# Basic Math Skills

**Textbook
**Blair/Tobey/Slater, Prealgebra, 4th edition with MyMathLab (ISBN
0-32-1562150-1)

or Blair/Tobey/Slater, Prealgebra, loose 3-hole-punched bundle (ISBN 0-32-166303-9)

or Blair/Tobey/Slater, Prealgebra, textbook only (ISBN 0-32-156793-5)

**Grading**

five in-class tests 15% each

comprehensive in-class final exam 15%

daily homework/quizzes 10%

Tests will be taken in class without a calculator. A
missed test earns a score of zero (0).

The final exam will be taken in class with the use of a four-function
calculator. The

final exam must be taken on the scheduled date. There will be no make-up tests
or

final exam.

Each class meeting you will earn a daily score of up to 10
points: Your attendance and

courteous participation may earn you up to 2 points. Neatly written homework can

earn you up to 3 points. A written or oral quiz will be given in class and can
earn you

up to 5 points. No late work will be accepted, but your lowest daily score will
be

ignored.

**Calendar**

dates |
topics |
related sections |

Aug 25, 27 | course intro; whole-number arithmetic | 1.1-1.6, 1.9, 3.3 |

Sep 1, 3 | visualize, multiply, divide fractions | 4.2, 4.3, 5.1 |

Sep 8, 10 | Test 1 (Tue, Sep 8); fractions; mixed numbers | 5.3 |

Sep 15, 17 | applications; ratio, rates | 5.6, 4.5 |

Sep 22, 24 | proportion; LCM; compound fractions | 4.6, 4.1, 5.2, 5.3, 5.5 |

Sep 29, Oct 1 | review; Test 2 (Thu, Oct 1) | |

Oct 6, 8 | decimal arithmetic; percent concept | 8.1-8.6 |

Oct 13, 15 | units; angles; circles; area; volume; similarity | 10.1, 10.3, 3.3, 10.5-10.7 |

Oct 20, 22 | basic percent calculation; percent problems | 8.7, 8.9 |

Oct 27, 29 | review; Test 3 (Thu, Oct 29) | |

Nov 3, 5 | understanding integers; integer arithmetic | 2.1-2.5, 3.1-3.2, 5.7 |

Nov 10, 12 | expressions, equations; translating to algebra | 1.7-1.8, 2.6, 6.3, 7.1-7.5 |

Nov 17, 19 | review; Test 4 (Thu, Nov 19) | |

Nov 24, 26 | powers; polynomial arithmetic; HOLIDAY | 3.4, 4.3, 4.4, 6.1, 6.2 |

Dec 1, 3 | mean, median, mode; Test 5 (Thu, Dec 3) | 9.1, 9.2 |

Dec 8, 10 | review; final exam (Thu, Dec 10) |

**Class attendance and participation are important.
**You will have opportunities to learn and practice skills during class. On
days that you

successfully demonstrate your learning in class through quizzes and/or activities, you will earn

points. If you miss a class, you will not earn points for that day. It is, however, your responsibility

to find out from classmates what material you missed and cover it outside of class. If you are

absent for 4 or more TTh classes, your instructor is allowed to withdraw you from the course.

Please be considerate. Before class begins, turn off cell
phones or other devices that may disturb

the class. If you must leave during class, slip out quietly. Listen carefully
when anyone else is

speaking. Be patient. Support your classmates as they struggle to learn. This is
a team effort.

**You need time and strategies to be successful in
learning.
**Learning anything takes time. For this course, you should expect to spend at
least 4 hours each

week outside of class, reading, thinking about concepts, writing up problems, and reviewing. Many

students will need 8-12 hours a week.

Study effectively. Work under conditions (light, sound,
time of day, lack of distraction) that are

best for you. Write neatly and organize your work. Look for patterns and try to
find connections

between ideas. Ask yourself questions, like "how does that make sense?" Every
hour or so, take a

five-minute break: get up, move around, drink a glass of water. Smile!

**There are resources on campus to help you.
**The Learning Lab (NRG 4119) provides free walk-in tutoring in many subjects,
including math,

reading, and writing. There is also a computer room with tutorial software for practice in basic

skills.

The Library (NRG 1223) has books, videotapes, and audio
tapes that can help you learn math

and/or study more effectively. Most materials may be used in the library or
checked out.

The Computer Center (NRG 1203) across the hall from the
library has Internet access and

productivity software for student use.

The Testing Center (NRG 3237) gives students flexibility
in scheduling their tests and reduces

the pressure of having to complete tests within a single class period.

Each ACC campus offers support services for students with
documented physical or

psychological disabilities. Students with disabilities must request reasonable
accommodations

through the Office of Students with Disabilities on the campus where they expect
to take the

majority of their classes. Students are encouraged to do this three weeks before
the start of the

semester.

Students who are requesting accommodation must provide the
instructor with a letter of

accommodation from the Office of Students with Disabilities (OSD) at the
beginning of the

semester. Accommodations can only be made after the instructor receives the
letter of

accommodation from OSD.

**Consider your options.
**If you want to change sections or withdraw from this course, please discuss
it with your

instructor first. He may have suggestions that can help you complete the course. November 23

(Mon) is the last day that a student may withdraw from this course.

TSI Warning*: If

(i) you are required to be in mandatory remediation in mathematics this
semester, and

(ii) this is the only TSI-mandated course you are taking, and

(iii) you withdraw yourself or are withdrawn by your instructor from this
course,

then you will be automatically withdrawn from all of your college-credit
courses.

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

immediately.

In-Progress Grade: A student who is regularly attending,
doing all assigned work but is still not

earning a grade of C or higher, might be eligible for the IP (in progress)
grade. Students who

receive an IP grade are expected to register and pay for the course again in the
following

semester. A maximum of 2 IP grades can be awarded for any one course.

Incomplete grades (I) will be given only in very rare
circumstances. Generally, to receive a grade

of "I", a student must have taken all examinations, be passing, and after the
last date to

withdraw, have a personal tragedy occur which prevents course completion.

Statement on Scholastic Dishonesty

Acts prohibited by the college for which discipline may be administered include
scholastic dishonesty, including but not

limited to, cheating on an exam or quiz, plagiarizing, and unauthorized
collaboration with another in preparing outside

work. Academic work submitted by students shall be the result of their thought,
work, research or self-expression.

Academic work is defined as, but not limited to, tests, quizzes, whether taken
electronically or on paper; projects, either

individual or group; classroom presentations; and homework.

Statement on Scholastic Dishonesty Penalty

Students who violate the rules concerning scholastic dishonesty will be assessed
an academic penalty that the instructor

determines is in keeping with the seriousness of the offense. This academic
penalty may range from a grade penalty on

the particular assignment to an overall grade penalty in the course, including
possibly an F in the course. ACC's policy

can be found in the Student Handbook under Policies and Procedures or on the web
at

Statement on Academic Freedom

Institutions of higher education are conducted for the common good. The common
good depends upon a search for truth

and upon free expression. In this course the professor and students shall strive
to protect free inquiry and the open

exchange of facts, ideas, and opinions. Students are free to take exception to
views offered in this course and to reserve

judgment about debatable issues. Grades will not be affected by personal views.
With this freedom comes the

responsibility of civility and a respect for a diversity of ideas and opinions.
This means that students must take turns

speaking, listen to others speak without interruption, and refrain from
name-calling or other personal attacks.

Statement on Student Discipline

Classroom behavior should support and enhance learning. Behavior that disrupts
the learning process will be dealt with

appropriately, which may include having the student leave class for the rest of
that day. In serious cases, disruptive

behavior may lead to a student being withdrawn from the class.

Course Description

MATD 0330 Basic Math Skills (3-4-0). A course designed to develop basic
arithmetic and algebra skills to prepare for courses covering secondary school
algebra, the first

of which is MATD 0370. Content includes operations on whole numbers, integers,
fractions, decimals, ratio and proportions, percent, solving linear equations in
one

variable applications, and relating simple algebra concepts to geometry. The
same course is offered in a one hour (0130) and two hour (0230) format. (DVM
1103)

Prerequisite: none

Instructional Methodology

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

Course Rationale

The Basic Math Skills course is designed to be the first course in a 3-course
sequence for Developmental Math. The other two courses are Elementary Algebra
and

Intermediate Algebra. Students who pass Basic Math Skills will have a solid
foundation in arithmetic of rational numbers, solving linear equations, and the
beginnings of

polynomial arithmetic.

Common Course Objectives

Overall objectives:

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.

Specific objectives:

**1. Concepts and skills associated with whole numbers
**1. write the standard form of a whole number

2. round whole numbers and use rounding to estimate values involving whole number arithmetic

3. perform the four basic arithmetic operations (addition, subtraction, multiplication and division) on whole numbers

4. solve application problems involving the four basic operations on whole numbers

5. identify the order relation between two whole numbers

6. simplify exponential expressions with whole number exponents

7. use the order of operations to simplify expressions involving whole numbers, whole number exponents, grouping symbols, and the four basic arithmetic operations

8. prime factor whole numbers

9. find the least common multiple of two or more whole numbers

**2. Concepts and skills associated with fractions
**1. perform the four basic arithmetic operations on fractions

2. solve application problems involving the four basic operations on fractions

3. simplify fractions to lowest terms

4. convert between mixed numbers and improper fractions

5. use the order of operations to simplify expressions involving fractions, whole number exponents, grouping symbols, and the four basic arithmetic operations

6. identify the order relation between two fractions

**3. Concepts and skills associated with decimals
**1. write the standard form of a decimal

2. round decimals and use rounding to estimate values involving decimal arithmetic

3. perform the four basic arithmetic operations on decimals

4. solve application problems involving the four basic operations on decimals

5. convert between fractions and decimals

6. use the order of operations to simplify expressions involving decimals, whole number exponents, grouping symbols, and the four basic arithmetic operations

7. identify the order relation between two decimals or between a decimal and a fraction

**4. Concepts and skills associated with integers and
rational numbers
**1. perform the four basic arithmetic operations on rational numbers

2. use the order of operations to simplify expressions involving rational numbers, whole number exponents, grouping symbols, and the four basic arithmetic operations

3. solve application problems involving the four basic operations on rational numbers

4. identify the order relation between two rational numbers

**5. Concepts and skills associated with ratios,
proportions and percents
**1. convert between fractions and percents and between decimals and percents

2. solve percent equations

3. find the missing number in a proportion

4. solve ratio and proportion application problems

5. solve application problems involving percents

**6. Concepts and skills involving linear equations in
one variable
**1. solve linear equations in one variable involving integers, decimals and
fractions

2. solve application problems that yield linear equations

**7. Concepts and skills associated with polynomials
**1. identify terms of a polynomial, and classify polynomials by number of
terms

2. use the exponent laws to simplify algebraic expressions involving whole number exponents

3. use the order of operations to evaluate variable expressions and formulas

4. combine like terms

5. add and subtract polynomials

6. multiply monomials by polynomials

**8. Use statistics to collect and interpret data
**1. determine the mean, median, and mode

2. interpret graphs (pictographs, circle graphs, bar graphs and line graphs) and analyze data

**9. Concepts and skills associated with geometry
**1. know the appropriate vocabulary and facts about angles, triangles,
rectangles, squares, and circles

2. find perimeters of rectilinear figures

3. use standard formulas to find perimeters and areas of triangles, rectangles, squares and circles

4. find complementary and supplementary angles

5. find angles associated with parallel lines cut by a transversal