6. Minimum hours per week of independent work done outside of class: 6
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.)



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

Concurrent enrollment in Math G


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:

P/NP  Pass/No Pass Only

9b. Catalog Description:

Just in time support option covering the core prerequisite skills, competencies, and concepts for Intermediate Algebra. Intended for students who are concurrently enrolled in MATH G  BSTEM Intermediate Algebra. Topics include: numeracy, computational skills, the vocabulary of algebra, evaluation of expressions and functions, solving and graphing linear equations and inequalities in one and two variables, solving and graphing systems of equations in two variables, factoring, algebraic operations on polynomial and rational expressions. Recommended for students taking Math G – BSTEM Intermediate Algebra with little or no recent algebra knowledge.



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.)

A student who successfully completes the course will be able to: 1. Use properties of real numbers, order of operations and integer exponents to simplify mathematical expressions. 2. Solve basic linear equations, inequalities and systems of equations and extrapolate these skills to understand more complex equations, inequalities and systems in Intermediate Algebra. 3. Set up and solve proportions and basic rational equations. 4. Expand products of polynomials and simplify polynomial expressions and equations by collecting like terms. 5. Apply arithmetic and algebraic factoring techniques to reorganize algebraic expressions and equations. 6. Graph linear and quadratic equations and extrapolate these skills to graph rational, root, exponential and logarithmic functions in Intermediate Algebra. 7. Evaluate linear and polynomial functions and discuss basic ideas of domain and range. 8. Apply problem solving strategies to a variety of problems and expand these skills to solve applications in BSTEM Intermediate Algebra. 9. Demonstrate fluency with mathematical vocabulary, terminology, and notation through written and oral presentation. 10. Implement studentspecific learning strategies and study techniques.


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. Simplify or reorganize expressions by: a. Applying properties of real numbers and order of operations b. Applying properties of integer exponents c. Expanding the product of polynomials d. Collecting like terms II. Solve each of the following: a. Linear equations b. Linear inequalities 1. Express answer as a graph 2. Express answer as an interval c. Systems of linear equations in two variables d. Basic rational equations in the form of proportions III. Graph the following: a. Linear equations in two variables b. Linear inequalities in one variable IV. Write linear equations given the following: a. The slope and a point on the line b. Two points on the line c. The graph of the line d. An application problem V. Inspect and analyze a graph in order to: a. Determine if the graph represents a function b. Evaluate the function c. Determine the domain and range of a function VI. Factor polynomials using the following techniques: a. Factoring out Greatest Common Factors b. Factoring by Grouping c. Factoring trinomials d. Factoring special products such as difference of squares and perfect square trinomials VII. Apply critical thinking and mathematical reasoning to analyze, translate and solve applied problems. VIII. Apply coursework management skills and a growth mindset to succeed in this class IX. Make consistent and regular preparations to maximize learning inside and outside the classroom


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. Read the construction guide that describes ADA compliant ratios. Describe how the ratios relate to the concept of slope. Convert the given ADA compliant ratios into percent grades.
2. Read an article describing the distance to the sun. Read an article describing the size of an atom. Describe why these numbers are more easily represented in scientific notation versus decimal notation.


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

1. Solve applied mathematical problems using percentages and linear models. Example: During a big Labor Day sale, TVs are discounted by 27%. After the reduction, you paid $876, what was the original price off the television?
2. The relationship between Celsius and Fahrenheit temperatures can be described by a linear equation. The graph of this equation contains the point (0, 32): Water freezes at 0 degrees Celsius or at 32 degrees Fahrenheit. The line also contains the point (100, 212): Water boils at 100 degrees Celsius or at 212 degrees Fahrenheit. Graph the two points and write the corresponding linear equation. Define your variables and clearly label your graph.


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:

Blitzer

Title:

Intermediate Algebra for College Students

Publisher:

Pearson

Date of Publication:

2017

Edition:

7th

Book 2:

Author:

Marecek

Title:

Intermediate Algebra

Publisher:

OpenSTAX

Date of Publication:

2017

Edition:

1st

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:
Collaborative Learning


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.

Lecture/Discussion: Using an interactive lecture format, the instructor will develop the idea of feasible regions (a BSTEM Intermediate Algebra concept which relies on graphing of linear inequalities – a support course topic). To motivate the concept and start the discussion, the instructor can talk about flag construction and project the two flags from Nova Scotia, the tradition blue flag and the Cape Breton green flag, on the board for illustration. Then the class can discuss the cost and profit associated with making a flag. Then the students would be given the following information and asked to write a system of inequalities to model the situation: A company that produces flags makes two flags for Nova Scotiathe traditional blue flag and the green flag for Cape Breton. To produce each flag, two types of material, nylon and cotton, are used. The company has 450 units of nylon in stock and 300 units of cotton. The traditional blue flag requires 6 units of nylon and 3 units of cotton. The Cape Breton flag requires 5 units of nylon and 5 units of cotton. Each blue flag that is made realizes a profit of $12 for the company, whereas each Cape Breton flag realizes a profit of $15. For the nylon and cotton that the company currently has in stock, how many of each flag should the company make to maximize their profit? Let x = the number of blue flags and y = the number of green flags. At this time the instructor can take the time for “just in time remediation” and spend time discussing how to graph linear inequalities, possibly giving the students basic practice problems but ultimately getting back to the original example and the Intermediate Algebra concept of feasible regions.
Course Objectives Addressed: 2) Solve basic linear equations, inequalities and systems of equations and extrapolate these skills to understand more complex equations, inequalities and systems in Intermediate Algebra.
Collaborative Learning: Using an inclass small group collaborative learning activity, students will discuss the concept of slope. They will be asked to write down everything they know about slope and how slope of an object or line can be measured. Then the students will work through an activity where they go around campus and measure the slopes of different objects such as ramps and railings using tape measures and levels. After hands on measuring activity, the students will answer a series of questions related to applications of slopes where they must use ratios and proportions to find missing pieces of information. The instructor will circulate and ask clarifying questions as the students complete this task.
Course Objectives Addressed: 3) Set up and solve proportions and basic rational equations.





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.




Classroom Discussion/Project: The following is an example of a classroom discussion that would lead into a group project started in class and finished for homework. The final product would be a group report turned in at the completion of the project. Student performance would be evaluated based on the detail provided about the students' specific project, each student's contribution to the group and the correctness of the solutions given. As a class, the instructor will show the class a stack of cups (Jamba Juice or Starbucks) and ask the students how an employee could determine how many cups fit into each plastic sleeve of length 31.5 inches given only a handful of cups. The students will discuss the situation in small groups and then the instructor will facilitate a classroom discussion about the tools needed (rulers and at least 23 cups per group) to solve this problem. Each group will work to answer the following questions: a. Determine an equation that would represent the height of a stack of cups. Write the equation in slope intercept (y = mx+b) form. b. Use your equation to determine how many medium/Grande cups each plastic sleeve holds. c. Graph the equation on a separate sheet of graph paper. d. Answer the following questions in the context of the problem: What do x & y represent in your equation? What are the physical representations of the x & y intercepts? What does the slope represent in terms of the situation?
Objective/Problem Solving Examinations: The following is an example of a problem from a BSTEM Intermediate Algebra exam which would entail problem solving, written explanations and objective solutions. Student performance would be evaluated based on the correctness of the solutions and on the depth of understanding displayed in written explanations to the questions asked in the problem. To solve this problem you would need the skills learned in the support course but the problem is an Intermediate Algebra level problem. Using the data from the last several years of the ever increasing cost of a 30 second Super Bowl Ad: a. Identify the independent and dependent variables. b. Graph the data on a Cartesian coordinate system and label your axes and intercept(s). Write a sentence or two to describe the trend and the intercept(s) in context of the data given. c. Draw a line of best fit through the points. d. Determine the slope of the line through the years 2012 and 2017. Describe the slope in context. e. Use the equation you found to predict the cost of a 30 second ad in 2025. f. Do you think the trend will continue? At the same rate? Explain your reasoning.








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:



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.


Cuyamaca College: Math 010  Just in Time Support for Intermediate Algebra


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.

AB705 requires community colleges in California to maximize the probability that a student can complete transfer level math within one year (two semesters). This support course will allow any student, regardless of math placement or background, on a BSTEM (Business or Science, Technology, Engineering, Math) pathway to access Intermediate Algebra. If successful, a student would then move into transfer level math the next semester, satisfying the one year to transfer level requirement. The corequisite model of justintime remediation has proven to be a very effective way to prepare students and help them to be successful. See research studies from Tennessee and Cuyamaca College in California.


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, but it is taught using discovery based learning with BSTEM (Business, Science, Technology, Engineering and Mathematics) applications. Therefore, professional development activities and training are necessary to equip faculty with the materials and pedagogy to effectively deliver the material.



SECTION G

1. Maximum Class Size (recommended): 35

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







