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MATD 0390
Intermediate Algebra
2011-2012
The co-chairs of the MATD 0390 committee are Christy Dittmar (223-9211,
cdittmar@austincc.edu), and Karen Chaka (223-2095 kchaka@austincc.edu ) The remaining
members of the committee for the current semester may be found at
http://www.austincc.edu/mthdept5/mman11/cdocs/coursecommittees
This course is offered in three different formats. Intermediate Algebra, Second Edition by Sullivan
and Struve is the textbook for all three formats. Computer-mediated and distance-learning sections
will use MyMathLab along with the book. Lecture courses may also use MyMathLab at the
instructor’s discretion.
This chapter of the Math Manual contains:
 Notes for Instructors for all sections
 Course objectives for all sections, copies of which should be included in student handout
material
 Departmental handout on "Prerequisites for Calculus" for all sections
 Sample Instructor Handout
 Textbook homework assignment for sections not using MyMathLab (long assignment)
 Textbook homework assignment for sections using MyMathLab (short assignment)
 Departmental First Day Handout for Students
First Step: Determine whether you are scheduled to teach a computer-mediated section or a regular
lecture section. Do not assume that someone else will tell you if you are scheduled for a computermediated section. Check the web version of the schedule for the notes on individual sections that
indicate which are computer-mediated. If you can't tell whether the computer-mediated sections have
been identified in the schedule yet, check with the Department Chair.
Notes for Instructors for All Sections
The two courses of Elementary Algebra (MATD 0370) and Intermediate Algebra (MATD 0390) will
be taught using separate texts, by different authors, rather than a combined book. The chapter-bychapter comments clarify this and indicate areas where students may need extra work.
Course Purpose: This course is designed to prepare students for various college-level science and
mathematics courses. After succeeding in this course, students may enroll in a number of courses in
science, mathematics, and various technical areas. These include General College Physics, General
Chemistry, Magnetism and DC Circuits, AC Circuits, Manufacturing Materials and Processes, Math
for Business and Economics, and College Algebra. The department no longer allows students who
do very well in MATD 0390 to enroll in Trigonometry without taking College Algebra.
First Day Handouts:
New for Fall 2009: Be sure to include the Information about MyMathLab handout in your first day
handouts. It is available in a short and a long version. Use the long version if your section requires
MyMathLab. You may choose to use the short version is your section does not require MyMathLab.
Please read the material at the front of this Math Manual for more information about things you need
to know to start the semester. The following are required first-day handouts unless otherwise noted.
The wording in some required policy statements must be included “as is,” others have suggested
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versions that may be modified by the instructor, and others are to be created by the instructor. The
“as is” and recommended versions are noted below.
The handouts given to students must include the policy statements and items listed below. Refer to
the first part of the manual www.austincc.edu/mthdept5/mman11/statements.html for the required
wording of the “as is” policies.
Policies to be included with “as is” wording
College requirements
1. Statement of Students with Disabilities
2. Statement on Scholastic Dishonesty
Department requirements
3. Statement of Prerequisite Requirements
4. TSI Warning
5. “Prerequisites for Calculus” handout (Included in the Math Manual)
The handout has been revised to reflect the department’s mandate that students
take College Algebra before taking Trigonometry, even if they did very well in
Intermediate Algebra.
Policies with recommended wording that each instructor must include but may modify
6. Penalty for Scholastic Dishonesty
7. Statement on Academic Freedom / Freedom of Expression
8. Attendance Policy
9. Withdrawal Policy (It is strongly recommended that instructors indicate that they
MAY withdraw students but do not promise to do so and that instructors withdraw
any student, whether TSI mandated or not, who has excessive absences.)
10. Incomplete Grade Policy
11. Course-specific Support Services
12. Student Discipline Policy
First Day Handout for Students –This one document is meant to consolidate the departmental and
instructor versions used in prior years. Revisions may be posted before each semester. Check the
Math Manual Online before you prepare your handout.
In addition to the policy statements mentioned above, the handout must contain information
including:
1. your name, ACC phone number, office hours and location, information on how conferences
outside of office hours can be arranged, email address, and web page (if any)
2. your testing, homework, and grading policies
Additionally, the handout should include the instructor-written policy statements listed below.
1. missed exam policy
2. policy about late work
3. class participation expectations
4. reinstatement policy
The following are descriptions of other information that each instructor should include in first-day
handouts.
Course Objectives – Printed course objectives should be included in your first day handouts. The
departmental objectives for MATD 0390 can be found at
http://www.austincc.edu/mthdept2/tfcourses/obj0390.htm.
Prerequisite Review (Optional) – You may use the Review if you choose to review for the Pretest.
Prerequisite review sheets are available on the web at
http://www.austincc.edu/mthdept5/Revtests/indexr.htm
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Pretest – Check with the mathematics campus office to find the current version of the Pretest. Some
instructors prefer to review the first day and wait until the second day of classes to give this to the
students. All instructors should give the pretest. See the material in the first part of the Math
Manual about how the pretests will be handled.
Student Information Sheet - Use the two-page version in the beginning pages of this Math Manual.
Developmental Math students should be asked to complete this form and return it to you.
Suggested Homework Assignments (Optional) – For both non-computer-mediated and computermediated sections, the suggested homework assignments may be found in this section of the Math
Manual. You may create your own list of homework problems in lieu of those suggested in either
lecture or computer-mediated classes, but the level of rigor in the course should be the same as
that reflected in the suggested homework assignments.
Students: Most students in this course fall into one of two groups. Some are coming fairly directly
from Elementary Algebra either at ACC or at another college. Others had two years of algebra in
high school but do not remember it well enough to enroll in an algebra-intensive mathematics,
science, or technology course. Typically, students in this course need help with time management,
with appropriate use of examples and solution manuals, and with test preparation skills. Some may
have test anxiety or math anxiety. In this course particularly, the students who need your help most
may be quiet and inclined to just disappear when they get behind or overwhelmed. Look through the
Study Skills material just before MATD 0330 in this Math Manual. It is important that you help your
students with all of these issues.
Calculators: Students are encouraged to use a scientific calculator throughout the course and one is
required for the material on exponents and exponential functions. The use of graphing calculators
should be limited to demonstrations and are not required for this course.
Appropriate Course Placement: Because of the TSI law, placement into the appropriate math
course is very important, particularly for students taking their first math course in college.
Experience has shown that assessment tests do not always place students into the appropriate course.
Pretests are given and graded the first week to ensure that students are in the appropriate course. If
students change courses, they must do so before the deadline for adding and dropping courses.
Instructors cannot move TSI mandated students to college level classes. When you are
determining whether to recommend a change in placement, talk to the student, and consider the
following factors:



student's previous math experiences
time elapsed since taking math
student's current work load and course
load (time available to devote to math)



pretest score
assessment score
student's initiative and determination
Because two different classroom-based delivery methods for the course are offered (lecture and
computer-mediated), it is very important to determine as soon as possible whether any of the
students would be better served by taking the course in the other format. In the computer-mediated
classes, have the students try the software as early as possible. For students in lecture courses who
think they might like to change formats after the first day of classes, encourage them to try the
software immediately. Students in a computer-mediated section may have a wide range of computer
experience levels, but even those students who have never previously used a computer may excel in
this class after learning how to use the computer and software.
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Make sure that any changes needed to lower level courses are done before the last day to change
developmental courses, which are not the same for college-credit add/drop. Check with the
administrative assistant at your campus for specific dates.
Homework: Students learn the material by doing homework. They are more likely to do the
homework if it is incorporated into the grading scheme in some way. Suggested homework
assignments are provided.
Final Exam Review: Because the departmental final exam is comprehensive rather than focused on
the last material covered, distribute the final exam review at least a couple of weeks before the end of
the semester to give the students time to practice the material from the earlier chapters. The final
exam review may be found online at http://www.austincc.edu/mthdept5/Revtests/indexr.htm or
obtained from a campus administrative assistant.
Use of Notes and Calculators on Exams and the Departmental Final The MATD 0390
committee has decided that no notes or graphing calculators should be allowed, and no formulas
should be given, on the departmental final. The practice of giving formulas for any exam is
discouraged. Also, the final exam should be given as written with the possible exception of including
a few extra problems or making any needed corrections, which should be reported to the chairs of the
committee so that all instructors may be notified.
Formulas Students are expected to know the following formulas from memory by the end of the
course:
 Sum of the angles in a triangle
 Pythagorean Theorem
 Area and perimeter of triangles, rectangles, and squares
 All formulas for linear equations (slope formula, slope-intercept and point-slope forms)
 The quadratic formula
 Distance between two points
 Midpoint
 Distance = Rate  Time
 The standard form of the equation of a circle
Withdrawing Students: When you need to withdraw a student, fill out the slip and process it. Give
a copy of the student's information sheet to the campus-based representative designated to handle
developmental math at your campus. Instructors may also withdraw students online at “Faculty
Online Access” https://onlineserv.austincc.edu/WebAdvisor/WebAdvisor See material in the front
part of the Math Manual for more information.
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Text: Intermediate Algebra: 2nd Edition by Sullivan & Struve, Pearson publishers
Student Edition ISBN 0-321-56752-8
Annotated Instructor’s Edition ISBN 0-321-57064-2
Optional or Required Supplement: MyMathLab, as described below, is a supplement to the
Sullivan text and is available online at no cost to students who purchase a new text. During the first
semester of the current edition of the textbook (Fall 2009), instructors with appropriate training in
the use of MyMathLab may choose to require it, as long as they include a MyMathLab requirement
statement in their first day handout. Be prepared to make accommodations in rare cases, for students
who do not have broadband internet access at home and whose schedule does not permit them to do
large amounts of work on campus.
It is expected that most students will purchase their books new and therefore automatically have a
copy of MyMathLab. Let students know that MyMathLab includes an electronic copy of the
textbook and the Student’s Solutions manual. Inform your students of this, in case they are
considering purchasing a hard copy solutions manual. It is up to the instructor whether to allow
students to use the electronic textbook in MyMathLab in lieu of a hard copy textbook. Students also
have the option of purchasing the loose 3-hole version of the textbook, which includes MyMathLab.
While this version is less costly, the bookstore will not buy it back. Please inform your students of
their options on the first day of class, and help them to make the best decision for themselves.
Students who purchase used texts may buy access to the programs from Pearson for about $70.00
from www.mymathlab.com/buying.html.
Instructors are not allowed to use online MyMathLab tests as their major tests in the class
without prior approval from the math department chair.
Student Supplements:
Text (hard bound book) & MyMath Lab
Text (3-hole punch) & MyMath Lab
MyMath Lab (stand-alone)
Chapter Test Prep Video (stand-alone)
Student’s Solutions Manual
ISBN 0-321-61474-7
ISBN 0-321-67372-7
ISBN 0-321-59342-1
ISBN 0-321-59304-9
ISBN 0-321-58929-7
Instructor Supplements
Instructor’s Solutions Manual
ISBN 0-321-58955-6
Instructor’s Resource Guide,
including Printed Test Bank
ISBN 0-321-58948-3
Powerpoint Lecture Slides
ISBN 0-321-59447-9
Videos on DVD
ISBN 0-321-59348-0
(The DVD’s are available at each campus’s LRS.)
TestGen-(both Windows & Macintosh)
ISBN 0-321-59303-0
Please note that many of the instructor supplements are available for download only.
MyMathLab is an interactive online course that accompanies the textbook. It contains an online
version of the book as well as multimedia learning aids (such as videos and animations) for
selected examples and exercises in the text. Students can take tests in MyMathLab that generate
a personalized study plan with links to practice exercises for the topics that need more study.
Visit www.mymathlab.com for more information.
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Instructors can use MyMathLab to assign online homework and tests, track students' results, and
create an online community using a variety of course-management tools. Visit
www.mymathlab.com for more information. If you choose to set up your own course, you’ll
need to give students that unique course number in MyMathLab and tell them to use it instead of
the generic ACC 0390 course whose access number is given in the standard student handout in
this Manual.
MathXL® Tutorials on CD provides unlimited (algorithmically generated) practice exercises
correlated to the textbook.
Pearson has a tutoring center that is available by phone for students using any of their texts.
Information about the service can be found at www.aw-bc.com/tutorcenter/. Hours of operation are
Sun-Thur: 4 PM - 11 PM Central time.
Students toll-free: 1.800.877.3016
Instructor info: 1.800.666.8801
Fax: 1.877.262.9774
Email Questions: mtutor@pearson.com
The InterAct Math® Tutorial Web site, which can be found at www.interactmath.com, generates
algorithmically generated practice exercises that correlate directly to the exercises in the text.
Problem Sets: The main content of the course is covered in the exercise sets and your test problems
should be taken from these types of problems. The first problems in each exercise set are Quick
Check problems, which are interspersed with the section text. In addition, most sections have
Building Skills, Mixed Practice, Applying the Concepts, Extending the Concepts, Explaining the
Concepts, and The Graphing Calculator, exercises. Starting in chapter 5, there are also Synthesis
Review exercises, designed to help students grasp the big picture. You are encouraged to use some of
these, as well as various problems from The Graphing Calculator and Extending the Concepts
appropriately to enrich and enliven the class. Read the discussion of these in the Preface of the
instructor’s text. Perhaps you will want to have students do some in class from time to time.
If you choose to occasionally include some exercises that require Graphing Calculators or Synthesis
in the homework, that is fine, but be sure your course is consistent with departmental guidelines. For
instance, requiring students to do graphing calculator problems more than occasionally in the
homework would, in reality, be requiring them to buy a graphing calculator, which is not acceptable.
Pay attention to which problems have answers in the back of the student edition of the text. For the
homework problems at the end of each section, answers are provided for all odd numbered problems,
and for all Quick Check problems, even and odd-numbered. Also, the answers to both the even and
odd-numbered Chapter Review, Chapter Test, and Cumulative Review problems are in the students'
books.
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Chapter-by-Chapter Comments: Lecture Classes Using the Sullivan Text
Overall: In adopting the Sullivan text for MATD 0390, the developmental committee was attracted
to the treatment of functions in this book, as a good preparation for the kind of depth students will
see in College Algebra. Due to the addition of MATD 0385 as an option to exit remediation, it is
expected that nearly all MATD 0390 students will be taking this course primarily as a prerequisite
for College Algebra, rather than just to satisfy TSI.
Sufficient review at the beginning of the semester in MATD 0390 is necessary but students should
show mastery of topics covered in MATD 0370 at the beginning of the semester, as demonstrated on
the MATD 0390 Pretest. The Pretest is available from the Administrative Assistant at each campus
but should be kept secure by each instructor. In addition to adopting the Sullivan text for MATD
0390, the math task force also approved the following recommendations by the developmental
sequence committee that you will want to be aware of. The material on Absolute Value Inequalities
has been removed (in 2.6) and the material on Exponential Functions has been made optional (Ch 8).
Also, the material on Division of Polynomials that was previously included in MATD 0370 has been
moved to MATD 0390 (MATD 0370 now only covers division by a monomial) .
Chapter R: Real Numbers and Algebraic Expressions. This review chapter contains some
material that we consider to be too basic for Intermediate Algebra. Do not feel that you need to cover
all material in this chapter in depth, because you will need that time later in the semester. Instead,
choose a few key topics from each section to review in class and tell students that it is their
responsibility to review this material from the book and with the help of tutors or office hours, if
necessary.
R.1 (optional): You may choose to assign some problems from this section to make sure students
are aware of your expectations in a math class, as well as how to contact you throughout the
semester.
R.2: Sets and Classifications of Numbers: Emphasize definitions and notation. Skip some of the
basic discussion of numbers, such as rounding, point plotting on a number line, numeric inequalities,
and expressing quantities numerically.
R.3: Quickly review some basic operations, including signed numbers, fractions, and absolute value.
R.4: Order of operations: Briefly review.
R.5: Algebraic expressions: evaluating, simplifying, and creating expressions from verbal
descriptions.
Chapter 1: Linear Equations and Inequalities This chapter is still review from Elementary
Algebra, but contains topics that are a little bit more advanced than chapter R. Students often have
many weaknesses with this material, but keep in mind that it is still review, and therefore you should
set a good pace with it. Many topics are condensed into fewer sections here than in Elementary
Algebra, to facilitate moving quickly through the material.
1.1: Linear equations in one variable: Students generally know the addition and multiplication
principles. Go straight to the more difficult equations, and emphasize planning and good habits in
solving equations.
1.2: Intro to problem solving: There are many different kinds of word problems in this section.
Emphasize the problems that work well in one variable. There are many problems in this section that
would be more natural to solve using two variables. You may wish to skip those.
1.3: Using formulas: Solving for a letter, and using formulas are covered. In addition to the formulas
listed in the section, there is a more complete list of geometric formulas on the inside of the back
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cover of the text. Each instructor should communicate with students which formulas should be
memorized and which will be provided on exams.
1.4: Linear inequalities in one variable: Interval notation is introduced here for the first time. It is not
covered in Elementary Algebra. All solutions in the book are given in interval, rather than setbuilder, notation.
1.5: Rectangular coordinates: It should be assumed that students are familiar with the coordinate
system and plotting points. Focus on graphing equations by plotting points, and then just remind
them of some of the basics (x & y axes, quadrants, etc) as you are graphing equations. Intercepts are
introduced here, for linear and nonlinear graphs. Be careful about the instruction “Identify and
interpret the intercepts”. Students often ignore the “interpret” part of the question because they don’t
understand it. “Interpret” means to explain what the quantity means in the context of the problem.
Make a point of doing a few examples and emphasizing the importance of this step. Try to verify that
your students do not ignore this part of the instruction when doing homework.
1.6: Linear equations in two variables: This section covers a large amount of material: Graphing
lines (all methods), finding slopes, finding equations of lines using slope-intercept and point-slope
formulas, and graphing and finding equations for horizontal and vertical lines. All of these topics are
covered in Elementary Algebra, although students tend to still struggle with it. Expect this section to
take a little more time than the other sections in this chapter, but be sure to treat it as review.
1.7: Parallel and perpendicular lines: More equations of lines are covered here, as well as
determining whether a pair of equations is parallel, perpendicular, or neither.
1.8: Linear inequalities in two variables: Graphing inequalities in two variables is covered here.
Graphing systems of inequalities is covered in section 3.6.
Chapter 2: Relations, Functions and More Inequalities The material in this chapter is almost
entirely new, starting with the introduction of relations and functions. Expect to slow down here.
Students often have a lot of difficulty with the function language at first. Introduce functions from
many perspectives: numeric data, graphs, and formulas. While understanding the definition of a
function is important, learning to use the language fluently is probably where most of the work is
involved.
2.1: Relations: This section lays the groundwork for functions, defining a relation as well as some
key terms like domain and range.
2.2: Functions: Functions are defined and the language is introduced. Emphasize that whatever is in
parentheses after the function name is the input to the function, whether it is a letter or a number.
Students will often misinterpret f  2  as multiplication, even if they are not aware that they are
doing so. Emphasize that the context is necessary for us to know the meaning of this expression; if
f is the name of a function, as opposed to a variable, multiplication by 2 cannot be expressed this
way.
2.3: Functions and graphs: This section covers domain of a function defined by a formula, as well as
domain and range from a graph, intercepts, and zeros of a function. The connection between
evaluating a function and finding an ordered pair on the graph of a function is emphasized here, and
is an important connection of concepts.
2.4: Linear functions and models: This section brings together everything we do with linear
expressions, and expresses them in the context of functions. Skip the material on nonlinear data, as it
is better suited to College Algebra. Included are solving equations and inequalities, graphing,
creating equations, and evaluating expressions. It should be emphasized to students that all of these
skills have already been covered in this course. The primary goal of this section is to understand the
instructions when given using function notation, and to recall the process for each kind of problem.
There are lots of “linear modeling” problems, where students are asked to create a linear function
from given data.
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2.5: Compound inequalities: Students often confuse “and” statements and “or” statements. Point out
that an extended inequality of the form a < x < b is automatically an “and” statement, and represents
all real numbers between a and b. Stress that the inequality symbols must both face the same
direction, and that a must be less than b. Emphasize that an “or” statement cannot be written in this
compact form. Also note that in an “and” statement, both inequalities must be satisfied by the
solution set, while in an “or” statement, at least one inequality must be satisfied by the solution set.
2.6: Absolute value equations and inequalities [LIMITED]: We cover only absolute value equations,
and do not cover absolute value inequalities. There are not many no solution (= negative) or one
solution (= 0) problems in this book; most of the equations have two solutions and are solved by
setting up two equations.
2.7: Variation: We only cover variation with respect to one variable (no joint variation, or combined
variation). For the word problems, students often think it is simpler to just set up a proportion. Make
sure they understand that this method does not work for inverse variation, or variation as the square,
etc.
Chapter 3: Systems of Linear Equations and Inequalities We only cover systems of equations in
two variables, which is presented in the first two sections of Chapter 3. Solving systems of linear
equations is review material, and is easy for most students. The applications in 3.2 cause more
difficulty. Systems of linear inequalities are covered in 3.6.
3.1 This section introduces solving systems of equations by graphing, elimination and substitution
methods. Students should be advised of the strengths and weaknesses of each method. Students may
find the summary on page 326 helpful.
3.2 The application problems in this section include number problems, geometry, mixture,
investment, and uniform motion. Student often have trouble writing the equations for these
problems, so ample time and practice should be given here.
3.6 This section covers systems of linear inequalities. Instructors may want to remind students of
what they learned in section 1.8 as they begin this section (graphing inequalities in two variables).
Mention that there is nothing special about the fact that the boundaries shown in this section are
always straight lines. Tell them that the same principles apply for graphing all inequalities, which
include some boundaries that are not straight lines.
Chapter 4: Polynomials and Polynomial Functions. Polynomials should be review for students, so
the first part of this chapter should be easy. Although students should have covered factoring in
Elementary Algebra (or its equivalent), most students at this level need multiple exposures to
factoring, especially the more advanced topics. The Algebra of Functions (adding, subtracting,
multiplying, and dividing functions to create new functions) is introduced gradually in this chapter,
rather than as its own topic, as we have done in the past. Since adding, subtracting, and multiplying
polynomials should be pretty easy for students at this stage, expect to place most of the emphasis in
the first two sections on this new way of combining functions.
4.GR: Getting Ready for Chapter 4. This contains the laws of exponents and scientific notation.
Laws of exponents should be covered, as a review topic. There is a homework assignment for this
section.
4.1: Students should be quite familiar with addition and subtraction of polynomials. Creating a new
function by additing or subtracting functions is introduced in this section.
4.2: Multiplying polynomials using the distributive property should be review. Squaring a binomial
still poses some difficulty, and it should be stressed that (a  b) 2  a 2  b 2 . Creating a new
function by multiplying functions is introduced in this section.
4.3: This section covers polynomial division. Students have previously divided by a monomial, but
division by a binomial is no longer covered in Elementary Algebra, and is time-consuming. It is best
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to introduce this topic by stepping students through long division of natural numbers, and then
transferring the steps to long division of polynomials. Some of these problems require the use of
zeros as place-holders. Creating a new function by dividing functions is introduced in this section.
Synthetic division, remainder theorem, and factor theorem are not covered in 0390.
4.4: Students often do not completely factor an expression, so discuss reviewing each of their factors
to make sure that the expression cannot be factored further.
4.5: Although this is a review topic, treat it carefully, as many students need the second exposure to
factoring techniques. Note that trial-and-error method may be more efficient when the first and last
coefficients are prime numbers and that factoring by grouping (the AC method) can be effectively
used to determine when an expression cannot be factored over the set of real numbers.
4.6: Most students are comfortable with the difference of two squares, although they need to be
reminded to factor completely. Although they have been exposed to factoring perfect-square
trinomials, this topic should be treated carefully as it will build a foundation for completing the
square later. Factoring the sum and difference of cubes is new, and is difficult for most students.
Point out that the quadratic factor in the sum / difference of cubes, x 2  xy  y 2 is often prime.
Students should memorize the formulas in this section.
4.7: This section is very important, as the students are required to select the factoring technique. It
may be helpful to begin the section with a review of all the methods learned so far. It may be helpful
to have students look through a group of problems and verbally identify which method they would
use.
4.8: This section includes solving polynomial equations up to degree 4. Students solved quadratic
equations by factoring in MATD 0370, but a good review of the Principle of Zero Products is usually
needed to explain why a polynomial equation must be set equal to zero before finding the solutions.
The relationship between the solutions of a polynomial equation and the zeros of a polynomial
function is a good foundation for our College Algebra course. Stress applications, including finding
domain of rational functions.
Chapter 5: Rational Expressions and Rational Functions. Instructors should not assume that
students have had prior exposure to the contents of this chapter. All of the material on rational
expressions is challenging to students, and it is easy for them to lose their motivation to study. To
enhance student’s interest in this topic we suggest an approach based on applications, explaining
WHY they study it at this point in time in relation to the rest of the topics left to be covered in the
course. Each section should start with a brief review of how the operations are performed on
numerical fractions, and then extend to monomials, and culminate with more complicated
expressions such as binomials and trinomials.
5.1 On the multiplication and division of rational expressions instructors should point out that it is
much easier to simplify before multiplying. This involves special attention to factoring, and to first
converting a division into a multiplication.
5.2 As we approach the addition and subtraction of rational expressions we should keep in mind the
importance of properly finding the LCD of two or more fractions. Instructors should remind students
that this process is very similar to finding the LCD of numeric fractions, and it is based on factoring
polynomials.
5.3 On simplifying complex rational expressions, both methods should be presented, with the
comment that in certain situations one method is better or easier than the other.
5.4 Before beginning to solve rational equations, point out that we will be simplifying these
problems to linear or quadratic equations and review the methods for solving those types. Instructors
should suggest that students review these as needed.
5.6 This is a section on applications involving rational equations. Instructors should make sure to
cover a variety of such applications, since these will reinforce the reason for studying the concept of
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rational equations. Included in this section are motion, shared work, and similar figures problems, as
well as solving for a letter. Examples like the ones presented in the text should be covered in class.
Chapter 6: Radicals and Rational Exponents This material is new to students and is difficult for
them. Emphasize basic properties that apply to all roots, not just square roots. The level of
abstraction is new and difficult for students and is an important part of the syllabus.
Getting Ready (review of sq roots) & 6.1 (first part) other roots: Emphasize that the principal nth
root (for even n) is the nonnegative number whose nth power is the radicand. The principal nth root
is intended when a radical (with no negative in front of it) is used. Point out the difference between
this and the solution to an equation of the form x 2  a where they need both the positive and
negative numbers that produce a when squared. Also, using the absolute value when taking a square
root may seem strange to students. Give numerical examples, such as (3)2  9  3 | 3 | to
illustrate this.
(second part of 6.1) intro to rational exponents (this is material which was at the beginning of 7.2
in Bittinger.)
6.2 Laws of exponents are reviewed at beginning – much more in pp.306-319, Getting ready for
Chapter 4.
6.3 Point out the difference between simplifying a radical and finding an approximation of its value.
Both multiplication and simple division (no rationalizing) are addressed. Note the “teaching tip” on
p.497 on simple way of simplifying.
6.4 Point out that adding and subtracting radical expression is like combining like terms.
6.5 Rationalizing denominators and numerators is usually difficult for students. Some teachers begin
with an example whose denominator contains a cube root and explore what is needed to make the
denominator a whole number.
6.6 In this section, cover evaluating radical functions at real numbers and discuss the domain of a
radical function. Note the difference that an odd or even index has on the domain.
6.7 [LIMITED] Cover only the problems that can be solved by raising both sides to a power one time
and emphasize checking for extraneous roots. The problems include two radical terms and require
raising both sides to a power more than once are considered College Algebra topics. It is important
that students be able to do applications problems whose equations contain radicals.
6.8 Complex numbers are often easier for students than the other material in this chapter. Emphasize
that the rules for manipulating radical expressions in the previous sections mostly assumed that the
radicand is a non-negative number. (Have the students look back at some of the rules and notice
that.) The main rule for manipulating radicals whose radicand is negative is to factor and write one
factor as i and then manipulate the other factor according to the rules learned earlier.
Chapter 7: Quadratic Equations and Functions. This material is new to many students and fairly
difficult for most. Don't be tempted to cover any of the omitted sections. Any extra time should be
used to reinforce the required sections.
7.1 For many students, the concept of completing the square is foreign to them especially since the
quadratic formula is briefly discussed at the end of Elementary Algebra. However, students will need
12
to master the concept of completing the square as it is needed in finding the center and radius of a
circle in 9.2.
7.2 Some students are familiar with the Quadratic Formula from Elementary Algebra. The primary
difference is that now students will be expected to memorize the formula and as well as apply it.
Students should also realize that although the formula will solve any quadratic equation, either
factoring or the square root method is often faster and easier. Choosing the most appropriate method
is an important part of the process. Students should be able to approximate answers with a calculator,
especially for application problems.
7.4 [LIMITED] Graphing Quadratic Functions using transformations. The text provides good
explanation in detail of how to graph quadratic functions of the type f (x)  ax 2 , f (x)  x 2  k ,
f (x)  x 2  k , f (x)  x  h  , and f (x)  x  h  . Rewriting quadratic functions from the form
f (x)  ax 2  bx  c into vertex form should be omitted, along with finding a quadratic function
given its vertex and another point, as this is more suitable 
for MATH 1314
 College Algebra.
2


2
7.5 Graphing Quadratic Functions Using Properties. The text gives two versions of the vertex
 

b b 
b 4ac  b 2 
formula.  ,
 and  , f  . Students often have difficulties understanding the 2nd
4a 
2a 2a 
2a
version. Explain that the y-coordinate of the vertex is the output when evaluating the function f at
b
.
2a



Chapter 8: Exponential and Logarithmic Functions. Only the section on exponential functions
(8.2) is covered, and it is optional. Try to fit it into your schedule in your first day handouts, but it
may be omitted at the end of the semester in the interest of time.
8.2 Exponential Functions. (optional & limited) If time permits, cover this section. However, only
include the material about graphing exponential functions by plotting points and the material about
compound interest. Do not expect to have sufficient time to cover the material about equations with x
and y interchanged, the base “e”, or any exponential equations.
Chapter 9: Conics. Focus on the distance and midpoint formulas and circles in Chapter 9. It is
important that students going into college-level courses be familiar with them. Students will need to
review completing the square but may see more reason for the procedure here than in previous
sections.
9.1 This section covers the distance formula and the midpoint formula. Advise students that they will
need to know these formulas for the Final Exam.
9.2 Circles are covered here. Students will need to review completing the square. Students should
know how to find the center and radius of a circle (and graph it) given the equation of a circle in
either standard or general form. Students should also be able to write the equation of a circle given
some information about the circle. Again, remind students that they will need to know the equation
of a circle for the Final Exam.
13
Suggested Homework Assignments for Intermediate Algebra 2nd Ed. By Sullivan and Struve
Text alone, WITHOUT use of MyMathLab
Quick Check exercises are included in each section, interspersed with the text, and immediately
following a similar example. Problem numbers in bold are Quick Check exercises.
R.2
3, 5, 7, 9, 11, 13, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 35, 37, 39, 49, 51, 53, 55
1, 3, 4, 19, 20, 21, 29, 30, 31, 36, 38, 73, 77, 79, 85, 89, 93, 95, 99, 103, 105, 109, 113,
R.3
119
R.4
4, 6, 7, 13, 16, 17, 18, 19, 27, 28, 29, 30, 49, 59, 61, 67, 69
1, 2, 3, 5, 7, 9, 10, 11, 12, 14, 15, 17, 19, 21, 22, 23, 25, 26, 29, 30, 31, 39, 41, 47, 49, 55,
R.5
57, 69, 71, 75, 79, 85, 87, 97, 99, 103
1, 2, 3, 10, 14, 16, 19, 20, 21, 22, 23, 24, 25, 27, 28, 29, 35, 51-58 (all), 61, 63, 69, 71, 73,
1.1
74, 85, 87, 89, 101, 107
1, 2, 3, 5, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 25, 26, 35, 37, 41, 47, 49, 51, 53, 55,
1.2
57, 59, 65, 79, 81
1.3
2, 4, 8, 9, 10, 11, 13, 14, 15, 21, 23, 25, 29, 31, 32, 33, 35, 39, 41, 45, 47, 49, 51, 55, 57
2, 3, 4, 5, 7, 8, 9, 10, 16, 17, 19, 20, 21, 24, 25, 33, 35, 37, 41, 43, 51, 53, 59, 61, 67, 69,
1.4
71, 75, 77, 79, 81, 83, 115, 121
1, 2, 3, 5, 6, 8, 10, 11, 13, 14, 15, 16, 19, 23, 27, 29, 33, 35, 37, 39, 43, 47, 55, 57, 63-68
1.5
(all)
1, 4, 6, 7, 8, 10, 11, 13, 14, 18, 21, 24, 26, 27, 29, 32, 34, 35, 45, 47, 49, 55, 57, 61, 63,
1.6
67, 71, 73, 81, 89, 91, 93, 95, 99, 101, 103, 107, 111, 113, 115, 117, 123, 125, 127, 135,
139, 141
1.7
1, 2, 3, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 19, 21, 22, 23, 27, 29, 33, 35, 37, 43, 45, 47
1.8
2, 3, 4, 5, 6, 7, 9, 13, 15, 21, 27, 35, 37
2.1
3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 19, 25, 27, 29, 31, 33, 39, 43, 44, 53, 55
1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 23, 29, 33, 35, 39, 41, 43, 47,
2.2
53, 55, 57, 59, 69
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 17, 19, 21, 23, 25, 27, 29, 31, 35, 36, 37, 39, 41,
2.3
43, 45, 47, 51-58 (all), 71, 75
2.4
1, 4, 5, 8, 9, 10, 12, 13, 14, 19, 25, 27, 33, 35, 47, 49, 51, 55, 59, 63, 64, 65, 67
1, 2, 3, 5, 7, 9, 11, 12, 13, 14, 16, 18, 22, 23, 24, 25, 28, 35, 37, 43, 45, 47, 51, 55, 57, 67,
2.5
71, 75, 77, 85, 101, 103
2.6
3, 4, 7, 8, 9, 11, 12, 15, 39, 43, 49, 51, 53, 55, 59
2.7
2, 4, 5, 9, 11, 15, 16, 25, 27, 29, 31
3.1
3, 5, 7, 9, 13, 14, 17, 21, 23, 24, 25, 31, 35, 37, 39, 45, 49, 51, 55, 63, 65, 69
3.2
1, 3, 5, 6, 7, 8, 9, 13, 15, 19, 21, 23, 35, 41, 49
3.6
2, 3, 6, 9, 11, 17, 19, 23, 27, 29
4.GR
1, 2, 4, 6, 9, 12 – 20, 35, 44, 45, 79, 91, 97, 99, 101, 103
2, 3, 5, 7, 9, 11, 14, 16, 17, 20, 21,22, 23, 29, 31, 35, 45, 57, 59, 65, 71, 77, 79, 81, 93, 95,
4.1
97
1, 3, 6, 11, 12, 15, 17, 19, 21, 23, 25, 33, 43, 49, 55, 63, 67, 71, 73, 75, 79, 85, 87, 91, 97,
4.2
103, 107, 119
4.3
1, 3, 4, 7, 9, 21, 23, 25, 29, 31, 33, 37, 57, 61, 97
4.4
3, 4, 8, 9, 11, 12, 14, 17, 25, 27, 29, 33, 37, 39, 41, 45, 47, 59, 69
4.5
1, 2, 4, 6, 8, 11, 13, 14, 15, 19, 21, 67-101 odd
4.6
1, 2, 4, 7, 9, 13, 14, 19, 31, 43, 47, 53, 55, 57, 59, 71-87 odd, 93, 97
14
4.7
4.8
5.1
5.2
5.3
5.4
5.6
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
7.1
7.2
7.4
7.5
9.1
9.2
17-47 odd, 57, 59, 67, 69, 81
3, 7, 10, 11, 12, 13, 14, 21-51 odd, 63, 67, 85, 97, 103
5, 7, 11, 14, 21, 27, 35, 41, 43, 47, 49, 55, 57, 61, 63, 71, 77, 79
2, 3, 6, 7, 10, 11, 23, 27, 31, 41, 43, 47, 49, 55, 59
3, 4, 6, 8, 9, 13, 17, 21, 23, 33, 37, 41
3, 5, 10, 11, 13, 15, 19, 23, 27, 31, 35, 37, 43, 45, 47
3, 6, 7, 9, 11, 15, 17, 19, 23, 25, 27, 31, 33, 35
1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 22, 23, 25, 26, 27, 28, 31, 32, 33,
35, 37, 39, 43, 45, 51, 53
1, 2, 3, 4, 5, 6, 11, 12, 17, 23, 25, 31, 35, 41, 49, 51, 65, 71, 75, 77, 85, 87
3, 5, 7, 9, 13, 14, 16, 17, 19, 21, 23, 25, 26, 29, 39, 45, 49, 51, 55, 59, 63, 65, 69, 71, 75,
79, 83, 85, 87, 91, 95, 99, 103, 107,111, 113, 123, 129, 135, 141
1, 2, 4, 5, 7, 9, 11, 12, 13, 14, 15, 16, 17, 19, 21, 25, 29, 31, 35, 39, 41, 47, 51, 55, 59, 61,
65, 67, 71, 75, 77, 81, 85, 89, 93, 99, 101, 103
1, 2, 3, 5, 6, 7, 8, 9, 11, 12, 13, 15, 17, 23, 25, 27, 31, 35, 37, 39, 43, 45, 49, 51, 55, 57,
61, 65, 69, 75, 79, 81
1, 2, 4, 5, 9, 15, 21, 25
2, 3, 5, 6, 7, 8,9, 10, 13, 15, 19, 21, 23, 27, 29, 31, 35, 37, 41, 45, 59, 61, 65, 67, 69,71,
73, 77, 79, 81, 83, 89, 93
2, 3, 4, 5, 7, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 23,25, 27, 29, 33, 37, 39, 42, 43,
47, 49, 51, 55, 57, 59, 61, 67, 69, 73, 75, 79, 81, 85, 89, 93, 95, 99, 103, 105, 109, 113
1-9 odd, 11, 12, 13, 15, 17, 19, 23, 27, 33, 35, 39, 45, 47, 53, 55, 57, 59, 65, 67, 73, 77,
83, 85, 87, 93, 95, 97
1, 2, 3, 4, 6 ,7, 8, 9, 12, 13, 14, 16, 17, 18, 19, 20, 21, 23, 25, 27, 29, 31, 33, 37, 39, 41,
43, 49, 53, 55, 59, 61, 67, 71, 75, 77, 81, 83, 89, 91, 97, 99
1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 17, 19, 21, 27, 29, 31, 33, 39, 41, 43
1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 15, 17, 23, 25, 27, 29, 31, 33, 75, 77, 79, 85
1, 3, 6, 7, 9, 13, 19, 23, 25, 29, 31
3, 5, 7, 8, 11, 15, 21, 25, 27, 29, 33, 37, 39, 43, 45
15
Suggested Homework Assignments for Intermediate Algebra 2nd Ed. By Sullivan and Struve
Text WITH use of MyMathLab
Note: The homework assignments in this list are shorter, because this list is intended to be
supplemented by the problems contained in MyMathLab.
Quick Check exercises are included in each section, interspersed with the text, and immediately
following a similar example. Problem numbers in bold are Quick Check exercises.
Written homework
Online homework (in MyMathLab)
R.2
35, 37, 39, 49, 51, 53, 55
3, 7, 9, 11, 13, 15, 20, 21, 22, 23, 24, 25
R.3
3, 19, 29, 73, 77, 79, 85, 89, 93, 95, 99, 103,
1, 4, 20, 21, 30, 31, 36, 38, 79, 85, 93, 95
105, 109, 113, 119
R.4
13, 17, 27, 29, 49, 55, 59, 61, 67, 69
4, 6, 7, 16, 18, 19, 28, 30
R.5
1, 2, 10, 12, 14, 15, 22, 26, 29, 30, 49, 75,
3, 5, 7, 9, 11, 17, 19, 21, 23, 25, 31,39, 41,
85, 97, 99
47, 49, 55, 57, 69, 71, 75, 79, 87, 97, 103
1.1
1, 2, 10, 14, 16, 20, 22, 24, 27, 28, 29, 51,
3, 19, 21, 23, 25, 35, 53, 55, 61, 71, 85, 87,
57, 63, 69, 73, 107
101
1.2
1, 2, 8, 10, 12, 14, 16, 17, 18, 26, 49, 51, 59, 3, 5, 9, 11, 13, 15, 19, 25, 35, 37, 41, 47, 53,
65, 81
55, 57, 65, 79, 81,
1.3
2, 4, 8, 10, 14, 23, 25, 31, 33, 35, 39, 41, 45, 9, 11, 13, 15, 21, 25, 29, 31, 35, 49, 51
47, 55
1.4
3, 7, 9, 17, 19, 21, 33, 35, 37, 41, 43, 51, 53,
2, 4, 5, 8, 10, 16, 20, 24, 61, 67, 79, 115, 121
59, 61, 69, 71, 75, 77, 81, 83, 121
1.5
1, 2, 6, 8, 10, 13, 14, 16, 29, 35, 43, 47, 63,
3, 11, 15, 19, 23, 27, 33, 37, 39, 47, 55, 57,
67
65
1.6
7, 11, 27, 35, 47, 55, 57, 61, 63, 67, 71, 73,
1, 4, 6, 8, 10, 13, 14, 18, 24, 26, 29, 32, 34,
45, 49, 81, 89, 99, 101, 107, 127, 139, 141
91, 93, 95, 99, 103, 111, 113, 115
1.7
3, 5, 11, 13, 15, 17, 19, 21, 23, 33, 35, 43, 45
1, 2, 6, 8, 9, 10, 12, 14, 27, 29, 37, 47
1.8
7, 9, 13, 15, 21, 27, 35, 39
2, 4, 5, 6, 21, 27, 35, 37
2.1
7, 11, 13, 15, 25, 27, 29, 31, 33, 39, 43, 45,
3, 4, 5, 6, 9, 10, 12, 19, 23, 45, 53, 55
53, 55
2.2
1, 2, 4, 6, 8, 9, 10, 12, 13, 14, 16, 49, 53, 59, 3, 5, 11, 15, 17, 19, 21, 23, 29, 33, 35, 39,
69
41, 43, 47, 55, 57, 59, 69
2.3
5, 7, 9, 13, 15, 17, 19, 21, 23, 25, 31, 35, 37,
1, 2, 3, 4, 6, 8, 10, 12, 14, 27, 29, 47, 75
39, 41, 43, 45, 51, 53, 55, 57, 71
9, 13, 19, 27, 35, 49, 51, 55, 63, 67
1, 4, 5, 8, 10, 12, 14, 25, 33, 47, 59, 65, 67
2.4
2.5
1, 2, 12, 14, 16, 18, 22, 24, 28, 47, 51, 57,
5, 7, 9, 11, 13, 23, 25, 35, 37, 43, 45, 47, 55,
71, 77, 101
57, 67, 75, 85, 103
2.6
7, 11, 15, 39, 43, 51, 53, 57
3, 4, 8, 9, 12, 43, 49, 55, 59
2.7
5, 9, 11, 15, 27, 29, 31
2, 4, 15, 25, 29, 31
3.1
3, 5, 7, 9, 13, 14, 25, 31, 51
17, 21, 23, 35, 37, 39, 45, 49, 55, 63, 65, 69
3.2
1, 3, 5, 6, 7, 8, 19, 35
9, 13, 15, 21, 23, 41, 49
3.6
2, 3, 6, 9, 19
11, 17, 23, 27, 29
15, 17, 19, 35, 45, 79, 91, 97, 99, 101, 103
4.GR
1, 2, 4, 6, 9, 12, 13, 14, 16, 18, 20, 44
4.1
2, 3, 5, 7, 9, 11, 14, 16, 17, 21, 22, 23, 35,
19, 27, 31, 39, 41, 43, 45, 49, 61, 77, 81, 95
65, 71, 93, 97
4.2
1, 3, 11, 12, 15, 17, 19, 21, 23, 67, 85, 97,
7, 25, 31, 43, 47, 49, 53, 65, 71, 73, 77, 79,
103
87, 91, 107, 113, 119
4.3
7, 19, 23, 31, 33, 61, 95, 97, 101
1, 3, 4, 9, 25, 29, 37, 57
16
4.4
4.5
4.6
4.7
4.8
5.1
5.2
5.3
5.4
5.6
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
7.1
7.2
7.4
7.5
9.1
9.2
3, 4, 9, 11, 12, 17, 29, 33, 39, 45
1, 2, 4, 6, 8, 11, 13, 14, 71, 75, 83, 87, 89,
97, 101
1, 2, 4, 7, 9, 13, 14, 43, 55, 71, 73, 81, 85,
93, 97
17, 25, 27, 29, 31, 35, 45, 59, 67, 81
3, 7, 10, 11, 12, 13, 21, 23, 25, 27, 31, 35,
41, 49, 67
5, 7, 11, 14, 41, 55, 63, 77
2, 3, 6, 7, 10, 11, 43, 55
3, 4, 6, 8, 17, 37
3, 5, 10, 11, 13, 23, 35, 45
3, 6, 7, 17, 25, 27, 33
1, 2, 4, 10, 12, 14, 16, 18, 20, 22, 26, 28, 32,
35, 39
1, 2, 4, 6, 12, 35, 51, 75, 77, 87
3, 7, 9, 13, 14, 16, 19, 21, 23, 26, 45, 69, 75,
85, 95, 107, 113
1, 2, 4, 7, 9, 11, 12, 13, 14, 16, 21, 29, 39,
51, 59, 67, 85, 99, 101, 103
1, 2, 3, 5, 6, 7, 8, 9, 11, 12, 23, 27, 39, 49,
61, 69
2, 4, 5, 21
2, 3, 5, 6, 7, 8,9, 10,, 21, 23, 29, 35, 37, 61,
65, 67, 69, 79, 83, 93
2, 3, 4, 7, 10, 12, 13, 14, 16, 18, 19, 21, 22,
23, 49, 59, 73, 79, 93, 99, 109
1-9 odd, 11, 12, 13, 15, 17, 35, 39, 59, 65,
77, 95
1, 2, 3, 4, 6 ,7, 8, 9, 12, 13, 14, 16, 17, 18,
19, 20, 29, 33, 59, 67, 77, 83, 91, 99
1, 2, 4, 5, 6, 8, 12, 13, 19, 21, 29, 31, 39, 43
1, 2, 4, 6, 9, 10, 12, 23, 25, 27, 75, 79
1, 3, 6, 7, 29
3, 5, 7, 8, 25, 29, 39, 45
7, 15, 23, 27, 37, 41, 47, 53, 59, 69, 75
15, 19, 21, 67, 69, 73, 77, 79, 81, 85, 91, 93,
95, 99
19, 31, 47, 53, 57, 59, 75, 77, 79, 83, 87
19, 21, 23, 33, 37, 39, 41, 43, 47, 57, 69
15, 29, 33, 37, 39, 43, 45, 47, 51, 63, 85, 97,
103
21, 27, 35, 43, 47, 49, 57, 61, 71, 75, 79
23, 27, 31, 41, 47, 49, 53, 59
9, 13, 21, 23, 33, 41
15, 19, 27, 31, 37, 43, 47
9, 11, 15, 19, 23, 31, 35
3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 31, 33,
37, 43, 45, 51, 53
3, 5, 11, 17, 23, 25, 31, 41, 49, 65, 71, 85
5, 17, 29, 39, 49, 51, 55, 59, 63, 65, 71, 79,
83, 85, 87, 91, 99, 103, 111, 123
5, 15, 17, 19, 25, 31, 35, 41, 47, 55, 61, 65,
71, 75, 77, 81, 89, 93
13, 15, 17, 19, 25, 31, 35, 37, 43, 45, 51, 55,
57, 65, 75, 79, 81
1, 9, 15, 25
13, 15, 19, 23, 27, 31, 37, 41, 45, 59, 71, 73,
77, 81, 89
5, 9, 15, 17, 25, 27, 29, 33, 37, 39, 43, 47,
51, 55, 57, 61, 67, 69, 75, 81, 85, 89, 95,
103, 105, 113
19, 23, 27, 33, 45, 47, 53, 55, 57, 67, 73, 83,
85, 87, 93, 97
21, 23, 25, 27, 31, 37, 39, 41, 43, 49, 53, 55,
61, 71, 75, 81, 89, 97
3, 7, 9, 11, 17, 27, 33, 41
3, 5, 7, 11, 13, 15, 17, 29, 31, 33, 77, 85
9, 13, 19, 23, 25, 31
11, 15, 21, 27, 33, 37, 43
17
Use of MyMathLab for homework in MATD 0390 (for instructors)
MyMathLab homework problems have some great advantages, in that students get immediate
feedback, and they must redo problems until they get them correct. However, they have some
shortcomings as well. For this course, the primary shortcomings are the following:

Grade is based on answer only, not on showing steps. This is especially important for
applications.

Use of graphing tool may involve different skills from graphing by hand.

Multiple choice questions on some topics may be easier than written answers. This is
especially true for graphs.

Set-builder notation is partially filled in by computer, so students do not get practice in using
notation correctly.

Without specific instructions to do so, students will tend not to keep a written record of their
homework. They will try to figure out answers in their head or by doing “chicken scratch”
which gets thrown away.
Because of these shortcomings, the committee feels that written work should be incorporated
somehow into the assignments. Each instructor may choose how to address these issues to properly
prepare students for the sort of written work that is expected on tests. One way to do this is to use the
split assignments (roughly 50% MML and 50% written homework from the textbook) from the
manual pages and assign some value to the written homework. Some instructors choose to use
MyMathLab for the majority of the homework assignment, and then specifically address the above
issues with the use of supplemental worksheets, in-class work, or quizzes. Note that the course
templates only contain half of a homework list, so instructors who choose to do this also need to add
problems to each assignment in MyMathLab.
If you are using MyMathLab for homework, be prepared to explain how you are incorporating some
written work into your course in your “How I Taught the Course” essay that you submit with your
portfolio.
18
Prerequisites for Calculus
There are two calculus sequences at ACC (and at most colleges) -- Business Calculus and Calculus.
The prerequisite sequence is different for these. Depending on background, students may start the
prerequisite sequence at different places
Intermediate Algebra (MATD 0390)

College Algebra**(MATH 1314)

*Trigonometry (MATH 1316)

Precalculus (MATH 2412)

Calculus I (MATH 2413)

Calculus II (MATH 2414)

Calculus III (MATH 2415)
Intermediate Algebra (MATD 0390)


Math for Bus & Eco College Algebra
(MATH 1324)
(MATH 1314)

Business Calculus I (MATH 1425)

Business Calculus II (MATH 1426)
Where to start: The only way that students may skip courses in a sequence is to begin higher in the
sequence, based on current knowledge of material from high school courses.
1. A student who needs a review of high school Algebra II will start in Intermediate Algebra (or
below.)
2. A student who completed high school Algebra II, but no higher, and whose assessment test score
indicates that he/she remembers that algebra, will start in College Algebra or Math for Business
& Economics. A substantially higher assessment test score enables the student to start in
Trigonometry.
3. A student who completed some precalculus, elementary analysis, or trigonometry in high school,
and whose assessment test score indicates that he/she remembers algebra, is eligible to start
higher in the sequence than College Algebra. Check the catalog or the math web page.***
* The material in the Trigonometry course requires that students are quite adept with the skills from
high school Algebra II (Intermediate Algebra). Some students will achieve that level of skill in the
College Algebra course if their placement score is high enough, while others need an additional
semester of work on algebra that is done in two courses, Intermediate Algebra and College Algebra.
** Some students who are very successful in College Algebra are tempted to skip either
Trigonometry or Precalculus and enroll in Calculus I. That is not acceptable. Trigonometry topics
are essential to success in Calculus, and while it is true that the topic list for Precalculus has only a
few additions from the topic list for College Algebra, the level of sophistication of the presentation
and the problems on all topics is greater in Precalculus. That increased sophistication is necessary for
an adequate background for the Calculus sequence. ***
Notes about the Business sequence: Texas State University requires Math for Business and
Economics and Business Calculus I. Students who will attend the UT College of Business must
complete the entire Business Calculus sequence before transferring. For more information, including
requirements for UT economics students, see http://www.austincc.edu/mthdept2/notes/1425.html
*** For additional information, including prerequisite review sheets for most courses, see
http://www.austincc.edu/math/
19
MATD 0390 Intermediate Algebra
First-Day Handout for Students**
2011-2012
Intermediate Algebra
Campus _____ Room ________
Instructor: ___________________________
Phone: (512) 223-_______ ext __________
Email address:
MATD 0390 Section _____ Synonym _______
Meets _________________________________
Office: ______________________________
Office Hours: ________________________
Conferences outside office hours may be
arranged by ____________________________
Required Texts/Materials:
Intermediate Algebra: 2nd Edition, Sullivan & Struve; Pearson. (ISBN 0-321-56752-8)
 You can access the chapters from the textbook covered in the first few days online at
http://www.austincc.edu/mthdept2/text/ password acc0390 before you buy your text.
MyMathLab access: In some sections of Intermediate Algebra, MyMathLab is required, and in
others it is optional. Check with your instructor to find out if it is required for your section. All new
textbooks purchased at an ACC bookstore include MyMathLab access. It is not included with the
purchase of a used book, and may not be included with a new book purchased at a different
bookstore. Refer to the handout Information about MyMathLab.
Supplemental Required Materials: Scientific calculator
Course Objectives: Refer to http://www.austincc.edu/mthdept2/tfcourses/obj0390.htm
Prerequisite: C or better in Elementary Algebra, MATD 0370, or its equivalent knowledge, or a
passing score on the MATD 0390 placement test. Additional information about ACC's mathematics
curriculum and faculty is available on the Internet at http://www.austincc.edu/math/.
COURSE DESCRIPTION
MATD 0390 INTERMEDIATE ALGEBRA (3-4-0). A course designed to develop the skills and
understanding contained in the second year of secondary school algebra. Topics include review of
properties of real numbers, functions, algebra of functions, inequalities, polynomials and factoring,
rational expressions and equations, radical expressions and equations, quadratic functions and their
graphs, and solving quadratic equations.
INSTRUCTIONAL METHODOLOGY
This course is taught in a classroom as a lecture/discussion course.
COURSE RATIONALE
This course is designed to prepare students for various college-level science and mathematics
courses. After succeeding in this course, students may enroll in a number of courses in science,
mathematics and various technical areas. These include General College Physics, General
Chemistry, Magnetism and DC Circuits, AC Circuits, Manufacturing Materials and Processes, Math
for Business and Economics, and College Algebra.
Note: To take MATH 1332 (College Mathematics, formerly Topics in Mathematics) or MATH 1342
(Elementary Statistics), you do not necessarily need to take this course. Completing the Math portion
of the TSI by passing a state-approved test or successfully completing MATD 0385 is sufficient.
Attendance is required in this course. Students who miss more than 4 classes may be withdrawn.
You are responsible for the material covered and any assignments that are due for the class period
you miss. See also the Texas Success Initiative (TSI) Warning below.
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TSI Warning for students who are not TSI complete*
Students who are not TSI complete in math are not allowed to enroll in any course with a math skill
requirement.
All students are required to be "continually in attendance" in order to remain enrolled in this course.
If this is the only developmental class you are enrolled in, and you withdraw yourself from this
course or are withdrawn by your instructor, then:
a) You may be withdrawn from courses that you should not be enrolled in, such as any class with
a math skill requirement.
b) You will have a hold placed on your registration for the following semester. The Hold will
require that you register for the next semester in person with an advisor or counselor and that you
work with the Developmental Math Advisor during that semester.
c) You will continue to face more serious consequences, up to being restricted to only registering
for developmental courses, until you complete the required developmental math course or satisfy the
TSI requirement in another way.
More information can be found at http://www.austincc.edu/math/tsiwarning.htm.
* If you are unsure whether or not this warning applies to you, see an ACC advisor immediately.
Importance of Completing Developmental Course Requirements
The first steps to achieving any college academic goal are completing developmental course
requirements and TSI requirements. The first priority for students who are required to take
developmental courses must be the developmental courses. TSI rules state that students are allowed
to take college credit courses, if they are fulfilling their developmental requirements. Because
successful completion of dev courses is so important, ACC will intervene with any student who is
not successfully completing developmental requirements. This intervention can mean a hold on
records, requiring developmental lab classes, working with the Dev Math Advisor, and monitoring
during the semester.
Withdrawal policy: It is the student’s responsibility to initiate all withdrawals in this course. The
instructor may withdraw students for excessive absences (4) but makes no commitment to do this for
the student. After the withdrawal date, neither the student nor the instructor may initiate a
withdrawal. The last day to withdraw from a course this semester is __________________.
Reinstatement policy: Students who withdraw or are withdrawn generally will not be reinstated
unless they have completed all course work, projects, and tests necessary to place them at the same
level of course completion as the rest of the class. After the last day to withdraw, neither the
instructor nor the student may initiate reinstatement into the course.
Missed Exam Policy: [to be completed by each instructor]
Late Work Policy: [to be completed by each instructor]
Class Participation Expectations: [to be completed by each instructor]
Grading Policy: [to be completed by each instructor]
Incomplete grades (I) are given only in very rare circumstances. Generally, to qualify for an "I", a
student must have taken all exams and assignments, have a passing grade, and have a personal
situation occur that prevents course completion after the last day to withdraw.
In Progress grades (IP) are also rarely given. In order to earn an "IP" grade the student must remain
in the course, be making progress in the material, not have excessive absences, and not be meeting
the standards set to earn the grade of C or better in the course. Students who are given an IP grade
must register and pay tuition for the same course again to receive credit. Students who make a grade
of IP should not go on to the next course.
21
Student Discipline Policy 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. ACC's policy on student discipline can be found in the Student Handbook
under Policy and Procedures
http://www.austincc.edu/handbook
Course-Specific Support Services
 Learning Lab: ACC main campuses have Learning Labs that offer free tutoring (first-come
first-serve) in mathematics courses. The locations, contact information, and hours of availability
of the Learning Labs are available from http://www2.austincc.edu/tutor . Software and
videotapes to support this particular text are available in the Learning Labs. Students who need
regular tutoring are encouraged to use the Learning Labs before they get very far behind.
 Software: See description of MyMathLab under “Required Materials” in this handout.
 Pearson tutoring: Pearson has a tutoring center that is available by phone for students using any
of their texts. Information about the service can be found at www.aw-bc.com/tutorcenter/. Hours
of operation are Sun-Thur: 4 PM - 11 PM Central time.
Students toll-free: 1.800.877.3016
Instructor info: 1.800.666.8801
Fax: 1.877.262.9774
Email Questions: mtutor@pearson.com
 Videos on DVD: These are available for viewing in the LRS and are recommended for students
who miss class.
Testing Center Policy Your class may have some tests in the Testing Center. Refer to
http://www.austincc.edu/testctr/ for additional information about the testing center’s hours and
identification requirements. Your instructor may add personal policies on the use of the testing
center.
Student Services
The web address for student services is http://www.austincc.edu/support/advising/index.php
The ACC student handbook can be found at http://www.austincc.edu/handbook
Instructional Services
Information about locations of Instructional Services at each campus can be found by going to
http://www.austincc.edu/faculty/newsemester/ and then clicking on “Campus Based Student Support
Overview”.
22
Suggested Course Schedules Schedule changes may occur during the semester, as announced in class.
Week
1
2
3
16-week
R.1-R.5, 1.1, 1.2
1.3-1.6
1.7, 1.8, 2.1
12-week
R.1-R.5, 1.1-1.3
1.4-1.7
1.8, 2.1–2.3
11-week
R.1-R.5, 1.1-1.3
1.4-1.8
2.1-2.4
8-week
R.1-R.5, 1.1-1.6
1.7, 1.8, 2.1–2.4
2.5-2.7, 3.1, 3.2, 3.6
4
5
2.2–2.4
2.5-2.7
2.5-2.7, 3.1, 3.2
3.6, 4.GR, 4.1–4.4
4.GR, 4.1–4.6
4.7, 4.8, 5.1–5.4, 5.6
6
7
8
3.1, 3.2, 3.6
4.GR, 4.1–4.3
4.4–4.6
2.4-2.7
3.1, 3.2, 3.6,
4.GR, 4.1, 4.2
4.3–4.6
4.7, 4.8, 5.1–5.3
5.4, 5.6, 6.1, 6.2
4.5–4.8, 5.1
5.2–5.4, 5.6, 6.1
6.2–6.6
6.1–6.7
6.8, 7.1, 7.2, 7.4, 7.5
8.2* 9.1, 9.2,
Review & Final
9
4.7, 4.8, 5.1, 5.2
6.3–6.7
10
11
12
13
14
15
16
5.3, 5.4, 5.6
6.1–6.3
6.4–6.7
6.8, 7.1, 7.2
7.4, 7.5
8.2*, 9.1, 9.2
Review & Final
6.8, 7.1, 7.2, 7.4
7.5, 8.2*, 9.1, 9.2
Review & Final
6.7, 6.8, 7.1, 7.2,
7.4
7.5, 8.2*, 9.1, 9.2
Review & Final
5 1/2-week
R.1-R.5, 1.1-1.8
2.1-2.7, 3.1, 3.2
3.6, 4.GR, 4.1–4.8,
5.1
5.2-5.4, 5.6, 6.1-6.6
6.7, 6.8, 7.1, 7.2, 7.4,
7.5, 8.2*, 9.1, 9.2
Review & Final
*Optional section
Suggested Testing Scheme Schedule changes may occur during the semester, as announced in class.
Test 1
Test 2
Test 3
Test 4
R.1-R.5, 1.1-1.8, 2.1-2.3
2.4-2.7, 3.1, 3.2, 3.6, 4.GR ,4.1, 4.2
4.3–4.8, 5.1-5.4, 5.6, 6.1-6.2
6.3-6.8, 7.1, 7.2, 7.4, 7.5
Suggested MyMathLab Quiz Scheme (optional)
Quiz R
Quiz 1A
Quiz 1B
Quiz 1C
Quiz 2A
Quiz 2B
Quiz 2C
Quiz 3
Quiz 4A
Quiz 4B
R.1 – R.5
1.1 – 1.3
1.4 – 1.6
1.7, 1.8
2.1 – 2.3
2.4, 2.5
2.6, 2.7
3.1, 3.2, 3.6
4.GR, 4.1 – 4.2
4.3 – 4.5
Quiz 4C
Quiz 5A
Quiz 5B
Quiz 6A
Quiz 6B
Quiz 6C
Quiz 6D
Quiz 7A
Quiz 7B
Quiz 9
4.6 – 4.8
5.1 – 5.3
5.4, 5.6
6.1, 6.2
6.3, 6.4
6.5, 6.6
6.7, 6.8
7.1, 7.2
7.4, 7.5
9.1, 9.2
The following college policies must be included in each instructor’s first–day handout materials. The
wording for each policy can be found in the front part of this manual.
1.
2.
3.
4.
5.
Statement of Students with Disabilities [“as is” wording]
Statement on Scholastic Dishonesty [“as is” wording]
Penalty for Scholastic Dishonesty [recommended wording]
Statement of Prerequisite Requirements [“as is” wording]
Statement on Academic Freedom/Freedom of Expression [recommended wording]
Be sure to include the Information about MyMathLab handout in your first day handouts. It is
available in a short and a long version. Use the long version if your section requires MML.