Chabot College
Fall 2005
Course Outline for Mathematics 105L
BASIC MATHEMATICS WITH LABORATORY
Catalog Description:
105L– Basic Mathematics with Laboratory
4 units
Fundamental concepts in arithmetic, including fractions, ratios, proportions, percents; order of operations,
measurement, geometric formulas. Introduction to algebraic concepts, including signed numbers, properties of
real numbers, algebraic expressions, linear equations, and graphs. Includes laboratory and study group time to
reinforce arithmetic skills and build conceptual understanding. 3 hours lecture, 2 hours laboratory.
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the students should be able to:
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perform computations with fractions, decimals, and signed numbers without a calculator;
build and simplify fractions;
convert between decimals, percents, and fraction representations;
determine the prime factorization of a natural number;
interpret natural number exponents;
apply the associative, commutative, and distributive laws;
apply the order of operations in evaluating expressions;
perform unit conversions in U.S. standard and metric units;
solve problems using ratios, proportions and percents;
find the areas, perimeters, and volumes of geometric figures and objects;
translate between words and the mathematical symbols for variables and operations.
interpret operations and variables in algebraic expressions;
create, interpret, and solve simple linear equations;
graph simple relationships between two variables;
solve word problems, including those using formulas and linear equations.
Course Content:
1. Variables, Expressions, and Equations
a. a. Translating from words to algebraic expressions
b. b. Writing and solving linear equations involving one operation
c. c. Solving word problems
2. Signed Numbers and Order of Operations
d. a. Interpreting signed numbers
e. b. Performing calculations with signed numbers
f. c. Using order of operations
g. d. Writing expressions and equations with two operations
h. e. Solving equations involving signed numbers and two operations
i. f. Using the commutative, associative, and distributive laws
j. g. Solving word problems
3. Whole Number Exponents
k. a. Interpreting whole number exponents
l. b. Using order of operations
4. Fractions
m. a. Using prime factoring to build and simplify fractions
n. b. Multiplying and dividing
o. c. Adding and subtracting
Chabot College
Course Outline for Math 105L, page 2
Fall 2005
Course Content – continued:
5. Graphing
p. a. Describing relationships using equations and graphs
q. b. Using the Cartesian coordinate system
6. Ratios, Proportions, and Percents
r. a. Interpreting rates, ratios, and percents
s. b. Solving word problems involving rates, ratios and percents
t. c. Recognizing proportional variables
u. d. Solving proportions
v. e. Using proportions to solve word problems
w. f. Converting between percents, decimals, and fractional notations
7. Decimals
a. Performing operations
b. Distinguishing between terminating and repeating decimals
8. Measurement and Geometry
x. a. Recognizing basic geometric figures
b. Calculating perimeter, circumference, area, and volume
c. Using the U.S. Standard and metric systems
d. Converting between units
e. Knowing and using approximations for pi
Methods of Presentation:
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Lecture
Problem solving in small groups
Student presentation of various methods of solving problems
Classroom discussion
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments:
a. A swimming pool is 20 feet wide and 40 feet long. If it is surrounded by square tiles, each of which is 1
foot by 1 foot, how many tiles are surrounding the pool
b. A person has a yearly income of $23,256. What is the person’s monthly income?
c. Work with your group. Measure a triangle, trapezoid, and rectangle in both standard and metric units.
Find the area and perimeter of each geometric figure.
2. Methods of Evaluating Student Progress:
a. Quizzes
b. Midterm(s)
c. Final examination
d. Individual or group write-ups of challenging or open-ended problems designed to lead students to a
deeper comprehension of mathematical principles
Textbook(s) (Typical):
Prealgebra, Katherine Yoshiwara and Bruce Yoshiwara, Brooks/Cole Publishing Company, 2003.
Prealgebra: Journey into a Mathematical World. James M. Sullivan, Prentice-Hall, 2002.
Special Student Materials:
Scientific calculator
AW
Revised September, 2004