CCOG for ALC 95B Spring 2024

Course Number:
Course Title:
Math 95 Lab - 1 credit
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:

Course Description

Provides an opportunity to practice and work towards a deeper understanding of individually chosen topics from Intermediate Algebra (MTH 95). Completion of this course does not meet prerequisite requirements for other courses. Audit available.

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 co-enrolled 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 the course students will be able to:

  • Perform appropriate intermediate algebraic computations in a variety of situations with and without a calculator.

  • Apply intermediate algebraic problem solving strategies in limited contexts.

  • Address intermediate algebraic 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, mini-lectures, 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.

Intermediate Algebra (MTH 95)


  • Introduction to functions and function notation
  • Algebraic manipulation necessary to move onto college level mathematics


  1. Functions
    1. Determine whether a relation is a function when the given relation is expressed algebraically, graphically, numerically and/or within real-world contexts by applying the definition of a function.
    2. Domain and Range
      1. Use the definition of domain and range to determine the domain and range of functions represented graphically, numerically, and verbally.
      2. Determine the domain of a function given algebraically.
      3. State the domain and range in both interval and set notation.
      4. Understand how the context of a function used as a model can limit the domain and the range.
    3. Function Notation
      1. Evaluate functions with given inputs using function notation where functions are represented graphically, algebraically, numerically and verbally (e.g. evaluate \(f(7)\)).
      2. Distinguish between different expressions such as \(f(x+2)\), \(f(x)+2\), \(3f(x)\), and \(f(3x)\), and simplify each.
      3. Interpret \(f(a)=b\) in the appropriate context (e.g. interpret \(f(3)=5\) where \(f\) models a real-world function) and understand that \(f(2)\) is a number not a point.
      4. Solve function equations where functions are represented graphically, algebraically, numerically and verbally (i.e. solve \(f(x)=b\) for \(x\)).
  2. Factoring Polynomials
    1. Factor the greatest common factor from a polynomial.
    2. Factor a polynomial of four terms using the grouping method.
    3. Factor trinomials that have leading coefficients of 1.
    4. Factor trinomials that have leading coefficients other than 1.
    5. Factor differences of squares.
  3. Rational Functions
    1. Determine the domain of rational functions algebraically and graphically.
    2. Simplify rational functions, understanding that domain conditions lost during simplification must be noted.
    3. Perform operations on rational expressions (multiplication, division, addition, subtraction) and express the final result in simplified form.
    4. Simplify complex rational expressions.  Methods will include at least the LCD method.
  4. Solving Equations and Inequalities Algebraically
    1. Solve quadratic equations using the zero product principle.
    2. Solve quadratic equations that have real and complex solutions using the square root method.
    3. Solve quadratic equations that have real and complex solutions using the quadratic formula.
    4. Solve quadratic equations that have real and complex solutions by completing the square (in simpler cases, where \(a=1\), and \(b\) is even).
    5. Solve rational equations.
    6. Solve absolute value equations.
    7. Solve equations (linear, quadratic, rational, radical, absolute value) in a mixed problem set.
      1. Determine how to proceed in the solving process based on equation given.
      2. Determine when extraneous solutions may result. (Consider using technology to demonstrate that extraneous solutions are not really solutions).
    8. Check solutions to equations algebraically.
    9. Solve a rational equation with multiple variables for a specific variable.
    10. Solve applications involving quadratic and rational equations (including distance, rate, and time problems and work rate problems).
      1. Variables used in applications should be well defined.
      2. Conclusions should be stated in sentences with appropriate units.
    11. Algebraically solve function equations of the forms:
      1. \(f(x)=b\) where \(f\) is a linear, quadratic, rational, radical, or absolute value function.
      2. \(f(x)=g(x)\) where \(f\) and \(g\) are functions such that the equation does not produce anything more difficult than a quadratic or linear equation once a fraction is cleared or a root is removed if one exists.
    12. Solve compound linear inequalities algebraically.
      1. Forms solved should include:
        1. the union of two linear inequalities ("or" statement).
        2. the intersection of two linear inequalities ("and" statement).
        3. a three-sided inequality like \(a\lt f(x)\lt b\) where \(f(x)\) is a linear expression with \(a\) and \(b\) constants.
      2. Solution sets should be expressed in interval notation.
  5. Graphing Concepts
    1. Brief review of graphs of linear functions, including finding the formula of the function given two ordered pairs in function notation.
    2. Graph quadratic functions by hand.
      1. Review finding the vertex with the formula (\(h=-\frac{b}{2a}\)).
      2. Complete the square to put a quadratic function in vertex form.
      3. Given a quadratic function in vertex form, observe the vertical shift and horizontal shift from the graph of \(y=x^2\).
      4. State the domain and range of a quadratic function.
    3. Review finding horizontal and vertical intercepts of linear and quadratic functions by hand, expressing them as ordered pairs in abstract examples and interpreting them using complete sentences in application examples.
    4. Solve equations graphically with technology.
    5. Explore functions graphically with technology.
      1. Find function values.
      2. Find vertical and horizontal intercepts.
      3. Find the vertex of a parabola.
      4. Create an appropriate viewing window.
    6. Graphically solve absolute value and quadratic inequalities (e.g. \(f(x)\lt b\), \(f(x)\gt b\)) where \(f\) is an absolute value function when:
      1. given the graph of the function.
      2. using technology to graph the function.
    7. Solve function inequalities graphically given \(f(x)\lt b\), \(f(x)\gt b\), \(f(x)\gt g(x)\), and \(a\lt f(x)\lt b\) where \(f\) and \(g\) should include but not be limited to linear functions.


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 math-placement exam.

The Instructional Guidance from the MTH 95 CCOG follows:

Functions should be studied symbolically, graphically, numerically and verbally.

As much as possible, instructors should present functions that model real-world problems and relationships to address the content outlined on this CCOG.

Function notation is emphasized and should be used whenever it is appropriate in the course.

Students should be required to use proper mathematical language and notation. This includes using equal signs appropriately, labeling and scaling the axes of graphs appropriately, using correct units throughout the problem solving process, conveying answers in complete sentences when appropriate, and in general, using the required symbols correctly.

Students should understand the fundamental differences between expressions and equations including their definitions and proper notations.

All mathematical work should be organized so that it is clear and obvious what techniques the student employed to find their answer. Showing scratch work in the middle of a problem is not acceptable.

For complex rational expressions, simplify the forms \(\frac{a}{\frac{b}{c}+\frac{d}{e}}\) and \(\frac{\frac{a}{b}}{\frac{c}{d}+\frac{e}{f}}\), where \(a\), \(b\), \(c\), \(d\), \(e\), and \(f\) represent real numbers, polynomials in one variable, or quadratic polynomials in one variable.

There is a required notation addendum and required problem set supplement for this course. Both can be found at: