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Course name: MA 095 Introductory Algebra                    
Section: 700 Days
Credit Hours: 3

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Massachusetts Bay Community College (MassBay) is among the finest institutes in the USA, known for its finest mathematics department. Students not only from the States but rather from all around the globe wish to get enrolled in this university for pursuing their degree course in mathematics. However, after getting enrolled, students often face challenges with their studies and especially with assignments and this eventually brings their grades down drastically, barring them from having a cream academic career. We at allassignmenthelp.com know this pain and thus, have come up with MA 095 Introductory Algebra assignment help service which students ask for very frequently.  

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Course Description

Introductory the second of three classes in the developing mathematics program is algebra. It develops notions of variables, expressions, and equations through the use of symbolic algebra to depict largely linear connections graphically and analytically. 

The concept of function will be developed for the application of linear equations and concepts of the dependent and independent variables. Students will also learn how to solve simultaneous linear equations and how to build linear equations using slope and point data. Geometric figure numbers, ratio and proportion, direct and indirect variation, and unit conversion will all be covered in application problems. Finding the greatest common factor of a polynomial will also be included.

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Course Prerequisites

The three-semester curriculum focuses on fortifying mental calculating capacity while minimizing reliance on digital computation. Prerequisite: MA 090 or equivalent.
Textbook and other materials (OER) available in Blackboard 
Beginning Algebra Made Useful by Charlene Beckmann 
Elementary Algebra by Lynn Marecek (https://openstax.org/details/books/elementary-algebra-2e)

You will also need the following:

• Three-ring binder 
• Dividers and notebook paper (graph paper and a three-hole punch will come in handy) 
• Pencils and erasers (use pencil for math, not pens!)
• A calculator with a fraction (“a b/c”) key. You are responsible for understanding how to use your calculator. This includes the ability to change the settings on your calculator.
• A reliable computer with a reliable Internet connection. 
• A webcam or other device so you can create a video.

While a calculator can be used to check your work, you must still illustrate all stages and explain your reasoning. This course grades you based on your conceptual knowledge rather than your ability to deliver an answer. Consider using a calculator to obtain an answer to be analogous to having someone else write a paper for you and using a calculator to verify your work to be analogous to working with a tutor.

Fund of Textbook

To avoid rising textbook costs, the Student Government Association at Massachusetts Bay Community College (MassBay) has established the Student Enrichment and Textbook Fund. In addition to private donations, this fund has been recognized by a $5 per student (full &part-time) waivable fee. Funding is restricted and will be distributed on a first-come, first-served basis. Applications do not have a set deadline, but because funds are distributed on a first-come, first-served basis, it is recommended to submit them approximately a month before the first day of school. Whenever we receive funding requests, we begin allocating funds as soon as possible.

Apply Here: 
https://www.massbay.edu/student/student-resources/textbook

CARES Act Emergency Assistance Grant

What is the CARES Act?

Emergency assistance funds are available to students under the federal Coronavirus Aid, Relief, and Economic Security Act (CARES Act) to help pay expenditures connected to the interruption of university operations caused by the coronavirus. Eligible expenses must fall into one of the Costs of Attendance (COA) categories such as childcare, transportation, technology, food, healthcare, etc.

Who qualifies?
Students must do the following to qualify: 

• File a FAFSA and meet the student eligibility requirements outlined in federal law Section HEA 484 of Title IV (HEA of 1965);
• You must be registered and in good standing right now

In addition, there will be extra costs as a result of the disturbance in campus operations.

How do I apply for an emergency grant?

Students who have additional expenses due to the disruption of campus operations should complete the CARES Act Application for Emergency Grant Assistance form. See the website for more information: https://www.massbay.edu/cares

Student Learning Outcomes

This course is designed to offer students a fundamental knowledge of ideas required for admission into higher-level math courses. 

Specifically, by the end of this course, the student should be able to do the following:

• Use inequality symbols using real numbers.
• Find the additive inverse and absolute number value.
• Determine the value of a variable expression.
• Perform operations on real numbers.
• Use the Order of Operations.
• Use the Addition and Multiplication Properties, as well as the Distributive Property, to simplify a variable expression.
• Convert a variable expression into a verbal expression.
• Draw a number line with inequality on it.
• Determine whether or not a given number is an equation solution.
• Solve linear equations in a variety of formats.
• Use formulae to solve application difficulties.
• Recognize and answer general, applicable application issues involving percents, mixes, and uniform motion.
• Solve one-variable inequalities.
• Create a graph of points in a rectangular coordinate system.
• Find ordered-pair solutions to a two-variable problem.
• Create a scatter diagram.
• Perform a function evaluation.
• Recognize and apply the vertical line test.19. Create a graph of a linear function in both standard and slope-intercept form.
• Determine a function's x- and y-intercepts.
• Given two locations, calculate the slope of a line.
• Draw a line from a point to a slope.
• Given a point and a slope, find the equation of a line.
• Given two locations, find the equation of a line.
• Differentiate between parallel and perpendicular lines.
• The graphing method, substitution method, and addition method are all used to solve a system of linear equations in two unknowns.
• Multiply and divide monomials
• Reduce the number of exponents in formulas with negative exponents.
• Use scientific notation to write a number.
• Perform a polynomial function evaluation.
• Carry out polynomial operations.
• Factor a polynomial into a monomial.
• Grouping is a factor.
• A trinomial must be factored.
• Factor equations to solve them. (optional)

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Course Teaching Procedures 

The course will consist of exercises, practice, mindset activities, and a final presentation, all of which will be available on Blackboard. Active student engagement is anticipated and necessary. While the course is online, it follows the same schedule as a two-day-a-week session, with one task and one practice required each day. This may be viewed as a reproduction of the lecture/in-class work and out-of-class work/practice that you would generally encounter in a face-to-face or remote class.

Note: This is free software that allows your instructor to send reminders to your phone or email and you ask brief questions through text.
Google Check-Ins: You have a Google check-in once a week. Following the Week 1 check-in, all subsequent check-ins remain anonymous. Completing the Google Check-Ins at the end of the respective weeks will let me know where you are in the course and how you are doing, and it will allow me to tailor the course to your requirements. Please complete them in a timely manner!

Students are required to review/preview content, attempt/complete any practice tasks and submit questions through email to their instructor for resolution. Emails will be returned between 24 and 48 hours, often less. Please include in the subject line what course you are in (that is, MA 095). If it has been longer than 48 hours and you haven't received a response, please resend your email.

A graphing calculator may be used to help comprehend the behavior and properties of various topics. It is not a replacement for displaying complete comprehension. Students will be asked to examine and solve issues relating to these topics without using a graphing calculator. For a 3-credit course, you should plan to spend a total of 140 hours on the course during a semester regardless of whether the course meets face-to-face, remotely, as a hybrid, blended, or fully online.

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Suggested Couse Schedule

Week	Day	Assignment	Date Due	Date to Close
Week 1 Week of 9/7	Day 1	TASK 1: Mindset: Discuss: Introductions TASK 2: Mindset: Lesson 1 TASK 3: Mindset: Summary and Survey TASK 4: Online Readiness Smarter Measure Quiz TASK 5: Syllabus/Online Course Familiarity Check	Sept 21	Nov 3
Week 1 Week of 9/7	Day 2	TASK 1: Mindset: Discuss: Reflection TASK 2: Mindset: Video: Dot Talks, Brain Crossing and Brains Grow and Change TASK 3: Mindset: Discuss: Pattern Talk TASK 4: Week 1 Google Check In	Sept 21	Nov 3
Week 2 Week of 9/14	Day 1	TASK 1: Mindset: Lesson 2 TASK 2: Read & Watch: Order of Operations TASK 3 & 4: Activity: Finding Patterns TASK 3: Discuss FindingPatterns TASK 4: Submit: FindingPatterns TASK 5: Practice: Why: Section 1.3 Week 2	Sept 23	Nov 7
Week 2 Week of 9/14	Day 2	TASK 1: Read & Watch: Point Plotting TASK 2 & 3: Activity: Graphing a Growing Pattern of Dots TASK 2: Discuss Graphing a Growing Pattern of Dots TASK 3: Submit: Graphing a Growing Pattern of Dots TASK 4: Practice: Apply: MyOpenMath Week 2 TASK 5: Week 2 Google Check In	Sept 23	Nov 7
Week 3 Week of 9/21	Day 1	TASK 1: Mindset: Lesson 3 TASK 2: Read & Watch: More Order of Operations TASK 3 & 4: Activity: Four Fours TASK 3: Discuss: Four Fours TASK 4: Submit: Four Fours TASK 5: Practice: Why: Section 1.4 Week 3	Sept 28	Nov 10
Week 3 Week of 9/21	Day 2	TASK 1: Mindset: Discuss: Section 1.6 and 1.7 Number Talk TASK 2: Read & Watch: Variables and Variable Expressions TASK 3 & 4: Activity: Analyzing the 100s Chart TASK 3: Discuss: Analyzing the 100s Chart TASK 4: Submit: Analyzing the 100s Chart TASK 5 Practice: Apply: MyOpenMath Week 3 TASK 6: Week 3 Google Check In	Sept 30	Nov 10
Week 4 Week of 9/28	Day 2	TASK 1: Read & Watch: Number Puzzles TASK 2 & 3: Activity: Magic Number Puzzles TASK 2: Discuss: Magic Number Puzzles TASK 3: Submit: Magic Number Puzzles TASK 4: Practice: Apply: MyOpenMath Week 4                  TASK 5: Week 4 Google Check In	Oct 5	Nov 14
Week 5 Week of 10/5	Day 1	TASK 1: Mindset: Lesson 4 pt 2 TASK 2: Practice: Why: Section 1.8 & 1.9 Week 5	Oct 12	Nov 17
Week 5 Week of 10/5	Day 2	TASK 1: Read & Watch: Tables and Graphs TASK 2 & 3: Activity: The Eyes Have It TASK 2: Discuss: The Eyes Have It TASK 3: Submit: The Eyes Have It TASK 4: Practice: Apply: MyOpenMath Week 5 TASK 5: Week 5 Google Check In	Oct 14	Nov 17
Week 6 Week of 10/12	Day 1	TASK 1: Mindset: Lesson 5 pt 1 TASK 2 & 3: Activity: Location, Location, Location TASK 2: Discuss: Location, Location, Location TASK 3: Submit: Location, Location, Location TASK 4: Practice: Why: Section 2.1 Week 6	Oct 19	Nov 21
Week 6 Week of 10/12	Day 2	TASK 1 & 2: Activity: What's Wrong with This Picture? CritiquingGraphs TASK 1: Discuss: What's Wrong with This Picture? CritiquingGraphs TASK 2: Submit: What's Wrong with This Picture? CritiquingGraphs TASK 3: Practice: Apply: MyOpenMath Week 6 TASK 4: Week 6 Google Check In	Oct 21	Nov 21
Week 7 Week of 10/19	Day 1	TASK 1: Mindset: Lesson 5 pt 2 TASK 2: Read & Watch: Graphing and Scale TASK 3 & 4: Activity: It's All a Matter of Scale TASK 3: Discuss: It's All a Matter of Scale TASK 4: Submit: It's All a Matter of Scale TASK 5: Practice: Why: Section 2.2 & 2.3 Week 7	Oct 26	Nov 24
Week 7 Week of 10/19	Day 2	TASK 1 & 2: Activity: The Hare and the Tortoise TASK 1: Discuss: The Hare and the Tortoise TASK 2: Submit: The Hare and the Tortoise TASK 3: Practice: Apply: MyOpenMath Week 7 TASK 4: Week 7 Google Check In	Oct 28	Nov 24
Week 8 Week of 10/26	Day 1	TASK 1: Mindset: Lesson 6 TASK 2: Read & Watch: Graphing Linear TASK 3 & 4: Activity: Discuss and Submit: The Trodding Tortoise and the Hopping Hare TASK 3: Discuss: The TroddingTortoise and the HoppingHare TASK 4: Submit: The TroddingTortoise and the HoppingHare TASK 5: Practice: Why: Section 2.4 & 2.5 Week 8	Nov 2	Nov 28
Week 8 Week of 10/26	Day 2	TASK 1: Read & Watch: Ratios and Proportions TASK 2 & 3: Activity: Proportional Reasoning TASK 2: Discuss: Proportional Reasoning TASK 3: Submit: Proportional Reasoning TASK 4: Practice: Apply: MyOpenMath Week 8 TASK 5: Week 8 Google Check In	Nov 4	Nov 28
Week 9 Week 11/2	Day 1	TASK 1: Mindset: Halfway Through, How Are You? TASK 2: Read & Watch: Graphing and the y-Intercept TASK 3 & 4: Activity: Giving the Tortoise a Head Start TASK 3: Discuss: Giving the Tortoise a Head Start TASK 4: Submit: Giving the Tortoise a Head Start	Nov 9	Dec 1
Week 9 Week 11/2	Day 2	TASK 1 & 2: Activity: Finding Equations from Tables and Interpreting Slope andy-Intercept TASK 1: Discuss: Finding Equations from Tables and Interpreting Slope andy-Intercept TASK 2: Submit: Finding Equations from Tables and Interpreting Slope andy-Intercept TASK 3: Practice: Apply: MyOpenMath Week 9 TASK 4: Week 9 Google Check In	Nov 12	Dec 1
Week 10 Week of 11/9	Day 1	TASK 1: Mindset: Class Reflection TASK 2: Read & Watch: Slope and y-Intercept TASK 3 & 4: Activity: Slope and y-intercept TASK 3: Discuss: Slope and y-intercept TASK 4: Submit: Slope and y-intercept TASK 5: Practice: Why: Section 2.6 & 2.7 Week 10	Nov 16	Dec 5
Week 10 Week of 11/9	Day 2	TASK 1: Read & Watch: Linear versus Nonlinear TASK 2 & 3: Activity: Distinguishing Linear from Other Functions TASK 2: Discuss: Distinguishing Linear from Other Functions TASK 3: Submit: Distinguishing Linear from Other Functions TASK 4: Practice: Apply: MyOpenMath Week 10 TASK 5: Week 10 Google Check In	Nov 18	Dec 5
Week 11 Week of 11/16	Day 1	TASK 1: Read & Watch: Tile Patterns TASK 2 & 3: Activity: Discuss and Submit: Analyzing Tile Patterns TASK 4: Practice: Why: Section 2.8 & 2.9 Week 11	Nov 22	Dec 8
Week 11 Week of 11/16	Day 2	TASK 1: Read & Watch: Solving Linear Equations TASK 2 & 3: Activity: Hands On and Minds On TASK 2: Discuss: Hands On and Minds On TASK 3: Submit: Hands On and Minds On TASK 4: Practice: Apply: MyOpenMath Week 11 TASK 5: Week 11 Google Check In	Nov 22	Dec 8
Week 12 Week of 11/23	Day 1	TASK 1: Practice: Why: Section 3.1 Week 12 TASK 2 & 3: Activity: Practice Analyzing Tile Patterns TASK 2: Discuss: Practice Analyzing Tile Patterns TASK 3: Submit: Practice Analyzing Tile Patterns	Nov 30	Dec 12
Week 12 Week of 11/23		TASK 1: Practice: Apply: MyOpenMath Week 12 TASK 2: Week 12 Google Check In	Dec 2	Dec 12
Week 13 Week of 11/30	Day 1	TASK 1: Read & Watch: Systems of Equations TASK 2 & 3: Activity: Fitness Plans TASK 2: Discuss: Fitness Plans TASK 3: Submit: Fitness Plans TASK 4: Practice: Why: Section 3.3 & 3.5 Week 13	Dec 7	Dec 15
Week 13 Week of 11/30	Day 2	TASK 1: Read & Watch: Applying Systems of Equations TASK 2 & 3: Activity: Measuring with Pretzels and Cheerios TASK 2: Discuss: Measuring with Pretzels and Cheerios TASK 3: Submit: Measuring with Pretzels and Cheerios TASK 4: Practice: Apply: MyOpenMath Week 13 TASK 5: Week 13 Google Check In	Dec 9	Dec 15
Week 14 Week of 12/7	Day 1	TASK 1: Read & Watch: Mixture Word Problems TASK 2 & 3: Activity: Setting Up Systems of Equations with Quantity Rate ValueTables TASK 2: Discuss: Setting Up Systems of Equations with Quantity Rate ValueTables TASK 3: Submit: Setting Up Systems of Equations with Quantity Rate ValueTables TASK 4: Practice: Why: Section 3.6 & 3.7 Week 14	Dec 14	Dec 19
Week 14 Week of 12/7	Day 2	TASK 1: Read & Watch: Nonlinear Functions TASK 2 & 3: Activity: Batty Functions TASK 2: Discuss: Batty Functions TASK 3: Submit: Batty Functions TASK 4: Practice: Apply: MyOpenMath Week 14 TASK 5: Week 14 Google Check In	Dec 16	Dec 19
Week 15 Week of 12/14	Day 1	TASK 1: Mindset: Discuss: End of Course/Semester/Year TASK 2: Read & Watch: Products of Polynomials TASK 3 & 4: Activity: Products of Linear Functions TASK 3: Discuss: Products of Linear Functions TASK 4: Submit: Products of Linear Functions TASK 5: Practice: Why: Section 4.1 & 4.2 Week 15 TASK 6: Week 15 End of the Course Google Survey	Dec 16	Dec 21
Week 15 Week of 12/14	Day 2	TASK 1: Read & Watch: Multiplying Binomials TASK 2 & 3: Activity: Conceptual Underpinnings of Multiplying Binomials TASK 2: Discuss: ConceptualUnderpinnings of MultiplyingBinomials TASK 3: Submit: ConceptualUnderpinnings of MultiplyingBinomials TASK 4: Practice: Apply: MyOpenMath Week 15 TASK 5: Week 15 Google Check In	Dec 21	Dec 21
Finals Week of 12/21		FINAL TASK: Final Mindset: See Yourself in Math	Dec 21	Dec 21

 

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Tentative Assessment and Assignment Schedule

This course requires students to actively participate with each other in Blackboard. To that end, students should try to keep up with the schedule above. Please don't procrastinate! 

Mindset assignments come in two different types:

• The Mindset: Lessons 1 – 6 have you complete the How to Learn Math for Students free online course (https://www.edx.org/course/how-to-learn-math-for-students- 2) You must finish the course on edX and answer the questions in Blackboard. You can respond to these questions in Blackboard's comment box. Students will be judged on their ability to complete the questions in Blackboard carefully and intelligently. There are more lessons for you to do if you have already finished the How to Learn Math for Students course. Students can edit the Mindset assignment until they get the desired score if they turn in any section of it before the due date. If the due date is missed, students can still turn in work as long as it is submitted by the closure date, but they will not be able to edit it.
• The other mindset projects assist students to understand their attitudes as well as how their brain operates and learns math. These attitude assignments are a combination of discussion board tasks and one-on-one dialogue with the teacher. Students will be scored on how thoroughly and comprehensively they answer the questions in both the discussion board assignments and the direct-to-instructor interactions. Students will be graded on their participation in the discussion board assignments as well. At a minimum, students need to reply constructively to at least 3 to 4 classmates. Suggestions: ask a reflection question or thoughtfully and thoroughly answer a question posed by a classmate or summarize what a student wrote and ask if the summary sounds accurate.
• Some of the mindset discussion board assignments are Math Talks, where students will work together to come up with different ways to think about and solve problems. Participation will be graded, and each student must respond positively to at least four peers in order to receive full credit. Asking a reflective question, attentively and completely responding to a classmate's inquiry, summarizing what a student wrote, and asking if the summary seems true are some of the suggestions.

Activities

It has two parts: Discuss and Submit

Discuss: Students are scored on participation in the discussion board segment, and they must work together to answer a series of questions. Students don’t need to have all the questions answered on their own. Students can start out by having questions completed or partially complete and then stating what they think will happen next. Students should avoid saying, “I don’t know” and should instead ask for help with the parts that they aren’t sure about. The purpose of this section is for everyone in the class to work together to answer the questions. Students must participate in meaningfulness to the conversation in order to receive full credit.

This implies that they must:

• Post their ideas on what they believe the answers will be to the best of their ability.
• Post-final replies without labor, wherever feasible (remember for Submit you will need to show work).
• Take part in the debate. Suggestions: ask a classmate to explain how they arrived at their answer or reflection question, or thoughtfully and thoroughly answer a question posed by a classmate or summarise what a student wrote and ask if the summary sounds accurate, or thoughtfully and thoroughly respond to a question posed by a classmate.
• Students must respond to at least four peers.

Submit: In the direct-to-instructor communication, students are graded on the content of their work, which is uploaded to Blackboard. This is the final draft of your work and should look presentable. Include examples of your handwritten work, graphics, or colors to help explain your ideas. Submit all of your work in a single file.

The following elements must be included:

• Complete all of the activity questions. Make sure the questions are numbered and easy to discover, and that there is support work available.
• Create a summary of the discussion that occurred on the activity discussion board. Discuss what you learned and what surprised you about the debate.
• Students' answers to the questions will be scored based on their correctness and thoroughness. Students can edit the Submit section until they get the desired score if they send in any component of the Submit assignment by the due date.
• Students can still turn in work if the due date is missed as long as it is submitted before the closure date, but they will not be able to edit it.

Practice

There are two aspects of practice: Why and Apply

Practice: Why do written assignments resemble the Activities' Submit section? Students' answers to the questions will be scored based on their correctness and thoroughness. If students turn in any part of the practice, they will receive a grade. Students can edit the Practice: Why assignment until they get the desired score if they complete it before the deadline. If the due date is missed, students can still turn in work as long as it is submitted by the closure date, but they will not be able to edit it. Make sure the questions are numbered and easy to discover, and that there is support work available.

Practice: MyOpenMath has a section called Apply. These are algorithmically generated questions that students can retry as many times as they want until they acquire the right answers. Students will be scored based on how well they answer the questions. All answers will be entered into MyOpenMath. Due to the fact, that MyOpenMath does not grade on a 4.0 scale, the first results for these tasks will be out of 10. The average of these scores will be translated to the 4.0 scale and incorporated into the overall average.

The Final consists of one assignment. Final Mindset: See Yourself in Math

It is important to see yourself on screen. It is also important to see yourself in STEM. This task is to immerse oneself in STEM, particularly arithmetic, with the possibility of sharing videos if desired. The assignment's specifics are as follows: Select a math subject topic from the course that you want to discuss. The subject must be authorized. As a result, the sooner you gain clearance, the sooner you can start working. If it is a multi-step issue or a significant math idea, you can describe how to solve it (how to graph a line from a context or solve systems of equations, for example). Make use of graphics to aid in your explanation.

Total Points

50 pts (your final score will be converted to the 4.0 scale)

You will be graded on:

• (5 pts) length (around 5 minutes—presentations less than 4 minutes and more than 7 will lose points for length)
• (5 pts) final script (a file that is detailed and accurate outlining what you will be presenting)
• (10 pts) video contains at least two examples or one example with multiple parts.
• (10 pts) overall accuracy (if you find an error while you are filming, you can correct it while filming as long as the error is minor. Key points should be correct).
• (10pts) thoroughness of explanation (not skipping steps, using visuals or models to explain, providing multiple ways to think about it)
• (10 pts) engagement with the topic (how much you “own” the topic versus depending on your script. You should be able to freely talk about your topic and easily explain it
• Without frequently checking a script).
• Upload your video to YouTube or a similar service as an unlisted video. Turn in the link to your video when you submit the assignment (not the video file).
• When you submit your video, be sure to clarify whether you are willing to share your video with others

Student Grading And Performance Evaluation Criteria

By completing the aforementioned exercises, students will demonstrate their capacity to master new skills and ideas. These tests are intended to assess specific talents and concepts, as well as students' general comprehension, by debating and clarifying topics both verbally and in writing.

This course's final grade will be determined by a weighted average of the following grades:

Discussion (mindset and activities)    15%
Mindset (non discussion)    10%
Activities (Submit)    25%
Practice: Why & Apply    40%
Final    10%

Grades earned to date will be reported as a % of the highest possible grade obtained to date, and the following grading system will be used to calculate intermediate and final grades:

Letter Grade	Calculated Percent	4.0 Scale
A	91-100	4.0
A-	90-93	3.7
B+	87-89	3.3
B	83-86	3.0
B-	80-82	2.7
C+	77-79	2.3
C	73-76	2.0
C-	70-72	1.7
D+	67-69	1.3
D	63-66	1.0
F	32-62	0.7
F	1-31	0.3
F	0	0

All assignments in the course will be graded on a 4.0 scale.

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