Math 270: Managerial Mathematics
Spring 2005, 4 credits, MWRF 10:00-10:50, BNC 211
Instructor: Richard J. Maresh, Assoc. Prof. and Chair, Dept. of Mathematics
Office: MC 522 Hours: MWF 12-1, R 9-10 & 2-3
Phone: 796-3655 (office), 526-4988 (home) Email: firstname.lastname@example.org
Final Exam: Tuesday, 10 May 2005, 7:40-9:40 am
Catalog Course Description: Several topics applicable to the study of business are covered. In particular, the course considers systems of linear equations and linear programming, the mathematics of finance, and an introduction to the elementary calculus topics. Emphasis in the course is on applications. This is a General Education course: G9.
Prerequisite: acceptable score on placement exam or a grade of C or higher in Math 110.
Text: Essentials of College Mathematics (Third Ed.), by Barnett and Ziegler (Macmillan, 1995)
General Education Core Skill Objectives
1. Thinking Skills: Students engage in the process of inquiry and problem solving, which involves both critical and creative thinking.
(a) The student understands the primary “big problems” this course addresses: paying off loans in a fixed number of equal payments (amortization), optimizing cost or profit functions subject to a set of linear constraints (linear programming), and finding rates of change and solving maximum/minimum problems (calculus).
(b) The student demonstrates the ability to read a problem, set up an appropriate equation, and use appropriate methods to solve the problem. This course is very explicitly about thinking skills.
2. Communication Skills: Students communicate effectively orally and in writing in an appropriate manner both personally and professionally.
(a) The student does group work (labs and practice exams) throughout the course, involving both written and oral communication.
(b) The student uses technology - graphing calculators and DERIVE and Excel in the computer labs - to solve problems and to be able to communicate solutions and explore options.
(c) The student will improve his or her ability to write logically valid and precise mathematical solutions.
3. Life Values: Students analyze, evaluate, and respond to ethical issues from informed personal, professional, and social value systems.
(a) The student develops an appreciation for the intellectual honesty of mathematical reasoning.
(b) The student understands the need to do one’s own work, to honestly challenge oneself to master the material.
4. Cultural Skills: Students understand their own and other cultural traditions and demonstrate a respect for the diversity of the human experience.
(a) The student develops an appreciation of the history of linear programming and calculus and the role played by mathematics in business problems.
(b) The student learns to use the language of mathematics - symbolic notation - correctly and appropriately.
Specific Course Goals:
1. Students will learn mathematical concepts that apply to business (as determined by the business school).
2. Students will learn how to apply mathematics to various types of business-related problems.
3. Students will improve their problem solving skills.
4. Students will learn to use technology, specifically graphing calculators and computer software, to solve a variety of problems.
5. Students will improve their mathematical reasoning skills.
6. Students will improve their ability to communicate, primarily in writing, mathematical ideas.
Mathematics is not a spectator sport.” My primary suggestion to you is that you consider learning as something you DO, not something that is done to you. Regardless of how clearly I present the material there is no way you are going to understand the concepts and be able to do the problems unless you take it upon yourself to study the text, to do the homework “religiously”, and to prepare for exams efficiently.
Homework. At the heart of learning mathematics is the regular effort to solve problems. At least as important as regular attendance is the regular doing of homework. These assignments are for practice and will not be formally calculated into your grade, but this is where the real learning takes place. I plan to spend some time at the beginning of each class period taking a look at the homework from the previous day’s work. The old adage that a university student should spend “two hours outside of class for each hour in class” is not always taken seriously, but I want to suggest that it is with that attitude that you should approach this course, if you hope to be successful.
Depending on the strength of your algebra background, you may be able to get by one somewhat less time, but you should make sure you CAN do the problems, even if you do not actually do all of them. I have assigned odd numbered problems so that you can check the answer in the back of the book to see if you did it correctly.
I have no problem with study groups – in fact, I think much good can come from working on problems with colleagues – but I do want you to make sure that you are not relying on your classmates to the extent that you are not really learning to do the problems yourself. This will hurt you very much at exam times.
Attendance: The office of the academic vice-president requires us to report when a student has “stopped attending” a class – the Federal Government wants the information for financial aid purposes – so I will be keeping tabs on your attendance. I do not formally use your attendance record in computing your grade, although your grade will no doubt be affected by spotty attendance.
Group Problem Sets: I will on occasion give you a few problems to work on in a group. As I mentioned in the homework section, I do think there is a place for working in groups, especially for certain topics in the course. There is not enough class time to use this “lab” approach extensively, but you can expect to see it every so often.
Blackboard: I will enroll you all in Blackboard and will use it for several things – I will keep a copy of the syllabus there, and will occasionally use it to give you website links or practice problems. Because we will meet four times each week I don’t think it will be quite as useful as if we met more infrequently.
Grading Procedure: I will use a pretty typical 90-80-70-60 grading scale: 90% of possible points for an “A”, 80% for a “B”, 70% for a “C”, and 60% for a “D”. Over the entire semester there should be at least 800 possible points, probably a bit more, so that no one performance, even the final exam, will weigh too heavily in your grade.
Americans with Disabilities Act: If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and/or Wayne Wojciechowski, the campus ADA coordinator (MC 320, 796-3085), within ten days to discuss your needs.
I want to include taking exams in the learning center under this category; you will need a written request from Wayne Wojciechowski before I will allow you to take exams there. I do not have a problem with the concept, but I want to make sure there is really a valid reason.
Math 270 Schedule, Spring 2004
Jan 17 Algebra Review p 57, Chapter (1) Review
Jan 19 Algebra Review p 123, Chapter (2) Review
Jan 20 Lab #1
Jan 21 Algebra Quiz (50 Points)
Jan 24 <3.1> Exponential Functions p 135 #1-25 odd, 35, 43-55 odd
Jan 26 <3.2> Exponential Functions with Base e p 142 #1, 3, 9, 13, 17, 21-27 odd
Jan 27 <3.3> Logarithmic Functions p 155 #1-27 odd, 37, 47, 59, 61, 75, 77, 93
Jan 28 <4.2> Compound Interest p 180 #1-17 odd, 21, 25, 29-41 odd
Jan 31 Lab #2
Feb 2 <4.3> Future Value of an Annuity p 189 #1-23 odd
Feb 3 <4.4> Present Value of an Annuity p 201 #1-23 odd, 27
Feb 4 Lab #3
Feb 7 Group Practice Exam #1 (25 points)
Feb 9 EXAM #1 (100 points)
Feb 10 <5.1> Systems of Linear Equations p 222 #1-21 odd, 31, 37, 43
Feb 11 <5.2> Systems of Equations and Matrices p 233 #13-25 odd, 39
Feb 14 <5.3> Gauss-Jordan Elimination p 243 #1-25 odd, 33, 47
Feb 16 Lab #4
Feb 17 <5.4> Matrices Addition, Scalar Multiplication p 252 #1-19 odd, 23-29 odd, 37
Feb 18 <5.5> Matrix Multiplication p 260 #1-29 odd, 39, 45
Feb 21 <5.6> Inverse of Square Matrices p 273 #1, 3, 9, 13, 17, 21, 27, 45
Feb 23 <5.7> Matrix Equations and Systems of Equations p 282 #1-17 odd, 21, 31
Feb 24 Lab #5
Feb 25 <6.1> Systems of Linear Inequalities p 305 #1, 3, 13-29 odd, 35, 43
Feb 28 <6.2> Linear Programming in Two Variables p 320 #1-11 odd, 17, 27
Mar 2 <6.3> Geometric Introduction to the Simplex Method p 334 #1, 3, 5
Mar 3 <6.4> The Simplex Method p 352 #1, 3, 9, 13, 15, 31, 33
Mar 4 <6.4> Simplex Method
Mar 7-11 SPRING BREAK
Mar 14 Lab #6
Mar 16 Review …
Mar 17 Group Practice Exam #2 (25 points)
Mar 18 EXAM #2 (100 points)
Mar 21 <9.1> Limits and Continuity p 502 #1-33 odd, 45, 63, 65
Mar 23 <9.2> Computation of Limits p 517 #1-43 odd, 59, 69, 73, 89
Mar 24-28 Easter Break
Mar 30 <9.3> The Derivative p 534 #1-9 odd, 15-25 odd, 35, 41
Mar 31 <9.4> Derivative Formulas: The Power Rule p 547 #1-41 odd, 45, 49, 55, 67, 69
Apr 1 Lab #7
Apr 4 <9.5> Derivative Formulas: Product and Quotient Rules p 557 #1-25 odd, 31, 33, 43, 49, 51
Apr 6 <9.6> The Chain Rule p 565 #1-31 odd, 37, 43, 49, 59, 61
Apr 7 <9.7> Marginal Analysis p 574 #1-13 odd, 17
Apr 8 Lab #8
Apr 11 <10.1> Derivatives and Graphs p 600 #1-23 odd, 35, 57
Apr 13 <10.2> Second Derivates and Graphs p 614 #1-11 odd, 15, 23-29 odd, 37, 39, 45, 53, 61
Apr 14 <10.4> Optimization: Maxima and Minima p 649 #1, 11, 15-29 odd
Apr 15 <10.5> Continuous Compound Interest p 660 #9, 13-23 odd
Apr18 <10.6> Derivatives of Log and Exponential Functions p 672 #1-19 odd, 33-39 odd, 55-59 odd
Apr 20 <10.7> General Form of the Chain Rule p 683 #1-45 odd
Apr 21 Lab #9
Apr 22 Group Practice Exam #3 (25 points)
Apr 25 EXAM #3 (100 points)
Apr 27 <11.1> Antiderivatives and Indefinite Integrals p 704 #1-39 odd, 49, 51, 75
Apr 28 <11.2> Integration by Substitution Method p 717 #1-35 odd
Apr 29 <11.3> Definite Integrals p 728 #1-21 odd, 43, 47, 51
May 2 <11.4> Area and the Definite Integral p 741 #1-15 odd, 39, 45
May 4 Lab #10
May 5 Review …
May 6 Group Practice Final Exam (25 points)
May 10 FINAL EXAM 7:40-9:40 p.m. (125 points)