This course covers relations and functions, specifically, linear, polynomial, exponential, logarithmic, and rational functions. Additionally, sections on conics, systems of equations and matrices and sequences are also available.
This Pre-Calculus course is designed to prepare students for a calculus course. This course is taught so that students will acquire a solid foundation in algebra and trigonometry. The course concentrates on the various functions that are important to the study of the calculus.
The purpose of this course is to provide background in the ways in which psychologists evaluate data collected from research projects. A researcher may gather many pieces of data that describe a group of research subjects and there are common ways in which these pieces of information are presented. Secondly, statistical tests can help investigators draw inferences about the relationship of the research sample to the general population it is supposed to represent. As a student of psychology or any other discipline that uses research data to explore ideas, it is important that you know how data is evaluated and that you gain an understanding of the ways in which these procedures help to summarize and clarify data.
A general statistics course, which includes understanding data, measures of central tendency, measures of variation, binomial distributions, normal distributions, correlation and regression, probability and sampling distributions, Central Limit Theorem, confidence intervals, estimates of population parameters and hypothesis testing. Interpretation and data analysis are emphasized.
We believe that calculus can be for students what it was for Euler and the Bernoullis: a language and a tool for exploring the whole fabric of science. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines. We began our work with a "clean slate," not by asking what parts of the traditional course to include or discard. Our starting points are thus our summary of what calculus is really about. Our curricular goals are what we aim to convey about the subject in the course. Our functional goals describe the attitudes and behaviors we hope our students will adopt in using calculus to approach scientific and mathematical questions.
On the 7th Student Materials page you will find: the Mathematical Foundation (an explanation of the mathematical content in each chapter), the Student Workbook (an overview of the chapter, daily class activities and matching homework sets, Practice Standards connections for the chapter, and student self-assessments), a link to purchasing a soft-cover version of the workbook (these are available at cost, however you are free to print all materials yourself), and a parent manual (this is the student workbook with selected answers and explanations.)
On the 7th Teacher Support Materials page you will find a Teachers’ Edition to the Student Workbook. It contains answers to all problems, pedagogical suggestions, and explanations of the mathematical flow of the workbook. Additionally, you will find the word version of the Student Workbook.
This is the curriculum for the asynchronous Calculus I course implemented for a ten-week semester and based on the courses, which the author taught in Summer 2020 and Summer 2021 at MassBay Community College.
The purpose of this course is to expose you to the wider world of mathematical thinking. There are two reasons for this. First, for you to understand the power of quantitative thinking and the power of numbers in solving and dealing with real world scenarios. Secondly, for you to understand that there is more to mathematics then expressions and equations. The core course is a complete, ready to run, fully online course, featuring 9 topics: Problem solving, voting theory, graph theory, growth models, consumer finance, collecting data, describing data, probability, and historical counting. Additional optional topics are provided. The course materials can easily be used with a face-to-face course.
Calculus is a year-long course that is comparable to calculus courses at the college or university level. In this course, the technological tools required for exploring, learning, and communicating calculus concepts include Microsoft Word with Microsoft Equation (or its equivalent) for typing math assignments, an approved graphing calculator (see a list of acceptable calculators at College Board AP Central) for the AP Calculus exam, and some type of grapher for creating graphs online such as Graphmatica (Windows) or Grapher (MAC) or an online graphing utility of your choice.
Math 111 explores relations and linear, quadratic, exponential, polynomial, rational, and logarithmic functions. It includes the theory of equations, matrices, and determinants.
Course Outcomes:
1. Interpret graphical information, such as identifying types of functions, translations, inverses, intercepts, and asymptotes.
2. Solve a variety of symbolic equations and inequalities, such as rational, absolute value, exponential, radical, logarithmic, and linear systems.
3. Construct appropriate models for real world problems, such as fitting an algebraic function model to a set of data, and system of linear equations.
The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced math educator practice by posting their materials online.
The faculty resource guide provides details on the content, teaching strategies, and recommendations for the use of the Quantitative Reasoning collection for your course.
The collection was compiled by a team of subject area experts, an instructional designer and a librarian with expertise in Open Educational Resources. The collection includes student learning outcomes used to design the Quantitative Reasoning course content collection and seven learning modules aligned with those outcomes: Quantity and Proportion, Analysis of Growth, Voting Theory, Financial Literacy, Descriptive Analysis-Collecting Data, Descriptive Analysis-Describing Data, and Probability. The modules contain instructional materials, resources, and assessments further aligned with the outcomes. In addition to the information you find here in the Implementation Guide, you will find additional explanations and suggestions within individual modules and alongside specific artifacts.
I designed the course for graduate students who use statistics in their research, plan to use statistics, or need to interpret statistical analyses performed by others. The primary audience are graduate students in the environmental sciences, but the course should benefit just about anyone who is in graduate school in the natural sciences. The course is not designed for those who want a simple overview of statistics; well learn by analyzing real data. This course or equivalent is required for UMB Biology and EEOS Ph.D. students. It is a recommended course for several of the intercampus graduate school of marine science program options.
This course will place a emphasis on the continued study of integers, order of operations, variables, expressions, equations and polynomials. You will solve equations, write and solve proportions, explore polynomials and build an understanding of important mathematical properties.
Topics include signed numbers, decimal numbers, exponential notation, scientific notation, solving and graphing linear equations, an introduction to polynomials, and systems of linear equations and their graphs. Geometrical topics include lines and angles, closed curves and convex polygons, triangles and similarities, and symmetry and proportion in nature and art. Students may complete this course during the first three weeks of the semester by passing the MyMathLab modules. Students will then be eligible to take either MAT 099 Intermediate Algebra, MAT 114-Quantitative Reasoning or MAT 120-Intro to Statistics the following semester. This course does not satisfy degree requirements. Students may complete this course during the first three weeks of the semester by passing the MyOpenMath Acceleration assignments.
Introductory Statistics Course covering hypothesis testing, confidence interval, sampling, probability, counting techniques, correlation, linear regression, data collection and more.
This Geometry Concept Collection is a rigorous presentation of high school geometry. It is fully correlated with the Common Core State Standards.
This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.
This course has been designed to help students focus learning on specific areas of improvement. Unlike a typical college course where you would complete lessons in chronological order, this course allows you to focus on specific skills. Modules include: Arithmetic Review, Percents, Geometric Figures, Measurement, and Statistics
In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to state and national standards.