6. Minimum hours per week of independent work done outside of class: 8
Course Preparation – (Supplemental form B required)


7a. Prerequisite(s): (Course and/or other preparation/experience that is REQUIRED to be completed previous to enrollment in this course.)

Completion of MATH A with grade of "C" or better, or placement by matriculation assessment process


7b. Corequisite(s): (Courses and/or other preparation that is REQUIRED to be taken concurrently with this course.)



7c. Advisory: (Minimum preparation RECOMMENDED in order to be successful in this course. Also known as “Course Advisory”.)




Catalog Description And Other Catalog Information


8. Repeatability:

Not Repeatable

Please Note: 8. (Repeatability) does not refer to repeating courses because of substandard grades or a lapse of time since the student took the course. A course may be repeated only if the course content differs each time it is offered and the student who repeats it is gaining an expanded educational experience as stipulated in Title 5.
Skills or proficiencies are enhanced by supervised repetition and practice within class periods.
Active participatory experience in individual study or group assignments is the basic means by which course objectives are attained.
Course content differs each time it is offered.
Explanation for above repeatability selection:


9a. Grading Option:

Standard Grade

9b. Catalog Description:

Study of points, lines, angles, polygons, triangles, similarity, congruence, geometric proofs, area, volume, perimeter, the circle, right triangle trigonometry.



Course Outline Information


10. Course Objectives: (Course
objectives for all credit courses must indicate that students will learn critical thinking and will be able to apply concepts at college level. Course
objectives must be related to items listed in Section 11.)

1. Name, identify, reproduce and differentiate between definitions, postulates/axioms and theorems; 2. create deductively valid proofs verifying mathematical statements concerning lines, angles, polygons and circles by using appropriate definitions, axioms or theorems, as necessary then identify, recall and demonstrate the method of indirect and direct proof; 3. cite, list and identify definitions and axioms/postulates about parallel lines; analyze properties of transversals of parallel lines and corresponding angles; 4. demonstrate the use of construction tools, particularly a compass and straight edge, to create various geometric figures (parallel lines, angle bisectors, congruent segments, equilateral triangles, perpendicular bisectors, etc); 5. verify congruency and similarity of two dimensional geometric figures by using congruence or similarity to solve for missing lengths; 6. calculate the perimeter and area of standard two dimensional figures; identify properties specific to two dimensional geometric figures; 7. apply properties of the chords, tangent lines and secants of a circle; find the area, circumference and arc length of a sector of a circle; determine relationships between angles found in a circle; 8. determine the lateral area, surface area and volume of standard three dimensional figures; and 9. apply the sine, cosine and tangent ratios of a right triangle; find the measure of an angle given the values of unknown sides using a calculator; solve right triangles and evaluate trigonometric values of special angles 30*,45*,60*.


11. Course Content Outline: (Provides a comprehensive, sequential outline of the course content, including all major subject matter and the specific body of knowledge covered.)

I. Terminology Needed for Proofs A. Definitions B. Axioms/Postulates C. Theorems II. Geometric Proofs and Logic A. Direct Proof B. Indirect Proof III. Parallel Lines A. Definition B. Postulates C. Transversals and Corresponding Angle Properties IV. Construction A. Parallel Lines B. Angle Bisectors C. Perpendicular Bisectors D. Congruent Segments and Angles E. Applications V. Triangles A. Sum of angles B. Area C. Congruence, Corresponding Parts D. Isosceles, Equilateral E. Similar F. Ratio, Proportion G. Pythagorean Theorem VI. Polygons A. Properties of Polygons B. Properties of Quadrilaterals C. Perimeter D. Area VII. Circles A. Angles B. Circumference C. Area D. Arcs, Sectors, Chords, Secants and Tangents VIII. Three Dimensional Figures A. Lateral Area B. Surface Area C. Volume IX. Right Triangle Trigonometry A. Sine, Cosine, Tangent Ratios B. Special Angles C. Solving Right Triangles D. Applications


12. Typical OutofClass Assignments: Credit courses require two hours of independent work outside of class per unit of credit for each lecture hour, less for lab/activity classes. List types of assignments, including library assignments.)


a. Reading Assignments: (Submit at least 2 examples)

1. Research the history of the Pythagorean Theorem and find different ways in which it has been proven. 2. Research Rene Descartes' life and his contributions to the field of geometry.


b. Writing, Problem Solving or Performance: (Submit at least 2 examples)

1. Prove the Pythagorean Theorem 2 different ways. 2. Two apartment buildings are 40 feet apart. From a window in her apartment, Sabrina can see the top of the other apartment building at an angle of elevation of 47 degrees. She can also see the base of the other building through an angle of depression of 33 degrees. How tall is the other building?


c. Other (Term projects, research papers, portfolios, etc.)



13. Required Materials:

a. All Textbooks, resources and other materials used in this course are College Level?

Yes
No

b. Representative collegelevel textbooks (for degreeapplicable courses) or other print materials.

Book 1:

Author:

Alexander/Koeberlein

Title:

Elementary Geometry for College Students

Publisher:

Brooks Cole

Date of Publication:

2010

Edition:

5th

Book 2:

Author:

Tussy/Gustafson

Title:

Basic Geometry for College Students

Publisher:

Cengage

Date of Publication:

2009

Edition:

2nd

Book 3:

Author:


Title:


Publisher:


Date of Publication:


Edition:


Book 4:

Author:


Title:


Publisher:


Date of Publication:


Edition:


Book 5:

Author:


Title:


Publisher:


Date of Publication:


Edition:


c. Other materials and/or supplies required of students:


Methods of Instruction


14a. Check all instructional methods used to present course content.

Lecture/Discussion


Laboratory
and/or Activity


Distance Learning (requires supplemental form)


Other:


14b. Provide
specific examples for each method of instruction checked above; include a
minimum of two examples total. Reference the course objective(s) addressed by
instructional method(s). Explain both what the instructor and students are
expected to be doing and experiencing.

Example 1: Interactive lecture format to develop the concept of proofs. Students will name, identify, reproduce and differentiate between definitions, postulates/axioms and theorems; and create valid proofs verifying mathematical statements concerning lines, angles, polygons, and circles.
Example 2: After reading about the Pythagorean theorem, students will integrate a geometric model with an algebraic model to prove that the square of the legs of a right triangle is equal to the square of the hypotenuse.
Example 3: In class small group collaborative learning activity focusing on solving right triangles using the sine, cosine, and tangent functions.





15. Methods of Assessing Student Learning
15a. Methods of Evaluation:
Essay Examinations


Objective Examinations


Problem Solving Examinations


Skill Demonstrations


Projects 

Classroom Discussions 

Reports 

Other
(explain below) 





15b. Based upon course objectives, give examples of how student performance will be evaluated. Provide examples for each method checked above; include a minimum of two examples total.




Example 1. Prove that if a ray is on the interior of an angle, the sum of the two smaller angles is equivalent to the largest angle.
Example 2. Using only a straightedge and a compass, construct a rectangle of a given size.
Example 3. Complete a proof that two triangles are congruent using the method of SideAngleSide.
Example 4. Find the volume and lateral area of a cone with a radius of 3 and height of 17.








SECTION C


1. Program Information:


In an approved program.


Part of a new program.


Not part of an approved program.

2.
Course TOP Code:

Program title  TOP Code:

Mathematics, General 170100


3.
Course SAM Code:

A
Apprenticeship
B
Advanced Occupational
C
Clearly Occupational
D
Possibly Occupational
E
NonOccupational


4. Faculty Discipline Assignment(s):
Comments:





SECTION D


General Education Information:

1. College Associate Degree GE Applicability:


Math Competency Communication & Analytic Thinking

2. CSU GE Applicability (Recommendedrequires CSU approval):



3. IGETC Applicability (Recommendedrequires CSU/UC approval):



4. CID:



SECTION E


Articulation Information: (Required for Transferable courses only)

1.



CSU Transferable.


UC Transferable.


CSU/UC major requirement.


If CSU/UC major requirement, list campus and major. (Note: Must be lower division)



2.

List at least one community college and its comparable course. If requesting CSU and/or UC transferability also list a CSU/UC campus and comparable lower division course.


American River College  Math 110 5 units


SECTION F


Planning and Resources  Please address the areas below:

1. Evidence of Planning: connection to existing or planned degrees/certificates,
place in general education; relationship to mission (basic skills, transfer,
career technical education, lifelong learning); transfer university requirements;
advisory/regional/national needs; or other planning considerations.

Meets the Mathematics requirement for achieving an Associate Degree. Required as a prerequisite for Math 17. Meets the Mathematics requirement for achieving an Associate Degree. Additionally required as a prerequisite for Math 17. Meets GE applicability for Mathematics Competency and Communication and Analytical Thinking. Course includes all four Math program SLO's (Equations and Expressions, Visual Models, Applied Problems, Communication).


2. Potential Impact on Resources: faculty, facilities,
computer support/lab, library, transportation, equipment, or other needs. 
All math faculty members meet the minimum qualifications to teach this course. No special training is required. No additional resources are needed since we have the classroom space and technology already available.



SECTION G

1. Maximum Class Size (recommended): 35

2. If recommended class size is not standard, then provide rationale:







