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General Information

Course ID (CB01A and CB01B)
L S D211.
Course Title (CB02)
Algebra Skills
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This is a transitional course for students with special learning needs. It is designed to improve skills in mathematics by addressing areas of difficulty common to students with disabilities in mathematics. The course also includes alternative learning strategies for mastering algebraic concepts.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a stand-alone course. It is one of a group of courses designed to assist students with disabilities to build basic skills. It meets the provisions for a special class designation, Title 5 Section 56028. This course prepares students to enter the mainstream math course sequence.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly GUID D211.)

Course Development Options

Basic Skill Status (CB08)
Course is a basic skills course.
Grade Options
  • Pass/No Pass
Repeat Limit
99

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Assignments

  1. Reading daily objectives in the text
  2. Daily problem solving exercises from the text
  3. Specialized vocabulary list
  4. List of memory techniques

Methods of Evaluation

  1. A pretest and post-test to evaluate the progress made during the quarter
  2. Quizzes evaluating problems solving skills and vocabulary
  3. Midterm and final to evaluate long term retention of calculating skills and concepts
  4. Demonstrate use of a memory techniques graded by group interactions according to rubric

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • Calculator appropriate to accommodate the student's disability
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Aufmann, Richard N., Barker, Vernon C., Lockwood, Joanne S. "Introductory Algebra: An Applied Approach". 8th ed., Boston/New York: Houghton Mifflin Company, 2011. (Lockwood, J.S., 9th ed., 2014, Cengage)

Examples of Supporting Texts and References

AuthorTitlePublisher
Derbyshire, John. "Unknown Quantity, A Real and Imaginary History of Algebra". First Plume Printing, June 2007.
Immergut, Brita. "Master Math: Solving Word Problems". Franklin Lakes, NJ.: Career Press, 2009.
Johnson, Mildred & Johnson, Tim. "How To Solve Word Problems in Algebra". 2nd ed., New York: McGraw-Hill, 2000.
Mooney, Jonathan, & Cole, David. "Learning Outside the Lines". New York: Simon & Schuster, 2000.
Nolting, Paul D. "Math Study Skills Workbook, Your Guide to Reducing Test Anxiety and Improving Study Strategies". Boston/New York: Houghton Mifflin Company, 2003.
Stephens, Larry Ph. D. "Algebra for the Utterly Confused". New York: McGraw-Hill, 2000.
Wolf, Pat. "Student Successes with Thinking Maps". Thousand Oaks, CA.: Corwin Press, 2004.

Learning Outcomes and Objectives

Course Objectives

  • Experiment with real numbers and their application in mathematical equations
  • Experiment with the idea of a variable as an "unknown" quantity and apply in problems
  • Interpret and solve basic algebraic equations
  • Translate verbal expressions to mathematical symbols
  • Identify and apply the vocabulary and symbols used in mathematics
  • Apply learning styles to improve short term memory
  • Examine the contributions of different cultures to the development of mathematics

CSLOs

  • Utilize the applications of the real number system.

Outline

  1. Experiment with real numbers and their application in mathematical equations
    1. Compare different methods of looking at integers using real life experiences
    2. Apply the rules for adding and subtracting signed numbers
    3. Apply the rules for multiplying and dividing signed numbers
    4. Evaluate and apply exponents and the Order of Operations Agreement
    5. Utilize simple scientific applications; e.g., altitude and temperature
  2. Experiment with the idea of a variable as an "unknown" quantity and apply in problems
    1. Translate the definition of an "unknown" into practical applications
    2. Evaluate an expression by substitution of a numerical value into a variable
    3. Simplify a variable expression using the properties of addition
    4. Simplify a variable expression using the properties of multiplication
  3. Interpret and solve basic algebraic equations
    1. Evaluate whether or not a given number is a solution to a variable equation
    2. Analyze the concept of balancing equations
    3. Interpret and solve a simple equation in the form of x + a = b
    4. Interpret and solve a simple equation in the form of ax = b
    5. Solve application problems using the basic percent equation PB = A
    6. Interpret and solve an equation in the form of ax + b = c
    7. Interpret and solve an equation of the form ax + b = cx + d
    8. Examine how we use variable equations in our everyday life, i.e. sale prices, auto loans, recipes, etc.
  4. Translate verbal expressions to mathematical symbols
    1. Identify the verbal phrases that are significant and translate these into the appropriate mathematical symbols
    2. Identify the function intended in the translation
    3. Identify and assign a variable to one of the unknown quantities (and rewrite this variable into a mathematical sentence)
    4. Interpret the verbal phrases into a mathematical or variable expression
    5. Translate sentences or word problems into equations
    6. Examine the idea of consecutive integers as well as odd and even in relation to algebraic expressions and apply the concept
  5. Identify and apply the vocabulary and symbols used in mathematics
    1. Construct and manipulate numerical values on a number line
    2. Identify and apply the symbols < and >
    3. Identify and evaluate problems using absolute value
    4. Translate the terminology used in the application of mathematical concepts
  6. Apply learning styles to improve short term memory
    1. Identify strategies for visual learners
    2. Identify strategies for auditory learners
    3. Identify strategies for accommodating deficits in attention and concentration
    4. Identify strategies for tactile learners
  7. Examine the contributions of different cultures to the development of mathematics
    1. Explain the origins and history of math from different parts of the world; e.g., the symbols < >, the number "0", and the use of "x" as a variable
    2. Relate the influence of Chinese mathematicians on the origins of mathematics
    3. Summarize the contributions of the Babylonian Empire and the Egyptian dynasties to arithmetical symbols and Arabic script
    4. Relate the developments in mathematical theory during the European Renaissance
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