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MATH 1060 Quantitative Reasoning section 100 (5833), Fall 2021
Catalog Entry (2021-22)
Description:
This course develops critical thinking and problem solving skills in a variety of mathematical and quantitative contexts including real life situations. The course focuses on framing real-life problems mathematically and quantitatively and then using logical and quantitative techniques, such as linear and exponential growth modeling and statistical literacy, to make predictions and decisions and to solve these problems. Not recommended for students with majors in STEM areas. No credit if Math 1250 or any higher have been completed. Cannot be used for College of Arts and Science requirements.
Requisites:
((C or better in MATH D004 or MATH D005) or Math Placement Level 1 or higher) and Warning: No credit if Math 1250 or higher
Credit Hours:
3
OHIO BRICKS
Foundations: Quantitative Reasoning
General Education Code (students who entered prior to Fall 2021-22):
1M
Repeat/Retake Information:
May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours:
3.0 lecture
Grades:
Eligible Grades: A-F,WP,WF,WN,FN,AU,I
Course Transferability:
OTM course: TMM011 Quantitative Reasoning
College Credit Plus:
Level 1
Learning Outcomes:
Students will be able to solve real-world problems requiring the use and interpretation of ratios in a variety of contexts.
Students will be able to solve real-world problems relating to rates of change, including growth and decay.
Students will be able to distinguish between absolute and relative rates of change and describe the difference using models.
Students will be able to compare and contrast statements which are proportional and those that are not.
Students will be able to create and use tables, graphs, and equations to model real-world situations and identify the limitations in proposed models.
Students will be able to model financial applications such as credit card debt, installment savings, loans, etc. and calculate taxes, mortgage payments, etc.
Students will be able to create basic linear and exponential models for real-world problems.
Students will be able to choose most appropriate model for a given situation and describe the limitations of the proposed model.
Students will be able to critically evaluate statistics being presented in the media, journals, and other publications.
Students will be able to critically evaluate sampling strategy, the impact of sample size, and any inferences made.
Students will be able to summarize and interpret data sets and compare two or more data sets in the light of the information presented.
Students will be able to create visual representations of real-world data sets and be able to describe their strengths and limitations.
Students will be able to calculate probabilities and conditional probabilities in real-world settings, and use them to draw conclusions.
Students will be able to communicate quantitative findings and results verbally and in writing.
Wednesdays and Fridays 8:35-9:30am online synchronous, via Microsoft Teams.
In the event of significant improvement or worsening of the pandemic, we may consider having more or fewer in-person meetings.
Text:
G. Foley, T. Butts, S. Phelps, D. Showalter. Advanced Quantitative Reasoning, Mathematics for the world around us. [ISBN: 9781631300509].
A password-protected pdf version of the text is available in the class BlackBoard.
Groups:
You will be randomnly assigned to a group of 4. The groups will be reset twice during the semester. You will rate your group-mates on their contribution to group activities.
Course Components
Group Mini-projects (15%):
These mini-projects act as warm-ups for the major projects.
Group Major Projects (30%):
There will be projects on personal finance and on statistics.
Collaboration Score (5%):
The ratings you receive from your group-mates on your contribution to group activities.
Individual Final Project (30%):
This project replaces a final exam. It will include both a presentation and a written report.
Individual Contributions and Assignments (20%):
This category includes:
Individual assignments (in weeks in which you do not have a group assignment)
Reading quizzes (if it appears that students are not doing the reading assignments)
Participation in class and group discussions.
Late Work
Late work is penalized 10% per day (or part thereof) late.
Attendance:
You can have 2 unexcused absences without penalty; for each additional unexcused absence I will subtract 0.5% from your final average. Absences of any sort will likely reduce the scores your group-mates give you and your participation score.
Grade:
Your grade is computed based on the components and percentages above. An average of 90% guarantees you at least an A-, 80% a B-, 70% a C-, and 60% a D-.
Tutoring:
Tutoring is not a sign of weakness; it is a sign that you want to learn! Get help early and often. See the Math Tutoring Lab for information on scheduling free Math tutoring.
Academic (mis)conduct:
You are allowed to use most resources, but there are some limitations.
Unlimited use, without specific acknowledgment:
The textbook.
Discussions with me.
The members of your group, for group activities.
Broad use, with acknowledgment:
Websites on mathematics, statistics, etc.
Explanations by other students in this class.
Explanations by friends, roommates etc.
Acknowledge and describe this help in writing on the
problem where it was used. For example, you might write
"[Name] explained to me how to do [some part] of this
problem" or "I found an explanation of [concept] at the
website [url]".
Forbidden:
The work from students who took this class (in any of its versions at any university).
Websites that claim to have solutions for this class.
Direct copying.
If you are not sure if something is allowed, then ask me first.
A minor, first-time violation of
this policy will receive a warning and discussion and
clarification of the rules.
Serious or second violations will
result in a grade penalty on the assignment. Very serious or
repeated violations will result in failure in the class and be
reported to the Office of
Community Standards and Student Responsibility, which may
impose additional sanctions. You may appeal any sanctions through
the grade appeal process.
Special Needs:
If you have specific physical,
psychiatric, or learning disabilities and require
accommodations, please let me know as soon as possible so that
your learning needs may be appropriately met. You should also
register with Student Accessibility
Services to obtain written documentation and to learn about
the resources they have available.
Responsible Employee Reporting Obligation:
If I learn of any instances of sexual harassment, sexual
violence, and/or other forms of prohibited discrimination, I
am required to report them. If you wish to share such
information in confidence, then use
the Office
of Equity and Civil Rights Compliance.
Safety:
Follow the university pandemic safety rules.
If you refuse to follow these rules, in particular the rules on masking, then I will take a picture of you doing it and file a report with the
Office
of Community Standards and Student Responsibility for
disciplinary action.
Schedule (Subject to change)
Many details will be filled in and what is present is subject to change.
the Mathematics classes you had in high school and college, and your experiences in them;
your major and career goals, and how Mathematics might be relevant to them;
(optional) your hobbies and interests, and how Mathematics might be relevant to them; and
any worries you might have about learning or doing Mathematics, or about this course.
Target length is two pages.
2
Mon Aug 30
Mini-project 1 kick-off
Wed Sep 1
Expressing numerical thinking
2. Using Numbers and Quantities
Fri Sep 3
Presentations
Group Mini-project 1 presentations
Give a 4-6 minute presentation on your solution and solution process to an assigned exercise from section 1. See your group's collaboration space in the Class Notebook for your problem.
Notes:
You will be graded 50% on the correctness of your solution and 50% on explaining your solution process. Express your thinking.
Use the Problem-Solving Framework.
For groups with a multi-part exercise: It is better to explain a few parts very well than rush to do all parts.
3
Mon Sep 6
Labor day holiday, no class
Wed Sep 8
Spreadsheets, percents, rates
3. Using Percent, Recursion, and Sequences
Fri Sep 10
Mini-project 2 kick-off
Individual assignment
Read the QUALITI rubic in the Course Information section in Blackboard.
Watch the video of your group's Mini-project 1 presentation, which I put in your Teams channel.
For each of the 6 Quantitative Reasoning Core Competencies in the rubric, give your group a grade and write one paragraph explaining why you think that is the correct grade. Cite specific things in your presentation to support your choices of grades.
Notes:
The goal of this exercise is to get you to think about the achievement level you (and your group) have now and what it means to have Exemplary achievement.
I will grade it based on your demonstration that you understand the core competencies and their achievement levels.
4
Mon Sep 13
Compound interest
4. Developing Financial Literacy
Wed Sep 15
presentations
Group Mini-project 2 presentations
Give a 4-6 minute presentation on your solution and solution process to an assigned exercise from section 3. Other details are the same as for the Mini-project 1 presentation.
Fri Sep 17
Major project 1 kick-off
Choose one of the scenarios posted in your space in the class notebook. For it:
Make a realistic comparison between the two options presented, based on their financial implications.
You will need to choose details of the scenario, such as the age or income of the person making the decision. Make these reasonable and clearly state them.
You will need to research these options to determine how they work. Cite the sources you use.
You will need to look up current interest rates and make assumptions about future rates. Use reliable sources and cite them. Explain why you settled on the rates and assumptions that you did.
Do your calculations in a spreadsheet.
Reach a conclusion about which option is better and why.
Notes:
You will submit your spreadsheet, submit a written report, and give a presentation. See later on the schedule for when each is due and what is expected.
This project is 15% of your course grade.
See the Academic (mis)conduct section in the syllabus for rules on using resources and acknowledging them. Your conclusions must be supported by the calculations you did yourself in the spreadsheet.
Group Mini-project 2 written reports
Submit a report on your solution and solution process to the same assigned exercise from section 3.
The written report is worth twice as much as the presentation.
There is no set length for the report.
See the Report Rubric in the Course Information section in BlackBoard for the elements to include in your report. For this mini-project, I will not use the specific point-scheme in the rubric.
5
Mon Sep 20
Bicycle gears
5. Using Ratios, Rates, and Proportion
Wed Sep 22
Aspect ratios; project time
Fri Sep 24
Computing grades
6. Using Averages, Weighted Averages, and Indices
Group Major project 1 (finance) spreadsheets
Submit a spreadsheet with the calculations for the two options in your scenario.
Notes:
Include enough labelling that I can tell what is going on. You can add sentences at key points.
Do the two options in separate tabs.
The spreadsheet is worth 20 points out of the 150 points in this project.
6
Mon Sep 27
Coin flipping
Group Major project 1 (finance) written reports
Submit a report on your project scenario, solution, and solution process.
Notes:
If you changed your spreadsheet from the one submitted earlier, then include the new spreadsheet with your report.
I will grade using the Report Rubric in the Course Information section in BlackBoard.
The report is worth 100 points out of the 150 points in this project.
Wed Sep 29
presentations
Group Major project 1 (finance) presentations
Give a 5-6 minute presentation on your project scenario, solution, and solution process.
Notes:
The correctness of your solution is assessed in your written report, so the presentation is graded on how well you
express and justify your thinking.
Give your presentation some structure. Tell a story or paint a picture.
You may not be able to give all the details. Give those that best explain what you did and why.
The presentation is worth 30 points out of the 150 points in this project.
Fri Oct 1
Fall break, no class
7
Mon Oct 4
Medical testing; Mini-project 3 kick-off
12. Reasoning With Probability
Wed Oct 6
14. Making Sense of Statistical Information
Individual assignment
Do problems 12, 22, and 28 in section 12 (page 106).
You will be graded 50% on the correctness of your solutions and 50% on explaining your solution process. Express your thinking.
Fri Oct 8
presentations
Group Mini-project 3 presentations
Give a 4-6 minute presentation on your solution and solution process to an assigned exercise from section 12. Other details are the same as for the Mini-project 1 presentation.
8
Mon Oct 11
Major project 2 kick-off
15. Designing a Statistical Study
Group Mini-project 3 written report
Submit a report on your solution and solution process to the same assigned exercise from section 12. Other details are the same as for the Mini-project 2 report.