Academic Enhancement Center

Course Syllabus
Summer Term 2010

Course # Course Name Credit Class Schedule

Mathematics for the T-Th 9 am to 1 PM
CLab A
MAT 109 3 Credits
Liberal Arts AEC

Name of Instructor: Steven Diaz

Phone: 305-628-6643 (office); 786-546-2415 (Cell)
Email: sdiaz2@stu.edu
Twitter: CafeRico
IM: kaferico (Google & Yahoo)
Office Hours:
Monday-Friday 8 - 9 AM & T-Th 1:30 – 3 PM

Course Description:

This course emphasizes elements of Liberal Arts mathematics and Finite Mathematics. It
focuses on problem solving in such areas as algebra, geometry, probability, statistics and logic.
Students will be exposed also to some general ideas about the application of above concepts to
real situations. Case studies and word problems will be a very important component of this
course.

Pre-requisite: MAT 100A or SAT quantitative score of 500 or placement test score of 83..

Student Learning Outcomes

1. Being able to recognize algebraic expressions and operate with them. Apply algebraic
manipulations to solve geometric problems involving areas, surfaces, volumes and
conversion units.
2. Being able to recognize concepts from probability and counting techniques, and solve
related problems.
3. Being able to apply concepts from descriptive statistics.
4. Being able to operate with problems from logic.
5. Being able to apply concepts from mathematics to solve applied problems in areas of
business, sociology, science and technology.

Course Competencies: At the completion of this course the student will be able to

1. Working with variables. Algebraic expressions and formulas. Linear and quadratic
equations.
2. Understanding functions: Linear and quadratic functions. Graphing and obtaining the
equation of linear and quadratic functions. Applications of linear and quadratic functions.
3. What is measurement, and why we need it? Qualitative versus quantitative description.
4. Scientific notation, prefixes, and scales. Units of measurement. Metric and English
systems.
5. Angles and different classes of angles. Measuring angles.
6. Trigonometric ratios, similar, and congruent triangles. Pythagorean Theorem.
 7. Polygons and space bodies. Perimeter, circumference, and areas. Volume and surface
areas.
8. Understand the concept of probability and its connection with proper fractions.
Properties of probability. Sample space. Finding probabilities for excluding, independent
and conditional events.
9. Fundamental counting principles and basic ideas about combinatory. Permutations with
and without repetition. Combinations with and without repetition. Odds.
10. Elements of data gathering and sampling. Organizing data: Frequency plots, histograms,
pie charts, scattered plots, and spreadsheets.
11. Central tendencies: Mean, Median, Mode. Variations: Coefficient of variation, and
square standard deviation. Linking statistics with probability. Normal distribution and its
properties.
12. What is Logic and why we need it? Simple and compound statements. Connectives and
Negations.
13. Elements of sets. Venn’s diagrams. Basic logical operations and tables of truth.
14. Equivalent statements, variations of conditional statements, and De Morgan’s Laws and
Euler Diagrams.

Learning Outcomes and Competencies evaluated in each test

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14

Test1 LO1 LO1
Test2 LO1 LO1 LO1 LO1 LO1
Test3 LO2 LO2
Test4 LO3 LO3
Test5 LO4 LO4 LO4

Course Text & Materials:

 Competency in College Mathematics, 5th Edition, Gill and Blitzer Publishing Company,
Inc. Clearwater, FL: ISBN 0-943202-39-6

Student-Centered Learning Environment

Students must take the initiative and responsibility to use all the available resources to actively
learn the course content. Instructional time will be spent less on listening class lectures and
more on learning by doing and reflecting.

Taking into consideration our diverse population of students and to ensure they are involved as
much as possible in the learning process, this course will be based on a blended learning
approach. In a blended course, students complete 50% of the learning activities online (i.e.
Blackboard), and the other learning activities (50%) takes place in the face-to-face classroom.
Here is what students should expect in this course:

 Face-to-Face Meetings: Class will meet 2 times a week in the classroom, where
students ask questions to clarify what they did not understand from the course readings
and e-Lectures. Students will also demonstrate and discuss how to work problems from
the course textbook that will count toward their participation grade. Finally, students take
the scheduled tests during the class meetings.
 Online Learning Resources: Supplementary resources such as videos, animations,
Power Point presentations, handouts, and math links will be available in Blackboard
(Bb).
 Available Assistance: Students have many alternatives to seek assistance to succeed
in this course: (a) Visit the math center to get individual assistance from the instructor
(see office hours info); (b) Visit the math center during business hours to sign up for a
tutoring session; (c) Ask questions using the Question thread in the discussion board of
 Blackboard (questions will be answered within 24 hours); and (d) Class discussions are
a great opportunity to learn collaboratively the course content.
 Reflection Journals: Students will post a reflection in the Bb discussion board on what
they have learned in the course. These reflections are based on instructor’s guided
questions.
 Bb Quizzes: Students will watch e-lectures in Bb and take an online quiz based on the
content.

Grading Policy:

A= 100 – 95 % B+= 89 – 87 % C+= 79 – 77 % D+= 69 – 65 %

A- = 94 – 90 % B = 86 – 83 % C = 76 – 73 % D = 64 – 60 %
B-= 82 – 80 % C-= 72 – 70 % F = less than 60 %

Course Grading Criteria:

 Your grade for this course will be based on the following criterion:

Grading Categories
Class Participation 25%
Tests 50%
Bb Quizzes 15%
Reflection Journals 10%
TOTAL 100%
Course Outline/Schedule:
Week Item/Subject
 Course Introduction
 Arithmetic and Algebra
Review, linear and
1 quadratic functions,  Chapters 3, 4 & 5
inequalities
 Geometry and
2 Measurement  Chapter 6
 Set Theory
3 
 Probability and counting
4 techniques  Chapter 7
 Statistics
5 
 Logic
6 
Readings Assignments
 Watch e-Lectures
 Bb Qz 1
 Discussion Board
 Ch 3 self-test pp. 209 –
211;
 Ch4 self-test pp. 241 –
242;
 Ch 5 self-test pp. 333 –
335
 Watch e-Lectures
 Bb Qz 2
 Measurement Handout
 Ch 6 self-test pp. 418 –
423
 Test 1: Week 1
 Watch e-Lectures
 Bb Qz 3
Chapter 1  Ch 1 self-test pp. 38 –
40
 Test 2: Week 2
 Watch e-Lectures
 Bb Qz 4
 Discussion Board
 Ch 7 self-test pp. 484 –
487
 Watch e-Lectures
 Bb Qz 5
Chapter 8  Ch 8 self-test pp. 554 –
558
 Test 3: Weeks 3 & 4
 Watch e-Lectures
 Discussion Board
Chapter 2  Ch 2 self-test pp. 142 –
148
 Test 4: Weeks 5 & 6
 COURSE POLICIES

1 Classwork Sets and Tests

Classwork sets are problems from the course textbook that will be discussed during the classroom
meetings. Students’ participation grade is based on their performance working the classwork sets (see
rubric in this document).

Scheduled tests are taken only in the classroom (Thursdays). There are no make up for tests.
2 Attendance
Educational research has proven there is a positive connection between attendance and academic
success, so students are strongly urged to attend classes regularly. Face-to-Face attendance is
mandatory. Students who miss a third of the class sessions will automatically earn a failing (F)
grade. Contact immediately the instructor to find out how to make up an absence.
3 Use of Computers
“Computers and network systems offer powerful tools for communications among members of the St.
Thomas community and of communities outside St. Thomas. When used appropriately, these tools can
enhance dialogue, education, and communications. Unlawful or inappropriate use of these tools,
however, can infringe on the rights of others. Activities that are expressively forbidden on St. Thomas’
computers include but are not limited to the viewing, downloading or use of inappropriate materials,
vandalism, virus propagation and installation of unauthorized materials. In addition, you are expected to
act as a professional and use the equipment only when directed or appropriate to classroom activities. A
lack of compliance with any of these directives could result in disciplinary action and dismissed of class
or course.
4 Expected Classroom Behavior
Students have a responsibility to maintain both the academic and professional integrity of the school
and to meet the highest standards of academic and professional conduct. Students are expected to do
their own work on examinations, class preparation and assignments and to conduct themselves
professionally when interacting with fellow students, faculty and staff. Academic and/or professional
misconduct is subject to disciplinary action including course failure and/or probation of dismissal. No
food allowed in the classroom. Dress appropriately to attend class. For additional clarification,
please see Student Code of Conduct as stated in the Student Handbook.
5 Cell Phones and Calculators
Cell phones must be turned off or in vibrating mode. If a student must answer a phone call then the
students must leave the classroom without disrupting the flow of the class. Students who spend a
considerable amount of time attending a phone call outside the classroom will be considered absent.
Calculators are permitted during class and tests. Access to a graphing calculator is recommended.
6 Assistance and Tutoring
Students should take advantage of the individualized assistance from the instructor during his office
hours at the Math Center (Academic Enhancement Center). One of the keys to pass this course is to
ask questions without hesitation. In addition, students can sign up for tutoring sessions at the Academic
Enhancement Center. Visit the center for additional info.
7 Incomplete Grade
Students will be granted an incomplete grade only on extenuating circumstances (instructor’s discretion)
and if they have a passing grade by the last week of the course. An incomplete grade grants the student
another week to complete pending assignments. Request for an incomplete grade must be done in
person, not phone calls or e-mails.
Rubrics

Rubrics are a list of expectations for the different assignments in MAT 109. It is a scoring guide
that seeks to evaluate a student's performance based on the sum of a full range of criteria
(expectations). Students should use the rubrics when working on the assignments since their
scores are based on the expectations presented in this scoring guide. In addition, students
should use the rubrics to review and analyze their assignments by comparing the earned scores
with the list of expectations. Rubrics help students understand the meaning behind their grades,
and it helps them to improve their performance.

The following rubric will be used for participation:

Score Label Description

Correct solutions and appropriate strategies are shown or explained,
and the solutions are shown with correct labels or descriptions if
necessary; communicates effectively to the identified audience;
Exemplary
5 shows full understanding of the problem's mathematical ideas and
responses
processes; identifies all the important elements of a problem; may
include examples and counterexamples; presents strong supporting
arguments.
Complete and appropriate strategies are shown or explained, but
incorrect solutions are given due to simple computational or careless
Competent errors; communicates effectively to the identified audience; shows
4
responses full understanding of the problem's mathematical ideas and
processes; identifies the most important elements of the problems;
presents solid supporting arguments.
Completes the problems satisfactorily, but the explanations may be
muddled; argumentations may be incomplete; communication is
Serious Flaws
somewhat vague or difficult to interpret; shows limited
3 But Nearly
understanding of the underlying mathematical ideas; identifies the
Satisfactory
few important elements of the problems; presents weak supporting
arguments.
Begins the problems appropriately but may fail to complete or may
Serious Flaws omit significant parts of the problems; may fail to show full
2 And Not understanding of mathematical ideas and processes; may make major
Satisfactory computational errors; may misuse or fail to use mathematical terms;
communication is vague or difficult to interpret.
Shows some work or explanation beyond re-copying data, but work
Unable to would not lead to correct solutions; one or more incorrect
1 Begin approaches attempted or explained; shows no understanding of the
Effectively problem situations; major computational errors; communicates
ineffectively.
No Attempt
0 No work or solution shown or explained.
Made
The following rubric will be used to score test items.

Points Expectation
Correct answer. Work or process to support answer is logical and
1-point neatly organized. It reveals student understanding of concepts
and skills.
1 1 2 3 Incorrect answer. Work or process to support answer is logical
, , , or - point and neatly organized. It reveals student understanding of
4 2 3 4 concepts and skills. Minor computational or careless mistakes.
Correct or Incorrect answer. Work or process to support answer
0-point is not logical or shown. It reveals student’s misunderstanding of
concepts and skills. Major computational mistakes.

The following rubric will be used to grade students’ reflection posts in the discussion board:

Score Criteria
Response is coherent and well structured. Mathematical ideas are communicated
clearly and concisely. Student demonstrates full understanding of the mathematical
5
ideas and processes. Student identifies all the key points of the activity and presents
strong supporting arguments. Response includes examples and counterexamples.

Response is coherent and adequately structured. Mathematical ideas are communicated

fairly well. Student demonstrates sufficient understanding of the mathematical ideas
4
and processes. Student identifies most of the key points of the activity and presents
good supporting arguments.
Response is somewhat coherent and structured. Mathematical ideas are vaguely
communicated. Difficult to make sense student’s explanation or reasoning. Student
2 demonstrates limited understanding of the underlying mathematical ideas and
processes. Student identifies few key points of the activity and presents weak
supporting arguments.

Response is incomplete. Ideas are incoherent. Ideas are written in fragments;

1 therefore, student omits most key points of the activity. Student fails to prove
understanding of the mathematical ideas and processes.

0 No response or ideas are completely irrelevant and inadequate.

Become an Active Learner

An active learner takes control and ownership of the learning process to meet the course’s
goals and expectations. Active learners decide why, what and how of their learning. They do not
wait for learning to happen; instead, they make it happen. The instructional model of this course
requires students to become active learners to meet successfully the course objectives. The
following traits are typical of active learners:

1. Identify personal goals and the steps necessary to achieve the goals.
2. Use resources. Identify the people and tools available to aid in goal pursuit.
3. Learn how to solve almost any problem they ever have to face.
4. Look at situations objectively.
5. Ask the right questions.
6. Use time well. They organize and set priorities.
7. Apply good reading, studying, and questioning skills to course materials.
8. Apply good listening skills in the classroom.
9. Find patterns and take effective notes to organize materials for studying.
10. Assess progress along the way and revise their plans.

Source: http://www.lafayettehigh.org/Course%20Guide/becoming_an_active_learner.htm

English Second Language Learners

For students who do not speak English as their first language, the following suggestions may be
helpful to succeed in this course:

1. Bring a dictionary that translates from the student’s native language to English and vice
versa. If a student does not have a dictionary, the following website provides word and
text translation: http://www.foreignword.com/.
2. Find a classmate or group of students who speak English fluently to study for the class
and to gain proficiency with the English language.
3. If there is a classmate that speaks the same native language, students can ask for
clarification or assistance using their native language as long it does not disrupt the
classroom learning experience.
4. The instructor of this course is bilingual (English-Spanish) and welcome students to
speak Spanish during office hours or before-after class. In addition, there are many
languages that have words which are pronounced and written similarly. Therefore, the
instructor encourages students to sometimes use words in their native language to
communicate ideas, concerns, or questions.
5. If students learned different ways or methods for simplifying or solving math problems in
their countries, the instructor encourages these students to share their methods with
him.
Students with Disabilities

Please note that students requiring accommodations as a result of a disability must contact
Maritza Rivera (e-mail: mrivera@stu.edu and phone number: 305-628-6563) at the Academic
Enhancement Center.

Note for Changes: The instructor reserves the right to change this syllabus at any time during
the term in order to better meet the needs of this particular class group.