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Serena St. Clair, Ph.D. Education Doug Gardner, M. Ed. Mathematics

An Innovative and collaborative community college and high school algebra project: contextualizing math and applied algebra I & II. Serena St. Clair, Ph.D. Education Doug Gardner, M. Ed. Mathematics. RCC Mathematics Course Sequence. Qualitative Student Comments.

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Serena St. Clair, Ph.D. Education Doug Gardner, M. Ed. Mathematics

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  1. An Innovative and collaborative community college and high school algebra project: contextualizing math and applied algebra I & II Serena St. Clair, Ph.D. Education Doug Gardner, M. Ed. Mathematics

  2. RCC Mathematics Course Sequence

  3. Qualitative Student Comments I feel like I am actually learning and not just memorizing equations and formulas.Tiffany Having it be a more “real life” –vs – theoretical is helping me understand it more than any other math class I have ever taken. Thank you for creating this class!!Crystal This class makes sense to me and speaks my language. I need to know why I am doing something to be able to make sense of it. This is the first Algebra class I feel like I can follow and understand what I am doing.Kristen Anyway I hate math but I don’t absolutely dread this class with every fiber of my being  Miranda

  4. Pass Rate Comparison3 terms: spring ’15 – winter ‘16

  5. Summer Math Institute Each attendee will leave SMI with: • Free web access to MTH96 textbook and solutions • Clearer vision of how math relates directly to real world data applications • Understanding of how MTH96 can be implemented into your classroom

  6. Chapter Objectives Math 63 Chapter 1: Tools of Algebra Section 1.1: Operations with Real Numbers Section 1.2: Measurement Section 1.3: Ratio, Proportion & Percent Section 1.4: Dimensional Analysis Section 1.5: Order of Operations Chapter 2: Formulas/Equations Section 2.1: Solving simple equations Section 2.2: Solving for different Variables Section 2.3: Solving complex equations Chapter 3: Right Triangle Geometry Section 3.1: Pythagorean Theorem Section 3.2: Angles Section 3.3: Trigonometry Chapter 4: Quantitative Geometry Section 4.1: Area & Perimeter Section 4.2: Surface area Section 4.3: Volume

  7. Chapter Objectives of Math 96 Chapter 1: Linear Relationships Section 1.1: The Shape of a Linear Equation Section 1.2: Finding Linear Equations Section 1.3: Using Linear Equations Chapter 2: Quadratic Relationships Section 2.1: The Shape of a Quadratic Equation Section 2.2: Finding Quadratic Equations Section 2.3: Using Quadratic Equations Chapter 3: Power Relationships Section 3.1: The Shape of a Power Equation Section 3.2: Finding Power Equations Section 3.3: Using Power Equations Chapter 4: Exponential Relationships Section 4.1: The Shape of an Exponential Equation Section 4.2: Finding Exponential Equations Section 4.3: Using Exponential Equations Chapter 5: Logarithmic Relationships Section 5.1: The Shape of a Logarithmic Equation Section 5.2: Finding Logarithmic Equations Section 5.3: Using Logarithmic Equations Chapter 6: Choosing the Right Model Section 6.1: Compliant Data Section 6.2: Resistant Data The Illinois River flow in cubic feet/second (CFS) is shown in the month of May as the rainy season ends and the level starts dropping. a) Use regression to find a logarithmic equation to model the data. Round the numbers in your equation to 2 decimal places. b) Use your equation to calculate the date the level will drop to 200 CFS, accurate to 1 decimal place. c) Use your equation to calculate the date the level was 1000 CFS, accurate to 1 decimal place.

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