Time: 04:00-05:30 PM, WF (Sem 2, SY 07-08)
Course Description: Sets, real numbers, radicals and rational exponents, linear equation and inequalities, quadratics, systems of equations and functions
Course Objectives: Upon completion of the course, the student should be able to:
- Perform set operations
- Identify and use the properties of real numbers
- Simplify and perform operations on algebraic expressions
- Determine the roots of linear and quadratic equations and inequalities
- Solve systems of equations and inequalities
- Translate word problems into mathematical symbols and find their solutions
- Find the domain and range of functions and their inverses
- Sketch graphs of functions and relations
Course Outline
I. Sets and real numbers
- Set Notation/Relations/Operation
- The Set of Real Numbers and some of its subsets
- Equality and field axioms of the set of real numbers
- Properties of addition and multiplication, and the order axiom
- Subtraction and Division in the Set of Real Numbers
- Order and Completeness for the set of real Numbers
- One dimensional coordinate system
- 1st Long Exam
II. Algebraic Expression
- Introduction to Algebraic Expressions
- Product and Quotient of Polynomials
- Special Product
- Factoring
- Equivalent Fractions and Sums and Differences of Rational Expressions
- Products and Quotients of Rational Expressions
- Exponents and Radicals
- Operations with Radicals
- 2nd Long Exam
III. Equations and Inequalities
- Linear Equations
- Quadratic Equations
- Equation Involving Radicals
- Equation in Quadratic Form
- Polynomial Equation
- Systems of Equation
- Exponential Equations
- Applications
- Linear Inequalities
- Quadratic Inequalities
- Inequalities involving Absolute Value
- 3rd Long Exam
- Coordinate Systems
- Distance Formula/Midpoint/Slope
- Types of Functions and their graphs; linear, quadratic and exponential
- Operations on functions
- 4th Long Exam
Main Reference: Leithold, L. College Algebra and Trigonometry
Grading System:
Total = (LE1 + LE2 + .. + LEn + TQ)/(n+1)*80% + FE*20%
TQ = Total Quizzes (%)
Grading Scale:
00 - 54 = 5.00
55 - 59 = 3.00
60 - 63 = 2.75
64 - 68 = 2.50
69 - 73 = 2.25
74 - 78 = 2.00
79 - 83 = 1.75
84 - 88 = 1.50
89 - 93 = 1.25
94 -100 = 1.00
Course Policies
- You are encouraged to attend all class sessions.
- Quizzes will be given on a regular basis.
- Excessive absences (20% of class meetings or 8meetings) means a final grade of 5.0
- No special quizzes for being absent for any reason.
- Special long exam will be given only for excused absences.
3 comments:
Krisha Mae P. Brato
Fears and Anxiety in Mathematics
As far as I can remember, I was only in grade five when my fears and anxiety on numbers started. It was the times when our teacher had recitations or board work on the class and my sole reaction to this is pray to God that I will never be called. This is because I know I did not understand a thing on what she’s been teaching us. And if I’m called, I’d ask my seatmate who is good in math to write the answer to the problem/question in the paper and I would bring this paper with me in front of the class to recite or to answer the given question that is written on the chalk board.
I didn’t realize that I have been bringing these feelings when it comes to Math until I reached my third year in high school. My realization started when my math teacher told me to get an eighty five and above grade on our first grading to make it to the honor’s list. He told me this because my performance in the subject was poor, but he wanted me to make it to the list that is why he lends me two points. At that moment, I was so devastated because I thought I was doing well on his subject. After that realization, I tried harder to analyze and understand everything that he taught us, yet it seems that my brain could not handle the operations of numbers. These feelings worsen when the second grading came, and I did not make it to the honors list because I was not able to give back the points that he lent me on the first grading.
Whenever I remember these particular situations, I think that I really hate the subject for it always makes me feel down and unconfident about my self. This is because my performance in this subject always results to low grades which eventually will take me out from the honor’s list. Since this situation often happens, I came to the point where I hated myself for being so stupid when it comes to the subject matter. I just don’t understand why I was having a hard time on it.
In all these happenings which paved way to my fears and anxiety in math, I don’t want to blame anyone, but all I know is that until now when I get to be called for recitation, or when the exams come in my math class, I will surely have a hard time answering the given question when numbers are involved.
On the readings in Math11 subject this semester, I have read possible solutions on how to overcome my fears and anxiety when it comes to math subjects and one of the causes from developing such feeling towards it which I reacted on because I can relate to it. On the possible solutions on overcoming such feelings towards the subject, the ultimate solution and the one that I don’t usually do, is that one should always have continuous practice in solving Math. On this solution, I should say that I am guilty for whenever I take math subjects, I don’t want to do such thing. This is because whenever I encounter numbers with problem solving involved, I’d always seem to have a headache. And since math doesn’t interest me, I don’t such time to practice on it to be better because I know that It won’t lead me near the exact answer. Another is the solution where in when you don’t get confused on a particular lesson on the subject matter one should ask the instructor to explain it again so that you will understand it. In this solution, I’d also say that I am guilty for not doing this kind of solution. The reason for this is that I don’t want to distract the lesson from progressing just to go at it all over again. I know this reason is bull but I just can’t take it if I’ll do it since usually, all of my classmates understand everything on the first round of teaching. The consultations where you’d get to ask the teacher on your question during his/her free time is uneasy for me. Just thinking of the one-on-one teaching makes me nervous. The third solution is the group study. It is said that group study is a good way of understanding the subject better because you get to exchange opinions on your own without the aid of the instructor. On this solution, I always think that doing this is a no-no for in my experience this always results to gossiping. I also prefer to study on my own.
On the causes for developing fears and anxiety in the subject Math, there is only one cause that I can relate to. It is the reason wherein parents are not participating in their children’s learning. When I look back on my elementary days wherein parents should also aid their child’s learning’s aside from their instructor’s, I can’t remember a part wherein my parents taught and helped me on my assignments. This is because whenever I ask them to help me, they always say that they don’t have a time for it because they are busy. But I don’t blame them for doing so because I now that it was work that keep them busy not other useless doings.
Now that I am in college and is currently taking Math11 subject for the third time, I should set my self to focus more on the solutions on how to overcome my fears and anxiety in the subject and try to be positive about it. I should also forget the bad experiences that I have had with the subject to be able to love it and focus only in learning it. By doing these things, I know that I will be able to pass this subject, with an ease.
self inflicted fears and brain constructed anxieties in mathematics
Oh My God! I want to quit. This is hell in the making. I am gonna flunk this shit. Death is near - Here are only some of the inevitable mouth-complaints of most students enrolled or even planning to be one of the mathematics victims. Its as normal as the sun will shine tomorrow, the pain that math can cause is comparable to the pouring of rain, everything that is under the clouds of arithmetic will surely get wet, lost and worth-pitying.
Since the first days of getting in schools, mathematics has already been dwelling with us, its imperative roles in our society-business, accountancy, engineering, and a lot more to mention make it as no longer a need instead a necessity. Therefore whether we like it or not, we are doomed to undergo, endure, and eventually succeed the challenge of mathematics provided we will do our part of spending years and years of endless calculations, experimentations, and solving of math problems.
Math is as easy as counting 1,2,3 or reciting A,B,C. or singing baba black sheep. But its a wonder why thousands of students find hardest time in this field of learning expansion compared to other fields like English, Art of many forms, sciences. I have identified common false notion in mathematics approach, the pessimism at first by the students gets worser and worser to the extent of establishing headaches and anxious point of views of this subject matter focus. It triggers more through the malpractices of students, tardiness, impatience, and less dedication to the subject. They would prefer run out of the challenge than facing them, they are eaten by their cowardice behavior sensing unwanted vision of mathematics while carrying this ridiculous tradition of math neglecting until their other subjects are affected due to frustration and sometimes commit suicidal attempts.
Technically practice makes perfect, but nobody is perfect, so why practice? I heard one student used this argument against the practice to perfection scheme of mathematics, Indeed, he had come up with such conclusion that mathematics is not nourishable by practice, this added fear to those who had heard him, tormenting their brain cores that what if this it is true how will they themselves get over of mathematics? See? Its only in the mind in which we condition the stupid fears of numbers.
The first step to the improvisation in this field is to learn to identify the importance, learn to appreciate math and relate to our actual livings, Everything would be easy if we possess the qualities and urges to catch up and love our endeavors, to be passionate regardless and even despite the difficulty of the subject, Its never depressing or frustrating a thing if only we consider the brighter side of our efforts, mathematics never changes, it just upgrades from one to the next level, adapting new yet easy to be understood concepts having elevation through time.It has a history and mystery to be unfolded. I believe this is the very essence of the creation of mathematics, take note of the great struggles of the Arabians and the likes who worked hard for the development of this subject, they never felt fucked up with math instead took it as something DO or DIE , a fulfilling thing worth treasuring that is useful and beneficiary to the next generation. And another important thing, many students rely their understanding of math on their teachers misobserving self-studies and confining only to the four corners of their text books, actually only 10% of what we really learn is from the school. Therefore home studies matter and garner a 90% percentage.
Math promotes self-confidence and reliance. So let's not fear Math rather let math fear us.
Marc Pelaez- 1st yr BACA
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