MLCS: Bringing New Life to Life

Kathleen Almy, Heather Foes Rock Valley College AMATYC 2011

Packet contents:
MLCS course description and objectives MLCS content by unit Implementation options Sample lesson: Quarter Wing Night

Page Number
2 4 6 7

Contact Information:
Kathleen Almy Email: kathleenalmy@gmail.com Blog: http://almydoesmath.blogspot.com Blog contains video, pilot updates, presentations, and more.

Heather Foes Email: Heather.foes@gmail.com

MLCS Course Description and Objectives

Mathematical Literacy for College Students is a one semester course for non-math and non-science majors integrating numeracy, proportional reasoning, algebraic reasoning, and functions. Students will develop conceptual and procedural tools that support the use of key mathematical concepts in a variety of contexts. Throughout the course, college success content will be integrated with mathematical topics. Prerequisite: Appropriate placement or prealgebra with a grade of C or better

COURSE OUTCOMES
1. 2. 3. 4. 5. 6. Apply the concepts of numeracy in multiple contexts. Recognize proportional relationships and use proportional reasoning to solve problems. Use the language of algebra to write relationships involving variables, interpret those relationships, and solve problems. Interpret and move flexibly between multiple formats including graphs, tables, equations, and words. Demonstrate student success skills including perseverance, time management, and appropriate use of resources. Develop the ability to think critically and solve problems in a variety of contexts using the tools of mathematics including technology.

COURSE OBJECTIVES
Upon successful completion of this course, the student will be able to: Numeracy 1. 2. 3. 4. 5. 6. 7. Demonstrate operation sense and the effects of common operations on numbers in words and symbols. Demonstrate competency in the use of magnitude in the contexts of place values, fractions, and numbers written in scientific notation. Use estimation skills. Apply quantitative reasoning to solve problems involving quantities or rates. Demonstrate measurement sense. Demonstrate an understanding of the mathematical properties and uses of different types of mathematical summaries of data. Read, interpret, and make decisions based upon data from line graphs, bar graphs, and charts.

Proportional reasoning 8. Recognize proportional relationships from verbal and numeric representations. 9. Compare proportional relationships represented in different ways. 10. Apply quantitative reasoning strategies to solve real-world problems with proportional relationships. Algebraic reasoning 11. Understand various uses of variables to represent quantities or attributes. 12. Describe the effect that changes in variable values have in an algebraic relationship. 13. Construct and solve equations or inequalities to represent relationships involving one or more unknown or variable quantities to solve problems. 2|Page

Functions 14. 15. 16. 17. 18. 19. Translate problems from a variety of contexts into a mathematical representation and vice versa. Describe the behavior of common types of functions using words, algebraic symbols, graphs, and tables. Identify the reasonableness of a linear model for given data and consider alternative models. Identify important characteristics of functions in various representations. Use appropriate terms and units to describe rate of change. Understand that abstract mathematical models used to characterize real-world scenarios or physical relationships are not always exact and may be subject to error from many sources.

Student success 20. 21. 22. 23. Develop written and verbal skills in relation to course content. Evaluate personal learning style, strengths, weaknesses, and success strategies that address each. Research using print and online resources. Apply time management and goal setting techniques.

Mathematical success 24. 25. 26. 27. Develop the ability to use mathematical skills in diverse scenarios and contexts. Use technology appropriately including calculators and computers. Demonstrate critical thinking by analyzing ideas, patterns, and principles. Demonstrate flexibility with mathematics through various contexts, modes of technology, and presentations of information (tables, graphs, words, equations). 28. Demonstrate and explain skills needed in studying for and taking tests.

3|Page

MLCS Content by Unit

Each unit begins with an open ended problem and a thematic question that will appear in every unit. For example, every lesson in unit 3 ties back to the question, when is it worth it? Every unit contains skills, concepts, and applications from all four strands: numeracy, proportional reasoning, algebraic reasoning, and functions. Student and mathematical success components as well as geometry and statistics appear in every unit. Additionally, every unit has at least one article that students read and use in an activity. Bolded topics are optional.

Unit 1 Ratios & rates in common contexts Venn diagrams Cartesian coordinate system Percent of a number, generalize calculations, definition of function Variables vs. constants, equations vs. expressions Pie/bar graphs, scale a fraction to percent Plot points, read and interpret points on graph Scale fractions, fraction to percent, proportionality Inductive vs. deductive, counterexamples, patterns Linear vs. exponential growth, percent of increase Convert units by multiplying/dividing, metric system Shapes of graphs including constant, normal, linear, exponential (scatterplots) Surface area/volume concepts Sierpinski and Pascals triangle(Area, perimeter, similarity)

Unit 2 Balancing points (geometric, physical, numeric), means Pi, circumference formula Integer concepts, notation, operations Operations & relationships Terms, coefficients, adding like terms Polynomial terminology and addition/subtraction Order of operations Formulas and exponent properties Distributive, commutative, associative properties, multiplying polynomials Rates, Pythagorean Theorem, slope, distance formula Like terms and simplifying expressions Role of rounding in error

4|Page

Unit 3 Doing and undoing tasks, determining order of steps (Theory behind creating & solving equations) Weighted means Correlation, median, mode Standard deviation Numerically and algebraically solving 1 step equations Volume/surface area of rectangular prisms & cylinders, Pareto charts Solving linear equations physically (manipulatives) and in written form Linear equation applications (model, then solve) Modeling linear situations with tables, graphs, equations Slope and y-intercept from tables, graphs, and equations Compounded error (volume of a cylinder) Solving non-linear equations

Unit 4 Dimensional analysis, scientific notation Solving proportions without scaling Probability concepts, area of circle Writing equations of lines using slope and a point or two points Literal equations, GCF, concept of factoring Systems of 2 equations, solving by graphing and substitution Quadratic function modeling Modeling an exponential function Residuals, z-scores, compound inequalities pH, order of magnitude Rational function modeling and variation

5|Page

Implementation Options
MLCS is a 3 6 credit hour course depending on state and school requirements. For more information on how to scale the course to your needs, please contact Kathleen Almy. 1. Replacement Model: Use MLCS to replace beginning algebra.

2.

Augmented Model:

Use MLCS to create a non-STEM alternative to beginning algebra that provides sufficient preparation for statistics or liberal arts math.

Students who change their major can take intermediate algebra as a bridge to STEM courses. 3. Supplemental Model: Use MLCS lessons for problem solving sessions in an Emporium model (lab-based traditional redesign.)

6|Page

3.12
Explore
1.

Quarter Wing Night

Previously, we worked on increasing a number by a percent such as with a tax or tip. Calculate the total after tax on a $20 food bill at a restaurant if the tax is 8%. Do this with one step and show your calculation.

Connect
Your local bar and grill is having a quarter wing night where chicken wings are a quarter each. Before you leave for a night out with friends, you put a $20 bill in your pocket, along with only your ID, your phone, and your keys. Determine how many wings you can buy with $20 given a set of conditions. Realistically, you will have a bar napkin for writing and your cell phone calculator as tools. Our conditions will start simple and build to the most realistic point.

2.

Youd like to buy a pitcher of your favorite beverage for $5 for your friends and spend the rest on wings. How many wings can you buy? b. Write an algebraic equation where w = number of wings. Solve it and answer the question.

a. Solve numerically.

c. How do we solve the equation? How does that relate to the numerical solution?

7|Page

3.

This is a lot of chicken wings! What other conditions should we consider to make the situation more realistic?

Now well extend the original situation ($20, $0.25 per wing) little by little, solving each problem two ways.

4.

Youd like to buy a pitcher of a beverage for $5, some blue cheese dressing for $1.50, and use whats leftover to buy wings. How many wings can you buy?

a. Solve numerically.

b. Write an algebraic equation where w = number of wings. Solve it and answer the question.

5.

Youd like to buy a pitcher of a beverage, some blue cheese dressing for $1.50, as many wings as possible, plus leave a 20% tip. How many wings can you buy? b. Write an algebraic equation where w = number of wings.

a. Solve numerically.

8|Page

6.

Your friends laugh at you and your need to be exact with the tip. Instead they say, Just figure a $4 tip with the drink and dip. $4 is 20% of 20 so youre covered. Then figure out how many wings you can get. Determine how many wings you can buy and the percent tip youd be leaving if you followed their advice. c. Write an algebraic equation where w = number of wings. Solve it and answer the question.

a. Solve numerically for the number of wings.

b. Percent tip:

7.

For the most realistic challenge, we need to incorporate sales tax. Assuming you will need to pay 7% sales tax and you want to buy a pitcher of a beverage, blue cheese dressing, as many wings as possible, and leave a 20% tip on the total (which includes the tax), how many wings can you order? b. Write an algebraic equation where w = number of wings. Solve it and answer the question.

a. Solve numerically.

9|Page

8.

Multiply the coefficients in the equation of the last problem. Is a 7% increase following by a 20% increase equal to a 27% increase?

9.

At what point in this activity, if ever, did the algebra become preferable to the numerical method? Explain your answer.

10.

Lets change the wing price to $ 0.40 and beer price to $5.50. Redo #7 with these new numbers.

11.

Which was easier to adjust, the numerical process or the algebraic equation?

Lesson wrap-up:
Whats the point?
Problems can be solved numerically or algebraically and neither method is superior. Each has validity depending on the situation.

What did you learn? When is it worth it?

How to build and solve multi-step equations When is it faster or easier to algebra when solving a problem?

Numeracy

Student Success
10 | P a g e

Proportional Reasoning
Mathematical Success

Algebraic Reasoning

Functions

3.12 Homework
Concepts
Build and solve multi-step equations

For each problem, write an appropriate algebraic equation. Make sure to define any variables you use. Solve the equation, showing all the steps, and check your answer. 1. I took my two kids to an art fair with $20. Admission was $4 for me, but kids were admitted free. Each child spent $2 on lemonade and bought 3 bracelets. How much did each bracelet cost if the entire $20 was spent?

2.

I took my two children to an art fair where they each spent the same amount of money. If one child bought three bracelets and two $2 lemonades and the other child bought 5 bracelets and one lemonade, how much did each bracelet cost?

3.

I took my two kids to an art fair with $20. Admission was $4 for me, but kids were admitted free. If each child bought a $2 lemonade, how many $2 bracelets can they buy altogether?

4.

I took my two kids to an art fair with $20. Admission was $4 for me, but kids were admitted free. If each child bought a $2 lemonade, how many $2 bracelets can they buy altogether? Assume there is an 8% sales tax on the lemonade and the bracelets.

11 | P a g e