Discipline: Mathematics
Originator: Rosalia Cueto

# Riverside Community College District Integrated Course Outline of Record

Mathematics 112
 MAT-112 : Corequisite Support for Math 12 College: RIV MOV NOR Lecture Hours: 36.000 Outside-of-Class Hours: 72.000 Units: 2.00 Grading Methods: Pass/No Pass
Course Description
Prerequisite: Appropriate Placement
Corequisite: MAT-12
Course Credit Recommendation: Non-Degree 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 MAT-12 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:
1. This corequisite skill will be completed using MAT 112: Construct and interpret confidence intervals.
• MAT-12 - Construct and interpret confidence intervals.
Course Objectives:
Upon successful completion of the course, students should be able to demonstrate the following activities:
1. Compare decimals and apply rounding rules.
2. Change decimals to and from scientific notation.
3. Recognize, generate, and use equivalent forms of fractions, decimals, and percentages.
4. Write an equation of a line in slope-intercept form and solve linear equations.
5. Use the order of operations to evaluate formulas by hand and with technology.
6. Use the symbols and vocabulary of algebra to communicate mathematical concepts.
7. Use and read summation notation, absolute value notation and inequality notation.
8. Define the concept of areas and apply geometric reasoning to find areas under curves.
9. 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:
1. 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:
1. Affective Domain
1. Growth mindset
2. Grit/Perseverance
3. Motivation and inspiration
4. Confidence
5. Productive struggle
6. Responsibility
2. Topics from Pre-Algebra and Elementary Algebra
1. Order of Operations
2. Perform arithmetic operations on signed numbers
3. Graph fractions, decimals, and signed numbers on a number line
4. Compare fractions, decimals, and percentages
5. Identify fractions and percentages that describe a part of the whole (marginal distributions)
6. Identify fractions and percentages that describe the impact of one quantity on another (conditional distributions)
7. Graph in the Cartesian coordinate system
8. Use the symbols and vocabulary of algebra to communicate mathematical concepts
9. Graph inequalities, including compound
3. Topics from Intermediate Algebra
1. Evaluate expressions
2. Plot points on a Cartesian plane
3. Solve linear equations
4. Graph linear models, interpret slope and y-intercept in context
5. Area
7. Rational equations containing one rational expression
8. Factorials
9. Horizontal asymptotes (for normal distribution, t-distribution, chi-square distribution)
10. 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 in-class individualized tutoring
• Collaborative learning: group work or peer review student work
• Modeling: instructor led-demonstrations and discussion or guided-discovery
• Active learning: use of manipulatives, interactive computer-based instruction, or in-class 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 students’ ability to explore and represent data, exhibit numerical and algebraic reasoning and computational skills.
• In-class activities, homework, math notebook, and data analysis projects which demonstrate students’ ability to apply effective learning strategies.
Sample Assignments:
Read text, examples, and notes covering topics such as probability distributions and linear regression.
Outside-of-Class Writing Assignments
Problem sets requiring students to write verbal statements into mathematical statements.
Other Outside-of-Class Assignments
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 McGraw-Hill, 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