Course Content and Outcomes Guide for ALC 20B Effective Summer 2021
 Course Number:
 ALC 20B
 Course Title:
 Math 20 Lab  1 credit
 Credit Hours:
 1
 Lecture Hours:
 0
 Lecture/Lab Hours:
 0
 Lab Hours:
 30
 Special Fee:
 $12.00
Course Description
Addendum to Course Description
This class is not intended to be a study hall for students to work on MTH assignments. The time needs to be spent working on material designated by your ALC instructor. If a student is coenrolled in an MTH class, then this may include targeted materials which are intended to support the concepts being taught in that MTH class.
Intended Outcomes for the course
Upon completion of this course students will be able to:

Perform appropriate basic computations in a variety of situations with and without a calculator.

Apply basic mathematical problem solving strategies in limited contexts.

Address basic quantitative problems with increased confidence.
 Demonstrate progression through mathematical learning objectives established between the student and instructor.
Course Activities and Design
Instructors may employ the use of worksheets, textbooks, online software, minilectures, and/or group work.
Outcome Assessment Strategies
Assessment shall include at least two of the following measures:
1. Active participation/effort
2. Personal program/portfolios
3. Individual student conference
4. Assignments
5. Pre/post evaluations
6. Tests/Quizzes
Course Content (Themes, Concepts, Issues and Skills)
Items from the course content may be chosen as appropriate for each student and some students may even work on content from other ALC courses as deemed appropriate by the instructor.
Basic Math (MTH 20)
THEMES:
 Mathematical vocabulary
 Number sense
 Computational proficiency
 Critical thinking
 Appropriate use of technology
 Team (group) work
SKILLS:

ORDER OF OPERATIONS
 Vocabulary (Define and use)
 Grouping symbols
 Exponents
 Square roots (perfect squares)
 Vocabulary (Define and use)

SIGNED NUMBERS
 Vocabulary (Define and use)
 Absolute value
 Opposite vs. negative vs. minus (subtract)
 Number sense
 Compare signed numbers using inequality and equality notations
 Place signed numbers on a number line
 Computation
 Add, subtract, multiply, and divide signed numbers
 Simplify signed numbers to exponents
 Order of operations with signed numbers
 Applications with signed numbers
 Vocabulary (Define and use)

FRACTIONS
 Vocabulary (Define and use)
 Proper fractions, improper fractions, mixed numbers
 Reciprocal
 Prime number
 Composite number
 Divisibility Rules 2,3,5,9, and 10
 Number Sense
 Compare fractions using inequality and equality notations
 Place signed fractions on a number line
 Computation
 ?Add, subtract, multiply, and divide signed fractions
 Order of operations with fractions
 Applications involving fractions
 Write answers to application problems as complete sentences and using proper units
 Ratios and rates
 Vocabulary (Define and use)

DECIMALS
 Vocabulary (Define and use)
 Place values
 Powers of ten
 Terminating, repeating, and nonterminating
 Number sense
 Compare decimals using inequality and equality notations
 Place signed decimals on a number line
 Rounding decimals
 Computation
 Add, subtract, multiply, and divide signed decimals
 Convert between fractions and decimals
 Order of operations with decimals
 Round at the end of the calculation
 Applications
 Write answers to application problems as complete sentences and using proper units
 Rates and ratios
 Unit rate and unit price
 Vocabulary (Define and use)

PROPORTION AND PERCENT
 Vocabulary
 Proportion
 Percent
 Number sense
 ?Convert between fractions, decimals, and percents
 Computation
 Solve proportion problems for missing value
 Solve percent problems
 Applications
 Write answers to application problems as complete sentences and using proper units
 Identify and solve problems that involve reasoning about proportions
 Solving percent increase and percent decrease problems
 Technology
 Vocabulary

GRAPHS
 Introduce, read, and interpret graphs

FORMULAS AND CONVERSIONS
 Perimeter and area of rectangles, squares, and triangles
 Computing mean, median, and mode
 Introduce unit conversions within each measurement system
 Money, $0.35 vs. 35¢ (students often write 0.35¢)
ADDENDUM:
The mission of the Math ALC is to promote student success in MTH courses by tailoring the coursework to meet individual student needs.
Specifically, the Math ALC:

supports students concurrently enrolled in MTH courses;

prepares students to take a MTH course the following term;

allows students to work through the content of a MTH course over multiple terms;

provides an accelerated pathway allowing students to work through the content of multiple MTH courses in one term, allowing placement into the subsequent courses(s) upon demonstrated competency;

prepares students to take a mathplacement exam.
The intended goals from the MTH 20 CCOG follow:
Mth 20 is a review of arithmetic skills and provides a good foundation for students to take Mth 60, beginning algebra. Beginning algebra students often encounter difficulty operating with fractions and negative numbers, resulting in the need to take Mth 20. Thus, it would be beneficial to incorporate these topics throughout the course, whenever possible, so that students have ample exposure. This will lead to greater success in Mth 60.
When performing addition and subtraction operations with fractions (not mixed numbers) traditionally students perform the operations in a vertical format. This format however does not serve them at all in algebra, in which many cases the work is shown horizontally. Thus, to help students prepare for algebra, it is suggested that we have students perform computations in a horizontal format also.
\[
\begin{array}{cc}
\text{Vertical format} & \text{Horizontal format} \\
\begin{array}{r}
\frac{4}{9}\\
\rule{0pt}{1em}+\frac{2}{3}\\
\hline
\end{array}
&
\begin{aligned}
\frac{4}{9} + \frac{2}{3} &= \frac{4}{9} + \frac{2}{3}\left( \frac{3}{3} \right ) \\
&= \frac{4}{9} + \frac{6}{9} \\
&= \frac{10}{9}
\end{aligned}
\end{array}
\]
The Mathematics SAC recognizes that how one presents the steps to a problem that lead to the desired goal is as important as the answer itself. We want all of our students to recognize this fact; thus an instructor will need to emphasize the importance of how to write mathematics properly. All students in a Math 20 course should consistently write proper mathematical steps; students must adhere to correct use of syntax. A portion of the grade for any problem, when applicable, should be based on mathematical syntax.