1. An Innovative and collaborative community college and high school algebra project: contextualizing math and applied algebra I & II
Serena St. Clair, Ph.D. Education
Doug Gardner, M. Ed. Mathematics

2. RCC Mathematics Course Sequence

3. Qualitative Student Comments
I feel like I am actually learning and not just memorizing equations and formulas. Tiffany
Having it be a more “real life” –vs – theoretical is helping me understand it more than any other math class I have ever taken. Thank you for creating this class!! Crystal
This class makes sense to me and speaks my language. I need to know why I am doing something to be able to make sense of it. This is the first Algebra class I feel like I can follow and understand what I am doing Kristen
Anyway I hate math but I don’t absolutely dread this class with every fiber of my being  Miranda

4. Pass Rate Comparison 3 terms: spring ’15 – winter ‘16
pass rate
total
number
percent
MTH95
856
589
69%
MTH96
240
175
73%
Subsequent Classes
MTH105 95 20 16
80% 96 17
85%
MTH243 48 35 39 28
72%
ALL COURSES
214
155 67 50
75%

5. Summer Math Institute Each attendee will leave SMI with:
• Free web access to MTH96 textbook and solutions
• Clearer vision of how math relates directly to real world data applications
• Understanding of how MTH96 can be implemented into your classroom

6. Chapter Objectives Math 63
Chapter 1: Tools of Algebra
Section 1.1: Operations with Real Numbers
Section 1.2: Measurement
Section 1.3: Ratio, Proportion & Percent
Section 1.4: Dimensional Analysis
Section 1.5: Order of Operations
Chapter 2: Formulas/Equations
Section 2.1: Solving simple equations
Section 2.2: Solving for different Variables
Section 2.3: Solving complex equations
Chapter 3: Right Triangle Geometry
Section 3.1: Pythagorean Theorem
Section 3.2: Angles
Section 3.3: Trigonometry
Chapter 4: Quantitative Geometry
Section 4.1: Area & Perimeter
Section 4.2: Surface area
Section 4.3: Volume

7. Chapter Objectives of Math 96
Chapter 1: Linear Relationships
Section 1.1: The Shape of a Linear Equation
Section 1.2: Finding Linear Equations
Section 1.3: Using Linear Equations
Chapter 2: Quadratic Relationships
Section 2.1: The Shape of a Quadratic Equation
Section 2.2: Finding Quadratic Equations
Section 2.3: Using Quadratic Equations
Chapter 3: Power Relationships
Section 3.1: The Shape of a Power Equation
Section 3.2: Finding Power Equations
Section 3.3: Using Power Equations
Chapter 4: Exponential Relationships
Section 4.1: The Shape of an Exponential Equation
Section 4.2: Finding Exponential Equations
Section 4.3: Using Exponential Equations
Chapter 5: Logarithmic Relationships
Section 5.1: The Shape of a Logarithmic Equation
Section 5.2: Finding Logarithmic Equations
Section 5.3: Using Logarithmic Equations
Chapter 6: Choosing the Right Model
Section 6.1: Compliant Data
Section 6.2: Resistant Data
The Illinois River flow in cubic feet/second (CFS) is shown in the month of May as the rainy season ends and the level starts dropping.
a) Use regression to find a logarithmic equation to model the data. Round the numbers in your equation to 2 decimal places.
b) Use your equation to calculate the date the level will drop to 200 CFS, accurate to 1 decimal place.
c) Use your equation to calculate the date the level was 1000 CFS, accurate to 1 decimal place.