NORTHERN CARIBBEAN UNIVERSITY

College of Natural and Applied Sciences

Department of Mathematics and Engineering

SPRING Semester 2020

BACHELOR OF SCIENCE MATHEMATICS

DEGREE

MAJOR: Mathematics

COURSE NAME: Pre-Calculus I

COURSE CODE: MATH165

NUMBER OF CREDITS: 4

NUMBER OF HOURS: Approximately 52 hours

LIST OF LECTURERS: KERRY-ANN REID

EMAIL ADDRESS: kerry-ann.reid@ncu.edu.jm

OFFICE HOURS: Tuesdays: 12:30p.m. -2:00p.m.

Online Conference/chat by appointment

PREREQUISITES: MATH121- College Algebra/ Equivalent

COURSE DESCRIPTION
Mathematics is a basic tool for advanced work in business, economics, life and social science. It
is a pre-requisite for Calculus 1, which in turn is a pre-requisite for all advanced courses in
Mathematics, Physics, Chemistry and engineering. This course aims at helping students to acquire
understanding and proficiency in the basic operations of equations, inequalities, functions,
exponential and logarithmic functions, matrices, linear programming, limits, differentiation and
integration.. Its design will also assist students in the development of useful problem-solving skills
as a real life simulation is inbuilt using practical applications. They should also develop an
awareness of order and precision, which are characteristics of our Creator as well as appreciate
the mathematics involved in nature and our Creator. As such students should demonstrate
conceptual understanding rather than mere knowledge of procedures.

COURSE LEARNING OUTCOMES

At the completion of this course students should be able to:

1. Utilize the concepts taught to model real life applications as well as use mathematical
skills honed to effectively offer a solution or suggestion that would address a real world
problem. .
2. Garner a better understanding of mathematical principles and concept and use this as the
scaffold to move on to Calculus I.

Integration of Faith and Learning Outcomes: the use of biblical principles to complement
discussions on topics covered in lectures.

1. Students should be able to relate the topics to contemporary, practical ethical, moral and
spiritual issues.
2. Develop an awareness of order and precision, which are characteristics of our Creator.
3. Appreciate the mathematics involved in nature and our Creator.

NCU Values and Attitudes: Focus

1. Christlikeness
2. Integrity
3. Justice
Christlikeness:

I, KERRY-ANN REID and all the students of Math 165: PRECALCULUS I class, commit to
exercising the highest levels of Christlikeness in all actions during this semester in relation to the
following:
1. Handling student issues in a fair and equitable manner
2. Displaying honesty with submitted work
3. Displaying kindness to each other
4. Displaying humility, compassion and unselfishness to each other
5. Showing confidence in all things through Christ who strengthens me. (Philippians 4:13)
Integrity:

The facilitator and students will undertake learning experiences that exercise the highest levels of
integrity such as:
 Honouring deadlines in submission of assignments
 Practising academic honesty with respect to the use of published works and other intellectual
property
 Participating equally in group work and activities
 Good stewardship of tools, equipment and other resources in the teaching learning environment
 Give fair evaluation to student work
 Display proper deportment and conduct.

Justice:

The facilitator and all students will exercise the highest level of justice and fairness in all actions
related to this course in the areas of:

 Fair grading for tasks submitted for evaluation

 Timely feedback and redress of inquiries, challenges, issues, grouses
 Impartial treatment of all students regardless of race, age, religious affiliation, nationality or
ethnicity.

Access to Computer and Internet Resources: Completing these course requirements

necessitates regular access to computer technology and the Internet. If a student does not have a
personal computer with Internet access, computers on the University’s Main Campus and
Extension Sites are available for student use.

Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor
expects all class members to communicate in a professional and courteous manner. While
everyone may feel passionate about a particular subject and is entitled to his/her opinions,
classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or
disparaging comments about gender, ethnicity, religion, et cetera will be tolerated.

Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since
engaging in either activity may result in very serious penalties, including failing grades, or
dismissal from the University, you should endeavour to avoid such activities. Any assignment or
work submitted for this course must not have been submitted for any other course. No written or
digitally authored work may be submitted for academic credit more than once. If you have
questions about how this may apply to an assignment you are considering for this course, please
ask the facilitator for clarification.

Students with a Disabling Condition: Any student who, because of a disabling condition, may
require some special arrangements in order to meet course requirements, should communicate with
the instructor in a timely manner, to seek such special considerations. Students should present
appropriate verification from the relevant administrative office at the University. There is no
guideline indicating that special considerations be given prior to completion of the existing
university verification process.

COURSE CONTENT OUTCOMES

Unit 0: Review of algebra (individual Review)

Number of hours: 1 ½ hour

Instructional Outcomes: At the end of this unit students should be able to explain and construct
their own mathematical formulas using the underlying mathematical concepts learnt in College
Algebra.

Learning objectives
1. Perform operations using radicals. (Revision)
2. Perform basis operations with algebraic expressions. (Revision)
3. Factorize algebraic expressions. (Revision)
4. Solve problems involving complex numbers.
Content Topics:
0.3 Exponents and Radicals
0.4 Operations with algebraic expressions
0.5 Factoring

Concepts/Terms: Exponents, Radicals, Factor, order of operations

Activities/Assessment: Group Activity- not graded.

Suggested Readings: Main Text- chapter 0.3 – 0.5
Kaufmann, J. and Schwitters, K. (2009) Elementary and Intermediate Algebra. 6th
Edition; Brooks/Cole, Cengage Learning: Canada. (Chapter 8)

Application/Faith and learning: Real world situations/problems can be modelled mathematically

and solved similarly life’s problems can be solved through Jesus as nothing is impossible with
God.

Unit 1: Introduction to sequences, series and expansions

Number of hours: 6 hours

Instructional Outcomes: Upon completion of this unit the student will be able to identify
whether a given set of numbers form sequence. They will be able to determine if a given set of
numbers are arithmetic or a geometric series. They will also be able to identify the first term the
relative difference and the sum of a given number of terms. For a geometric series they will also
be able to determine if the series converges and if so the sum to infinity. The unit also includes
the introduction of recurrence relationships and infinite series of logarithm and e. The final topic
covered is the revision of the binomial theorem and its relation to the binomial expansion.
Learning objectives
1. Determine what constitutes a sequence/series.
2. Find constituent parts of an arithmetic series.
3. Characterize a geometric series and determine it radius of convergence.
4. Solve recurrence equations.
5. Identify infinite series and complete manipulations.
6. Expand brackets using the binomial expansion.
Content Topics:
1. Sequences and arithmetic series manipulation.
2. Geometric series radius of convergence and sum to infinity
3. Recurrence equations and solutions
4. Infinite series (logs, e)
5. Binomial expansion

Concepts/Terms: Sequence, series, recurrence, infinite, finite, convergent, divergent, radius of

convergence, binomial

Activities/Assessment: Group Activity, short test (conceptual understanding)

Suggested Readings: Main Text- chapter 1.5 and 1.6

Kaufmann, J. and Schwitters, K. (2009) Elementary and Intermediate Algebra. 6th
 Edition; Brooks/Cole, Cengage Learning: Canada. (Chapter 8)
Class notes

Application/Faith and learning: The Lord is infinite and is yet never changing. The accumulation
of our life sequences will determine the series we portray to God at the judgement.

Unit 2: Applications and more Algebra

Number of hours: 3 hours

Instructional Outcomes: At the end of this unit students should be able to apply the
mathematical concept of equations and inequalities to various practical real world situations.

Learning objectives
1. Solve and graph linear equalities and inequalities.
2. Translate the relationships stated in practical problems to mathematical symbols
(models).
3. Solve equations and inequalities with absolute value.
4. Perform summation and evaluate sequences
Content Topics:
1.1 Linear Equalities
1.2 Linear Inequalities
1.3 Applications of Inequalities
1.4 Absolute Value

Lecture 1/ Lecture 2

Concepts/Terms: Linear equalities, linear inequalities, absolute value

Activities/Assessment: Tutorial worksheet, Class group practice quiz

Suggested Readings: Main Text- chapters 1.1 – 1.4

Application/Faith and Learning: One application of inequalities is the regulation of sporting

equipment, where it would be unreasonable to assume that all baseballs weigh for example 5 1/8
ounces but it is reasonable to require that each weigh within a certain range say 5 ounces to 51/4
ounces. The word of God regulates our lives as we model Jesus in our daily lives.

Unit 3: Functions and Graphs

Number of hours: 4 ½ hours
Instructional Outcomes: At the end of this unit students should be able to identify/determine
relations in everyday life which are functions and be able to represent them graphically.

Learning objectives
1. Perform basic operations on functions
2. Find the domain and range of functions
3. Graph linear and quadratic functions.
4. Perform curve sketching based on examining the graphical behaviour of equations.
5. Graph exponential and logarithmic functions.
Content Topics
2.1 Functions
2.2 Special Functions
2.3 Combinations of Functions
2.4 Inverse Functions
2.5 Graphs in Rectangular Coordinates
2.6 Symmetry
2.7 Translations and Reflections

Lectures 3 - 5

Concepts/Terms: Domain, Range, special functions, inverse functions composite functions,

Symmetry

Activities/Assessment:

Tutorial Worksheet

Quiz #1- chapter 1 and 2; [Review and feedback only]

Online Practice Test #1: Online Review (Chapter 1 and 2) – 1% of coursework grade

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 2.1 to 2.7

Application/Faith and Learning: If an investment is made the accumulated funds will depend
on the interest rate but mostly on the time span of the investment. Thus the accumulated fund
depends on time or is a function of time. In Jesus Christ we live and move and have our being,
our lives depend on Jesus.

Unit 4: Lines, Parabolas and systems

Number of hours: 6 hours

Instructional Outcomes: At the end of this unit students should be able to adequately apply the
mathematical concepts of lines, parabolas and systems to real world scenarios and aptly chart a
visual representation which can assist in sound problem solving decisions.

Learning objectives
1. Find slope and equations of line
2. Find demand and supply curve
3. Sketch parabolas arising from quadratic functions
4. Use substitution to solve non-linear systems
5. Solve systems of linear equations of two or more unknown by the elimination/substitution
method and thus make effective problem solving decisions
Content Topics
3.1 Lines
3.2 Applications and Linear Equations
3.3 Quadratic Functions
3.4 Systems of Linear Equations
3.5 Non-linear Systems
3.6 Applications of Systems of Equations

Lectures 6 – 10

Concepts/Terms: Demand, supply, linear graphs, slope/gradient, parabolas, systems of

equations

Activities/Assessment: Sectional Test #1 (Chapter 3); 15% of Coursework

Online Practice Test #2: Online Review (Chapter 3) – 1% of coursework grade

Tutorial Worksheet

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 3.1 to 3.6

Application/Faith and Learning: Mathematical modelling extends to making informed

decisions for example choosing a suitable mobile plan. The word of God is a suitable roadmap
to guide us along a good life’s path.

Unit 5: Exponential and Logarithmic Functions

Number of hours: 4 ½ hours

Instructional Outcomes: At the end of this unit students should be able to utilize mathematical
models such as exponential and logarithmic concepts to model and explain real life scenarios
such as biological viruses, computer viruses and natural disasters such as earthquakes.

Learning objectives
1. Apply the properties of logarithms in performing basic operations.
2. Identify logarithm functions and their graphs
3. Solve logarithmic and exponential equations
Content Topics
4.1 Exponential Functions
4.2 Logarithmic Functions
4.3 Properties of Logarithm
4.4 Logarithmic and Exponential Functions

Lectures 11 - 13

Concepts/Terms: Exponential Functions, Logarithmic Functions

Activities/Assessment: Online Practise Quiz, not graded, Tutorial Worksheet

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 4.1 to 4.4

Application/Faith and Learning: Exponential and logarithmic concepts underpin how drug
dosages are determined and prescribed to treat various human ailments.

Unit 6: Matrix Algebra

Number of hours: 1 ½ hours

Instructional Outcomes: At the end of this unit students should be able apply the concept of
matrices to any real world situation whenever numerical information can be meaningfully
arranged into rectangular blocks.

Learning objectives
1. Apply the principles of matrix algebra in organizing data.
2. Define matrix addition, scalar and multiplication and consider properties related.
Content Topics
6.1 Matrices
6.2 Matrix Addition and Scalar Multiplication
6.3 Matrix Multiplication

Lecture 14

Concepts/Terms: Matrix, scalar, transpose

Activities/Assessment: Quiz #2 (Chapter 4 & 6); 5% of Coursework

Online Practice Test #3: Online Review (Chapter 4 & 6) – 1% of coursework grade

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 6.1 to 6.3

Application/Faith and Learning: The applications of matrices are varied and include coding
and decoding messages. Jesus is the answer for the world today. St. John 3:16 For God so loved
the world that he gave his only begotten Son, that whosoever believeth in him should not perish,
but have everlasting life.

Unit 7: Linear Programming

Number of hours: 4 ½ hours

Instructional Outcomes: At the end of this unit students should be able to apply the concept of
linear programming to real world situation to make the best decision for example , as it relates to
maximizing profit or efficiency and minimizing cost or risks.

Learning objectives
1. Express geometrically the solution of a linear inequality in two variables and extend this
representation to a system of linear equalities
2. Solve systems of linear inequalities.
Content Topics
7.1 Linear Inequalities in Two Variables
7.2 Linear Programming
7.3 Multiple Optimum Solutions

Lectures 15 – 17

Concepts/Terms: Linear Programming, optimum solution

Activities/Assessment: Practise Test; not graded

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 2.1 to 2.7

Application/Faith and Learning: Real world problems can be quantified using linear
programming where constraints can be identified and the best possible scenario chosen to
accomplish a desired outcome. Jeremiah 29:11 says, For I know the thoughts that I think toward
you, saith the LORD, thoughts of peace, and not of evil, to give you an expected end.

Unit 8: Limits and Continuity

Number of hours: 1 ½ hours

Instructional Outcomes: At the end of this unit students should be able to identify and evaluate
the limits of functions and apply the concepts.

Learning objectives
1. Identify the basic properties of limits
2. Evaluate the limits of functions.
Content Topics
10.1 Limits
10.2 Limits
10.3 Continuity

Lecture 18

Concepts/Terms: Limits, continuity

Activities/Assessment: Tutorial worksheet (not graded)

Online Practice Test #4: Online Review (Chapter 7-10.3) – 2% of coursework grade

Sectional # 2: Chapters 7-10.3 - 15% of coursework grade

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 10.1 to 10.3

Application/Faith and Learning: God’s faithfulness and compassion and love has no limit.
Lamentations 3:22, 23 It is of the LORD's mercies that we are not consumed, because his
compassions fail not. They are new every morning: great is thy faithfulness.

Unit 9: Differentiation
Number of hours:1½ hours

Instructional Outcomes: At the end of this unit students should be able to utilize the rules to
find the derivative of a function and analyze the rate of change of quantity.

Learning objectives
1. Find the derivative of a function.
2. Find the derivatives using the rules of differentiation
Content Topics
11.1 The Derivative
11.2 Rules for Differentiation

Lecture 19

Concepts/Terms: Derivative

Activities/Assessment: Practise quiz

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 11.1 to 11.2

Application/Faith and Learning: Differentiation can be used to analyse the rate of change in
quantity for example the rate at which the position of a body is changing. 2 Corinthians 5: 17
Therefore if any man be in Christ, he is a new creature: old things are passed away; behold, all
things are become new.

Unit 10: Integration

Number of hours: 1 ½ hours

Instructional Outcomes: At the end of this unit students should be able to utilize the concept of
integration to ascertain capacity..

Learning objectives
1. Perform basic operations of integral calculus.
Content Topics
14.1 Differentials
14.2 The indefinite Integral

Lecture 20
Concepts/Terms: Differentials, The indefinite Integral

Activities/Assessment: Graded research project; 10% of Coursework

Group Assessment (overall course review) 5% of Coursework

Assignment #5: Online Review (Chapter 7, 10, 11 & 14) – 1% of coursework grade

Suggested Readings: Introductory Mathematical Analysis for Business, Economics, and the
Life and Social Sciences Chapters 14.1 to 14.2

Application/Faith and Learning: The concept of Integration can be used to determine the
distance travelled underwater by a submarine, the electricity bill for a company that consumes
power at differing rates over the course of a month.
 Math 165 COURSE SCHEDULE

Dates Course Content Reading Assignment/Activity Due

Introduction/Objectives Diagnostic Review
Review of algebra / 0.3-0.5
Group Problem solving activity
Linear Equalities 1.1
Linear inequalities/applications
1.2/1.3
of linear inequalities
Absolute value 1.3/1.4
Functions 2.1
Special functions 2.2
Combination of functions/
2.3 / 2.4
inverse functions
Inverse functions/ Graphs in
2.4/2.5
rectangular coordinates
Graphs in rectangular
2.5/2.6 Practice Test # 1- online –
coordinates/ Symmetry
Quiz#1 (Review and feedback only) –
Symmetry/Lines 2.6/3.1
chap 1& 2)
Translations and reflections
2.7/3.1
review/ lines
Applications and linear
3.2
equations
Quadratic functions 3.3
Quadratic functions/ systems of
3.3/ 3.4
linear equations
systems of linear equations/ Practice Test #2: Online Review
3.4/3.5
non-linear systems (Chapter 3) – 1% of coursework grade
Applications of systems of
3.6 Sectional # 1 - Chapter 3
equations
Exponential functions 4.1
Logarithmic functions 4.2
Properties of logarithm 4.3
Logarithmic and exponential
4.4
functions
Matrices
6.1
Matrix addition and scalar Practice Test # 3- online
6.2
multiplication Quiz # 2, (chap 4, 6)
6.3
Matric multiplication
Linear inequalities in two
7.1
variables
Linear programming 7.2
Multiple optimum solutions 7.3
10.1
Limits
10.2
Continuity 10.3
The derivative Practice Test #4- Chapter 7 -online –
11.1
Rules for differentiation Practice Test # 5- chap 10,11, 14
11.2
Sectional# 2 Chapters 7.1-10.3,
Differentials 14.1 Group Assessment
The indefinite integral 14.2

Grades/ review
EVALUATION

Students will be expected to complete all assignments, tests and final examination in order to
earn a passing grade. Active class / online discussion board participation will reinforce
understanding of the course content. The final grade is determined as follows:

Sectional Exams/Quizzes/online tests 50%

Group Assessment 10%

Final Examination 40%

Total 100%

GRADING SCHEME

PERCENTAGE SCORE LETTER GRADE

90 -100 A

85 – 89 A-

80 – 84 B+

75 – 79 B

70 – 74 B-

65 – 69 C+

60 – 64 C

55 – 59 C-

50 – 54 D

0 – 49 F
GRADING SYSTEM

Grades are assigned numerical values as follows:

GRADE Quality Points Definition

A 4.00 Superior

A- 3.67 Superior

B+ 3.33 Superior

B 3.00 Above Average

B- 2.67 Above Average

C+ 2.33 Above Average

C 2.00 Average

C- 1.67 Average

D+ 1.33 Below Average

D 1.00 Below Average

F 0.00 Below Average

EXPECTATIONS

 Respect must be shown at all times to all class members.

 All cell phones should be turned off/ silenced while in class.

 There will be absolutely NO make-up exams. Students who are on the path to failure must be asked
to withdraw from the course on time or receive a failing grade at the end of the semester.

 Assignments will be given via the Learning Management System and must be submitted
in a portfolio inclusive of any other requested class/coursework pieces required. Late
assignments will not be accepted except due to extreme circumstances.

 A student who cannot sit a Sectional Exam due to illness or otherwise should submit a
medical certificate or contact the instructor at the earliest possible time to make alternate
arrangements for a test date.

CLASS ATTENDANCE POLICY

  Regular and prompt attendance at all classes is required of all students. If a student is
unavoidably absent from a class due to an “un-foreseen” event, a legitimate rationale
should be submitted to the teacher of the class (in writing or via email) by the end of the
next working day, otherwise such absences will be recorded as “un-excused”. Please
note that unavoidable absences which were “foreseen” and not registered with the class
teacher beforehand will also be recorded as “un-excused”.

ABSENCE POLICY
 Students are expected to attend classes regularly and on time.
 Instructors will keep an accurate record of class attendance.
 Students who register MORE THAN:
o Four unexcused absences in a four-credit (4cr) course,
o Three unexcused absences in a three-credit (3cr) course,
o Two unexcused absences in a two-credit (2cr) course,
will automatically have their overall final semester grade lowered by 5%.
 If a student incurs absences (excused or unexcused) amounting to 20% or more of the
scheduled class meeting sessions, the student must WITHDRAW from the course.
Failing this the student will receive a mandatory FA (Failure due to Absence) grade at
the end of the semester, guaranteed.
 Immediately preceding or following a vacation period, public holiday or day of special
events, a single absence will count as a double absence.
 Vacation travel (especially for overseas students) and student selected travel appointments
are not valid reasons for missing classes or examinations. Airline reservations must be
made in conjunction with the course schedule.

TARDINESS (LATENESS) POLICY

 Three (3) ‘tardies’ (late arrivals), are equivalent to one (1) absence. A student will be
marked as late once the student is still not present 15 minutes after the start of the lesson.

(For your reference, the class attendance policy, absence policy and tardiness policy have
been adapted from the 2014 – 2016 Undergraduate Bulletin, pg. 41).

REFERENCE MATERIAL
RECOMMENDED/MAIN TEXT
Haeussler, E., and Paul, R. (2010) Introductory Mathematical Analysis for Business,
Economics, and the Life and Social Sciences. 13th Edition; New Jersey:Prentice Hall.

REQUIRED READING

Books:

Hoffmann, L.D. and G.L. Bradley. 2004. Calculus for Business, Economics, and the Social and
Life Sciences. 8th Edition; New York:McGraw Hill.
Kaufmann, J. and Schwitters, K. (2009) Elementary and Intermediate Algebra. 6th
Edition; Brooks/Cole, Cengage Learning: Canada.

Journals/Magazines:
Internet Resources:
http://www.themathpage.com/aprecalc/precalculus.htm

STUDENTS’ FEEDBACK ON COURSE:

Students will be required to complete an online evaluation form for the course
Group Research Project Guidelines and Rubric
5-4
Project headings
Exemplary
Abstract Clearly states project/problem
and question(s) to be resolved;
clearly summarizes method,
results, and conclusions
Introduction Provides background research
into the topic and summarizes
important findings from the
review of the literature;
describes problem to be solved;
justifies the study; explains the
significance of the problem to an
audience of non-specialists
Discussion Addresses the topic with clarity;
organizes and synthesizes
information; and draws
conclusions
Summary Presents a logical explanation
for findings; presents clear
recommendations and/or
implications for future research
Mechanics and Is free or almost free of errors of
documentation grammar, spelling, and writing
mechanics; appropriately
documents sources
3-2
Satisfactory
Summarizes project/problem,
method, results, and
conclusions but lacks some
details
Provides background research
into the topic and describes the
problem to be solved
Addresses the topic; lacks
substantive conclusions;
sometimes digresses from
topic of focus
Presents a logical explanation
for findings
Has errors but they don’t
represent a major distraction;
documents sources
1-0
Score Weight Total
Unacceptable
Score
Is vague about the
project/problem; does not X2
provide a summary of the
whole project
Provides background research
into the topic but does not
describe the problem to be
solved; insufficient or
nonexistent explanation of X1
details to non-specialists
Presents little to no clarity in
X2
formulating conclusions
and/or organization
Does not adequately explain
findings
X2
Has errors that obscure
meaning of content or add
confusion; neglects important X1
sources or documents few to
no resources
Rubric for Class Participation
CRITERIA Maximum
10 points
Student demonstrates a highly level of respect for his or her self, others, and the 2
instructor, has a good attitude towards learning, and does not belittle one’s
classmates by criticizing the comments or work of that classmate

Volunteers to work questions in class or explain concepts to classmates 2

Team player who supports the efforts of others while working in a group and 2
becoming a member of a math study group
Participates by regularly adding value to class discussions 2
Participates in devotional exercises and motivates classmates 2
Total 10

Rubric for Graded Assignments

CRITERIA SCORE
Points assigned 1 ½ 0
Submission/ The assignment was submitted within the The Non submission
Presentation required timeframe in an acceptable assignment
manner. was submitted
by extended
deadline.
Points assigned 2 1 1/2 0

Planning the Makes Could not A few Many errors in

solution mathematically completely carry mathematical
relevant observations out mathematical procedures Mathematical
and/or connections procedures but may be correct. procedures.
procedures are
sound.

Clear diagram or
sketch with some
detail. Clear diagram or
sketch.
Inappropriate
or unclear
No diagram or
diagram.
sketch.

Points assigned 3 2 1 0
Demonstrated Shows complete Shows Response Response shows a
knowledge understanding of the substantial shows some complete lack of
questions, understanding of understanding understanding for
mathematical ideas, the problem, of the problem. the problem
and processes. ideas, and
processes.
Points assigned 3 2 1 0

Understanding The response The response The response There is no response

and completely addresses addresses most addresses few to task or none of
all mathematical of the of the the mathematical
interpretation mathematical
components mathematical components
components
presented in the task. components presented in presented in the
presented in the the task. task.
task.

No math errors. No major math May be some

errors or serious serious math Major math errors
flaws in errors or flaws or serious flaws in
reasoning. in reasoning. reasoning.

Points assigned 1 3/4 ½ 0

Answering the Correct answer and Correct answer Copying error; No answer or wrong
problem correct label for the and incorrect/no computational answer based upon
answer with label for the error, partial an inappropriate
appropriate defense answer answer for plan
of answers. problem with
multiple
answers