BC's Indigenous Public Post-Secondary Institute

MATH-055 - Introduction to Algebra II -

Course Details
Course Outline
Tuition and Fees
How to Apply
Contact Us
Current Course Offerings

MATH-055 - Introduction to Algebra II -
Course Details
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.
Part of the: ACADEMIC/CAREER PREPARATION Department
Available/Required in the following Programs: College Readiness - Qualifying Courses

Prerequisites : MATH 041, , Foundations and Pre-Cal Math 10, instructor permission, or advisor assessed equivalent
Course Outline

Instructors Qualifications:	Relevant Bachelor's Degree or Equivalent
Office Hours:	1.5 Per week
Contact Hours:	90
Student Evaluation Procedure:	Assignments/Chapter tests/Midterms 50-70%, Final 30-50%, Total 100%. Grading procedures follow NVIT policy.
Learning Outcomes:	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; and develop 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; and solve 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); and solve 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; and determine 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; and use 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; and solve 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; and solve 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; and determine 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; and solve 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.
Text and Materials:	Elayn Martin-Gay. Pre-algebra & Introductory Algebra. Current Edition. Montreal. Pearson.
Other Resources:
Transfer Credits:	For more information visit: www.bctransferguide.ca
Other Information:	Education Council approved February 2013.