11/23/2024 11:17:31 PM	MATH 215 Course Outline as of Fall 2025	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  MATH 215	Title:  STAT CONCURRENT SUPPORT
Full Title:  Elementary Statistics Concurrent Support
Last Reviewed:9/9/2024

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

Title 5 Category:  AA Degree Applicable
Grading:  P/NP Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

Students will receive additional instructional support to enhance learning and promote conceptual understanding of statistics. This course gives students an opportunity to strengthen their study skills and allows more time with their statistics instructor, to review core prerequisite skills, competencies, and concepts needed in statistics. This course emphasizes statistical reasoning and the application of statistical methods. It is designed for students concurrently enrolled in Math 15 who have not passed intermediate algebra or Math 3 in high school. Students with a high school GPA below 2.7 are recommended to enroll, but all Math 15 students seeking additional support are welcome and encouraged to participate.

Prerequisites/Corequisites:
Concurrent Enrollment in MATH 15

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

Students will receive additional instructional support to enhance learning and promote conceptual understanding of statistics. This course gives students an opportunity to strengthen their study skills and allows more time with their statistics instructor, to review core prerequisite skills, competencies, and concepts needed in statistics. This course emphasizes statistical reasoning and the application of statistical methods. It is designed for students concurrently enrolled in Math 15 who have not passed intermediate algebra or Math 3 in high school. Students with a high school GPA below 2.7 are recommended to enroll, but all Math 15 students seeking additional support are welcome and encouraged to participate.

 

 

(P/NP Only)
Prerequisites:Concurrent Enrollment in MATH 15
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Read and interpret word problems and then write descriptions, extract relevant information, identify variables, draw appropriate conclusions from statistical analysis, use statistical vocabulary accurately, and identify common misinterpretations in the use of statistics.

2. Develop effective learning strategies that promote success in statistics, such as the use of reading and metacognitive strategies to improve understanding and performance.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Interpret, label, and create graphs.

2. Develop skills for utilizing inequality notations, solving inequalities, and their applications for probability problems of discrete and continuous variables.

3. Read and interpret word problems and then write descriptions, extract relevant information, and identify variables.

4. Draw appropriate conclusions from statistical analysis, use statistical vocabulary accurately, and identify common misinterpretations in the use of statistics.

5. Apply descriptive statistics to communicate findings in the context of the data.

6. Apply knowledge of linear functions to construct, use, and interpret linear regression models to represent and communicate relationships in bivariate quantitative data.

7. Express verbal mathematical concepts with appropriate mathematical notation.

8. Apply proportional reasoning, percents, and fractions to probability problems found in an Elementary Statistics course.

9. Recognize the distinction between sample statistics and population parameters and interpret the results of statistical inference contextually.

10. Use technology to solve problems found in an Elementary Statistics course, such as calculating probabilities, data exploration, regression, and statistical inference.

11. Develop effective learning strategies that promote success in statistics, such as the use of reading and metacognitive strategies to improve understanding and performance.

Topics and Scope

I. Review of Topics, as Needed, in the Context of Statistics, That May Include:

    A. Using variables in the evaluation of expressions and formulas

    B. Develop skills for utilizing inequality notations and solving inequalities

    C. Applications for probabilities problems of discrete and continuous variables

    D. Mathematical models

    E. Linear functions, constant rate of change, and interpreting slope and y-intercept

    F. Graphing and interpreting sampling distribution models

    G. Scatterplots and regression lines

    H. Area under the graph of a function interpreted as probabilities

II. Concurrent Support for Statistical Topics that May Include:

    A. Summarizing and communicating essential features of data sets

    B. Interpreting results of statistical inference in context

    C. Calculating probabilities and using the rules of probability in applied situations

III. Technology (Calculator or Computer Software)

    A. Evaluate formulas

    B. Calculate probabilities

    C. Analyze data

    D. Perform statistical inference

IV. Topics Related to Developing Effective Learning Strategies

    A. Study skills: organization and time management

    B. Test preparation and test-taking skills

    C. Self-assessment: using performance criteria to judge and improve one's own work, analyzing and correcting errors on one's test

    D. Use of resources such as strategies identifying, utilizing, and evaluating the effectiveness of resources in improving one's own learning, this may include:

         1. Peer study groups

         2. Computer resources

         3. Lab resources

         4. Tutoring resources

         5. Growth mindset lessons

Assignments:

1. Reading outside of class (0-60 pages per week)

2. Problem sets, practice tests, group work, and creation of lecture notes.

3. Creation of appropriate formula page

4. Test and quiz correction(s) with written metacognitive understanding of solution correction(s) (0-10 per semester)

5. Growth mindset written response(s) (0-10 per semester)

6. Quiz(zes) (0-4 per week)

7. Project(s) (0-5)

8. Exam(s) (1-5)

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 0 - 0%
None
This is a degree applicable course but assessment tools based on writing are not included because problem solving assessments are more appropriate for this course.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 5 - 80%
Problem sets, practice tests, group work, and lecture notes
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 50%
Exam(s) and quiz(zes)
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 50%
Project(s), creation of appropriate formula page, test correction(s), and growth mindset written response(s)

Representative Textbooks and Materials:

Elementary Statistics. 14th ed. Triola, Mario. Pearson. 2022.

Student Workbook with Integrated Review for Elementary Statistics. 14th ed. Triola, Mario. Pearson. 2022.

Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem Solving. 6th ed. The Consortium for Foundation Mathematics. Pearson. 2020. (classic).

A Pathway to Introductory Statistics. 2nd ed. Lehmann, Jay. Pearson. 2021.

Introductory Statistics. 2nd ed. Illowsky, Barbara and Dean, Susan. OpenStax 2023.

Instructor prepared materials

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