Important information.
Can you find the following information on the Canvas syllabus? Practice now, please follow the link to the Accessible Syllabus on your own smart devices. *Consider downloading the Canvas
Student App.
a.
What is the instructor’s email address? b.
Where is the instructor’s office located? c.
What are the instructor’s office hours? d.
How do you complete homework for this course? e.
What are the required materials for this class? f.
When are the exams for the class? g.
What is the attendance policy? h.
What are at least 3 “significant events” that may affect a student’s attendance in class that would be important to communicate to your instructor?
Additional Questions: i.
Are you aware of the Family Educational Rights and Privacy Act of 1974
(FERPA), which protects the privacy of all educational records at West Valley
College? It means that no matter the age of a student all grades and attendance information can only be shared with a student and whomever the student gives written consent to. So if you want a friend or family member to have access to your records you will need to provide me written consent, otherwise I will not be able to share any information (I’m not even allowed to confirm you are in the class). j.
Do you check your email regularly, particularly the email address you have on file with West Valley College? This is the email address that I will use to contact you outside of class—for instance if class needs to be cancelled. Also if you haven’t already make sure you are signed up for the West Valley mass notification system which informs all users of emergencies via the mode you select (e.g., text, cell phone, email, work phone, home phone). Please sign up at: www.wvm.edu/wvm-alert/

Course Assignments/Exams
P lease follow the link to the Accessible Syllabus on your own smart devices.
*Consider downloading the Canvas Student App.
a.
How do you earn points for this course? b.
What is the policy for make-up or late assignments/exams? c.
Go around each member of the group and share how many units each of you are taking this term and any other major responsibilities you have to balance with this class. (For instance can you make it to office hours?) d.
How difficult does the workload seem for this course (easy, medium, hard, … ridiculous)? e.
Do you check your email regularly, particularly the email address you have on file with West Valley College? This is the email address that I will use to contact you outside of class—for instance if class needs to be cancelled.
Review Part 1
Work through the following questions as a group, please do not write on this paper
. If you don’t finish that is fine, just take a picture and look through them later. I will post the answers at the end of the activity, and we will go through some of the more challenging questions. a.
What is the slope of the line with the equation 𝑓(𝑥) = 4𝑥 − 2 ? b.
Write the equation of the line that passes through the points
(1,4)
and
(2, −5)
. c.
Given the following function, find 𝑓(−2), 𝑓(−1), and 𝑓(0) . 𝑥 𝑓(𝑥) = { 𝑥+1
, 𝑥 < −1
1 + √𝑥 + 1, 𝑥 ≥ −1 d.
If 𝑓(𝑥) = 𝑥 2 + 3 find 𝑓(𝑎) and 𝑓(𝑎 + 4) . e.
Give examples of graphs/tables that are not functions. f.
(Extra) Graphically what does it mean to be one-to-one?

Qualities of Successful Students a.
Work as a group to come up with 3 qualities/characteristics of successful students. b.
Put each quality on a sticky-note and add it to the wall, note that you
CANNOT duplicate any that are already on the wall.
Qualities of Successful Teachers a.
Work as a group to come up with 3 qualities/characteristics of successful teachers. b.
Put each quality on a sticky-note and add it to the wall, note that you
CANNOT duplicate any that are already on the wall.

How do you learn best? a.
Are you a thinker, doer, innovator, or feeler?
 Thinking learners ask “What” questions- What theory supports that claim? What
facts do you have?
 Doing learners ask “How” questions- How does this work? How do experts do this?
 Feeling learners ask “Why” or “Who” questions- Why do I need to know this? Who
here cares about me?
 Innovating learners ask “What if” or “What else” questions- What if I tried this
another way? What else could I do with this?
Make a tick mark below to represent the categories that best describes you.
Thinker Innovator
Doer Feeler b.
Do you learn best with visuals, auditory, tactile (kinesthetic), or a combination?
Visual Auditory Tactile c.
Edgar Dale’s Cone of Learning represents how much we remember from different ways of learning. He says, we remember about…
 5-15% Verbal or Written information
 10-20% Visual information
 40-50% Visual combined with Verbal information
 60-70% Discussion based information
 90% of what you experience
Do you agree with this explanation of how we learn?

Active Learning
Discussing the following quotes:
 "No matter how creative, colorful or exciting a lesson is, if the teacher's brain is the only one interacting with the material, the teacher's brain - not the student's brain - is the only brain forming dendrites." Pat Wolfe, "The Brain Matters: Translating
Research into Classroom Behavior.
 "After studying how a host of companies do their hiring, they conclude that memorizing spelling lists and math tables doesn’t make a young person employable.
When it comes to succeeding on the job, initiative, flexibility and teamwork belong right up there with reading, writing and math. By pushing the "hard" skills alone, many of today’s schools continue to educate children for an economy that no longer exits." Teaching the New Basic Skills from Harvard’s Graduate School of Education
 “Students fail to do well in college for a variety of reasons, and only one of them is lack of academic preparedness. Factors such as personal autonomy, self-confidence, ability to deal with racism, study behaviors, or social competence have as much or more to do with grades, retention, and graduation than how well a student writes or how competent a student is in mathematics. “ Hunter R. Boylan, Director of the
National Center for Developmental Education
Brainstorm questions you have for the instructor. a.
What questions do you have about the course that haven’t been answered by the syllabus? b.
What questions do you have about the instructor? c.
What questions do you have about the stations you have completed?

Question and Answer with the Instructor
Review Part 2
Work through the following questions as a group, please do not write on this paper . If you don’t finish that is fine, just take a picture and look through them later. I will post the answers at the end of class, and we will go through some of the more challenging questions. a.
Find the domain of the following functions. 𝑓(𝑥) = √𝑥 + 5 𝑔(𝑥) = 𝑥+2
√ 𝑥+5 ℎ(𝑥) =
√ 𝑥+5 𝑥+2 b.
Find the domain and range of the following graph. c.
Sketch the graph of the function 𝑓(𝑥) = {
−𝑥 + 1, 𝑥 ≤ 1 𝑥 2 − 1, 𝑥 > 1

Solutions to Reviews Part 1 & 2
Part 1 a.
What is the slope of the line with the equation 𝑓(𝑥) = 4𝑥 − 2 ? Ans: 4 b.
Write the equation of the line that passes through the points (1,4) and (2, −5) .
Ans: 𝒚 − 𝟒 = −𝟗(𝒙 − 𝟏) , 𝒚 + 𝟓 = −𝟗(𝒙 − 𝟐) , or 𝒚 = −𝟗𝒙 + 𝟏𝟑 c.
Given the following function, find 𝑓(−2), 𝑓(−1), and 𝑓(0) . 𝑥 𝑓(𝑥) = { 𝑥+1
, 𝑥 < −1
Ans: 𝒇(−𝟐) = 𝟐, 𝒇(−𝟏) = 𝟏, 𝒇(𝟎) = 𝟏
1 + √𝑥 + 1, 𝑥 ≥ −1 d.
If 𝑓(𝑥) = 𝑥 2 + 3 find 𝑓(𝑎) and 𝑓(𝑎 + 4) .
Ans: 𝒇(𝒂) = 𝒂 𝟐 + 𝟑, 𝒇(𝒂 + 𝟒) = (𝒂 + 𝟒) 𝟐 + 𝟑 = 𝒂 𝟐 + 𝟖𝒂 + 𝟏𝟗 e.
Give examples of graphs/tables that are not functions. Ans: Circle graphs, parabolas opening left or right, etc, any graph that does not pass the Vertical Line Test is not a function. Tables like below are also not functions, because for every x-value there should only be one y-value assigned to it.: x 0 1 1 4 9 y 0 -1 1 f.
(Extra) Graphically what does it mean to be one-to-one?
2 -3
Ans: Something is one-to-one if it passed the Horizontal Line Test, ie for every y -value there is only one x -value assigned .
Part 2 a.
Find the domain of the following functions. 𝑓(𝑥) = √𝑥 + 5 , Ans: [−𝟓, ∞ ) 𝑔(𝑥) = 𝑥+2
√ 𝑥+5
, Ans: (−𝟓, ∞ ) ℎ(𝑥) =
√ 𝑥+5 𝑥+2
Ans: [−𝟓, −𝟐) ∪ (−𝟐, ∞ ) b.
Find the domain and range of the graph to the right.
Ans: Domain is (−𝟑, 𝟏] and
Range is [−𝟒, 𝟎] c.
Sketch the graph of the function 𝑓(𝑥) =
{
−𝑥 + 1, 𝑥 ≤ 1 𝑥 2 + 1, 𝑥 > 1
Ans: note the piece of the graph on the left is a straight line with a y-intercept of (0,1) and an x-intercept of (1,0), ending at the point (1,0), and the piece on the right is curving up starting at the hole (1,2). So the graph jumps from the point (1,0) up to the hole (1,2) before continuing on; beware we cannot have points at both
(1,0) and (1,2) because that would violate the definition of a function.