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LOOSE LEAF MATH IN OUR WORLD: A COREQUISITE APPROACH https://www.mheducation.com/cover-images/Jpeg_400-high/1260727858.jpeg 2 2021 9781260727852 This text exercises students’ brains by challenging them to LEARN, not memorize formulas or mimic procedures. This series of activities guides students to build literacy and skills needed to be successful in society, particularly in the areas most employers identify as essential: working effectively in groups, solving problems without being told what to do, and using technology well. For corequisite students with wide ranges of preparation, each lesson begins by outlining Prep Skills needed so that students can receive instruction and practice just-in-time.
09781260727852
LOOSE LEAF MATH IN OUR WORLD: A COREQUISITE APPROACH

LOOSE LEAF MATH IN OUR WORLD: A COREQUISITE APPROACH, 2nd Edition

ISBN10: 1260727858 | ISBN13: 9781260727852
By David Sobecki, Brian Mercer
© 2021

Purchase Options:

* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

Purchase Options:

* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

Additional Product Information:

This text exercises students’ brains by challenging them to LEARN, not memorize formulas or mimic procedures. This series of activities guides students to build literacy and skills needed to be successful in society, particularly in the areas most employers identify as essential: working effectively in groups, solving problems without being told what to do, and using technology well. For corequisite students with wide ranges of preparation, each lesson begins by outlining Prep Skills needed so that students can receive instruction and practice just-in-time.

Unit 1: THE IMPORTANCE OF BEING NUMERATE 

Lesson 1-1: Giving 110 Percent (Review of Percents)

Lesson 1-2: Where Does the Time Go? (Drawing and Interpreting Pie Charts and Bar Graphs)

Lesson 1-3: Take a Guess! (Estimation and Number Sense)

Lesson 1-4: It Works Like Magic (Dimensional Analysis)

Lesson 1-5: It’s All Relative (Interpreting Relative Difference/Relative Error)

Lesson 1-6: Debt: Bad. Chocolate: Good (Using Scientific Notation) 

Lesson 1-7: Portion Control (Apportionment)


Unit 2: CONTENDING WITH CHANGE 

Lesson 2-1: Avoiding Empty Pockets (Comparing Linear and Exponential Growth)

Lesson 2-2: A Coordinated Effort (The Basics of Graphing)

Lesson 2-3: 88 Miles Per Hour! (Slope as a Rate of Change) 

Lesson 2-4: The Effects of Alcohol (Slope-Intercept Form and Linear Modeling)

Lesson 2-5: The Great Tech Battle (Linear Relationships and Lines of Best Fit)

Lesson 2-6: Sit Back and Watch Your Money Grow (Exponential Growth Equations)

Lesson 2-7: Follow the Bouncing Golf Ball (Exponential Curve Fitting)

Lesson 2-8: Keeping Current (Modeling Current Data with Linear or Exponential Equations)


Unit 3: MANAGING YOUR MONEY 

Lesson 3-1: A Topic of Interest (Simple Interest)

Lesson 3-2: Like a Snowball Rolling Downhill (Compound Interest)

Lesson 3-3: Buying Stuff Without Money (Installment Buying)

Lesson 3-4: Investing in Yourself (Education and Home Loans)

Lesson 3-5: A Walk on Wall Street (Stocks and Bonds)

Lesson 3-6: A Taxing Situation (Income Taxes)


Unit 4: STATISTICALLY SPEAKING 

Lesson 4-1: So You’re Saying There’s a Chance . . . (Basic Probability)

Lesson 4-2: Make It Count (Sample Spaces and Counting Techniques)

Lesson 4-3: Odds and Ends (Odds and Expected Value)

Lesson 4-4: Crunching the Numbers (Gathering and Organizing Data) 

Lesson 4-5: An Average Joe (Measures of Average)

Lesson 4-6: Your Results May Vary (Measures of Variation)

Lesson 4-7: Just a Normal Day (Normal Distributions and Z Scores)

Lesson 4-8: The Error of Your Ways (Polling and Margin of Error)

Lesson 4-9: Trust No One (Misuses of Statistics)

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About the Author

David Sobecki

I was born and raised in Cleveland, and started college at Bowling Green State University in 1984 majoring in creative writing. Eleven years later, I walked across the graduation stage to receive a PhD in math, a strange journey indeed. After two years at Franklin and Marshall College in Pennsylvania, I came home to Ohio, accepting a tenure-track job at the Hamilton campus of Miami University. I’ve won a number of teaching awards in my career, and while maintaining an active teaching schedule, I now spend an inordinate amount of time writing textbooks and course materials. I’ve written or co-authored either seven or twelve textbooks, depending on how you count them, as well as several solutions manuals and interactive CD-ROMS. After many years as developmental math coordinator at Miami Hamilton, I share the frustration that goes along with low pass rates in the developmental math curriculum. Far too many students end up on the classic Jetson’s-style treadmill, with the abstract nature of the traditional algebra curriculum keeping them from reaching their goals. Like so many instructors across the country, I believe the time is right to move beyond the one-size-fits-all curriculum that treats students the same whether they hope to be an engineer or a pastry chef. “Because we’ve always done it that way” is NOT a good reason to maintain the status quo in our curriculum. Let’s work together to devise alternate pathways that help students to learn more and learn better while hastening their trip into credit-bearing math courses. Since my book (Math in Our World) is written for the Liberal Arts Math and Quantitative Literacy market, I think I’m in the right place at the right time to make a difference in the new and exciting pathways course. I’m in a very happy place right now: my love of teaching meshes perfectly with my childhood dream of writing. (Don’t tell my publisher this – they think I spend 20 hours a day working on textbooks – but I’m working on my first novel in the limited spare time that I have.) I’m also a former coordinator of Ohio Project NExT, as I believe very strongly in helping young college instructors focus on high-quality teaching as a primary career goal. I live in Fairfield, Ohio with my lovely wife Cat and fuzzy dogs Macleod and Tessa. When not teaching or writing, my passions include Ohio State football, Cleveland Indians baseball, heavy metal music, travel, golf, and home improvement.

Brian Mercer

I can say without a doubt that I was made to be in a classroom. I followed the footsteps of my father, a 35-year middle school math teaching veteran, into this challenging yet rewarding career. My college experience began as a community college student at Lakeland College in Mattoon, Illinois. From there, I received a Bachelor of Science in Mathematics from Eastern Illinois University and a Master of Science in Mathematics from Southern Illinois University. I accepted a tenure-track faculty position at Parkland College, where I have taught developmental and college-level courses for 15 years. I had the opportunity to begin writing textbooks shortly after I started teaching at Parkland. My then department chair and mentor, James W. Hall, and I co-authored several textbooks in Beginning and Intermediate Algebra. In the fall of 2011, our department began discussing the idea of creating two tracks through our beginning and intermediate algebra courses. The idea stemmed from two issues. First, most of our beginning and intermediate algebra students were headed to either our Liberal Arts Math or our Introduction to Statistics course. Second, we wanted to beef up intermediate algebra to better prepare those students who were headed to college algebra. These were two competing ideas! Increasing the algebraic rigor of these courses seemed to “punish” students who were not heading to college algebra. With the two track system, we implemented a solution that best serves both groups of students. I have to admit that I was initially concerned that offering an alternate path through developmental mathematics for students not planning to take college algebra would lead to a lowering of standards. However, my participation in our committee investigating this idea led me to believe it was possible to offer a rigorous course that was exceedingly more appropriate for this group of students. Since there were no materials for the course, I began creating my own and was paired by McGraw Hill with Dave Sobecki. Together, we have created the material that I have been using for class testing. After a semester and a half of piloting these materials and seeing the level of enthusiasm and engagement in the mathematical conversations of my students, I am now convinced that this is an ideal course to refine and offer. As a trusted colleague told me, “this is just a long overdue idea.” Outside of the classroom and away from the computer, I am kept educated, entertained and ever-busy my wonderful wife, Nikki, and our two children, Charlotte, 6 and Jake, 5. I am an avid St. Louis Cardinals fan and enjoy playing recreational softball and golf in the summertime with colleagues and friends.

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