MATH 1031 -- Changes

Wed Mar 31 09:47:09 2010

Effective Term: New:  1109 - Fall 2010
Old:  1089 - Fall 2008
New:  Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and composition of functions; exponential and logarithmic functions, with applications; basic probability rules, conditional probability, binomial probabilities.
Old:  Algebra, analytic geometry in greater depth than usually done in three years of high school mathematics. Topics from combinations, permutations, probability.
Term(s) most
frequently offered:
New:  Fall, Spring, Summer
Old:  Fall, Spring
for Catalog:
New:  3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732]
Old:  Satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732]
New:  Math 1051/1151/1155
Old:  No course equivalencies
Editor Comments: New:  <no text provided>
Old:  In last update, line in prerequisite concerning not granting credit if certain courses already taken was left out by mistake.
[added to PS note field, course notes sequence nbr 3:]Credit will not be granted if credit has been received for: 1051, 1151, 1155
Proposal Changes: New:  Course is being submitted for the Lib Ed Mathematical Thinking requirement.  Course description includes more detail.  Minor fixes in prereqs and course equivalencies.  
Old:  Only change in prerequisites--line added.
Sponsor Name:
New:  Lawrence Gray (Director of Undergrad Studies)
Old:  Larry Gray
Sponsor E-mail Address:
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems


Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Students must be able to carry out mathematical reasoning using the standard formulations and principles of algebra and probability. Even when problems are presented in well-defined mathematical settings, solving problems often involves defining new quantities appropriate to the problem, and discovering an appropriate process for solution. Students must also be able to identify the key issues in applied problems which are presented non-mathematically in words, and then set up appropriate mathematical descriptions, and finally find solutions. In this process, algebraic formulas are used to express linear and nonlinear dependence of variable quantities, to calculate average rates, and to graph data. Geometric information is described using algebra, and algebraic methods are used to find optimal values such as: maximum profit, highest point of a projectile trajectory, and dimensions for a playground of maximal area. In the probability portion of the course, most problems involve at least some degree of modeling and choice of an appropriate sample space and representation. Applications in the course which deal with real-life situations include finding the probability of defective items in a production batch, relating mortgage foreclosure rates and disability, analyzing batting averages, checking the correlation of smoking with other behavior issues. Examples of assigned problems dealing with the applications just mentioned can be found in the syllabus referenced above, in particular in the homework problems for Sections 3.2, 3.4, 10.3, 10.4, 10.5, and appendix Chapter 5.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Students solve weekly homework problems dealing with algebra and probability and its applications, and these are graded. Applications are emphasized in many of the homework assignments. Midterm examinations and the final examination test some theory but place a heavy emphasis again on problem solving. Examples: In the assigned homework for Section 3.4 (¿More quadratic functions and Applications¿), students are asked to find geometrical values related to parabolas, and to solve applied optimization problems using the algebraic properties of quadratic polynomials. In the assigned homework for appendix Section 5.5, students are asked to choose appropriate binomial probability distributions for various real-life settings, and then find probabilities based on these distributions,

Old: unselected

Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University�s entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

This one-semester course covers college algebra and also introduces key ideas and methods of probability.  It is regularly offered every Fall and Spring semester.  It is usually taught by School  of Mathematics regular faculty or by adjunct professors with continuing appointments.   In cases where it is taught by a visitor, postdoc or by an experienced graduate student, there is close supervision by a regular faculty member.  The final exam is a departmental common final exam, in order to ensure consistency.

It is expected that many students will be well-prepared for this course on the basis of their training in high school (3 years, including 2 years of high school algebra).  Those who have had sufficient training in precalculus mathematics will tend to proceed directly to calculus course, but for many other students the level of abstraction and scope of applications in Math 1031 will be considerable greater than their previous work, so that it will be an appropriate choice for them.

In Math 1031, students will be expected to master the fundamental concepts of algebra as a mathematical  tool and a symbolic mode of expression.  Sustaining a train of mathematical thought is virtually impossible without such a mode of expression.  Algebra is also the appropriate language for revealing the structure of a mathematical  concept with clarity.   

Math 1031 also requires students to learn and practice modeling and problem-solving, just as applied mathematicians do.  Verbal descriptions of applied problems must be turned into mathematical formulations, and results later  translated back.  This occurs  for example in using algebra to express relationships between geometrical and physical variables, to summarize data,  or to obtain optimal values for quantities which are subject to constraints.  The section on probability gives mathematical formulations for the concepts of  sampling, statistical independence and conditional probability, and provides many examples of applying these concepts.  
<no text provided>
Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New:  This is an actual syllabus from a recent semester, modified to include a lib ed statement.  

Math 1031
College Algebra & Probability Syllabus for Fall 2009

Janet Stottlemyer;  Office: Room 330 Burton Hall  Phone: 612-625-6037                 e-mail:          Office hours:  10:10-11 MW; 1:30-2:20 F
The Subject of this Course: We will cover the content of a standard College Algebra course, with the addition of a chapter on probability.   The concepts and rules of algebra that you will study in this course provide the language and conceptual framework for much of mathematics and its applications in science and industry.  They are essential for further work in any course that uses mathematics.  Algebra helps us to understand why numbers and geometry work the way that they do, and to understand the meaning of many equations in science.

Probability can be described as mathematics which deals with uncertainty or randomness.  Since randomness seems to be an inevitable aspect of  most real-life situations, the study of probability is necessary for dealing with problems in areas such as insurance, genetics, quality control,  and the assessment of medical drugs and procedures,  in addition to problems in physics, chemistry, engineering and many other disciplines.  We will learn that we can think about probabilities in a clear and well-structured way, making use of algebra.  This lets us solve problems that would otherwise be very difficult, once we have identified the correct mathematical formulation for the random aspects of each problem.  

To complete this course you must learn the concepts and rules of algebra and probability, and be able to apply them.  Some of the problems you solve will be formulated initially in ordinary non-mathematical language.  Through practice and analysis you will learn to find and represent the key aspects of such word problems in appropriate algebraic language, and then carry out the process of finding the solution.  

Liberal Education:  This course meets the Mathematical Thinking requirement needed for graduation from the U, no matter what your major.  In it, you will develop your skills for thinking logically and quantitatively about many kinds of problems.  In a very real sense, you will be doing what mathematicians do:  start with problems that are initially stated in words, turn them into precisely framed mathematical problems, apply mathematical techniques to find solutions, and interpret the solutions in the context of the original problem.  Some of these problems will come from real life, such as problems involving population growth and decay or gambling, and others will come straight from mathematics itself.  

Course Prerequisites: To be successful in this course you should have completed at least three years of high school math or PsTL 0731 or PsTL 0732 here at the U with a grade of at least a C-, and you must still remember all the material! Information on the kinds of things you should know before taking Math 1031 can be found at
If you have any questions about your placement in this course let Janet know.

Lecturer: Janet Stottlemyer, 364 Appleby Hall (behind Walter Library on the river), 128 SE Pleasant Street, Minneapolis, MN 55455-0434,, 612-625-6037. I am a senior teaching specialist in the Department of Postsecondary Teaching and Learning (PsTL), which is in the College of Education and Human Development. Please call me Janet.
My office hours are Mon, Wed, from 10:10-11 and Friday from 1:30-2:20.  If you would like to see me at other times call or email me and we can set something up.
Pals Sessions:  Once a week you will attend a PAL (Peer-Assisted Learning) session and participate in small groups to work problems. A PAL facilitator provides guidance in the problem-solving process and you develop problem-solving strategies to apply in solving homework problems as well as exam questions. Small group exercises led by the facilitator support your lecture and discussion sections.  There is substantial evidence that THE most effective strategy for students to learn math and science is to practice solving problems in small groups; our experience supports this. Last year PAL-supported classes saw median grades go up an entire letter grade. To learn more about Peer-Assisted Learning go to

Success depends on your commitment. We strongly encourage you find a study group to work with outside of class, and, if possible, meet where a peer math consultant is available. Math consultants will be available
at all SMART Learning Commons locations. Check their schedules at
Web Site: There is a Web Vista site for this class at.  Go to the myU Portal listed at the top of the U of MN web site and your classes should be listed. (You must do a browser set up if you haven't used Web Vista before).
You can find syllabi, schedules and old exams on this site. You can also find your course grades. If there is something wrong with your recorded grades, please let me know.

Cell Phones: Please be respectful of your classmates and turn off your cell phone before entering class. You may NOT use a cell phone calculator during exams.

Course Materials: The following are available at the Coffman Union Bookstore. The current hours for the bookstore are available at or by calling the bookstore at 612-625-6000.

Textbook: College Algebra,         Kaufmann & Schwitters, paperback edition. This comes bundled with the Student Solutions Manual, which has the answers to all the odd-numbered problems and practice exams.

Calculator: A $15 scientific calculator is sufficient for this course. The Math Department will not allow you to use a graphing calculator or one that does symbolic manipulation when taking an exam.

Miscellaneous supplies including pens, pencils, pencil sharpener, stapler, staples, scissors, spiral notebooks (for taking notes in class), loose-leaf paper (for doing assignments to be handed in), a packet of graph paper (for sketching x-y graphs¿for printable graph paper see, file folders (for organizing your papers), and an accordion folder (to hold the file folders).

Teaching Method: To be successful you must take an active role in your own instruction. You will be responsible for learning the material and for getting help when you have questions.
The primary source of new material in this course will be the MWF lectures. I will explain the mathematics and provide plenty of examples. Attending the lectures is very important¿students who skip the lectures tend to fail the course.
In the recitation sessions the instructor will go over the most important parts of the lecture, do additional examples to help you with the homework, have you do problems in class, and answer your questions. The recitation sessions that are Peer Assisted Learning (PALS) sessions will focus on guided practice and study skills.

Attendance: You are expected to show up on time for every lecture and recitation session and to stay until the class is over. If your schedule or personal habits do not permit this, switch to a section that fits your schedule, take the course through Independent and Distance Learning (, or drop the course. If you can do the work without attending class, you are in the wrong course and you are wasting your time and money; see Janet or your adviser about switching to a higher level course such as  Math 1151 Precalculus II, Math 1155 Intensive Precalculus, or Math 1271 Calculus I.

Expectations: While in class you will be expected to make a good faith effort to learn the course material, follow directions, and exhibit behaviors that will improve your chances for success. These behaviors include:
--Showing up for every class on time and prepared.
--Completing all assigned homework on time and with complete worked-out solutions.
--Asking questions when you don't understand something.
--Getting help outside of class from the tutors (see below).
--Studying and working on math outside of class every day, seven days a week.

Course Difficulty: Although you may have had a course called "Algebra"  or "Precalculus" in high school, the difficulty, level of abstraction, and expectations are much higher here at the U. Instructors of other courses (higher math, science, economics, business, psychology, sociology) will expect you to be able to do algebra, especially those skills related to problem solving, modeling, and symbolic manipulation.

Credits and Workload Expectations: At the U, each class hour is designed to correspond to an average of 3 hours of learning effort per week necessary for an average student to achieve a C in the course. So, a student taking College Algebra and Probability, which meets 5 hours per week, should expect to spend an additional 9 hours per week on coursework outside the classroom. This means that an average student can expect to spend about 14 hours per week on this course. If math is a difficult subject for you then you will have to spend more hours on it.

Earning Extra Credit: There are no opportunities for earning extra credit points in this course. Your grade will be based solely on your scores on the graded materials, which are homework and exams.

Resources to Help you Learn: You have chosen to attend a world class research university and that means our expectations of you are quite high. We will provide you with the resources and environment you need to be successful, but it is up to you to work hard and to fully utilize these resources. Here are some things that will help you succeed:
--Attend every class: You must show up to every lecture and recitation prepared and on time. There is a high correlation between students who miss class and students who fail. If you don't need to attend class you are in the wrong course and wasting your time and money.
--Participate in class: You must be actively engaged while in class and studying at home, even if you don¿t like math (especially if you don¿t like math). If you don¿t become involved in what you are doing you will not learn it very well.
--Use the textbook: If you don¿t understand something from the lecture or recitation use the textbook to get extra instruction and clarification. The textbook is very well written but you still will have to read some sections several times before you fully understand them.
--Get help from the free math tutors available on campus: Free tutors are available through the SMART Learning Commons on campus. They have drop-in hours at four locations on campus (Walter Library on the East Bank, Wilson Library on the West Bank, Magrath Library on the St. Paul campus, and one other location to be determined). Fall hours and room numbers will be posted on their web site by 14 September.
In addition to drop-in tutoring, you can set up one-on-one appointments at On the web site, in the Learning Consultants box, click the Make an appointment link.
--Get help from your instructors: If you have questions, ask us before, during, or after class or come to our offices during office hours for extra help.
--Get help from your adviser: Your adviser is there to help you in any way he or she can. Ask your adviser any questions you have on scheduling, requirements, child care, etc.
Homework Problems: Practicing the skills you learn in this course is of utmost importance. In order to be able to use mathematics you must become automatic at doing symbolic manipulation, such as simplifying expressions, solving equations, and working with functions. Like learning to dance, to play the piano, or to read, learning mathematics involves lots of memorization of what people before you have discovered and then your practicing it until it becomes second nature to you. As the problems become more complex and difficult you will have to perform basic operations and manipulations without thinking about them¿they must be automatic. Homework is designed to get you to practice the skills and to help you figure out what you need to study more.

Homework is assigned according to the schedule you were given. Be sure to do every assigned problem; be sure to check the answer of every problem in the back of your textbook or Student Solutions Manual; be sure to do more than the assigned problems if you are having difficulty with a particular topic. Doing mathematics is the only way you can learn it.

Writing and Turning in Homework Assignments: On lined notebook paper or graph paper, write out the solution to each assigned problem, and CIRCLE YOUR ANSWER. You will be graded on your written solution¿not only your answer¿so be sure to SHOW YOUR WORK. You may write on both sides of the paper.

To hand in a homework assignment, put the papers in order and staple them in the upper left corner. Homework will be collected on Fridays (If there is an exam on another day, homework will be collected on exam day in addition to Friday) at the end of lecture and returned to you at your next recitation.

Homework Grading: To receive full credit for homework and exam problems, you must show the mathematical steps necessary to solve the problems. Your written work is meant to communicate to us what you know about math, not just the answers, so your work must be neat, organized, and complete.

Each homework section assignment will be worth a maximum of 5 points based on the percentage of the homework that is properly completed showing the necessary work.

One assignment each week will also be collected from your PAL session.  This counts for 5 points like any other homework assignment.  You MUST attend the PAL session to do this assignment.

Final Course Grade: The final grade for this course will be computed from your exam scores and homework, weighted as follows:
        Homework        10%        Handed in at the end of lecture each Friday, unless there is an exam (if there is no class on Friday work is due Monday).
        Exam #1        7%        Take-home exam due at the start of lecture on Monday, September 21.
        Exam #2        16%         In-class exam covering Chapters 1,2 , 3.1,.3.2 on Friday, October 09.
        Exam #3        16%        In-class exam covering Chapters 3.3-3.7, 4.4 and 5 on Monday, November 09.
        Exam #4        16%        In-class exam covering Chapter 10 and the appendix on Friday, December 11.
        Final exam        35%        Exam covering the entire course on Friday, December 17 from 1:30 to 4:30 in a room to be announced (it most likely will NOT be in our regular classroom). The location will be announced in lecture.
If you miss an exam the grade from your final exam will be substituted for your missed exam.  If you miss more than one exam the 2nd missed exam will be given a grade of 0.
Letter grades will most likely be assigned as follows (these cuts MAY be modified downward based on the final exam, but will NOT be raised upward):
@        Points        @
Grade        needed
        A        = 4.00        100 ¿ 95        &#61660;        Represents achievement that is outstanding relative
        A¿        = 3.67        94 ¿ 90        to the level necessary to meet course requirements.

        B+        = 3.33        89 ¿ 87
        B        = 3.00        85 ¿ 83        &#61660;        Represents achievement that is significantly above
        B¿        = 2.67        82 ¿ 80        the level necessary to meet course requirements.

        C+        = 2.33        79 ¿ 77
        C        = 2.00        75 ¿ 73        &#61660;        Represents achievement that meets the course
        C¿        = 1.67        72 ¿ 70        requirements in every respect.

        D+        = 1.33        69 ¿ 68
        D        = 1.00        67 ¿ 65        &#61660;        Represents achievement that is worthy of credit even
        though it fails to meet fully the course requirements.

        S        none        100 ¿ 73        &#61660;        Represents achievement that is satisfactory, i.e., is
        equivalent to a 2.00.
        F        = 0.0        under 65        &#61660;        Represents a failure to meet course requirements.
        N        = 0.0        under 73        &#61660;        Represents a failure to meet course requirements.
        You may get your grades or transcript by going to One Stop at the following address:
Incompletes: Grades of I are normally not given in this course. However, they may be permitted due to extenuating circumstances. In those cases a well-documented petition is required and the grade of I is subject to the approval of the Director of Undergraduate Studies of the Department of Mathematics.
Withdrawals: Grades of W are subject to the conditions of your college and cannot be given if you take the final exam. If you find that you need to withdraw from the course contact your adviser immediately, don¿t just stop coming to class!
Student Conduct: The University of Minnesota Student Conduct Code governs all activities in the University, including this course. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. This includes any behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities. Students responsible for such behavior may be asked to cancel their registration (or have their registration canceled).
Disability Accommodations: Reasonable accommodations will be provided for students with disabilities on an individualized and flexible basis. Disability Services determine appropriate accommodations through consultation with the student. More information is available at
Harassment: The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Reports of harassment are taken seriously, and there are individuals and offices available for help. Contact the Office of Equal Opportunity and Affirmative Action, 419 Morrill Hall, 612-624-9547.
Complaints Regarding Teaching/Grading: Students with complaints about teaching or grading should first try to resolve the problem with the instructor involved. If no satisfactory resolution can be reached, students may then discuss the matter with Professor Frank, Director of Undergraduate Studies of the Department of Mathematics, 115 Vincent Hall, who will attempt to mediate. Failing an informal resolution, the Professor Frank will facilitate the filing of a formal complaint.
Scholastic Dishonesty: This includes plagiarizing, cheating on assignments or examinations, using a graphing calculator while taking an exam, engaging in unauthorized collaboration on academic work, and taking, acquiring, or using test materials without faculty permission. Scholastic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.

College Algebra Schedule
Week Day Date Event in class Homework HW Due
1 Wed Sep 9 0.2,0.4 Exponents & Factoring Polynomials
0.2: 27,31,37,39,51,61,71,75,77,89 ;
0.4: 3,9,17,21,25,33,41,43,51,59,63
2 Fri Sep 11 0.5,0.6 Rational Expressions & Radicals
0.5: 5,7,21,23,27,31,33,35,41,49,59;
0.6: 3,5,11,19,33,47,48,55,59,65,67,69,73 HW 1
3 Mon Sep 14 1.1,1.2,1.3 Linear Equations & Apps, Quadratic Eq
1.1: 3,11,17,23,27,39,43,47,57;
1.2: 3,7,17,21,27,37,43,55,59,67,71;
1.3: 3,9,33,43,51,59,61abd,71,73,75
4 Wed Sep 16 1.4,1.5 Quadratic & Miscellaneous Applications
1.5: 5,9,11,15,17,21,25,33,43,51,55,57,61
5 Fri Sep 18 1.6 Inequalities Take home exam 1 on Chapter 0-1.5 1.6: 13,21,25,29,39,45,47,59,63,65,69,73,81 HW 2-4
6 Mon Sep 21 1.7 Other Inequalities (Take home exam 1 due) 1.7: 3,7,11,13,15,21,23,31,35,37,49,53,57,63,67,73
7 Wed Sep 23 2.1,2.2 Coordinate Geometry & Graphing Lines
2.1: 1,3,19,21,23,25,41,43,47,51,
2.2: 5,11,13,14,19,23,29,33,35
8 Fri Sep 25 2.3 Equations of Lines 2.3:3,7,9,21,25,27,29,33,37,41,45,53,55,57,59,61,65,71, 79 HW 5-7
9 Mon Sep 28 2.4 More on Graphing 2.4: 7,11,17,21,23,25,27,33,37,43,51,57
10 Wed Sep 30 2.5 Circles 2.5: 1,3,7,9,13,17,21,23,27,37,43
11 Fri Oct 2 3.1 Functions
79,83, HW 8,-10
12 Mon Oct 5 3.2 Linear Fuctions & Applications 3.2: 5,13,17,21,23,25
13 Wed Oct 8 Review for Exam 2
P173: 1,3,5,7,9,11,13,15,19,23,29,31,33,35,37,39,41,46,
48,51,53,56; P234: 6,7,8,9,11,13,16,17,20,23,25,27,28,
29,30,31; P313: 1,3,4,5,6,21,22,25,26,27,28
14 Fri Oct 9 Exam 2 (Chapters 1,2, 3.1,3.2) HW 11-13
15 Mon Oct 12 3.3 Quadratic Functions 3.3: 1,5,7,9,15,17,19,21,23,29
16 Wed Oct 14 3.4 More Quadratic Functions & Applications 3.4: 1,3,7,11,17,21,25,29,31,35,37,41,43,47,49
17 Fri Oct 16 3.5 Transformations 3.5: 1,5,9,15,19,21,29,31 HW 14,15
18 Mon Oct 19 3.6 Combining Functions 3.6: 1,3,5,7,11,13,17,19,23,29,31,35,37,39
19 Wed Oct 21 3.7 Inverse Functions 3.7:1,3,5,7,11,15,19,21,25,27,29,31,37,41,47,51,55,59,61
20 Fri Oct 23 4.4 Graphing Polynomial Equations 4.4: 1,3,11,13,15,19,21,23,25,27,35,39 HW 16-18
21 Mon Oct 26 5.1 Exponential functions 5.1: 1,3,5,7,9,11,15,19,21,23,27,31,33,35,37,39,41
22 Wed Oct 28 5.2 Applications of Exponential functions 5.2: 3,5,7,9,15,17,19,25,27,29,33,35,37
23 Fri Oct 30 5.3 Logarithms
65,69,73,75,77,81,83, 85,87,93,97 HW 19-21
Week Day Date Event in class Homework HW Due
24 Mon Nov 2 5.4 Logarithmic Functions 5.4: 1,3,7,11,15,21,25,31,35,37,43,47,49,63,65
25 Wed Nov 4 5.5 Exponential and Logarithmic Problem Solving 5.5: 1,5,9,13,17,21,25,27,31,33,39,41,45,47,49
26 Fri Nov 6 Review for Exam 3
385: 21,24, P442: 5,7, 9,10,11,13,15,17,18,19,20,21,
22,23,24,25,29,30,31,35,36,38,43,47,49,51,53 HW 22-24
27 Mon Nov 9 Exam 3 (Chapters 3.3-3.7,4.4, 5)
28 Wed Nov 11 10.1 Fundamental Principle of Counting 10.1: odd 1-37
29 Fri Nov 13 10.2 Start: Permutations 10.2: 1,3,13,17,19,27,29,31 HW 25,26
30 Mon Nov 15 10.2 Finish: Combinations 10.2: 5,7,9,11,15,21,23,25,33,35,37,39,41,44,53,55
31 Wed Nov 18 10.3 Probability 10.3: 1-31 odd
32 Fri Nov 20 10.3 con't Probability 10.3: 33-59 odd, 63,65,67,69 HW 27-29
33 Mon Nov 23 10.4 Start: Complement, Union & Intersection 10.4: 1-31 odd
34 Wed Nov 25 10.4 Finish: Mutually Exclusive & Expected Value 10.4: 33-55 odd
35 Fri Nov 27 No class Thanksgiving
36 Mon Nov 29 10.5 Start: Conditional Probability 10.5: 1-25 odd HW 30-32
37 Wed Dec 2 10.5 Finish conditional Probability 10.5: 27-61 odd
38 Fri Dec 4 Supplement Start Binomial Probabilty (appendix 5.5) Appendix P294: 5.41,5.53,5.54,5.55,5.56,5.57 HW 33,34
39 Mon Dec 7 Supplement Finish Binomial Probability Appendix P294: 5.61,5.63,5.64,5.67,5.69,5.71,5.73,5.75
40 Wed Dec 9 Review for Exam 4
P 678: 1-35;P 681:4,5,6,8,11,12,15,16,18,21 Appendix
P307: 5.107, 5.109, 5.111, 5.115, 5.119a,b
41 Fri Dec 11 Exam 4 (Chapter 10 and supplement) HW 35-37
42 Mon Dec 14 Review for Final Exam To be announced
43 Fri Dec 17 Final Exam 1:30-4:30 Room to be Announced

Old:  <no text provided>