# MTH - 092 - Developmental Algebra II

MTH 092

## Plan of Instruction

### COURSE DESCRIPTION:

This course provides a study of the fundamentals of algebra. Topics include laws of exponents, polynomial operations, and factoring polynomials.

### CREDIT HOURS

Theory Credit Hours

Lab Credit Hours

2-4 hours

0 hours

Total Credit Hours 2-4 hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as 3:1 and/or

2:1 contact to credit ratio. Clinical hours are 3:1 contact to credit ratio. (Ref Board Policy 705.01) This course produces institutional, non-transferable credit only and will not satisfy the requirements for degrees and certificates.

Alabama Community College System

Developmental Studies

Developmental Algebra II

MTH 092

### PREREQUISITE COURSES

MTH 091 or appropriate mathematics placement score

### CO-REQUISITE COURSES

As determined by college.

### Cognitive

– Comprehend principles and concepts related to developmental algebra.

### Psychomotor

– There are no psychomotor goals associated with this course.

### Affective

– There are no affective goals associated with this course.

2

Developmental Studies

Developmental Algebra II

### STUDENT LEARNING OUTCOMES

MODULE A

– EXPONENTS AND POLYNOMIALS

COMPETENCY A1.0 -

Solve problems involving exponents and polynomials.

LEARNING OBJECTIVES

A1.1

A1.2

A1.3

A1.4

Use the laws of integral exponents to simplify expressions.

Convert between decimal notation and scientific notation.

Define terms associated with polynomials.

Perform basic operations with polynomials.

MODULE A OUTLINE

Laws of integral exponents

Scientific notation

Basic operations with polynomials

-

-

Subtract

-

Multiply

Special products

-

Divide

MODULE B

– FACTORING

COMPETENCY B1.0

Factor polynomials.

LEARNING OBJECTIVES

B1.1

B1.2

B1.3

B1.4

Define terms associated with factoring

Factor polynomials using the greatest common factor.

Factor polynomials by grouping.

Factor trinomials.

B1.5 Factor special products. .

MODULE E OUTLINE

Greatest common factor

Grouping

Trinomials

Special factoring patterns

Difference of two squares

Perfect square trinomials

MTH 092

KSA

Indicators

2

2

1

2

KSA

Indicators

1

2

2

2

2

3

Developmental Studies

Developmental Algebra II

MTH 092

LEARNING OUTCOMES TABLE OF SPECIFICATIONS

The table below identifies the percentage of learning objectives for each module.

Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

### KSA

Module A

Limited

Knowledge and

Proficiency

1

75%

Moderate

Knowledge and

Proficiency

2

25%

Knowledge and

Proficiency

3

Superior

Knowledge and

Proficiency

4

Module B 20% 80%

4

Developmental Studies

Developmental Algebra II

MTH 092

Indicator Key Terms

1

2

3

4

A

Limited

Knowledge and

Proficiency

Moderate

Knowledge and

Proficiency

Knowledge and

Proficiency

Superior

Knowledge and

Proficiency

Affective

Objective

Learner’s Knowledge, Skills and Abilities

Description

Recognize basic information about the subject including terms and nomenclature.

Students must demonstrate ability to

recall information

such as facts, terminology or rules related to information previously taught.

Performs simple parts

of the competency. Student requires close supervision when performing the competency.

Distinguish relationships between general principles and facts.

Students must

demonstrate understanding of multiple facts and principles

and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task.

Performs most parts

of the competency

with

instructor assistance as appropriate.

Examines conditions, findings, or other relevant data to select an appropriate response.

The ability

to determine why and when

a particular response is appropriate

and predict anticipated outcomes

.

Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers.

Performs all parts

of the competency

without

instructor assistance.

Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves

higher levels of cognitive reasoning.

Requires students to formulate connections between relevant ideas and observations.

Students apply judgments to the value of alternatives and select

 the most appropriate response.

Can instruct others how to do the competency.

Performs competency quickly and accurately.

Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.

Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.

Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.