Discipline: Mathematics
Originator: Rosalia Cueto
Riverside Community College District
Integrated Course Outline of Record
Mathematics
112
MAT112 : Corequisite Support for Math 12 
College:
Lecture Hours:
36.000 OutsideofClass Hours: 72.000 Units: 2.00 Grading Methods: Pass/No Pass 
Course Description
Prerequisite:
Appropriate Placement
Corequisite:
MAT12
Course Credit Recommendation:
NonDegree Credit
A concurrent corequisite course containing arithmetic and algebraic concepts designed to support students in Statistics. Topics include a review of skills developed in algebra: order of operations, scientific notation, conversion between fractions, decimals, and percents, solving linear equations, and using the symbols, notation, and vocabulary of algebra. Topics are taught strategically throughout the semester to provide a "just in time" instruction of skills needed to master concepts in MAT12 as they arise in that course. A diverse approach to problem solving processes and enhancement of study strategies will prepare the student for later university courses. 36 hours lecture. (Pass/No Pass)
Short Description for Class Schedule
A concurrent corequisite course containing core prerequisite skills in arithmetic and algebra designed to support students in Statistics.
Entrance Skills:
Before entering the course, students should be able to demonstrate the following skills:
This corequisite skill will be completed using MAT 112: Construct and interpret confidence intervals.
 MAT12  Construct and interpret confidence intervals.
Course Objectives:
Upon successful completion of the course, students should be able to demonstrate the following activities: Compare decimals and apply rounding rules.
 Change decimals to and from scientific notation.
 Recognize, generate, and use equivalent forms of fractions, decimals, and percentages.
 Write an equation of a line in slopeintercept form and solve linear equations.
 Use the order of operations to evaluate formulas by hand and with technology.
 Use the symbols and vocabulary of algebra to communicate mathematical concepts.
 Use and read summation notation, absolute value notation and inequality notation.
 Define the concept of areas and apply geometric reasoning to find areas under curves.

Understand and apply theories of affective domain.
Student Learning Outcomes:
Upon successful completion of the course, students should be able to demonstrate the following skills: From an application problem, extract relevant information, identify variables, and write verbal statements into mathematical statements; solve and write a conclusion that involves the solution.
 Communication Skills: Students will be able to communicate effectively in diverse situations. They will be able to create, express, and interpret meaning in oral, visual, and written forms. They will also be able to demonstrate quantitative literacy and the ability to use graphical, symbolic, and numerical methods to analyze, organize, and interpret data.
Course Content:
 Affective Domain
 Growth mindset
 Grit/Perseverance
 Motivation and inspiration
 Confidence
 Productive struggle
 Responsibility
 Topics from PreAlgebra and Elementary Algebra
 Order of Operations
 Perform arithmetic operations on signed numbers
 Graph fractions, decimals, and signed numbers on a number line
 Compare fractions, decimals, and percentages
 Identify fractions and percentages that describe a part of the whole (marginal distributions)
 Identify fractions and percentages that describe the impact of one quantity on another (conditional distributions)
 Graph in the Cartesian coordinate system
 Use the symbols and vocabulary of algebra to communicate mathematical concepts
 Graph inequalities, including compound
 Exponents and Radicals
 Topics from Intermediate Algebra
 Evaluate expressions
 Plot points on a Cartesian plane
 Solve linear equations
 Graph linear models, interpret slope and yintercept in context
 Area
 Radical equations containing one radical
 Rational equations containing one rational expression
 Factorials
 Horizontal asymptotes (for normal distribution, tdistribution, chisquare distribution)
 Dependent and independent variable
Methods of Instruction:
Methods of instruction used to achieve student learning outcomes may include, but are not limited to, the following activities:
Methods of instruction used to achieve student learning outcomes may include, but are not limited to, the following activities:
 Individualized instruction: computer aided instruction or inclass individualized tutoring
 Collaborative learning: group work or peer review student work
 Modeling: instructor leddemonstrations and discussion or guideddiscovery
 Active learning: use of manipulatives, interactive computerbased instruction, or inclass activities requiring student participation
 Class activities and assignments developed by RCCD math faculty
Methods of Evaluation:
Students will be evaluated for progress in and/or mastery of student learning outcomes using methods of evaluation which may include, but are not limited to, the following activities:
Students will be evaluated for progress in and/or mastery of student learning outcomes using methods of evaluation which may include, but are not limited to, the following activities:
 Group project(s), class activities, homework exercises, and exam questions which measure studentsâ€™ ability to explore and represent data, exhibit numerical and algebraic reasoning and computational skills.
 Inclass activities, homework, math notebook, and data analysis projects which demonstrate studentsâ€™ ability to apply effective learning strategies.
Sample Assignments:
OutsideofClass Reading Assignments
Read text, examples, and notes covering topics such as probability distributions and linear regression.
Read text, examples, and notes covering topics such as probability distributions and linear regression.
OutsideofClass Writing Assignments
Problem sets requiring students to write verbal statements into mathematical statements.
Problem sets requiring students to write verbal statements into mathematical statements.
Other OutsideofClass Assignments
Use technology to find areas under the normal distribution.
Use technology to find areas under the normal distribution.
Course Materials:
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college level instruction. Possible texts include the following:
 Allan G. Bluman. Elementary Statistics (A Step by Step Approach). 10th edition McGrawHill Education, 2017.
 Barbara Illowsky. Introductory Statistics. Open Stax College, 2017.
 Bluman, A.G.. Elementary Statistics: A Step by Step Approach. 10 McGrawHill, 2017.
 Charles A. Dana Center. Statistical Reasoning. 1 Pearson, 2016.
 Jay Lehmann. A Pathway to Introductory Statistics . 1st edition Pearson, 2016.
 Mario F. Triola. Elementary Statistics with Integrated Review and Guided workbook plus MyLab Statistics with Pearson eText. 1st edition Pearson, 2017.
 Triola, M.F.. Essentials of Statistics. 6 Pearson, 2019.
 Classroom activities developed by RCCD math faculty
Codes/Dates:
Board of Trustees Approval Date:
12/11/2018
COR Rev Date:
12/11/2018