MATH-055 - Introduction to Algebra II -
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Course Details
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The British Columbia ABE Advanced Level - Foundations Mathematics course is a further introductory algebra course intended for students who have studied little to no algebra but have a firm background in basic mathematics. This course provides students with enough algebra, geometry, and/or trigonometry to satisfy grade 11 prerequisites for some vocational, career, technical, and/or further academic programs. MATH 055 can be used as a perquisite for MATH 057. Some of the topics include algebra, linear relations and systems, functions, quadratics, geometry and trigonometry.
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Part of the:ACADEMIC/CAREER PREPARATION Department
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Available/Required in the following Programs:College Readiness - Qualifying Courses
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Course offered:Spring 2024 (January - April)
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Prerequisites : MATH 041, , Foundations and Pre-Cal Math 10, instructor permission, or advisor assessed equivalent
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Course Outline
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Instructors Qualifications:
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Relevant Bachelor's Degree or Equivalent
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Office Hours:
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1.5 Per week
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Contact Hours:
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90
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Student Evaluation
Procedure:
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Assignments/Chapter tests/Midterms 50-70%, Final 30-50%, Total 100%.
Grading procedures follow NVIT policy.
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Learning Outcomes:
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It is expected that learners will use various problem solving strategies such as:
guess and check;look for a pattern;make a systematic list;draw or model;eliminate possibilities;simplify the original problem;work backward; anddevelop alternative approaches.
Basic Algebra
It is expected that learners should be able to:
use the terms rational, irrational, and integer to classify numbers;use order of operations with real numbers;solve first degree equations and inequalities;solve word problems by translating them into mathematical equations; andsolve simple formulae for a given variable.
Rates
It is expected that learners should be able to:
interpret rates in a given context, such as the arts, business, and health sciences;solve rate problems using proportions;determine unit rates;convert units by dimensional analysis (multiplying by one); andsolve a contextual problem that involves rate or unit rates.
Linear Relations
It is expected that learners should be able to:
write linear equations in slope-intercept form; graph linear equations using a table of values;graph linear equations using the y-intercept and slope and using x- and y-intercepts;given a graph, find the slope of the line;draw a graph to represent a rate;interpret slope as an average rate of change;interpret domain and range from a graph;solve problems that involve linear relations;use function notation; anddetermine whether a relation is a function.
Systems of Linear Equations and Inequalities
It is expected that learners should be able to:
solve a system of first degree equations in two unknowns by graphing, substitution and/or elimination;solve practical problems that can be solved using a system of equations;graph a linear inequality in two variables;graph the solution for a system of linear inequalities in two variables; anduse the graph to solve optimization problems.
Quadratic Functions
It is expected that learners should be able to:
factor (GCF, difference of squares, trinomials of the form ax2 + bc + c with a = 1 only);solve quadratic equations by factoring or using the quadratic formula;identify, from a graph, the vertex, intercepts, domain, range, and axis of symmetry;determine the vertex using the vertex formula;determine whether the y-coordinate of the vertex is a maximum or minimum;graph a quadratic function using the vertex, intercepts, or a table of values; and solve problems that involve the characteristics of a quadratic function.
Geometry
It is expected that learners should be able to:
classify and distinguish among acute, right, obtuse, straight, reflex, complementary; supplementary, and vertically opposite angles;generalize, using inductive reasoning, the angle relationships created when parallel lines are cut by a transversal and the angle sum property of a triangle;use deductive reasoning to determine the measures of angles in a diagram that involve parallel lines, angles and triangles;measure angles with a protractor;classify triangles according to sides and angles;explain the difference between similar and congruent shapes; andsolve problems that involve similar triangles.
Trigonometry
It is expected that learners should be able to:
solve problems involving right triangles, using sine, cosine, or tangent ratios, the angle sum property of triangles and the Pythagorean Theorem;solve triangles using Law of Cosines or Law of Sines, excluding the Ambiguous Case; andsolve contextual problems involving Law of Cosines or Law of Sines.
OPTIONAL LEARNING OUTCOMES
Learners must complete a minimum of three of the following five options:
Financial Math
It is expected that learners should be able to:
solve consumer problems involving percentage (sales tax, discounts, etc.);determine and or compare wages in various situations;solve simple and compound interest problems; and solve problems involving different forms of credit.
Measurement
It is expected that learners should be able to:
draw a scale diagram of a 2-D shape;solve problems involving scale diagrams of 2-D shapes and 3-D objects;use proportions to determine the scale factor or a missing dimension of a 2-D shape or 3-D object;determine from a scale diagram the area of 2-D shapes and the volume of 3-D objects; anddetermine the effect of a change in scale factor on area and volume.
Statistics
It is expected that learners should be able to:
determine and interpret the mean, median, mode, range and standard deviation of a set of data;represent data graphically;interpret and analyze graphs and identify bias;understand how the normal curve can be used to describe a normally distributed population;calculate z-scores; andsolve problems that involve standard deviation and normal distribution.
Logical Reasoning
It is expected that learners should be able to:
make conjectures by observing patterns;find a counterexample to disprove a given conjecture;determine if a given argument is valid, and justify the reasoning;compare, using examples, inductive and deductive reasoning;prove a conjecture, using deductive reasoning; and use problem solving strategies to solve problems or play games.
E) Project
Possible topics might include the following:
create a variation on a puzzle or a game;research a historical event or person involving math;research an area of interest that involves math; and collect and interpret data, using statistical methods.
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Text and Materials:
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Elayn Martin-Gay. Pre-algebra & Introductory Algebra. Current Edition. Montreal. Pearson.
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Other Resources:
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Transfer Credits:
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For more information visit: www.bctransferguide.ca
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Other Information:
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Education Council approved February 2013.
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Current Course Offerings:| | | MATH-055-01 08 Jan 2024 - 19 Apr 2024 |
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