Changed to Math 380 4/25/08
College of the Redwoods
CURRICULUM PROPOSAL
1. Division: Math, Science, and Engineering
2.
Course Discipline and Number: MATH 106
3.
Course Title: Elementary Algebra
4.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
5.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/Course Program Requirement Reverse Index):
AG.CA.Plant Science, AG.CA.Sustainable Agriculture,
AG.CC.Landscape Maintenance, AG.CC.Nursery Practices
Required course
Restricted elective
6.
Provide explanation and justification for addition/change/deletion:
Math 106 was last revised in 1995. Since that time the course has evolved to reflect
developments in the discipline (specifically advances in technology as well as an
emphasis on critical thinking and problem solving), and the revised course outline
reflects these changes to provide a better description of the course as it is
currently taught.
7.
List any special materials, equipment, tools, etc. that students must purchase:
TI-83 graphing calculator
8.
Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Erin Wall
Tel. Ext. 4223
Division Chair: Sandra Taylor
Yes
Date: 1/1/06
Review Date: 3/1/06
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date:
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Yes
Date: 5/12/06
Page 1 of 10
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Grading Standard
OLD
NEW
A study of the real number
system, first degree equations
and inequalities, polynomial
expressions and equations,
graphs of linear equations and
inequalities, systems of linear
equations, radicals, the
quadratic formula, rational
expressions and equations,
interpretation of graphs,
problem-solving techniques,
similar triangles, and the
Pythagorean Theorem. Small
group work, exploratory
activities, and computer use
are involved in this course.
A study of the real number system,
first degree linear equations and
inequalities, polynomial
expressions and equations,
factoring, radicals, quadratic
equations, and the quadratic
formula, interpretation of graphs,
and problem solving techniques.
Small group work and exploratory
activities (including the use of the
graphing calculator) are involved
in this course.
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Course Learning Outcomes,
Course Content, Learning
Activities, Assessment,
Representative Texts
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 2 of 10
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 3/1/06
DISCIPLINE AND COURSE NUMBER: MATH 106
COURSE TITLE: Elementary Algebra
FIRST TERM NEW COURSE MAY BE OFFERRED:
TOTAL UNITS: 5.0
TOTAL HOURS: 90
[Lecture Units: 5.0
[Lecture Hours: 90
Lab Units: 0]
Lab Hours: 0]
MAXIMUM CLASS SIZE: 35
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A study of the real number system, first degree linear equations and inequalities,
polynomial expressions and equations, factoring, radicals, quadratic equations, and the
quadratic formula, interpretation of graphs, and problem solving techniques. Small group
work and exploratory activities (including the use of the graphing calculator) are involved
in this course.
Special notes or advisories:
Graphing calculator required, TI-83 recommended.
PREREQUISITES
Yes
Course(s): Math 375 or 376 with a grade of "C" or better (or
equivalent), or appropriate score on the math placement exam.
No
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
Understanding the properties of real numbers. Possess the ability to:
1. Add, subtract, multiply and divide whole numbers, integers, and rational numbers.
2. Evaluate algebraic expressions with one or more variables.
3. Simplify polynomial expressions (add, subtract and multiply).
4. Solve linear equations.
5. Apply the five step problem solving process to solve applications (word problems).
6. Plot points on the Cartesian coordinate system.
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 3 of 10
May 29, 2016
COREQUISITES
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Read, write, and speak accurately about mathematical ideas using correct
mathematical notation.
2. Apply the mathematics they have learned to real world problems and applications.
3. Use graphs and the graphing calculator to explore mathematical concepts and to verify
their work.
4. Demonstrate competency in the required prerequisite skills for intermediate algebra.
5. Demonstrate the characteristics of an effective learner.
6. Read and use function notation correctly.
7. Perform symbolic manipulations that will support success in the other outcomes.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. Critical thinking.
2. Problem solving.
3. Symbol manipulation.
4. Use of Technology.
5. Graphing and Data Analysis.
6. Communication.
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. A systematic, step-wise problem-solving process.
2. The presentation of mathematical solutions in a logical coherent structure, including
the use of fundamental writing skills, grammar, and punctuation.
3. Use of the graphing calculator as a fundamental problem-solving tool.
4. Problem-solving skills learned in class are applicable in many different areas outside of
the classroom.
5. The recognition that proper symbolic manipulation is an important tool in multiple
problem-solving situations.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
1. The differences between solving an equation, simplifying an expression, and evaluating
an expression.
2. The concept that a graph of an equation is a set of all ordered pairs that satisfy the
equation.
3. The concept that factoring is the inverse of applying the distributive property.
4. The limitations of technology.
5. The connection between mathematics and the "real world."
6. The role of the student in becoming a successful learner.
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 4 of 10
May 29, 2016
Skills: What skills must students master to demonstrate course outcomes?
1. Graphing calculator:
- Graph a function
- Adjust the viewing window in order to identify all salient features of the graph
- Trace
- Find intersections and zeros
- Generate a table
- Approximate solutions to equations
- Troubleshoot calculator error messages
- Interpret scientific notation
2. Algebraic Expressions:
- Identify
- Simplify
- Evaluate
- Translate word phrases into algebraic expressions
3. Linear Equations:
- Identify
- Solve
- Check solutions
- Graph solutions on a number line
- Clear fractions and decimals to solve an equation
- Translate sentences into a mathematical equation
- Solve a formula for a specified variable
4. Linear Inequalities in a single variable:
- Identify
- Solve
- Check solutions
- Graph solutions on a number line
- Clear fractions and decimals to solve an inequality
- Translate sentences into a mathematical inequality
5. Graphing:
- Graph and read ordered pairs in the Cartesian plane
- Create a table of points that satisfy an equation
- Create a Cartesian coordinate system on graph paper
- Scale and label axes appropriately
- Plot data points from a table on the coordinate system
- Interpret data from a graph
6. Linear Equations in Two Variables:
- Graph a line given the x- and y-intercepts
- Graph a line given the equation in slope-intercept form
- Graph a line given the equation in standard form
- Graph a line through a given point with a specific slope
- Determine the slope of a line given its graph
- Graph vertical and horizontal lines
- Determine the x- and y-intercepts of a line
- Write the equation of a line given a slope and a point on the line
- Write the equation of a line through two given points
- Write the equation of a vertical or horizontal line
- Identify characteristics of parallel and perpendicular lines
- Calculate rates of change, with appropriate units, from a written problem or a graph
- Identify and interpret the slope as the rate of change
- Solve or interpret application problems using linear equations
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 5 of 10
May 29, 2016
7. Systems of linear equations:
- Solve systems of two equations and two unknowns
- Graphically
- Using elimination
- Using substitution
- Solve application problems
8. Functions:
- Identify a function
- Identify domain and range
- Represent functions
- Graphically
- Numerically
- Algebraically
- Descriptively, in English
- Compare different interpretations of a function
- Read and write function notation
- Evaluate functions
- Determine relations as functions using the Vertical Line Test
9. Integer Exponents:
- Simplify and evaluate exponential expressions
- Use properties of exponents
- Read, write and solve problems using scientific notation
10. Polynomials:
- Identify polynomials
- Evaluate polynomial expressions
- Add, subtract, and multiply polynomials
- Divide a polynomial by a monomial
11. Factoring:
- Determine common factors and greatest common factors
- Factor by grouping
- Recognize and factor special products
- Factor trinomials
- Solve polynomial equations by factoring
12. Rational Expressions and equations
- Simplify rational expressions with monomial denominators
- Add, subtract, multiply and divide rational expressions with monomial numerators
and denominators
- Solve direct and indirect variation problems
13. Radical expressions and equations
- Simplify square roots of numbers (exact and decimal approximations)
- Simplify radicals by factoring out perfect square factors
- Pythagorean Theorem
14. Quadratic Equations:
- Solve quadratic equations by factoring and/or by using the Quadratic Formula
- Solve application problems involving quadratic equations
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 6 of 10
May 29, 2016
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
1.
2.
3.
4.
Listening to lectures.
Participating in group activities or assignments.
Participating in in-class assigments or discussions.
Completing online activities on the computer.
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
1.
2.
3.
4.
5.
6.
In class exams.
Assignments that offer an opportunity to express mathematical concepts in writing.
Quizzes.
Group projects or other in-class activities.
Portfolios.
Individual projects.
Required assessments for all sections – to include but not limited to:
At least two proctored, closed-book examinations, plus a comprehensive final
examination.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Bittinger,
Ellenbogen, Johnson Title Elementary and Intermediate Algebra, Graphs
and Models, Second Edition Date 2003
Author Tussy,
Gustafson
Author Dugopolski
Author
Title
Title
Title
Elementary and Intermediate Algebra, Third Edition
Elementary and Intermediate Algebra, 2nd Edition
Date
Date
2005
2005
Date
Other Appropriate Readings:
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 7 of 10
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 8 of 10
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Same as above
Page 9 of 10
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER MATH 106
TECHNICAL INFORMATION
1. Department: MATEN Math/Engineering
16. CoRequisite Course: none
2. Subject: Math
17. Recommended Prep: none
Course No: 106
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 35
4. Min/Maximum Units: 5.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: E Not Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: Elementary Algebra
23. VATEA Funded Course:
yes
no
9. Long Title: Elementary Algebra
24. Accounting Method: W Weekly Census
10. National ID
11. Local ID
(CIP):
(TOPS):
27.0101
170100
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills
25. Disability Status: N Not a Special Class
26. Billing Method: T-Term
27. Billing Period: R-Reporting Term
28. Billing Credits: 5.0

Level Two Work Experience:


NWE Not Coop Work Experience
29. Purpose: A Liberal Arts Sciences
Level Three:
30. Articulation No.
Placeholder for GE OR
(CAN):
DOES NOT APPLY
31. Articulation Seq.
Level Four: If GE : Choose One:
32. Transfer Status: C Not transferable
13. Instructional Method:
(CAN):
33. Equates to another course?
(course number).
LEC Lecture and/or Discussion
14. Lec TLUs: 7.5 Contact Hours: 90.0
Lab TLUs:
Contact Hours:
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: MATH-375 or MATH-376
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 05-12-06
Curriculum Proposal (rev. 4.19.06)
Senate Approved: 09.03.04
Page 10 of 10
May 29, 2016
(course