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2 appointment or to speak with a counselor, call the ASD office at Deaf/Hard of Hearing individuals, or text Drop Date: 6 September Last day to drop a class with no record on transcript. 3 October Last day to withdraw from a class (with a W on transcript). Students can withdraw from this class by telephone. Call Registration and Records at to withdraw. AUDIT grades must be requested in person at the Registration and Records windows. [These dates change every semester.] Calculators: [Math Department policy] At the instructor s discretion, a scientific calculator is allowed in this course either at all times or at the times the instruct deems appropriate. Use of a graphing calculator is prohibited. Course Outcomes: Upon successful completion of this course a student is able to: (1) Use algebraic methods to solve a variety of problems involving exponential, logarithmic, polynomial, and rational functions, systems of equations and inequalities, sequences notation. (2) Solve equations by correctly completing several logical steps before arriving at a final answer, and when possible, check solutions. (3) Graph linear, power, root, reciprocal, absolute value, polynomial, rational, exponential, logarithmic functions and conic sections along with basic transformations. (4) Analyze real world problems such as population growth, half-life, compound interest, and optimization. Select appropriate mathematical models to aid in finding solutions. (5) Demonstrate understanding by interpreting mathematical vocabulary and symbols representing mathematical information. (6) Use algebraic manipulations to rewrite equations and expressions, including rewriting in standard form, factoring, and completing the square. Use matrix methods such as Gaussian elimination, inverse matrices, and determinants to solve systems of linear equations. Essential Learning Outcome: This course is part of UVU s general education program and is intended to address the Essential Learning Outcome: Intellectual and Practical Skills foundation. Student s rights and responsibilities: This course is designed to prepare students for more advanced mathematics courses, preparing for a career and to improve their math skills. In order to achieve this goal, cooperation is needed from all to maintain a quiet classroom so that everyone can hear and learn without interruptions from others. Each student is expected to display appropriate conduct in classroom situations, which will enhance the learning environment. (Students Rights & Responsibilities Code, page 5). In addition, each student is expected to: Perform basic algebraic and arithmetic operations using their knowledge of mathematical facts, rules and properties. Recognize and use their knowledge of a wide variety of mathematical definitions, terms, symbols, expressions, statements, formulas, procedures and methods taught or used in the course.

5 DO NOT WAIT UNTIL RIGHT BEFORE THE DEADLINE to start doing the homework, studying for the exam, etc. You can and should work ahead of deadlines as much as possible. If you procrastinate, you are virtually guaranteeing that you will retake the class. I only say this because I ve seen it many times, and would much prefer that you succeed. FAQ s 1. How do students succeed in this course? Attending class each day, staying current on homework, and getting help early. 2. How much time should I devote to this course? A minimum of 1-2 hours each day of the week, whether class meets or not, including Saturday. This is a minimum of 6 hours per week. 3. Isn t this a lot like my high school course? Most students at one time in their life have visited and worked through some of these topics the difference is the depth of understanding. As students are first introduced to these topics typically this occurs in a procedural fashion. College Algebra is designed to deepen that understanding, fine tune notational skills, and move students from procedure to conceptual understanding. 4. Do I have to like or have fun with mathematics to be good at mathematics? No most students don t like or have fun with mathematics, and that s not really the goal. The goal is to get students to like success with mathematics, not necessarily like the mathematics itself. There is a difference and once you begin to see that difference, then understanding can take place. There is a mathematics professor who said she didn t like mathematics but she really likes the fact that she can do mathematics and has success with it. 5. What if I consistently struggle every day? It is okay to struggle, to feel frustrated, and to spend time considering various ways to solve something the goal again is foundational understanding, NOT procedural fluency. Note: All items in this syllabus are subject to change or modification to correct errors or to accommodate extenuating circumstances.

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