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General Information

Course ID (CB01A and CB01B)
L S D209.
Course Title (CB02)
Arithmetic Skills and Strategies
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This course is designed to improve skills in mathematics by addressing areas of difficulty common to students with disabilities in mathematics.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a stand-alone course. It is one of a group of courses designed to assist students with disabilities to build basic skills. It meets the provisions for a special class designation, Title 5 Section 56028. This course prepares students to enter the mainstream math sequence.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly GUID D209.)

Course Development Options

Basic Skill Status (CB08)
Course is a basic skills course.
Grade Options
  • Pass/No Pass
Repeat Limit
99

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Assignments

  1. Reading of text explanations and examples
  2. Written assignments will include
    1. Problem sets from the text
    2. Summary of techniques to reduce math test anxiety.

Methods of Evaluation

  1. Periodic quizzes evaluating accuracy and application of skills learned
  2. Midterm and final evaluating long term retention of concepts and skills
  3. Successful completion of specific homework assignments graded by a matrix
  4. Give students a pretest to determine prior knowledge and a post test graded according to rubric.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • Calculator appropriate to accommodate for student's disability
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Aufmann,R.N. and Lockwood, J.S. "Essential Mathematics: an Applied Approach, Cengage."
Nolting, Paul. "Math Study Skills Workbook," (5th ed., 2016, Cengage)

Examples of Supporting Texts and References

AuthorTitlePublisher
Berch, Daniel, Mazzocco, Michele. "Why Is Math So Hard for Some Children," Paul H. Brookes Publishing. 2007.
Butterworth, Brian. "Mathematical Brain," McMillan. 1999.
D' Arcangelo, Marcia. "Wired for Mathematics: A Conversation with Brian Butterworth." Educational Leadership, November. 2001.
Garnett, Kate. "Math Learning Disabilities." Learning Disabilities Journal. 1998.
Goozner, Calman. "Computation Skill for College Students." AMSCO Publishing.1989.
McKeague, Charles. "Basic College Mathematics." Thomson Learning, Inc. 2013. 3rd edition.
Taylor, Blake. "ADHD & Me." New Harbinger Publishing.Inc. 2007
Willis, Judy."Learning to Love Math." ASCD. 2010
Zaslavsky, Claudia. "The Multicultural Classroom." Heinemann Publishers. 1996.

Learning Outcomes and Objectives

Course Objectives

  • Experiment with the sequential nature of mathematics
  • Utilize specific memory techniques to master patterns present in numbers
  • Define and apply the necessary vocabulary and symbols used in mathematics
  • Solve problems using fractions and proportions
  • Define the relationship between decimals and percents
  • Develop techniques to reduce math test anxiety
  • Examine the contributions of different mathematicians to the development of mathematics.

CSLOs

  • Demonstrate skills in basic arithmetic and be able to calculate using fractions, decimals numbers, and percents.

Outline

  1. Experiment with the sequential nature of mathematics
    1. Identify positions of specific numbers and fractions on a number line
    2. Label the positions of whole numbers and place value positions and their relative value to each other
    3. Demonstrate the skills required in addition
    4. Demonstrate the skills required in subtraction
    5. Show multiplication as serial addition of the same number
    6. Apply multiplication skills to word problems
    7. Show division as serial subtraction of the same number
    8. Apply division skills to word problems
  2. Utilize specific memory techniques to master patterns present in numbers
    1. Model patterns of 10's, double numbers and 9's in addition and apply memory techniques to recall these facts
    2. Find patterns in 5's, 10's, 9's, 11's in multiplication and apply memory techniques to recall these facts
    3. Select and use memory aids to master long division
    4. Examine the divisibility rules and their applications to predict division of numbers
  3. Define and apply the necessary vocabulary and symbols used in mathematics
    1. Compare numbers using the symbols of inequality
    2. Define all symbols used in the four functions of addition, subtraction, multiplication, and division
    3. Identify the key words in application problems that indicate any of the four functions
    4. Evaluate and use exponents
    5. Define and use factors
    6. Identify prime factors
    7. Utilize the order of operations agreement
  4. Solve problems using fractions and proportions
    1. Define the concept of fractions
    2. Define fractions as proper and improper or a mixed number
    3. Apply the concept of a common denominator
    4. Examine several methods for determining a common denominator to a specific problem such as factoring
    5. Demonstrate the skills needed to add and subtract fractions
    6. Solve problems using factoring and canceling
    7. Demonstrate the skills needed to divide fractions
    8. Define ratios and compare them to fractions
    9. Define proportion and apply to problems
  5. Define the relationship between decimals and percents
    1. Define decimal placement values
    2. Calculate decimal values using addition, subtraction, multiplication, and division
    3. Define and apply the concept of percent
    4. Solve problems using decimals and percents in real life applications
    5. Apply the skills needed to convert between decimals and percents
  6. Develop techniques to reduce math test anxiety
    1. Utilize the Tensing and Differential Relaxation Method
    2. Survey important issues affecting math performance by writing a short math autobiography.
    3. Discuss and evaluate attitudes regarding math
    4. Employ methods to stop negative self talk.
  7. Examine the contributions of different mathematicians to the development of mathematics.
    1. Examine the contributions of the Chinese mathematicians during the Han Dynasty (206BCE-220CE) in numerical notation
    2. Show Brahmagupta's calculations supporting 0 as a number
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