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MATD 0370Elementary Algebra

2012-2013

Co-chairs: Lecture: Tinh Bui tbui@austincc.edu 223-4040Computer-mediated: Nancy Miller nmiller@austincc.edu 223-8270

List of all committee members updated in the fall semester, available at: http://www.austincc.edu/mthdept5/mman12/cdocs/coursecommittees

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 sections including 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 sectionsFirst 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 nmiller@austincc.edu or tbui@austincc.edu

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 review students 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.

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MATD 0370 Course Objectives required handout – This two-page handout is posted at http://www.austincc.edu/mthdept2/tfcourses/obj0370.htm . 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 problems that 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 required information 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 http://www.austincc.edu/mthdept2/tfcourses/obj0370.htm .)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. About a 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 Disabilities is 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.

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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 needs and 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 allowing enough 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 http://www.austincc.edu/math/ and at most ACC Learning (Tutoring) Labs. E-mail Bob Leibman bleibman@austincc.edu 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 course or 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 score must 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 three different 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 written homework. 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

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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 Testing Center, you should give students its URL http://www.austincc.edu/testctr/ and 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)

The final exam reviews may be found online at http://www.austincc.edu/mthdept5/Revtests/indexr.htm 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 https://onlineserv.austincc.edu/WebAdvisor/WebAdvisor

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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.

Some students 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 www.mymathlab.com/buying.html.

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 separately ISBN 0-321-567382 Instructor’s Edition ISBN 0-321-55945-2 Instructor’s Solutions Manual: ISBN 0-321-56732-3 Printed Test Bank download at www.pearsonhighered.com Instructor & Adjunct Support Manual………….ISBN 0-321-56740-4 Digital Video Tutor, DVD: ISBN 0-321-59932-2 InterAct Math Tutorial Website www.interactmath.com TestGen-EQ/Quiz Master-EQ;Win/Mac: www.pearsonhighered.com

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 www.mymathlab.com for more information.

Instructors who have attended training can use MyMathLab to assign part of their homework online homework and practice tests, track students' results, and create an online community using a variety of course-management tools. Visit www.mymathlab.com for more information. If you choose to set up your own course, you’ll need to give students that unique course number in

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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.

ACC Mathematics Dept. approved policy on Use of MyMathLab for homework in MATD 0370MyMathLab   homework   problems   have   some   great   advantages,   in   that   students   get   immediate   feedback,   and   they   must   redo   problems   until   they   get   them   correct.   However,   they   have   some   shortcomings   as   well.   For   this   course,   the   primary   shortcomings   are   the   following:  

Grade is based on answer only, not on showing steps. This is especially important for applications.

Use of graphing tool may involve different skills from graphing by hand. Multiple choice questions on some topics may be easier than written answers.

This is especially true for graphs. Set-builder notation is partially filled in by computer, so students do not get

practice in using notation correctly. Without specific instructions to do so, students will tend not to keep a written

record of their homework. They will try to figure out answers in their head or by doing “chicken scratch” which gets thrown away.

MATD 0370 incorporates study skills as an important part of the course and professors of MATD 0370 give attention and value to study skills by looking at students’ written work and providing feedback.

Because   of   these   shortcomings,   the   committee   has determined   that   written mathematics work should   be   incorporated   into   the   assignments.   Each   professor needs to address these   issues   to   properly   prepare   students   for open response   written   work   that   is   expected   on   tests.   One   way   to   do   this   is   to   use   the   split   assignments   from   the   manual   pages   and   assign   value   to   the   written   homework on the course grade.   If   you   are   using   MyMathLab   for more than half the   homework,   be   prepared   to explain   how   you   are   incorporating   written   work   into   your   course   in   your   “How   I Taught   the   Course”   essay   that   you   submit   with   your   portfolio.  

Pearson has a tutoring center that is available by phone for students using any of their texts. Information about the service can be found at www.aw-bc.com/tutorcenter/. Hours of operation are Sun-Thur: 4 PM - 11 PM Central time.Students toll-free: 1.800.877.3016Instructor info: 1.800.666.8801Fax: 1.877.262.9774Email Questions: mtutor@pearson.com

Workshops on MyMathLab will take place for all interested faculty each year.

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Testing Schedule: The schedule of sections and tests is only a suggested one. Be sure to cover all sections and objectives, but feel free to make adjustments to the order in which you teach the sections. The course committee recommends that instructors give at least 4 tests with primarily open response problems (prior to the final) and that problems from Sections 2.4, 2.5, & Chapters 3 & 5 be included as reviews & on later tests.

Additional Notes: The syllabus allows time in the course for each of the following: (1) deep investigations into the concepts of mathematics, (2) group work, (3) active participation and involvement for all students, and (4) instruction in study skills.

Some of the Synthesis problems not assigned are excellent group activities but do not include Synthesis level problems on tests. Some of the Collaborative Corners are valuable for encouraging the students to construct their own meanings rather than memorize rules. Instructors agree on the importance of students understanding the mathematical concepts rather than repeating routine steps and “shortcuts.” Many faculty members give all or most exams, except the final and perhaps the fourth test, in testing centers to allow maximum instruction time in class. When giving exams, it is important to test students’ knowledge and understanding rather than their speed.

We encourage you to use the Connecting the Concepts, Study Skills, and Teaching Tips sections. Read the discussion about the first two of these in the Preface. Notice the Teaching Tips in margins throughout the book. Requiring students to do homework problems from the Synthesis problems with more complex algebraic manipulations would result in a course substantially more advanced than is intended. Be sure to provide students with answers to problems in homework when the answers are not provided in the back of the text.

Problems from the skill maintenance exercises are included in the suggested homework with all answers in the text. Encourage students to do the problems in the homework so they will be prepared to use these skills and this knowledge when they need them later in the semester and in later life.

Comments on the Course Content

Study Skills: Many students entering this course have poor math study skills, which can lower their chances for success in the course. Research has shown that improving affective areas (attitudes and emotions) and study skills leads to improved grades. Use the many Study Skills tips found in the margin of each section of the text or your own study skills handouts.

Chapter 1: In a sixteen-week semester, in addition to completing your class introduction and Pretest (and Pretest review if you choose to review) during the first week of classes, you should cover the bulk of Chapter 1 by the end of the first week of classes. See the weekly schedules in the First Day Handout for Students for more details, or for different length semesters. Topics that may require extra attention include order of operations, translating words into algebraic notation, factoring out the GCF using the distributive law, and commutative and associative laws of addition and multiplication. Using the Distributive Law to factor polynomials in 1.2 on page 17-18 is not covered in our prerequisite course, Basic Math Skills. Also new to students from Basic Math Skills is the meaning of rational, irrational, and real numbers in 1.4.

During the first week of classes, you should be able to cover everything listed for Week 1 in the Information for Students (on the following pages of this section of the math manual). If students indicate that they need more than brief instruction of this material, talk to them individually to determine which of the following two recommendations to make to each student: (1) stay in MATD 0370, but get additional help by visiting the free tutoring center (learning lab) at any ACC campus,

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or (2) move back a level to the MATD 0330 Basic Math Skills course instead. For more information, please refer to the section on Appropriate Course Placement in the Notes for Instructors (on the previous pages in this section of the math manual). Chapter 1 is a good place to introduce group work by using group activities like the Collaborative Corner on p. 68 (1.8.)

Chapter 2: Some of this chapter (except inequalities and the more sophisticated equations and word problems) should be review for the student. We recommend that you teach the first 4 sections of this chapter thoroughly but quickly to allow more time in the course for exploring new material. The addition and multiplication principles, which are used separately in 2.1, are combined in the problems in Section 2.2. Discuss with students clearing fractions and decimals from equations, but emphasize that this procedure is used only for equations (when you are able to balance your action by performing the same operation on both sides of the equation) and is not used to clear fractions or decimals from expressions. Contradictions and identities are defined in Exercise Set 2.1 between problems #86 and #87, and will likely be new concepts for many of our students. Be aware that students who have taken our MATD 0330 class will likely not have encountered problems like #75-80 in Exercise Set 2.2.

Instructors from many disciplines stress how important it is for students to know how to solve formulas for an indicated variable. For Section 2.3, you might ask students to bring to class formulas that they have encountered, and then help them solve these formulas for specific variables. Section 2.6 may be new material for most students and may require extra attention. We omit Section 2.7 so that we will have more time to explore new topics. The Collaborative Corner problems on p. 92 (2.2) and p. 108 (2.4) provide good opportunities to use group work.

Chapter 3: Most students are familiar with bar graphs, line graphs, and circle graphs, but many have never graphed linear equations using a rectangular coordinate system. This is a very important concept connecting symbolic and visual thinking and requires special attention. By introducing this topic early in the semester, we are able to include graphing on all later exams. This chapter presents graphing lines by plotting points, intercepts, & slope-intercept. It is important for students to understand not only graphing points and lines but also using graphing to solve problems. The applications throughout this chapter demonstrate this. The Collaborative Corner on p. 156 (3.1) is a fun way for students to learn how to plot points. In Section 3.3, horizontal and vertical lines are introduced. Rates are discussed in Section 3.4. In both this section and the next, you may want to use some of the examples in the book to show students the connection between the symbolic, graphical, and numerical approach to problem solving. The term "slope" is introduced in Section 3.5. For this section, remind students about rates of change with which they are already familiar and facilitate their constructing concepts to include the mathematical definition of slope and applications. Chapter 4: Notice that in Section 4.7, division by a binomial (long division of polynomials) is no longer covered in this course but instead is covered in MATD 0390 Intermediate Algebra. Some of Chapter 4 is review for the student. It is important that students understand the terminology introduced in this chapter, including polynomial, term, coefficient, and degree. Some students are familiar with the rules of exponents, collecting like terms, simplifying and/or evaluating algebraic expressions, and multiplying polynomials. Many have never seen the special products in Section 4.5, and negative exponents and scientific notation in Section 4.8. Focus on reasons these make sense in our number system, rather than memorizing rules. It is important when teaching scientific notation to show students how to enter scientific notation into their calculators and also how to read numbers displayed in scientific notation on their calculators.

Chapter 5: Factoring is a new concept for most students. We recommend that you teach factoring thoroughly but do not spend an excessive amount of time in Sections 5.1-5.5, where factoring

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techniques are introduced. Instead, spend more time on applications of factoring in Sections 5.6 and 5.7 and in Chapter 6, where factoring is used. Some students can describe problems that they have faced outside of a mathematics class using right triangles in Section 5.7. Some instructors solve a few quadratic equations by factoring after each factoring section for 5.1-5.5. Notice that factoring sum and difference of cubes is not covered in this course.

Chapter 6: In Chapter 6, parts of Sections 6.6 and 6.7, which were previously optional, are no longer optional and now must be covered. New material is now also covered in Sections 6.3 and 6.4. The difficulty level is indicated by the selected problems in the Suggested Homework List. We introduce rational expressions including simplifying, along with some multiplication and division, and some addition and subtraction, now including simple unlike denominators. Students who take MATD 0390 will receive further instruction on these topics. A focus here is to give students lots of practice factoring. In Section 6.7, cover only the parts of the section on similar triangles and proportions. Also, students will have already covered clearing equations of fractions in section 2.2, and Mary Parker has suggested that expanding this coverage to the monomial denominators in the rational equations in Section 6.6 will help students who go directly to MATH 1342 Elementary Statistics from Elementary Algebra. In section 6.3, you will want to include a couple of examples for finding LCM like example 5b with simple binomials that don’t need factoring. We should each create some examples for classroom instruction in which students will find the LCM of a monomial and a binomial like 3x and x+3, and two binomials like x-5 and x+1.   These examples will give students a smooth transition to Section 6.4.

Chapter 7: This is another excellent place to talk about problem solving and its importance in your students' lives. The Collaborative Corner on p. 436 (7.1) looks very good. The Connecting the Concepts on p. 451 (7.3) can provide opportunity for students’ organizing their knowledge and provoke a good discussion on choosing methods. If you have not tried group work in class yet, Section 7.4 is an excellent place to use it. The Collaborative Corner on p. 461 (7.4) using only activities 1 & 2 will appeal to some groups. We omit 7.5. We recommend integrating the review for the final exam in with your instruction of new topics daily as soon as your students finish Test 4. Use the review sheet for the final exam available from your campus administration assistant or online at http://www.austincc.edu/mthdept5/Revtests/indexr.htm

Chapter 8: Section 8.1 on square roots is included to prepare students for solving quadratic equations by the square root method and Section 8.2 is now covered for simplifying square roots to use with the quadratic formula in Chapter 9. Focus not only on the meaning of the square root, evaluating integer square roots, and getting decimal approximations of irrational square roots, but also now on simplifying simple square roots as indicated by the problems selected in the Suggested Homework List for Section 8.2.

Chapter 9: Students must be able to select an appropriate method for solving a quadratic equation and apply it correctly. Students are not required to memorize the quadratic formula. A few of the homework problems selected for the quadratic formula (9.3) now require simplifying radicals. Some of the applications assigned in section 9.3 can also be solved by factoring, but they are a useful review. Be sure to give 1 or 2 short in-class quizzes on use of the quadratic formula so students will be prepared to determine when to use it and how to use it. It will be provided on the final exam, but they will need to determine on which problem(s) they need to use it. Some of our groups will appreciate the Collaborative Corner on p. 540 (9.1) if time permits. One additional section (9.4) is provided for you to cover if time permits. The few problems we have selected for students to solve in this section will give them additional practice solving formulas for the indicated variable.

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MATD 0370, Elementary Algebra, 2012-2013

First Day Handout for Students

Semester: Section: Synonym:Campus: Room#: Time:

Instructor's Name: Office Hours:Office: Other hours by appointment.Phone Number: Web Site, if applicable:E-mail:

Prerequisite: C or better in Basic Math Skills (MATD 0330), or its equivalent knowledge, or a passing score on the MATD 0370 placement test

Required Texts/Materials:

Elementary Algebra, Concepts and Applications incl MyMath Lab , 8 th Edition, Bittinger & Ellenbogen; Pearson. (ISBN 0-321-61615-4)Hardback (ISBN 0-321-67373-5) Loose Leaf. Stand alone text without MyMath Lab 0-321-55717-4You can access the material from the first two weeks online at

http://www.austincc.edu/mthdept2/text/ password: acc0370

MyMathLab access: In some sections of Elementary Algebra, MyMathLab is required, and in others it is optional. Check with your instructor to find out if it is required for your section. All new textbooks purchased at an ACC bookstore include MyMathLab access. It may not be included with the purchase of a used book, and may not be included with a new book purchased at a different bookstore. Refer to the handout Information about MyMathLab.

Supplemental Materials: Rectangular coordinate graphing paper, Scientific calculator

Course Rationale: Welcome to Elementary Algebra. As with all developmental math courses, Elementary Algebra is designed to provide you with the mathematical foundation and personal confidence to enable you to use mathematics in your future life. This course is designed to prepare you for MATD 0390 (Intermediate Algebra) and the algebra-based courses that follow it or for MATD 0385. It also offers you one way to prepare for MATH 1332 (College Math, formerly Topics in Math), MATH 1342 (Elementary Statistics), and MATH 1333 (Math for Measurement) after you have passed the math portion of the state-approved test, like THEA or TCOMPASS.

Course Description (MATD 0370 Elementary Algebra): A course designed to develop the skills and understanding contained in the first year of secondary school algebra. Topics include review of operations on real numbers, graphing linear equations, solving linear and quadratic equations, solving systems of linear equations, polynomials, factoring, and applications.

Course Objectives/Learning Outcomes: Instructors must include all of these, not just a link to them, in the First Day Handout for students. They are posted at http://www.austincc.edu/mthdept2/outcomes

Instructional Methodology: This course is taught in the classroom as a lecture/discussion course.

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MATD 0370, Elementary Algebra, 2012-2013

First Day Handout for Students TSI Warning for students who are not TSI complete** Students who are not TSI complete in math are not allowed to enroll in any course with a math skill requirement.

All students are required to be "continually in attendance" in order to remain enrolled in this course. If this is the only developmental class you are enrolled in, and you withdraw yourself from this course or are withdrawn by your instructor, then:

a) You may be withdrawn from courses that you should not be enrolled in, such as any class with a math skill requirement.

b) You will have a hold placed on your registration for the following semester. The Hold will require that you register for the next semester in person with an advisor or counselor and that you work with the Developmental Math Advisor during that semester.

c) You will continue to face more serious consequences, up to being restricted to only registering for developmental courses, until you complete the required developmental math course or satisfy the TSI requirement in another way.

More information can be found at http://www.austincc.edu/math/tsiwarning.htm.

** If you are unsure whether or not this warning applies to you, see an ACC advisor immediately.

Importance of Completing Developmental Course RequirementsThe first steps to achieving any college academic goal are completing developmental course requirements and TSI requirements. The first priority for students who are required to take developmental courses must be the developmental courses. TSI rules state that students are allowed to take college credit courses, if they are fulfilling their developmental requirements. Because successful completion of developmental courses is so important, ACC will intervene with any student who is not successfully completing developmental requirements. This intervention can mean a hold on records, requiring developmental lab classes, working with the Dev Math Advisor, and monitoring during the semester.

Additional information about ACC's mathematics curriculum and faculty is available on the Internet at http://www.austincc.edu/math/

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MATD 0370, Elementary Algebra, 2012-2013

First Day Handout for Students

Course Evaluation/Grading Scheme: Grading criteria must be clearly explained in the syllabus. The criteria should specify the number of exams and other graded material (homework, assignments, projects, etc.) and should include the comprehensive departmental final exam. Instructors should discuss the format and administration of exams, which may be given in an ACC Testing Center http://www.austincc.edu/testctr/ . Guidelines for other graded materials, such as homework or projects, should also be included in the syllabus.

Course Policies: In addition to the grading scheme, the syllabus should also include the following policies of the instructor:

Missed exam policy Policy about late work (if applicable) Class participation expectations Reinstatement policy (if you choose to allow this possibility) IP grades (In developmental courses only, and only if you choose to allow this possibility.)

Suggested statements:

In Progress grades (IP) are rarely given. In order to earn an "IP" grade the student must remain in the course, be making progress in the material, not have excessive absences, and not be meeting the standards set to earn the grade of C or better in the course. Students who are given an IP grade must register and pay for the same course the next semester they take a math class to receive credit. Students who make a grade of IP should not go on to the next course with that grade. A maximum of two IP grades can be awarded in any one course.

Reinstatement policy : Students who withdrew or were withdrawn generally will not be reinstated unless they have completed all course work, projects, and tests necessary to place them at the same level of course completion as the rest of the class. Reinstatements must be completed before the deadline, which is the same as the deadline for withdrawals.

ACC Policies: ACC has a series of policies that the syllabus must contain. These policies include statements on

Attendance, * Withdrawal, * Incomplete Grades, * Scholastic Dishonesty, Students Rights and Responsibilities, * Safety, * Use of ACC Email, Academic Freedom, * Testing Center, * Student Services, * Students with

DisabilitiesYour First Day Handout must have a statement for each of these headings.

Insert the full text of those statements, not just a link, in your First Day Handout.To find the policies go to www.austincc.edu/mthdept5/mman12/statements.html

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These are the ACC recommended statements, except for the Incomplete Grade statement. The included Incomplete Grade statement is a combination of the ACC recommended statement and the Math Dept recommended statement which we have used for many years.

Additional Details on Course Policies: It is important that your syllabus / first-day handout provides clear statements to your students about the policies you will enforce. You are encouraged to provide an additional section of more detailed policies on the topics in the general ACC policies, consistent with the language that the math department and this course committee has used in the past. For most courses, that will include the number of absences that is unacceptable under attendance, the session's actual last date to withdraw, and possibly a statement on Student Discipline such as the one available from http://www.austincc.edu/mthdept5/mman11/statements.html This section of your handout might be titled "Additional Details on Course Policies." Following is suggested language Attendance and withdrawals: Attendance is required in this course. Students who have excessive absences may be withdrawn. TSI-mandated students who have excessive absences will be withdrawn. The Final Withdrawal date for this session is _______________________________

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Suggested Course Schedules (list your session only)

Wk 16-Week 12-Week 8-Week 11-Week 5.5-Week1 Introduction,

Pretest, 1.1-1.6 Intro., Pretest, 1.1-2.1

Intro., Pretest, 1.1-2.4

Intro., Pretest, 1.1-2.2

Intro., Pretest, 1.1-2.6, Test 1, 3.1

2 1.7, 1.8, 2.1-2.3 2.2-2.6, Test 1 2.5-2.6, Test 1, 3.1-3.4

2.2-2.6, Test 1, 3.1

3.2-3.7, 4.1-4.3, Test 2

3 2.4-2.6, Test 1 3.1-3.4 3.5-3.7, 4.1-4.3, Test 2, 4.4

3.2-3.5 4.4-4.8, 5.1-5.5

4 3.1-3.4 3.5-3.7, 4.1 4.5-4.8, 5.1-5.5

3.6-3.7, 4.1-4.3, Test 2

5.6-5.7, Test 3, 6.1-6.4, 6.6, 6.7, 7.1-7.2

5 3.5-3.7 4.2-4.3, Test 2, 4.4-4.5

5.6-5.7, Test 3, 6.1-6.4

4.4-4.8, 5.1 7.3-7.4, Test 4, 8.1, 8.2, 9.1, 9.3, opt 9.4, Review

6 4.1-4.3, Test 2, 4.4

4.6-4.8, 5.1-5.2

6.6, 6.7, 7.1-7.3

5.2-5.5 Final Exam

7 4.5-4.8, 5.1 5.3-5.6 7.4, Test 4, 8.1, 8.2, 9.1

5.6-5.7, Test 3, 6.1-6.2

8 5.2-5.5 5.7, Test 3, 6.1-6.3

9.3, opt 9.4, Review, Final Exam

6.3-6.4, 6.6, 6.7, 7.1-7.2

9 5.6-5.7, Test 3, 6.1

6.4, 6.6, 6.7, 7.1-7.2

7.3-7.4, Test 4, 8.1, 8.2

10 6.2-6.4 7.3-7.4, Test 4, 8.1, 8.2

9.1, 9.3, opt 9.4

11 6.6, 6.7, 7.1 9.1, 9.3, opt 9.4

Review, Final Exam

12 7.2-7.3 Review, Final Exam

13 7.4, Test 414 8.1, 8.2, 9.115 9.3, opt 9.416 Review, Final

Exam

15

2012-2013 Elementary Algebra Suggested Homework (Bittinger & Ellenbogen, 8th Ed)*Sections with asterisks are sections that contain some review. For sections not requiring MML

Section Pages Assigned Problems

1.1* 10-12 1, 3, 5, 11, 13, 19, 25, 27, 29, 31-79 (odd), 80, 89, 91, 93

1.2* 18-20 1-9 (odd), 15, 17, 23, 25, 29, 31, 35-45 (odd), 49, 51, 55, 59, 61, 63, 69-83 (odd), 89, 90, 91, 93

1.3* 21-28 1-4 (all), 5, 7, 12, 15, 21, 23, 27, 29, 33, 37, 39, 45, 47, 51, 61-77 (odd), 83, 85, 87

1.4* 35-37 15, 17, 19-33 (odd), 37, 39, 43, 47, 48, 49-65 (odd), 69, 71, 73, 75, 77, 78, 79, 83, 85, 89, 93

1.5* 41-43 7, 9, 13, 17, 23, 31, 35, 41, 43, 51, 53, 55, 57, 59, 60, 67, 69, 71, 75, 77, 79, 83, 87

1.6* 48-50 4-9 (all), 11, 15, 19-37 (odd), 41, 43, 49, 51, 59, 67, 69, 75, 83, 91-113 (odd), 119, 125, 129, 135, 139, 143

1.7* 56-58 1, 5, 6, 7, 8, 10, 11, 21, 37, 39, 47, 49, 51, 53, 57, 61, 63, 73-101 (odd), 102, 103, 105, 107, 108, 111, 115, 117, 123, 124

1.8* 66-67 1-15 (odd), 19, 27, 31, 35, 37, 39, 41, 45, 47, 51, 55, 56, 59-73 (odd), 79, 83, 85, 87, 91, 93, 101

2.1* 83-85 11, 13, 15, 19, 25, 29, 33, 37, 39, 41, 45, 49, 51, 55, 57, 69, 79, 87, 89, 90, 91

2.2* 90-91 1, 3, 5, 7, 11, 15, 19, 25, 29, 39, 47, 49, 51, 53, 55, 57, 61-81 (odd), 86, 89, 90, 95, 97

2.3 96-98 1-29 (odd), 33, 35, 37, 56, 59

2.4 103-107 19, 21, 23, 33, 35, 37, 39, 43-57 (odd), 61-65 (all), 69, 75, 77, 81, 83, 89, 90, 95, 97

2.5 115-119 1-9 (odd), 15, 17, 19, 21, 27-43 (odd), 552.6 126-127 1, 3, 9, 11, 17, 23, 25, 27, 29, 37, 41, 47, 53, 57, 61, 63, 67, 73, 79, 105

Test 1 up thru 2.63.1 152-155 13, 14, 17, 19, 21, 23, 25, 27, 29, 31, 33, 41, 43, 45, 51, 57, 593.2 163-165 7, 15, 17, 21, 23, 27, 29, 33, 35, 37, 39, 43, 49, 57, 60, 62, 653.3 171-173 7, 9, 11, 17, 23, 27, 29, 35, 37, 53, 59, 63, 67, 69, 71, 73, 77, 78, 79, 833.4 177-182 9, 11, 13, 19, 23, 25, 27, 2933, 35, 47, 49, 53

3.5 188-194 1, 3, 7, 15, 17, 19, 21, 25, 27, 31, 33, 35, 39, 41, 43, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 73, 75

3.6 199-201 1, 3, 5, 9, 11, 15, 19, 25, 27, 35, 39, 43, 45, 49, 55, 61, 63, 65, 67, 71, 73, 87, 89, 91 3.7 209-212 1, 7, 9, 15, 19, 25, 29, 39, 41, 43, 49, 51, 53, 55, 57, 61, 63, 65, 69, 76, 78

4.1 228-229 1, 3, 5, 7, 9, 11, 15, 17, 19, 21, 23, 25, 33, 37, 45, 47, 49, 51, 55, 61, 65, 73, 77, 83, 85, 87, 89, 61, 96

4.2 234-238 1, 4, 5, 8, 9, 11, 13, 15, 19, 21, 25, 27, 29, 31, 33, 35, 37, 39, 41, 45, 49, 53, 55, 57, 61, 63, 65, 67, 69, 71, 73, 75, 78, 79, 82

4.3 243-245 7, 9, 13, 17, 23, 27, 33, 37, 39, 45, 47, 53, 57, 59, 61, 78, 82, 93Test 2 up thru 4.3

4.4 251-252 9, 15, 17, 23, 27, 31, 33, 37, 39, 41, 43, 45, 57, 59, 61, 75, 774.5 260-262 1, 2, 5, 11, 13, 15, 23, 27, 41, 45, 51, 53, 59, 61, 67, 91, 105, 107, 1094.6 268-271 1, 3, 5, 7, 9, 11, 13, 25, 29, 33, 35, 39, 43, 45, 55, 61, 63, 714.7 276-277 1, 3, 5, 7, 9, 11, 13, 15 No Long Division of Polynomials here

4.8 284-2861, 3, 5, 9, 11, 13, 15, 21, 25, 27, 29, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 87, 91, 93, 95, 97, 101, 103, 105, 107, 109, 111, 113, 117, 120, 123

16

2012-2013 Elementary Algebra Suggested Homework (Bittinger & Ellenbogen, 8th Ed)

5.1 304-305 1-7(odd), 11, 13, 25, 27, 29, 30, 31, 33-61(odd), 67-72(all)5.2 311-312 1-61(odd), 64, 66-70(all)5.3 321-322 1, 3, 5, 6, 7, 8, 11, 16, 17, 21, 27, 29, 31, 41, 43, 47, 81- 87(odd)5.4 328-329 1, 2, 3, 5, 9, 11-37(odd), 51-57(odd), 61, 67, 73, 79, 81, 94, 95, 97, 99

5.5 333-334 1, 3, 4, 5, 7, 9, 11, 13, 17, 19, 21, 25, 29, 33, 35, 37, 39, 41, 43, 51, 53, 59, 81, 84, 85

5.6 340-342 1, 3, 7, 11, 13, 17, 21, 25, 29, 37, 41, 45, 47, 49, 71, 725.7 351-354 3-23(odd), 27, 28, 29, 30, 31, 32, 35, 41, 47

Test 3 up thru 5.7 (See previous page for more new sections)6.1 369-370 7-23(odd), 27, 33, 35, 37, 47, 51, 636.2 374-375 1, 13, 15, 19, 23, 25, 43, 47, 49, 51, 55, 59, 73, 746.3 383-384 5-8(all), 13-23(odd), 35, 39-47(odd), 51, 57, 59, 61, 63, 65-71(odd) 6.4 390 1, 5-29(odd)

6.6 405 5, 11, 13, 17, 19, 23, 31, 49-52(all) (This section is only at the difficulty level indicated by selected problems)

6.7 416-419 19, 21, 27, 37, 43, 45, 47, 49 7.1 434-435 1, 3, 5, 11, 13, 17, 19, 21, 25, 31, 49-53(odd)7.2 440-442 3, 4, 5, 11, 17, 21, 25, 29, 31, 33, 35, 39, 41, 43, 45, 49, 51, 59, 62, 637.3 448-450 1-4(all), 9, 13, 15, 17, 21, 25, 29, 33, 41, 43, 45, 53-57(odd)7.4 457-459 1, 3, 5,7, 9, 11, 13, 15,17, 19, 21, 23, 27, 37, 39, 41

Test 4 up thru 7.48.1 488-489 11-31(odd), 39-43(odd), 47, 51, 75, 77, 798.2 495 29-33(odd), 47-51(odd) 9.1 538-539 1-5(all), 7, 9, 11, 12, 18, 21, 25, 29, 31, 479.3 552-553 5-13(odd), 23, 25, 26, 29, 30, 31, 32, 33, 36, 37, 39, 45, 47, 51-56(all)

9.4 (opt.) 558-559 5, 7, 9, 43, 44 (This section is still optional)

17

2012-2013 Elementary Algebra Suggested Homework (Bittinger & Ellenbogen, 8th Ed)

Homework assignment for instructors who choose to use MyMathLab. This assignment is divided roughly evenly between problems from the software and problems from the textbook.”

*Sections with asterisks are sections that contain some review.

Section PagesAssigned Problems

Online Written

1.1 10-12 13, 25, 27, 31, 35, 39, 41, 47, 49, 51, 55, 59, 63, 65

1, 3, 5, 11, 19, 29, 33, 37, 43, 45, 53, 57, 61, 67, 69, 71, 73, 75, 77, 79, 80, 89, 91, 93

1.2 18-20 15, 23, 29, 37, 41, 49, 55, 61, 69, 73, 77, 81, 83

1, 3, 5, 7, 9, 17, 25, 31, 35, 39, 43, 45, 51, 59, 63, 71, 75, 79, 89, 90, 91, 93

1.3 27-28 5, 15, 21, 27, 29, 37, 47, 51, 65, 67, 73, 75, 77, 87

1, 2, 3, 4, 7, 12, 23, 33, 39, 45, 61, 63, 69, 71, 83, 85

1.4 35-37 17, 21, 25, 31, 33, 39, 47, 49, 51, 53, 57, 61, 65, 71, 75, 79, 83

15, 19, 23, 27, 29, 37, 43, 48, 55, 59, 63, 69, 73, 77, 78, 85, 89, 93

1.5 41-43 7, 13, 23, 35, 43, 53, 55, 57, 67, 71, 77, 83 9, 17, 31, 41, 51, 59, 60, 69, 75, 79, 87

1.6 48-509, 15, 19, 21, 27, 31, 35, 41, 49, 59, 69, 83, 93, 97, 101, 105, 109, 113, 125, 135, 143

4, 5, 6, 7, 8, 11, 23, 25, 29, 33, 37, 43, 51, 67, 75, 91, 95, 99, 103, 107, 111, 119, 129, 139

1.7 56-58 11, 37, 49, 53, 61, 73, 77, 81, 85, 89, 93, 97, 101, 103, 107, 111, 117, 123

1, 5, 6, 7, 8, 10, 21, 39, 47, 51, 57, 63, 75, 79, 83, 87, 91, 95, 99, 102, 105, 108, 115, 124

1.8 66-67 3, 7, 11, 15, 27, 35, 39, 45, 55, 59, 63, 67, 73, 83, 87, 93

1, 5, 9, 13, 19, 31, 37, 41, 47, 51, 56, 61, 65, 69, 71, 79, 85, 91, 101

2.1 83-85 11, 15, 25, 37, 41, 49, 51, 57 13, 19, 29, 33, 39, 45, 55, 69, 79, 87, 89, 90, 91

2.2 90-91 7, 15, 25, 39, 49, 53, 61, 63, 67, 71, 75, 81

1, 3, 5, 11, 19, 29, 47, 51, 55, 57, 65, 69, 73, 77, 79, 86, 89, 90, 95, 97

2.3 96-98 3, 7, 11, 15, 17, 21, 25, 33, 37 1, 5, 9, 13, 19, 23, 27, 29, 35, 56, 59

2.4 104-107 19, 23, 35, 39, 45, 49, 53, 57, 63, 65, 75, 81, 89, 95

21, 33, 37, 43, 47, 51, 55, 61, 62, 64, 69, 77, 83, 90, 97

2.5 115-119 3, 7, 15, 17, 21, 31, 35, 39, 43 1, 5, 9, 15, 17, 19, 27, 29, 33, 37, 41, 552.6 126-127 9, 17, 25, 29, 37, 47, 61, 73, 79 1, 3, 11, 23, 27, 41, 53, 57, 63, 67, 105

Test 1 up through 2.6

3.1 152-155 13, 19, 23, 27, 31, 41, 51, 59 14, 17, 21, 25, 29, 33, 43, 45, 573.2 163-165 7, 17, 21, 27, 39, 43, 57, 65 15, 23, 29, 33, 35, 37, 49, 60, 623.3 171-173 11, 17, 29, 37, 53, 63, 69, 71, 79, 83 7, 9, 23, 27, 35, 59, 67, 73, 77, 78,

18

3.4 177-182 9, 23, 27, 29, 35, 47 11, 13, 19, 25, 33, 49, 53

3.5 188-194 15, 21, 25, 31, 33, 39, 47, 51, 53, 55, 57, 65, 73, 75

1, 3, 7, 17, 19, 27, 35, 41, 43, 49, 59, 61, 63, 67

3.6 199-201 9, 15, 25, 27, 35, 43, 49, 55, 63, 65, 73 1, 3, 5, 11, 19, 39, 45, 61, 67, 71, 87, 89, 91

3.7 209-212 9, 19, 25, 41, 51, 53, 55, 61, 69, 76 1, 7, 15, 29, 39, 43, 49, 57, 63, 65, 78

4.1 228-229 9, 11, 15, 21, 33, 37, 45, 51, 55, 65, 73, 77, 83, 91, 96

1, 3, 5, 7, 17, 19, 23, 25, 47, 49, 61, 85, 87, 89

4.2 234-238 11, 15, 19, 25, 31, 33, 37, 41, 49, 53, 57, 63, 67, 69, 75, 79

1, 4, 5, 8, 9, 13, 21, 27, 29, 35, 39, 45, 55, 61, 65, 71, 73, 78, 82

4.3 243-245 7, 13, 17, 27, 37, 39, 47, 59, 61 9, 23, 33, 45, 53, 57, 78, 82, 93Test 2 up through 4.3

4.4 251-252 9, 17, 31, 39, 41, 43, 59, 61 15, 23, 27, 33, 37, 45, 57, 75, 774.5 260-262 11, 13, 15, 45, 51, 53, 67, 105, 109 1, 2, 5, 23, 27, 41, 59, 61, 91, 1074.6 268-271 9, 13, 29, 35, 39, 43, 61, 63, 71 1, 3, 5, 7, 11, 25, 33, 45, 55,4.7 276-277 3, 7, 11, 15 1, 5, 9, 13

4.8 284-2865, 9, 21, 27, 29, 33, 35, 41, 43, 49, 51, 57, 59, 61, 67, 75, 79, 83, 91, 93, 101, 105, 109, 111, 123

1, 3, 11, 13, 15, 25, 37, 39, 45, 47, 53, 55, 63, 65, 69, 71, 73, 77, 81, 87, 95, 97, 103, 107, 113, 117, 120

5.1 304-305 11, 27, 29, 33, 35, 39, 43, 45, 51, 55, 57, 67, 68, 71, 72

1-7(odd), 13, 25, 30, 31, 37, 41, 47, 49, 53, 59, 61, 69, 70

5.2 311-312 7, 9, 11, 17, 19, 21, 25, 27, 29, 33, 35, 43, 45, 51, 53, 59, 61

1, 3, 5, 13, 15, 23, 31, 37, 39, 41, 47, 49, 55, 57, 64, 66-70(all)

5.3 321-322 5, 7, 11, 17, 29, 31, 47, 81, 83, 85 1, 3, 6, 8, 16, 21, 27, 41, 43, 87

5.4 328-329 11, 13, 19, 23, 25, 27, 33, 35, 51, 57, 61, 79, 81, 95

1, 2, 3, 5, 9, 15, 17, 21, 29, 31, 37, 53, 55, 67, 73, 94, 97, 99

5.5 333-334 9, 11, 13, 19, 21, 25, 35, 41, 43, 53, 85

1, 3, 4, 5, 7, 17, 29, 33, 37, 39, 51, 59, 81, 84

5.6 340-342 7, 21, 29, 41, 47, 49, 71, 72 1, 3, 11, 13, 17, 25, 37, 45,5.7 351-354 5, 9, 15, 17, 23, 27, 29, 31, 41, 47 3, 7, 11, 13, 19, 21, 28, 30, 32, 35

Test 3 up through 5.7

6.1 369-370 7, 9, 15, 17, 23, 35, 47, 51, 11, 13, 19, 21, 27, 33, 37, 636.2 374-375 13, 15, 23, 43, 49, 59, 73 1, 19, 25, 47, 51, 55, 74

6.3 383-384 5, 7, 13, 15, 21, 39, 41, 45, 47, 51, 57, 59, 63

6, 8, 17, 19, 23, 35, 43, 47, 57, 61, 63, 65, 67, 69, 71

6.4 390 5, 7, 15, 17, 25, 27, 29 1, 9, 11, 13, 19, 21, 236.6 405 11, 13, 23, 31, 52 5, 17,19, 49, 50, 516.7 416-419 19, 37, 47, 49 21, 27, 43, 457.1 434-435 5, 11, 13, 17, 25 1, 3, 19, 21, 31, 49, 51, 537.2 440-442 5, 11, 17, 25, 31, 35, 39, 43, 49 3, 4, 21, 29, 33, 41, 45, 51, 59, 62, 637.3 448-450 9, 13, 17, 25, 33, 43, 45, 53, 57 1, 2, 3, 4, 15, 21, 29, 41, 557.4 457-459 1, 3, 11, 17, 21, 23, 27, 37, 41 5,7, 9, 13, 15,19, 39

Test 4 up through 7.48.1 488-489 11, 15, 19, 23, 27, 31, 41, 47, 75, 79 13, 17, 21, 25, 29, 39, 43, 51, 778.2 495 29, 33, 51 31, 47, 499.1 538-539 5, 7, 18, 21, 25, 31, 47 1, 2, 3, 4, 9, 11, 12, 29

9.3 552-553 7, 13, 23, 25, 29, 33, 37, 39, 47, 51, 53, 55 5, 9, 11, 26, 30, 31, 32, 36, 45, 52, 54, 56

9.4 558-559 5, 9, 44 7, 43