other quite a bit and talk to each other about mathematics. I will put you into groups, and I will expect that you will contribute to the discussion of the problems that your group is working on. I know that some of you do not like to talk in class and that others of you like to talk a lot. So, we will be following a couple of easy rules. We give everyone a chance to talk. We respond to whatever anyone says with respect. We are concerned here about concepts that will help you learn mathematics, and I expect that students in this class will support each other in working together. Please take a few moments to answer the following questions:

1) What makes a good group member?

2) Have you ever been involved in a situation (including group work) where you could clearly identify a person who is not contributing in a positive way? If so, what (appropriate) words could you use to describe that person?

Read over the information on the back of this page; Ten Qualities of an Effective Group Member , by Marty Brounstein Characteristics of Effective and Ineffective Groups (Source: http://www.fisherhouse.com)

3) Do you agree or disagree with these lists? What do you agree or disagree with?

4) What qualities or characteristics of an effective group member do you believe are most important?

5) What characteristics do you have that make an effective group leader?

6) We all can make self-improvements… What improvements do you want to make? Think about your goals in terms of a timeframe as well. Are the improvements you want to make for this semester, this year, etc.? Are they for this class, other classes, or in your personal life?

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Ten Qualities of an Effective Group Member, by Marty Brounstein

1. Demonstrates reliability2. Communicates constructively3. Listens actively4. Functions as an active participant5. Shares openly and willingly6. Cooperates and pitches in to help7. Exhibits flexibility8. Shows commitment to the team9. Works as a problem-solver10. Treats others in a respectful and supportive manner

Characteristics of Effective and Ineffective Groups (http://www.fisherhouse.com) Effective Groups

o All members actively participate.o Participation is encouraged.o When someone speaks, others pay attention.o When someone speaks, others actively try to understand the full meaning of the speaker's

message.

Ineffective Groupso Some members dominate while others are relatively inactive.o People work only to ensure that their own ideas are stated.o When someone speaks, others formulate their own ideas or interrupt the speaker.o When someone speaks, others may believe they understand but often do not.

In order to be a successful group member in MAT 013, it is essential that you understand what an effective group member is and what your group roles will be. All group members are expected to be active in group discussions:

1) Ask and answer questions.2) Suggest ideas and/or explain concepts.3) Come to class prepared for the lesson of the day (book, pencil, PNL completed).

At times, group roles will be assigned. Roles and responsibilities:

Group Manager 1. Keep group on task.2. Eliminate distractions (ex: cell phones put away).3. Make sure everyone in the group has a chance to contribute.

Recorder 1. Write down your group’s responses for questions asked.2. Make sure that every group member is writing a response to each question.

Presenter 1. Present your group’s responses.2. Discuss group work with others.

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3. Speaker of the group if questions/problems arise. Name____________________________________________ Date ______________________

MAT _____________________ Syllabus Quiz

Directions: Take a few moments to quietly review the syllabus. Then answer the questions below. Be prepared to share with your group and the class.

1. How many exams and quizzes will there be this semester?

2. Is there a final exam for this course?

3. What average do you need to have to be eligible to take the final exams at the end of the semester?

4. How many absences are you allowed?

5. What books or other material do you need or have to purchase?

6. What does “PNL” and “OCE” stand for?

7. How big will the in-class groups be?

8. Where can you go to get extra help if you need it?

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MAT 013 – Quantitative Reasoning I Textbook and Digital Access Options

Students will have the following options when purchasing the textbook and digital access for the course:

Option 1 – Purchase Digital Access Online and Obtain the Textbook from the Math Department at No Additional Cost:Students may purchase digital access to Quantway Core (Mobius platform) online directly through Carnegie Math Pathways for $35 (instructions on how to purchase digital access online are on the next page). Students can obtain the custom MAT 013 Quantway Core textbook from the Non-Stem Lab in room B 125 at no additional cost. In order to obtain a copy of the textbook, the student must show their NCC ID.

OR

Option 2 - Purchase Digital Access at the NCC Bookstore and Obtain the Textbook from the Math Department at No Additional Cost:Students may purchase digital access to Quantway Core (Mobius platform) at the NCC Bookstore (instructions on how to redeem a digital access code online are on the next page). Students can obtain the custom MAT 013 Quantway Core textbook from the Non-Stem Lab in room B 125 at no additional cost. In order to obtain a copy of the textbook, the student must show their NCC ID.

***Students have the option of deferring payment and registering for a 28-day courtesy access. Courtesy Access for all students will end on February 17, 2020 and all students must purchase full access to Mobius in order to submit homework from this date on.

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