After careful consideration of the responses that UCC received concerning MATH 005, I regret to inform you that UCC disapproved the proposal.

1 This response addresses the 1/25/2012 email below from UCC. According to the email, UCC has three concerns regarding the pedagogy, assessment, and efficacy of MATH 005. Specifically, these three issues are: A. Several members expressed concerns about using online teaching for remedial math classes for incoming CSU students. They suggested that the format might not be effective and recommended more intensive interactions between instructors and students. B. Some suggested that integration of student assessment in the class could be useful. C. Others suggested that evidence of success of using software to teach online math classes should be provided to the committee, to help make decisions in the future. It seems fair and reasonable to assume that any other concerns regarding this course have been previously addressed by either the initial course proposal or the first written response to UCC concerns. Therefore, this second written response will focus on the lingering concerns A, B, and C listed above, which are taken directly from the email on 1/25/2012 by Yi Sun. The Math 005 course was discussed extensively in the Dept of Mathematics faculty meeting on 1/30/2012, and the faculty support the proposal for Math 005, as well as this response to the concerns indicated in the 1/25/2012 email by Yi Sun. From: Yi Sun Sent: Wednesday, January 25, 2012 11:50 AM To: Ricardo Fierro Cc: Virginia Mann Subject: UCC decision and suggestion on MATH 005 Dear Rick, After careful consideration of the responses that UCC received concerning MATH 005, I regret to inform you that UCC disapproved the proposal. The committee was still apprehensive about the pedagogy of this class after reading the response from the math department. Several members expressed concerns about using online teaching for remedial math classes for incoming CSU students. They suggested that the format might not be effective and recommended more intensive interactions between instructors and students. Some suggested that integration of student assessment in the class could be useful. Others suggested that evidence of success of using software to teach online math classes should be provided to the committee, to help make decisions in the future. The committee encourages you to resubmit the proposal again, to address the UCC's concerns. Best, Yi Sun UCC Chair Associate Professor of IT CoBA

2 Concern A. Several members expressed concerns about using online teaching for remedial math classes for incoming CSU students. They suggested that the format might not be effective and recommended more intensive interactions between instructors and students. Executive Order 1048 requires that each campus offer a 1-unit course for students needing remediation to begin remediation during the summer prior to matriculation, but leaves implementation of early start to individual campuses. As with any course at a college or university, there are various ways a department can offer a class. Here is a brief outline of the proposed MATH 005 course; the UCC should consider this to be the latest updated version of the outline of the course. Time commitment. A student who has chosen CSUSM as his/her campus for their Early Start experience and enrolls in MATH 005 is expected to spend at least 20 hours for the course. o 6 hours must be spent on the CSUSM campus, split into three separate two-hour sessions in a computer lab with the instructor and tutors; o At least 14 hours must be spent learning at least 16 topics using ALEKS (Assessment and LEarning in Knowledge Spaces), which is a web-based mathematics program that provides computer-assisted instruction. The student may use ALEKS at home, on campus, or both at his/her discretion. Appendix A shows screenshots that illustrate how ALEKS works. First meeting. Students enrolled in MATH 005 are required to meet for two hours in the initial meeting on campus with an instructor and tutors. During this meeting, a student will take an ALEKSbased assessment that determines which of the 242 mathematical topics in Numbers & Data, Algebra, and Geometry he/she is ready to learn. See Appendix A for an outline of the 242 topics. Then the student will be required to use ALEKS and demonstrate mastery of one the topics that he/she is ready to learn. ALEKS accomplishes this by giving the student a sequence of questions related to the topic chosen by the student, and the student must answer all of the questions correctly to demonstrate mastery (usually 5 questions). Mastery of one topic during the first meeting ensures that the student has been adequately trained to use the ALEKS software independently. Of course, the student may elect to use ALEKS to demonstrate mastery of more than one topic during the first meeting. Second meeting. The students must meet with the instructor and tutors exactly one week after the first meeting for two hours in a computer lab to master at least two more topics. If the second meeting time conflicts with the students schedule, then the student is allowed to make alternative arrangements to meet and consult with tutors in the Math Lab and continue their ALEKS experience in the Math Lab. Third meeting. The students must meet with the instructor and tutors exactly two weeks after the first meeting for two hours in a computer lab to master at least two more topics. If the third meeting time conflicts with the students schedule, then the student is allowed to make alternative arrangements to meet and consult with tutors in the Math Lab and continue their ALEKS experience in the Math Lab. Time Commitment Revisited. Each student is required to demonstrate mastery of at least 16 topics that they are ready to learn. Students learn topics at different rates, so he/she is expected to spend at least 20 hours for the course as they must learn at least 16 topics. End of the course. Math 005 is a Credit/No Credit course. After the course, students will be given the option to take the ELM (Entry-Level Mathematics) exam, proctored on our campus. The destination campus of the student will place the student in the remedial course as appropriate for that particular campus, based on the latest ELM score available. Of course, if the student scores 50 or above on the ELM exam, then the student has completed remediation in mathematics.

3 Here are responses to the concerns about the pedagogy of MATH 005: 1. ALEKS PROVIDES A DIAGNOSTIC TOOL. ALEKS is an inexpensive, interactive, and responsive web-based software program. ALEKS begins by giving the student an assessment test to determine which of the 242 mathematical topics the student needs to master. Please see Appendix A for a demonstration of the ALEKS software, then see Appendix B for a detailed list of the 242 topics. The assessment test is a diagnostic tool that gives the student a precise idea of the ready to learn topics he/she needs to master to become mathematically ready for college mathematics. The student is allowed to choose any of the ready to learn topics that he/she wants to learn. 2. ALEKS PROVIDES INTENSIVE AND INDIVIDUALIZED INSTRUCTION. ALEKS provides individualized instruction because it uses artificial intelligence to determine the topics that the student is ready to learn. ALEKS also determines a suite of questions that the student should be able to answer to demonstrate mastery of a topic. Furthermore, when a student masters a topic, ALEKS updates its list of topics the student is ready to learn because he/she may now be ready to learn more topics than before. A student can always view the list of topics that they are ready to learn to gain an idea of their progress and which topics need further understanding. This is a contrast to courses that rely on traditional lecture-style instruction, where the instructor must teach a class of 30 or 40 students and rarely has the time to speak to each student during a class meeting and discuss their individual needs. 3. ALEKS PROVIDES IMMEDIATE FEEDBACK. ALEKS is a dynamic and responsive program that gives the student immediate feedback on the correctness of the answer to a problem. In addition, ALEKS can display detailed step-by-step solutions for every problem posed to the student when he/she is working in the learning mode (but not in the assessment mode). This is a contrast to courses that rely on traditional lecture-style instruction, where the student usually receives the graded homework assignment a week later, or where the instructor may grade just two or three of the problems assigned. 4. ALEKS IS ENGAGING. ALEKS gives the students an opportunity to become engaged in the course and take more responsibility for their learning, rather than listen passively taking notes in a lecture. 5. COMMITMENT OF THE MATH LAB. Dr. Geoffrey Gilmore, who is the director for The Centers for Learning and Academic Support Services (CLASS), which includes the Math Lab, has guaranteed that the Math Lab will be adequately staffed with tutors. 6. ASYNCHRONOUS INSTRUCTION. A student in the early start course MATH 005 has the opportunity to begin his/her remediation experience at a level that is appropriate to his/her skill set, as determined by ALEKS. This is a contrast to an early start course based on tradition lecture-style instruction that could risk beginning at a higher level for some students or at a lower level for some students, possibly resulting in disengagement or absenteeism. Fortunately, when students begin remediation at their destination campus in the Fall Semester, their ELM scores would determine their placement, which in turn would ensure that students in the same remedial course likely have similar mathematical capabilities. 7. FLEXIBILITY AND ACCESS. ALEKS provides obvious flexibility to the course because students may complete the online component of the course at home without missing work or neglecting family obligations. Students lacking Internet access at home may use a computer at a local library or in the Math Lab. Also, for the required second and third on-campus meetings of the course with the instructor, students may make alternative arrangements to consult with tutors in the Math Lab and continue their ALEKS experience in the Math Lab for the second and third on-campus meetings.

8. PARTICIPATION IN MATH 005 GIVES STUDENTS THE OPPORTUNITY TO RETAKE THE ELM TEST. One of the programmatic requirements for the Early Start Program stated in Executive Order 1048 is That all CSU admitted lower division students who fall below designated proficiency scores on the EPT and ELM enroll in appropriate English and/or mathematics remediation classes or programs during the summer prior to the fall term for which they have been admitted. It should be noted that this requirement does not require that students demonstrate proficiency at the end of the summer only that the remediation has begun. In the spirit of EO 1048, Math 005 is not intended to provide full remediation for students. However, the students are given the opportunity at the conclusion of MATH 005 to retake the ELM test. As a result, a student could earn a higher non-passing score than their previous score, which could result in placement in a higher remediation course (which in turn means faster completion of remediation requirements at their destination campus) or a passing score (which in turn means immediate completion of remediation requirements at their destination campus). A recent report (Parker, T. (2012). The role of Minority-serving institutions in redefining and improving developmental education. A report published by the Southern Education Foundation, 135 Auburn Avenue NE; Second Floor, Atlanta, GA 30303, published by www.southerneducation.org) says Providing multiple opportunities for students to take the exams is a practice that other institutions might employ. Allowing students to retake a placement exam with such high stakes is a key strategy in recognizing the whole student and in improving the reliability of the test. 4 Concern B. Some suggested that integration of student assessment in the class could be useful. Appendix A shows screenshots that illustrate how ALEKS works. ALEKS gives the student a problem to solve, and then the student enters the answer. There are no multiple-choice questions, all of the questions are free-response questions. Once a student submits the answer, ALEKS immediately lets the student know if the answer is correct or incorrect. If the answer is correct, then the student receives another problem related to the current topic the student is studying. If the answer is incorrect, then ALEKS adds two more problems to the suite of problems that is required for the student to master the topic the student is studying. At any time during the learning phase (but not assessment phase), a student can click on the Explain button and see the complete answer to a problem. In this case, ALEKS adds one more question to the suite of problems that is required for the student to master the topic. Students are reassessed as they progress as the questions and list of the topics the student is ready to learn is updated. The following description of how a student works in the learning mode is taken directly from the ALEKS website: When she chooses a topic to learn, ALEKS offers her practice problems that teach the topic. These problems have enough variability that a student can only get them consistently correct on understanding the core principle defining the topic. If a student doesn't understand a particular problem, she can always access a complete explanation. Once she can consistently get the problems for a given topic correct, ALEKS considers that the student has learned the topic and the student chooses another topic to learn. As the student learns new topics, ALEKS updates its map of the student's knowledge. The student can observe the most current summary of what she knows and what she is ready to learn. The Dept of Mathematics will also assess the course at the end of each summer and revise it as necessary to ensure that Math 005 is serving students as intended, based on discussions with the instructors and tutors. Also, instructors in the course would give students an opportunity to complete a course evaluation at the end of the course to supply suggestions for improvement.

Concern C. Others suggested that evidence of success of using software to teach online math classes should be provided to the committee, to help make decisions in the future. There are over two-dozen different course titles in the ALEKS Higher Education: Math series. MATH 5 will use the same course (Prep for the CSU ELM) developed by ALEKS for the CSU system in 2003 (and aligned with the content specifications for the CSU Entry Level Mathematics examination); this is the same course that has been used in MAPS since 2003. A remediation program at CSU Northridge, called CHAMPS (CHoose A Math Path to Success), uses ALEKS combined with an optional, on campus, tutorial program. You can use the key words ALEKS and remediation in a search engine and find many other examples of colleges and universities that use ALEKS. 5 Of course, there are other online software programs that are comparable to ALEKS, such as MathXL by Pearson. The following success stories on the next page were taken from http://www.aleks.com/highered/success_stories:

6

7 The paper Assessment and Placement through Calculus I at the University of Illinois by Alison Ahlgren and Marc Harper (see http://www.ams.org/notices/201110/rtx111001460p.pdf) discusses the use of ALEKS as a placement tool as a more effective placement tool than ACT scores at UI. The paper says: o In 2007 the mathematics department at the University of Illinois began a new placement program using ALEKS, which was chosen for the ability of students to be assessed remotely via the Internet with immediate reporting and for the ability of ALEKS to provide personalized remediation. The placement exam is an ALEKS assessment an adaptive series of questions that determines the knowledge state of a student, which is a set of items such as the ability to plot an exponential function or to solve an equation involving rational expressions. o The underlying hypothesis of the placement program at the University of Illinois is that ALEKS effectively measures the current knowledge of students before beginning a course and that the initial knowledge should be indicative of student performance. Three years of data (over 20,000 assessments) support this hypothesis. In many of the courses and semesters examined, the data shows very high correlations between mean grades over small ALEKS score ranges and range midpoints. This greatly outperforms the former placement policy. Similar correlations for ACT math scores were generally much lower, less consistent year to year, and sometimes negative. (Similar correlations were found for the SAT in previous work by Baron and Norman [1].) ALEKS assessments also report scores for subcategories such as trigonometry and geometry, radical expressions, and exponentials and logarithms. Data analysis indicates that ALEKS scores and some subscores correlate well with final grades and that the ALEKS-based placement program lowered failure and withdrawal rates in nearly all the placement classes in each semester. o The authors believe that the success of the placement program is based largely on the accountability of a knowledge-based placement exam that is independent of grades in previous coursework and the active assumption of responsibility of preparation by students. The link between the placement exam and the personalized remediation mechanism strengthens the effectiveness of the placement program, allowing students to demonstrate preparation in a low-risk and high-reward setting. Finally, we believe the success of any placement program hinges on strict enforcement, which is university policy at Illinois. These properties and policies support a successful program that serves the student body and university well.

The following information is taken the from the Advising Center at Humboldt State University (http://humboldt.edu/advise/remediation.html): The HSU Mathematics Department uses the ALEKS software package to offer those students who wish to improve the math placement category determined by their ELM score or prior coursework a chance to work over the summer and take an additional placement test upon arrival on campus in the fall. ALEKS is an online software package designed to assess a student s math competency up to the level of Calculus I. Interested students can take an initial self assessment test online with ALEKS at no cost. After the initial assessment, ALEKS will recommend one of three online ALEKS course modules based on the results of the initial assessment. Any student who purchases the ALEKS course module and spends at least 25 hours working in that module can take a final (proctored) assessment upon arriving at HSU in August (exact locations and times to be determined). Any student who passes a proctored assessment can have their math placement category changed (that is, they can decrease the number of required semesters of remediation or place into a higher level math course). For more information about this time and money-saving option, please visit this website: http://www.humboldt.edu/math/placement/. The resent Ph.D. thesis by Elisabeth H. Knowlton, Ph.D., with the title An Intervention Strategy Designed to Reduce Math Remediation Rates at Community Colleges (NORTHCENTRAL UNIVERSITY, 2011, 195 pages; http://gradworks.umi.com/34/52/3452475.html), says: In 2007, over 70% of students entering community college enrolled in developmental math. While the intent of assessment is to fairly place students in appropriate courses, the tools and strategies currently utilized do not produce the intended results. The purpose of this quasi-experimental quantitative study was to explore the efficacy of a new assessment intervention, namely remediating deficiencies identified via ALEKS Computerized Placement Test (CPT) and offering students the option to retake the CPT to improve placement outcomes. A onegroup, pre-post design was used to examine the effect of the intervention on test scores, placement outcomes, and completion rates. A community college in the Southwest, the first college to utilize the ALEKS testing instrument for math assessment, review, retesting and placement purposes, served as the research site. Participation was limited to students who scored below the cut score and volunteered to review material prior to retaking the CPT. A paired t test was used to compare pre- and post-cpt scores for 172 students and showed significant increases in test scores [t (171) = 12.13, p <.0001,? =.05]. Group comparability among demographics was determined via ANCOVA and results showed significant test score increases for males [F (1,151) = 10.43, p =.0015] and Asian, White, and Hispanic students [F (5,151) = 15.66, p <.0001] at? =.05. Overall 54% of students improved placement; 29% gained access to collegelevel math and 25% improved placement within remedial math. Results of one-sample z test for proportions (z = -.3229, p =.6266,? =.05) indicated that students who placed in college-level math as a result of the intervention were as successful as those originally placed. Logistic regression results identified variable gender significant in predicting placement outcomes [?2 (1) = 15.74.p <.0001] and success rates [?2 (1) = 14.69, p =.0001] with male students more likely to improve placement and successfully complete the course (? =.05). Further research is warranted to substantiate the efficacy of this new assessment placement approach and reliability of ALEKS A holistic view on assessment placement would serve institutions well in promoting greater student success. The following information is taken from the paper The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course by Judy M. Taylor (Fall 2008, http://findarticles.com/p/articles/mi_hb3247/is_1_39/ai_n30954864/) We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS, 2001), on the remediation of college freshmen enrolled in an intermediate algebra class. Mathematics anxiety and attitudes toward mathematics were investigated to determine if ALEKS lowered mathematics anxiety, as well as improved attitudes. The findings of this research found that ALEKS Intermediate Algebra students performed as well as the control group taught by lecture. The anxiety of the experimental group decreased more than the control group, and the experimental group's attitude toward mathematics improved at a greater rate than the control group. 8

Also, the paper Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices by Rhonda M. Epper and Elaine DeLott Baker (January, 2009) says: Computer Assisted Instruction (CAI) traditionally has been used to supplement instructor-led classroom teaching. Students typically access some form of math tutorial/practice software in a computer laboratory setting or online, and work independently to build skill levels while addressing deficits. Many of the products are designed to identify skill deficiencies, and use artificial intelligence systems to help students master increasingly challenging material through continuous assessment. Most are commercial products, available from a variety of publishing and educational software companies. Examples include My Math Lab, Math Zone, ALEKS, Plato, Cognitive Tutor, EnableMath, and Nspire. By some estimates, CAI is used in more than 40% of community colleges nationwide.45 While scientific evidence through controlled experiments is lacking, there are studies documenting improved results for developmental math students who use CAI. The Moral of the Story is that computer-assisted instruction is used nationwide, many colleges and universities have experienced positive results with it, and there is a large body of evidence that supports the success of using software to teach online math classes. 9

10 APPENDIX A. This appendix illustrates how ALEKS works. The following screenshot shows a question that a student during the diagnostic phase of using ALEKS, which will help the software generate the individualized ready to learn list for the student. Another question in the assessment.

11 Another question in the assessment. Another question in the assessment.

12 Another question in the assessment. The assessment is complete. ALEKS is ready to provide the student an idea of what they are ready to learn.

The ALEKS Pie tells the student that he/she knows 111 of the 242 topics. 13

ALEKS can reveal which topics the student is ready to learn in an area (there are three areas: Algebra; Geometry; and Numbers and Data). 14

The student clicked on a topic in geometry related to the volume of a piecewise rectangular prism. 15

The student can click on the Explain button from the previous page for a complete explanation of the solution to the current problem. 16

17 Now ALEKS give the student a similar problem on the volume of a piecewise rectangular prism. This is the Explanation ALEKS would provide for the volume problem.

If you give an incorrect answer, then ALEKS will give you a similar problem to try. 18

19 Meanwhile, 4 problems later, Success! The student has achieved mastery of volume of a piecewise rectangular prism, so this topics disappears from the list of ready to learn topics in Geometry. Some new topics could have been added to the ready to learn list of topics in any of the three slices of the pie for the student.

20 APPENDIX B. This appendix gives the reader an excellent idea of the 242 topics that should needing remediation should know. There are a total of 242 topics in the CSU Prep for the ELM course in ALEKS, organized in three subject areas: Numbers and Data (89 topics); Algebra (124 topics), and Geometry (54 topics). A more detailed outline follows immediately below: Numbers and Data o Carry out Basic Arithmetic Calculations (19 topics ranging from Addition with Carry to Least Common Multiple) o Understand and Use Percent in Context (8 topics ranging from Writing a Ratio as a Percentage to Word Problems on Percentage) o Compare and Order Rational Numbers (7 topics ranging from Simplifying a Fraction to Ordering Fractions and Decimals) o Solve Problems Involving Fractions and Decimals in Context (30 topics ranging from Addition of Fractions with the Same Denominator to Division of a Decimal by a Power of Ten) o Interpret and Use Ratio and Proportion in Context (5 topics ranging from Finding Unit Rates to Word Problem on Mixed Number Proportions) o Use Estimation Appropriately (6 topics ranging from Rounding to Tens or Hundreds to Estimating a Product or Quotient) o Evaluate and Estimate Square Roots (3 topics: Square Root of a Perfect Square, Square Root of a Perfect Rational Square, and Estimating a Square Root) o Represent and Understand Data Presented Graphically (4 topics ranging from Histograms for Numerical Data to Interpreting Circle Graphs or Pie Charts) o Calculate and Understand the Arithmetic Mean (2 topics: Mean of a Data Set, and Finding the Value for a New Score That Will Yield a Given Mean) o Calculate and Understand the Median (1 topic: Median of a Data Set) o Make Estimates and Predictions Based on Data (2 topics: Random Samples and Prediction, and Computations from Circle Graphs) o Distinguish Between Reasonable and Unreasonable Claims Based on Data (2 topics: Rejecting Unreasonable Claims Based on Average Statistics, and Making Reasonable Inferences Based on Proportion Statistics) Algebra o Evaluate and Interpret Algebraic Expressions (4 topics ranging from Evaluating and Interpreting Algebraic Expressions to Operations with Absolute Value) o Simplify Algebraic Expressions (4 topics ranging from Distributive Property to Combining Like Terms) o Express Relationships Among Quantities Using Variables (5 topics ranging from Writing a Mathematical Expression to Algebraic Symbol Manipulation) o Use Properties of Exponents (21 topics ranging from Evaluating Expressions with Exponents to Powers of Powers with Rational Exponents) o Perform Polynomial Arithmetic (12 topics ranging from Simplifying a Polynomial Expression to Factoring a Difference of Squares) o Perform Arithmetic Operations Involving Rational Expressions (8 topics ranging from Ratio of Quadratic Polynomials to Adding Rational Expressions with Different Denominators of Form x+a, x+b) o Solve Linear Equations (13 topics ranging from Additive Property of Equality with Whole Numbers to Solving a Linear Equation with Several Occurrences of the Variable)

21 o o o o o o o o o Solve Systems of Linear Equations in Two Unknowns (2 topics: Classifying Systems of Linear Equations From Graphs, and Solving a System of Linear Equations) Solve Linear Inequalities (4 subtopics dealing with increasingly more complicated inequalities) Solve Problems in Context that are Modeled by Linear Equations (8 topics: 4 subtopics each on Solving a Word Problem Using a Linear Equation and Solving a Word Problem Using a System of Linear Equations) Solve Quadratic and Rational Equations (5 topics ranging from Finding the Roots of a Quadratic Equation with Leading Coefficient 1 to Solving a Quadratic Equation Using the Quadratic Formula) Solve Problems in Context that are Modeled by Quadratic Equations (2 topics: Solving a Word Problem Using a Quadratic Equation with Rational Roots, and Solving a Word Problem Using a Quadratic Equation with Irrational Roots) Solve Equations Involving Absolute Value (2 subtopics: equations with a single absolute value, and equations with two absolute values) Solve Inequalities Involving Absolute Value (1 topic) Find and Use Slopes and Intercepts of Lines (4 topics ranging from Determining the Slope of a Line Given Its Graph to Finding x and y intercepts of a Line Given the Equation in Standard Form) Use Constant and Average Rates to Solve Problems in Context (4 topics ranging from Word Problem on Rates to Word Problem on Inverse Variation) Geometry o Find the Perimeter, Area, or Volume of Geometric Figures (21 topics ranging from Surface Area Involving Prisms or Cylinders to Surface Area Involving Prisms or Cylinders) o Calculate the Ratio of Corresponding Geometric Measurements of Similar Figures (2 topics: Length, Area, and Volume Ratios of Similar Figures, and Circumference Ratios) o Use the Pythagorean Theorem (3 topics: Pythagorean Theorem, Indirect Measurement, and Computing an Area Using the Pythagorean Theorem) o Use Properties of Congruent or Similar Geometric Objects (2 topics: Similar Polygons, and Similar Right Triangles) o Solve Geometric Problems Using the Properties of Basic Geometric Figures (6 topics ranging from Sides of Polygons Having the Same Perimeter to Ratios of Volumes) o Determine Angles in the Plane (4 topics ranging from Acute, Obtuse, and Right Angles to Supplementary and Complementary Angles) o Identify and Plot Points on the Number Line (1 topic) o Identify and Plot Points in the Coordinate Plane (2 topics: Reading a Point in the Coordinate Plane, and Plotting a Point in the Coordinate Plane) o Plot Points on the Graph of a Function Determined by an Algebraic Expression (2 topics: Function Tables, and Graphing Integer Functions) o Graph Linear Functions in One Variable (6 topics ranging from Graphing a Line Given its Equation in Slope Intercept Form to Writing Equations and Drawing Graphs to Fit a Narrative) o Graph Quadratic Functions in One Variable (2 subtopics on Graphing a Parabola) o Relate Basic Information About a Function to Features of its Graph (1 topic: Classifying the Graph of a Function) o Find the Length or Midpoint of a Line Segment in the Coordinate Plane (2 topics: Distance Between Two Points in the Plane, and Midpoint of a Line Segment in the Plane)