ࡱ> _|^i bjbj.. IMDbDboV  8l>\bGl,( FFFFFFF$ILG GG))) jF) F))6-BDPkGp3!R CF2G0bG)C`M!M8DDpMD ) GGm% bG M B L:  GROSSMONT COLLEGE COURSE OUTLINE OF RECORD Curriculum Committee Approval: 04/26/2022 GCCCD Governing Board Approval: 06/14/2022 MATHEMATICS 120 - QUANTITATIVE REASONING seq level0 \h \r0 seq level1 \h \r0 seq level2 \h \r0 seq level3 \h \r0 seq level4 \h \r0 seq level5 \h \r0 seq level6 \h \r0 seq level7 \h \r0 seq level0 \*arabic1. Course Number Course Title Semester Units MATH 120 Quantitative Reasoning 3 Semester Hours 3 hours lecture: 48-54 hours 96-108 outside-of-class hours 144-162 total hours seq level0 \*arabic2. Course Prerequisites Appropriate placement beyond intermediate algebra or equivalent seq level0 \*arabic3. Catalog Description This course is designed for students in majors that do not require any further mathematics courses in their curricula. Emphasis will be on the communication of mathematical ideas and problem solving pertinent to daily life. Specific topics for this course may include: Mathematics of Personal Finance and Investments, Statistics, Probability, Voting Strategies, Estimations, and Measurements. seq level0 \*arabic4. Course Objectives The student will: seq level1 \*alphabetica. Identify and practice problem solving skills related to historical and survey topics. seq level1 \*alphabeticb. Apply logic and reasoning to problems based on life experiences or current events. seq level1 \*alphabeticc. Solve problems using diagrams, maps, graphs, and other geometric figures. seq level1 \*alphabeticd. Calculate and interpret quantities important for understanding probability, statistics, personal finance or other survey topics. seq level1 \*alphabetice. Communicate reasons why solutions are correct or applicable, and the value of understanding a given survey topic. seq level0 \*arabic5.seq level1 \h \r0  Instructional Facilities Standard classroom seq level0 \*arabic6. Special Materials Required of Student None seq level0 \*arabic7. Course Content seq level1 \*alphabetica. Logic (including inductive and deductive reasoning). seq level1 \*alphabeticb. Patterns and predictions from pattern recognition or formulas seq level1 \*alphabeticc. Personal finance (may include budgeting, installment buying, investments, or student loans) seq level1 \*alphabeticd. Spatial analysis (may include congruence and similarity, polygons, area and perimeter, or the use of shapes) seq level1 \*alphabetice. Diagrams, figures, and charts (may include truth tables, histograms, mapping, or Euler diagrams) f. Relevance of topics to mathematical applications and to current social issues seq level1 \*alphabeticf. General problem solving techniques as well as those specific to topical problems h. Historical context for survey topics i. Introduce contributions from a diverse group of mathematicians relevant to the content of the course seq level0 \*arabic8.seq level1 \h \r0  Method of Instruction Employ a variety of teaching methods, including lectures, instructor presented examples, student-led discussions, collaborative learning, think-pair-share, formative assessments (e.g. exit slips), and multimedia presentations. These instructional techniques strive to include students lived experiences and different cultural and historical perspectives. seq level0 \*arabic9. Methods of Evaluating Student Performance a. Quizzes b. Tests and/or projects (e.g. Students need to tile their kitchen floor. They must determine the appropriate number of tiles needed for the lowest amount of money.) c. Comprehensive final exam. d. Problem sets e. Student presentations (e.g. creating number systems, analyzing credit card debt) seq level0 \*arabic10. Outside Class Assignments The student will be required to do 2 hours of outside work for each hour of classroom instruction completing: a. Problem sets b. Projects (e.g. creating number systems, analyzing credit card debt.) c. Textbook exercises seq level0 \*arabic11. Representative Texts seq level1 \*alphabetica. Representative Text(s): Jeffrey Bennett and William Briggs. Using & Understanding Mathematics: A Quantitative Reasoning Approach. 7th edition. New York: Pearson, 2019 Ken Johnson, Ted Herr and Judy Kysh. Crossing the River with Dogs: Problem Solving for College Students. New York: John Wiley and Sons, Inc., 2012. seq level1 \*alphabeticb. Supplementary texts and workbooks: None Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: a. Use reasoning techniques and problem-solving strategies to categorize and solve a wide range of problems covered in a survey of mathematical topics. b. Apply Intermediate Algebra skills to solve problems from survey topics. c. Analyze patterns and apply visualization and organization techniques to a range of topics that can be applied to liberal arts courses and life experiences.   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