NONCREDIT COURSE OUTLINE: HSAGT 10
Last Revised and Approved: 11/06/2009
HSAGT 10 - AMERICAN GOVERNMENT
Total Hrs Lecture
50.00
0.00
Total Hrs Lab
Total Course Hrs
Total Student Hrs
High School Credits
COURSE DESCRIPTION
This course introduces students to the institutions of American government. Topics include the principles and moral values of
American government, the rights and obligations of democratic citizens, the fundamental values and principles of civil society, the
roles of the three branches of government, landmark Supreme Court interpretations of the Constitution, elective offices, powers and
procedures of government, and comparison of American government to other systems of government in the world today. This course
satisfies the American Government requirement for graduation.
ENROLLMENT RESTRICTIONS
PREREQUISITES
COREQUISITES
ADVISORIES
OUTLINE OF COURSE CONTENT
The course will address the following topics:
I. Fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential
documents of American democracy
A. Influence of ancient Greek, Roman, English, and leading European political thinkers, such as John Locke, Charles-Louis
Montesquieu, Niccolo Machiavelli, and William Blackstone, on the development of American government
B. Character of American democracy and its promise and perils as articulated by Alexis de Tocqueville
C. Balance in the U.S. Constitution between the classical republican concern with promotion of the public good and the classical
liberal concern with protecting individual rights
D. Founding Fathers’ view of human nature and the concept of limited power of government as articulated in the Federalist
Papers
E. Systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances
(Federalist paper Number 51), the importance of an independent judiciary (Federalist paper Number 78), enumerated powers, rule of
law, federalism, and civilian control of the military
F. Limits of power of the state and federal governments under the Bill of Rights.
II. Scope and limits of rights and obligations of democratic citizens, the relationship among them, and how they are secured
A. Rights guaranteed under the Bill of Rights and how each is secured
(e.g., freedom of religion, speech, press, assembly, petition, privacy)
B. Importance of economic rights to the individual and society and how
economic rights are secured (e.g., the right to acquire, use, transfer,
and dispose of property; right to choose one’s work; right to join or
not join labor unions; copyright and patent)
C. Legal obligations of the individual to obey the law, serve as a juror,
and pay taxes
D. Obligations of civic-mindedness, including voting, being informed about
civic issues, volunteering and performing public service, and serving
in the military or alternate service
E. Reciprocity between rights and obligations; why enjoyment of one’s
rights entails respect for the rights of others
F. Process for obtaining United States citizenship, including
naturalization (e.g., literacy, language, and other requirements).
III. Fundamental values and principles of civil society and their relation to a free society
A. Freedom of association in a civil society
B. Influence on government by individual or groups of individuals in ways
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HSAGT 10 COURSE OUTLINE
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50.00
99.50
5.00
NONCREDIT COURSE OUTLINE: HSAGT 10
Last Revised and Approved: 11/06/2009
other than voting in a civil society
C. Historical role of religion and religious diversity
D. Relationship of government and civil society in constitutional
democracies as compared to the relationship of government and civil
society in authoritarian and totalitarian regimes.
IV. Roles and responsibilities of the three branches of government as established by the U. S. Constitution
A. Article I of the Constitution, including eligibility for office and
term lengths of representatives and senators, election to office, the
roles of the House and Senate in impeachment proceedings, the role of
the vice president, the enumerated legislative powers, and the process
by which a bill becomes a law
B. Process by which the Constitution can be amended
C. Current representatives in the legislative branch of the national
government
D. Article II of the Constitution, including eligibility for the office of
President and term length, election to and removal from office, oath of
office, and enumerated executive powers
E. Article III of the Constitution as it relates to judicial power,
including length of judges' terms and Supreme Court's jurisdiction
F. Processes of selection and confirmation of Supreme Court Justices.
V. Landmark U. S. Supreme Court interpretations of the Constitution and its amendments
A. Changing interpretations of the Bill of Rights over time, including
interpretations of basic freedoms (religion, speech, press, petition,
and assembly) articulated in the First Amendment and the due process
and equal protection clauses of the Fourteenth Amendment
B. Judicial activism and judicial restraint and the effects of each policy
over the decades (e.g., the Warren and Rehnquist courts)
C. Effects of the Court’s interpretations of the Constitution in Marbury
vs. Madison, McCulloch vs. Maryland, and United States vs. Nixon,
including arguments espoused by each side in these cases
D. Changing interpretations of civil rights including those in Plessy vs.
Ferguson, Brown vs. Board of Education, Miranda vs. Arizona, Regents of
the University of California vs. Bakke, Adarand Constructors Inc. vs.
Pena, and United States vs. Virginia (VMI).
VI. Campaigns for national, state, and local elective offices
A. Origin, development, and role of political parties, noting periods in
which there was only one major party or were more than two major parties
B. History of the nomination process for presidential candidates and the
increasing importance of primaries in general elections
C. Role of polls, campaign advertising, and the controversies over
campaign funding
D. Means citizens use to participate in the political process (e.g.,
voting, campaigning, lobbying, filing a legal challenge, demonstrating,
petitioning, picketing, and running for political office)
E. Features of direct democracy in numerous states (e.g., the process of
referendums, recall elections)
F. Trends in voter turnout; the causes and effects of reapportionment and
redistricting, with special attention to spatial districting and the
rights of minorities; and the function of the Electoral College.
VII. Powers and procedures of the national, state, tribal, and local governments
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A. Resolution of conflicts between levels and branches of government
B. Major responsibilities and sources of revenue for state and local
governments
C. Reserved powers and concurrent powers of state governments
D. Ninth and Tenth Amendments and interpretations of the extent of the
federal government’s power
E. How public policy is formed, including the setting of the public agenda
and implementation of it through regulations and executive orders
F. Processes of lawmaking at each of the three levels of government,
including the role of lobbying and the media
G. Organization and jurisdiction of federal, state, and local (e.g.,
California) courts and the interrelationships among them
H. Scope of presidential power and decision making through examination of
case studies, such as the Cuban Missile Crisis, passage of Great
Society legislation, War Powers Act, the Gulf War, and Bosnia.
VIII. Media influence on American political life
A. Meaning and importance of a free and responsible press
B. Roles of broadcast, print, and electronic media, including the
Internet, as means of communication in American politics
C. Use of the media by public officials to communicate with the citizenry
and to shape public opinion.
VIX. Origins, characteristics, and development of different political systems across time, with emphasis on the quest for political
democracy, its advances, and its obstacles
A. Explanation of how different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism,
monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and
human rights practices
B. Various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems,
including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher)
C. Advantages and disadvantages of federal, confederal, and unitary systems of government
D. Conditions that gave rise to tyranny in at least two countries (e.g., Italy, Japan, Haiti, Nigeria, Cambodia)
E. Forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office
and the conditions and interests that supported them
F. Ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the
nineteenth and twentieth centuries
G. Ideologies that gave rise to Communism, methods of maintaining control, and movements to overthrow such governments in
Czechoslovakia, Hungary and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech
Walesa, Vaclav Havel)
H. Successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal
conditions that have launched and sustained, or failed to sustain, them.
PERFORMANCE OBJECTIVES
Upon successful completion of this course, students will be able to do the following:
1). Explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other
essential documents of American democracy
2). Evaluate and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among
them, and how they are secured
3). Examine and defend positions on what the fundamental values and principles of civil society are, their interdependence, and the
meaning and importance of those values and principles for a free society
4). Analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution
5). Summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments
6). Identify issues regarding campaigns for national, state, and local elective offices
7). Compare and contrast the powers and procedures of national, state, tribal, and local governments
8). Evaluate and defend positions on the influence of the media on American political life
9). Analyze the origins, characteristics, and development of different political systems across time, emphasizing the quest for political
democracy, its advances, and its obstacles.
MIRACOSTA COLLEGE
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NONCREDIT COURSE OUTLINE: HSAGT 10
Last Revised and Approved: 11/06/2009
ASSIGNMENTS
Assignments will be consistent with, but not limited by, the following types and examples:
1). Create a timeline of influential cultures, philosophers, and thinkers who contributed to the ideals of American government. (Include
Ancient Greece, Ancient Rome, England, Locke, Montesquieu, Machiavelli, and Blackstone).
2). In a group, draft a model code explaining the legal obligations of citizens to obey the law, serve as a juror and pay taxes. Discuss
the benefits of an active citizenry and brainstorm ways to promote civic participation.
3). List the ways, other than voting and elections, that a civil society makes it possible for people, individually or in groups, to influence
government action in the U.S. Debate the pros and cons of each.
4). As a group, review and take notes on the case Regents of the University of California v. Bakke, review the 14th Amendment, and
prepare to argue the case from either position. (Each group will be assigned a legal position before the in-class trial begins.)
5). Draft a media communication action plan for a local public official and for a state senator. Explore how you will use the media to
reach your constituency and the pros and cons of your plan.
Outside-of-class assignments are required and may include, but will not be limited to, the following:
1). Write a first person narrative as Alexis de Tocqueville explaining the pros and cons of one aspect of democracy that he analyzed in
Democracy in America.
2). Research the case of Plessy vs. Ferguson. Write a case study that explains the facts of the case, legal precedents, and finding of
the court.
3). Create a chart showing the history of political parties in the U.S. throughout the government’s history.
4). Research, read, and take notes on the history of the Ninth and Tenth Amendments. Write an analysis of the extent of the federal
government’s power given these two amendments.
5). Write an analysis of communism from Alexander Solzhenitsyn’s viewpoint, explaining in particular how the government maintained
control.
STUDENT LEARNING OUTCOMES
Learning Outcome
Mode of Assessment
1. 1). Students analyze past events and interpret how they
influenced the structure of American government.
1. Essay
2. 2). Students analyze primary and secondary documents
comparing and contrasting debates among different views of
American Government.
2. Essay
3. 3). Students interpret past events in American Government
within the context in which an event unfolded rather than
solely in terms of present day norms and values.
3. Essay
METHODS OF INSTRUCTION
Instructional methodologies will be consistent with, but not limited by, the following types or examples:
1). Lecture
2). Use of lab to research primary sources and interpret the source within its historical context
3). Use of media (radio, TV) to analyze the historical roots of current events in American government.
METHODS OF EVALUATION
Evaluation methodologies will be consistent with, but not limited by, the following types or examples:
1). Comprehension questions based on text. Assessment is based upon the student's ability to explain and place core concepts into
context
2). Essay exams with an emphasis on comparing, contrasting, and assessing differing historical interpretations
3). Written reports analyzing competing viewpoints as well as taking and defending a position
4). Participation in and contributions to group projects. Assessment is based on the process of working in a group as well as the
finished product and presentation.
MIRACOSTA COLLEGE
HSAGT 10 COURSE OUTLINE
--FOR COMPLETE OUTLINE OF RECORD SEE MCC WEBCMS DATABASE-Page 4 of 5
NONCREDIT COURSE OUTLINE: HSAGT 10
Last Revised and Approved: 11/06/2009
REQUIRED TEXTBOOKS
Examples of typical textbooks for this course include the following:
1). McClenaghan, William A. MacGruder’s American Government. Prentice Hall, 2003. ISBN: 0130370487
OTHER REQUIRED INSTRUCTIONAL MATERIALS
1). Supplemental primary and secondary historical source material
2). Media (radio, TV, newspaper articles)
3). Supplemental maps.
COURSE REPEATABILITY
Total Completions Allowed:
In Combination With:
1
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NONCREDIT COURSE OUTLINE
Last Revised and Approved: 01/26/2012
HSENG 25 - ENGLISH 4
Total Hrs Lecture
49.50
Total Hrs Lab
0.00
Total Course Hrs
Total Student Hrs
High School Credits
49.50
99.00
5.00
COURSE DESCRIPTION
This course develops advanced skills in reading, writing, listening, speaking, and grammar. It continues to allow students to
practice the writing processes of the argumentative essay introduced in English 3 but moves into methods for writing
research paragraphs and essays on contemporary issues for both in-class and out-of-class compositions. Class instruction
emphasizes advanced reading comprehension and analysis of level-appropriate texts and a continued command of
Standard American English. Students also learn advanced MLA formatting for in-text citations and display oral
communication competency through an oral presentation and visual/multimedia aide with involved the use of PowerPoint.
This course enables students to establish competency in 2 of the 12 English Competencies required by the Adult High
School Diploma Program. English 4 is aligned with the California English Language Arts Content Standards for Grade 12
and the CB21 Rubric for ABE/ASE English courses one level prior to transfer. (This course may be repeated once.)
ENROLLMENT RESTRICTIONS
PREREQUISITES
COREQUISITES
ADVISORIES
Students are advised to have a
minimum score of 584 on TABE,
completion of English 3 with a grade
of a C or better, or with an approved
equivalent and through consultation
with a noncredit counselor to ensure
success in the course.
OUTLINE OF COURSE CONTENT
The course will address the following topics:
I. Reading: word analysis, fluency, and systematic vocabulary development
A. Word origins to determine the meaning of words
B. Etymology of terms from political science and history
C. Greek, Latin, and Anglo-Saxon roots/affixes for scientific and mathematical terms
D. Figurative language: analogies, metaphors, and similes.
II. Reading comprehension
A. Analysis of both features and rhetorical devices of different types of documents
B. Analysis of the way clarity and structure is affected by patterns of organization, hierarchal structure, repetition of main
ideas, syntax and word choice in text
C. Fact versus opinion for the purpose of argument and persuasion
D. Reasonable assertions about an author’s argument
E. Analysis of supporting assertions using effective examples, quotes, and conclusions
F. Critique of the power, validity, and usefulness of arguments set forth in a variety of documents with a critical eye towards
claims, concerns, and counterclaims
G. Analysis of the implicit and explicit assumptions and beliefs about a subject from multiple authors and multiple genres.
III. Literary response and analysis
A. Comparing works representative of contemporary themes and controversial issues
B. Analyzing a variety of works for reoccurring themes and controversial topics
C. Analyzing subgenres in relation to literary works and their representation of contemporary themes throughout different
types of writing
D. Interpreting and evaluating irony, time, mood, and other language devices with specific rhetorical or aesthetic purposes
E. Evaluating the esthetic qualities of a work using the terminology of literary criticisms, such as consumerism and other
forms of contemporary literary critique
F. Examining how different cultural works from different periods, styles, trends, and cultures relation to one another and to
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contemporary America/California
G. Accessing the library, computer, and Internet for responses.
IV. Writing strategies
A. Establishing a coherent thesis sentence for a lengthier, research paper
B. Supporting the coherent thesis sentence throughout a 5-7 page research paper using sophisticated supporting details,
transitional elements, and textual evidence from a variety of sources
C. Using different elements of discourse when writing, especially to establish competence in the contemporary research
essay
D. Structuring ideas and arguments in sustained, persuasive, and sophisticated ways that are also supported with precise
and relevant examples from at least five different sources
E. Revising writing through self and peer editing as well as workshops to improve logic, coherence, and organization within
the five-paragraph essay
F. Conducting research using the Internet and library databases
G. Synthesizing information from multiple sources and from different mediums to be included in a research essay.
V. Writing applications
A. Establishing a coherent thesis sentence for a research essay
B. Producing consistent topic sentences and supportive body paragraphs with textual support from multiple sources
C. Producing a 5-7 page research paper that includes in-text citations for at least five sources
D. Using a sophisticated combination of quoting, summarizing, and paraphrasing in research essays
E. Using exposition, narrative, description, argumentation, or some combination of rhetorical strategies to support a main
proposition
F. Composing a works cited page in proper MLA format for research essays
G. Making effective use of Standard American English
H. Using appropriate conventions for documentation using MLA standards.
VI. Written and oral language conventions: grammar and mechanics of writing
A. Demonstrating control of grammar, diction, paragraph, and sentence structure and an understanding of English usage
B. Producing legible work that shows accurate spelling and correct punctuation and capitalization
C. Using a variety of grammatical structures and modifiers in a variety of sentence types
D. MLA formatting for all elements of any typed document.
VII. Listening and speaking: strategies and applications
A. Recognizing strategies used by the media to inform, persuade, entertain, and transmit culture and the impact of media
B. Interpreting and evaluating the various ways in which events and information are presented and communicated to others
C. Distinguishing between various forms of classical and contemporary logical arguments
D. Choosing logical, ethical, and emotional appeals to enhance the specific tone and purpose of an oral presentation
E. Presenting a clear topic, thesis sentence, and supporting details through an intermediate level of oral delivery
F. Delivering an oral response on an element of culture using an effective visual and/or multimedia aide
G. Analyzing the imagery, language, cultural and universal themes, and contemporary elements of a peer’s paper with an
emphasis on rhetorical strategies.
PERFORMANCE OBJECTIVES
Upon successful completion of this course, students will be able to do the following:
1). Develop a thesis driven research essay written in Standard American English
2). Produce a research essay of 5-7 pages on a contemporary and relevant topic that also displays a sound understanding
of level-specific literature as well as use of primary and secondary sources
3). Develop strong supportive paragraphs that make connections among course materials, personal experience where
applicable, and research materials from outside sources
4). Producing written responses that illustrate the ability to combine one’s own ideas with textual examples incorporated
using proper MLA documentation and a works cited page for at least five sources
5). Apply academic and workplace skills, including information literacy, to in-class and out-of-class assignments
6). Develop and present a focused oral presentation that uses advanced visual and/or media tools for support, including but
not limited to a PowerPoint presentation.
MIRACOSTA COLLEGE
HSENG 25 COURSE OUTLINE
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NONCREDIT COURSE OUTLINE
Last Revised and Approved: 01/26/2012
ASSIGNMENTS
Assignments will be consistent with, but not limited by, the following types and examples:
In-class assignments will be consistent with, but not limited by, the following types and examples:
1). Use a dictionary in addition to context clues to identify meaning for new vocabulary words
2). Analyze popular works
3). Analyze and discuss Cultural themes and literary devices is short novels, newspaper articles, poetry, plays, etc.
4). Write journal entries in response to a variety of readings from different genres
5). Write at least one complete in-class paragraph or essay
6). Prepare for and deliver an intermediate level oral presentation with a visual aide
7). Participate in peer editing session to improve argumentative effectiveness in written assignments and presentations.
Outside-of-class assignments are necessary to satisfy the Title 5 mandated minimum required hours of combined “lecture,
study, or laboratory work” (§55154 (h)):
1). Read short stories and novels, newspaper and magazine articles, and/or websites prior to lecture class discussion
2). Prepare single and multiple paragraph responses and journal responses
3). Write at least one complete out of class research essay
4). Complete vocabulary and other workbook assignments
5). Prepare and practice oral presentation and visual aide/multimedia aides
6). Edit essay responses in reaction to student workshops.
STUDENT LEARNING OUTCOMES
Learning Outcome
Mode of Assessment
1.
Given an audience and purpose, students will compose
a coherent and appropriate claim for an advanced
thesis sentence.
1.
Students will compose a research essay that contains a
coherent and appropriate thesis sentence and
sophisticated claim that will be scored using an AHS
Thesis Sentence Rubric.
2.
Students will be able to display their competence in
advanced MLA formatting for a research essay
response by using in-text citations and creating a basic
works cited page.
2.
Students will be provided with a contemporary and
relevant reading and a single writing prompt. They will
be asked to display their understanding of how to
incorporate intermediate MLA formatting and works
cited documentation for the source in an in-class writing
response.
3.
Students will be able to present a sophisticated
multimedia presentation on a contemporary issue that
includes use of advanced levels of research that will be
incorporated into a slide presentation.
3.
Students will present a multimedia presentation that will
be scored using an AHS Oral Presentation Rubric.
METHODS OF INSTRUCTION
Instructional methodologies will be consistent with, but not limited by, the following types or examples:
1). Lecture to present new material
2). Small group and team work to encourage student interaction and participation
3). Reading assignments to expand vocabulary and comprehension skills
4). Handouts, workbook, and other reading assignments
5). Paragraph, essay, and journal writing and revision
6). Modeling oral presentation styles to help develop listing and speaking skills.
METHODS OF EVALUATION
Evaluation methodologies will be consistent with, but not limited by, the following types or examples:
1). Multiple paragraph responses using the AHS Five Paragraph Rubric
2). Effective thesis sentence writing using the AHS Thesis Sentence Rubric
3). Short reading quizzes based on out-of-class reading assignments
4). Initial class assessment tests, unit tests, vocabulary, and other exams
5). In-class essay writing
6). Student participation in small group assignments
MIRACOSTA COLLEGE
HSENG 25 COURSE OUTLINE
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NONCREDIT COURSE OUTLINE
Last Revised and Approved: 01/26/2012
7). Student workshops and peer editing sessions
8). Oral presentations using intermediate visual and/or multimedia aids and PowerPoint.
REQUIRED TEXTBOOKS
Examples of typical textbooks for this course include the following:
1). Flachmann, Kim. Mosaics: Reading and Writing Essays, 5th ed., Pearson, 2011. ISBN: 978-0205028009
2). Boyle, T.C. The Tortilla Curtain. Rpt. ed., Penguin, 2011. ISBN: 978-0143119074
3). Rodriguez, Luis J. The Republic of East L.A. 1st ed., Harper Perennial, 2003. ISBN: 978-0060936860
4). Angelou, Maya. I Know Why the Caged Bird Sings. Reissue ed., Ballantine, 2009. ISBN: 978-0345514400
5). Crow Dog, Mary. Lakota Woman. Rpt. ed., Grove, 2011. ISBN: 978-0802145420
6). Ehrenreich, Barbara. Nickled and Dimed: On (Not) Getting By in America. 1st ed., Picador, 2011. ISBN:
978-0312626686
7). Freedom Writers, and Erin Gruwell. The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change
Themselves and the World Around Them. 1st ed., Broadway, 1999. ISBN: 978-0385494229
8). Other intermediate novels and plays that feature contemporary themes for discussion and research.
OTHER REQUIRED INSTRUCTIONAL MATERIALS
1). Print card
2). USB drive.
COURSE REPEATABILITY
Total Completions Allowed:
2
In Combination With:
MIRACOSTA COLLEGE
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NONCREDIT COURSE OUTLINE: HSMTH 20
Last Revised and Approved: 11/06/2009
HSMTH 20 - ALGEBRA ESSENTIALS
Total Hrs Lecture
50.00
0.00
Total Hrs Lab
Total Course Hrs
Total Student Hrs
High School Credits
COURSE DESCRIPTION
Algebra Essentials is intended for students with little or no previous algebra experience. Topics include the real number system,
operations with algebraic expressions, linear equations and inequalities, polynomials, factoring, and an introduction to quadratic
equations. This course incorporates many of the skills and techniques outlined in the Secretary’s Commission on Achieving
Necessary Skills (SCANS) report as “fundamental skills” and “workplace competencies.” (May be repeated once.)
ENROLLMENT RESTRICTIONS
PREREQUISITES
COREQUISITES
ADVISORIES
OUTLINE OF COURSE CONTENT
The course will address the following topics:
I. Operations with real numbers
A. Adding, subtracting, multiplying, and dividing real numbers
B. Order of operations
C. Like terms (distributive property).
II. Equations and inequalities
A. Solving equations (collecting like terms)
B. Problem solving
C. Solving and graphing inequalities
III. Polynomials
A.
Adding and subtracting polynomials
B.
Multiplying polynomials
C.
Polynomial equations
D.
Solving problems with polynomials
IV. Factoring
A. Dividing monomials
B. Finding the greatest common factor (GCF) of a polynomial
C. Factoring special products (difference of squares, trinomial squares)
D. Factoring trinomials
E. Factoring polynomials by grouping
F. Solving polynomial equations by factoring
G. Solving problems using factoring.
V. Algebraic fractions
A. Simplifying algebraic fractions
B. Multiplying and dividing algebraic fractions
C. Adding and subtracting algebraic fractions
D. Ratios, proportions, and percents
E. Solving fractional equations
F. Solving problems (work, interest, and rate)
VI. Linear equations
A. Graphing with ordered pairs
MIRACOSTA COLLEGE
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50.00
99.50
5.00
NONCREDIT COURSE OUTLINE: HSMTH 20
Last Revised and Approved: 11/06/2009
B. Finding the slope of a line
C. Using slope-intercept form
D. Finding the equation of a line in standard form
VII. Systems of equations
A. Graphing systems of equations
B. Solving systems
1. By addition or subtraction
2. By addition or subtraction with multiplication
3. By substitution.
C. Solving problems with two variables.
PERFORMANCE OBJECTIVES
Upon successful completion of this course, students will be able to do the following:
1). Simplify numerical expressions by applying properties of rational numbers
2). Apply the correct order of operations to simplify and evaluate algebraic expressions and equations
3). Write and evaluate an algebraic expression for a given situation
4). Solve two-step linear equations and inequalities in one variable over the rational numbers
5). Add, subtract, multiply, and divide monomials and polynomials
6). Apply basic factoring techniques to second and simple third-degree polynomials
7). Simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms
8). Add, subtract, multiply, and divide rational expressions
9). Apply algebraic techniques to solve rate problems, work problems, and percent mixture problems
10). Graph linear equations by plotting points
11). Graph a linear equation using the x- and y-intercepts
12). Calculate and compare slopes of lines
13). Graph a linear equation using slope-intercept form
14). Find the equation of a line given the slope and the y-intercept, the slope and a point, or two points
15). Solve a system of two linear equations in two variables algebraically.
ASSIGNMENTS
Assignments will be consistent with, but not limited by, the following types and examples:
1). Practice simplifying numerical expressions by applying properties of rational numbers
2). Practice adding, subtracting, multiplying, and dividing monomials and polynomials
3). Practice applying basic factoring techniques to second and simple third-degree polynomials
4). Practice graphing a linear equation using slope-intercept form
5). Practice solving systems of two linear equations in two variables algebraically.
Outside-of-class assignments are required and may include, but will not be limited to, the following:
1). Complete homework assignments from the textbook and teacher-generated worksheets
2). Write solutions to test problems using logical, well-organized steps.
STUDENT LEARNING OUTCOMES
Learning Outcome
Mode of Assessment
1. Recognize, read and apply algebraic vocabulary and
symbols.
1. Examinations that require the student show proper algebraic
steps.
2. Apply algebraic operations and properties to real numbers,
monomials, and polynomials.
2. Examinations that require the student show proper algebraic
steps.
3. Model real world situations with appropriate mathematical
notation and interpret solutions.
3. A written performance task e.g., word problem, will be
assessed utilizing a departmental rubric.
MIRACOSTA COLLEGE
HSMTH 20 COURSE OUTLINE
--FOR COMPLETE OUTLINE OF RECORD SEE MCC WEBCMS DATABASE-Page 2 of 3
NONCREDIT COURSE OUTLINE: HSMTH 20
Last Revised and Approved: 11/06/2009
METHODS OF INSTRUCTION
Instructional methodologies will be consistent with, but not limited by, the following types or examples:
1). Direct instruction
2). Investigation
3). Classroom discussion and drill
4). Small groups
5). Individualized formats
6). Hands-on material
METHODS OF EVALUATION
Evaluation methodologies will be consistent with, but not limited by, the following types or examples:
1). Homework
2). Unit tests
3). Participation and contributions to class activities.
REQUIRED TEXTBOOKS
Examples of typical textbooks for this course include the following:
1). Shaffer, Frank. Algebra Homework Booklet. Instructional Fair, 2006. ISBN: 0880128674
OTHER REQUIRED INSTRUCTIONAL MATERIALS
1). Scientific calculator
2). Graph paper
COURSE REPEATABILITY
Total Completions Allowed:
In Combination With:
2
MIRACOSTA COLLEGE
HSMTH 20 COURSE OUTLINE
--FOR COMPLETE OUTLINE OF RECORD SEE MCC WEBCMS DATABASE-Page 3 of 3