Students shall take no more than four lower-division courses with the same subject prefix as their major to fulfill their general education requirements.

Approved Courses

  • CHHS 203CHHS 203: Stats for Social Science (4 units)
    Approved from Fall 2012

  • MATH 100MATH 100: Quantitative Literacy (4 units)
    Approved from Fall 2012

  • MATH 115MATH 115: Finite Mathematics (4 units)
    Approved from Fall 2012

  • MATH 130MATH 130: Precalculus (5 units)
    Approved from Fall 2012

  • MATH 150MATH 150: Calculus I (4 units)
    Approved from Fall 2012

  • MATH 151MATH 151: Calculus II (4 units)
    Approved from Fall 2012

  • STAT 100STAT 100: Introduction to Statistics (4 units)
    Approved from Fall 2012

CSU General Education Alignment

  • Math: CSU GE Area B4


  1. Students solve routine* and non-routine** problems using tools*** and arithmetic, algebraic, geometric and/or statistical methods.
  2. Students assess the reasonableness**** of solutions to mathematical or statistical problems.
  3. Students apply, analyze, and represent mathematical or statistical information in symbolic, visual, numerical and verbal forms.
  4. Students recognize and describe the assumptions and limitations of the mathematical or statistical methods they employ.
  5. Students use appropriate***** reasoning and terminology to communicate mathematical or statistical ideas, methods and results.

    *Path to solution should be obvious. Instructions scaffold the procedures necessary to obtain solution– no need to decide between possible different pathways to approach the solution. All procedures are standard algorithms. Requires only memorization of standard formulas. Routine problems could be applied or theoretical.

    **Requires more than replicating a known procedure in an obvious context. Involves abstractions or alternative forms of representation. Multiple pathways to solutions. Requires student to make connections between different representations (i.e. equation and graph). Non-Routine problems could be applied or theoretical.

    ***External to mathematical and statistical concepts and ideas. Tools include calculators, compass and straightedge, software, manipulatives, etc.

    ****The student states the solution within the context of the problem. The solution is justified with a reflection on how the student knows the solution is reasonable based on estimation, the context of the problem, or any other information that helps determine reasonableness. Some obvious numeric checks students should do include whether the answer should be negative or positive, and seeing if order of magnitude makes sense within the context of the problem.

    *****The assessment of the students’ communications will be based upon the clarity and structure of the work, proper language and terminology for the given audience, and sound logic and correct mathematics or statistics.