# College Algebra

- Course Number:
- MTH 111
- Transcript Title:
- College Algebra
- Created:
- Aug 15, 2022
- Updated:
- Aug 15, 2022
- Total Credits:
- 4
- Lecture Hours:
- 30
- Lecture / Lab Hours:
- 20
- Lab Hours:
- 0
- Satisfies Cultural Literacy requirement:
- No
- Satisfies General Education requirement:
- Yes
- Grading Options
- A-F, P/NP, Audit
- Default Grading Options
- A-F
- Repeats available for credit:
- 0

## Course Description

Explores relations and functions graphically, numerically, symbolically, and verbally. Examines exponential, logarithmic, power, polynomial, and rational functions. Investigates applications from a variety of perspectives. Prerequisite: MTH 95 or equivalent placement. Prerequisite/concurrent: WR 121. Audit available.

## Course Outcomes

Upon successful completion students should be able to:

- Model non-trivial, real world phenomena using multiple mathematical approaches and to interpret results.
- Demonstrate mastery of exponential, logarithmic, polynomial, power, and rational functions.
- Accurately compute results using the technology, algebra, and functions.
- Communicate results mathematically and in writing.

## Alignment with Institutional Learning Outcomes

- Major
- 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
- Major
- 2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
- Major
- 3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
- Not Addressed
- 4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
- Minor
- 5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

### Major Designation

- The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
- Students can demonstrate and are assessed on a thorough understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

### Minor Designation

- The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
- Students can demonstrate and are assessed on a fundamental understanding of the outcome.
- The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

## Suggested Outcome Assessment Strategies

At least one project plus some combination of the following:

- Class participation
- Group projects
- Presentations
- Portfolios
- Research papers
- Homework assignments
- Written paper
- Quizzes
- Exams
- Other assessments of the instructors choosing

## Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

## Course Content

##### Outcome #1: **Model non-trivial, real world phenomena using multiple mathematical approaches and to interpret results.**

- Exponential growth, decay functions and their equations
- Percentage growth/decay
- Continuous growth/decay
- Compounding interest

- Linear applications
- Population growth
- Graphing functions
- Appropriate axis labeling

- Composition of functions
- Inverse of functions
- Rate of change for any given function
- Given two points
- Given the interval
- Given a graph

##### Outcome #2**:** **Demonstrate mastery of exponential, logarithmic, polynomial, power, and rational functions.**

- Create appropriate mathematical models given 2 points
- Recognize when different functions are being asked for, exponential vs linear

- Create appropriate mathematical models (equations) given a graph
- Describe the various features of the function
- Domain
- Range
- Inflections
- Concavity
- Increase/decrease

##### Outcome #3: **Accurately compute results using the technology, algebra, and functions.**

- Construct and interpret graphical displays using technology.
- Constructing and interpreting meaningful labels
- Find the reasonable domain and range based on the problem.

##### Outcome #4: **Communicate results mathematically and in writing**

- Interval notation
- Set notation
- Appropriate function notation

## Suggested Texts and Materials

Lippman, D. & Rasmussen,M. *Precalculus 1: An Investigation of Functions,* Edition 2.2. The text is open source and available online at: https://www.opentextbookstore.com/precalc/2.2/Precalc1.pdf

## Department Notes

Word problems are to be answered using complete sentences and include appropriate units.