Integrate Developmental Math with Statistics in Corequisite Course

Cover of Discovering Statistics and Data Plus Integrated ReviewDiscovering Statistics and Data Plus Integrated Review leads students through the study of statistics with an introduction to data.

It pays homage to the technology-driven data explosion by helping students understand the context behind future statistical concepts to be learned. Students are introduced to what data is, how we measure it, where it comes from, how to visualize it, and what kinds of career opportunities involve its analysis and processing.


This integrated course enhances curriculum-level statistics with applicable review skills to shorten the prerequisite sequence without compromising competency. Target specific remediation needs for just-in-time supplementation of foundational concepts.

Table of Contents:

Chapter 1: Statistics and Problem Solving

1.1-1.8: Introduction to Statistical Thinking

Chapter 2: Data, Reality, and Problem Solving

2.R.1: Problem Solving with Whole Numbers
2.R.2: Introduction to Decimal Numbers
2.1: The Lords of Data
2.2: Data Classification
2.3: Time Series Data vs. Cross-Sectional Data
Chapter 2 Review

Chapter 3: Visualizing Data

3.R.1: Introduction to Fractions and Mixed Numbers
3.R.2: Decimals and Fractions
3.R.3: Decimals and Percents
3.R.4: Reading Graphs
3.R.5: Constructing Graphs from a Database
3.R.6: The Real Number Line and Inequalities
3.1: Frequency Distributions
3.2: Displaying Qualitative Data Graphically
3.3: Constructing Frequency Distributions for Quantitative Data
3.4: Histograms and Other Graphical Displays of Quantitative Data
3.5: Analyzing Graphs
Chapter 3 Review

Chapter 4: Describing and Summarizing Data From One Variable

4.R.1: Addition with Real Numbers
4.R.2: Subtraction with Real Numbers
4.R.3: Multiplication and Division with Real Numbers
4.R.4: Exponents and Order of Operations
4.R.5: Evaluating Algebraic Expressions
4.R.6: Evaluating Radicals
4.1: Measures of Location
4.2: Measures of Dispersion
4.3: Measures of Relative Position, Box Plots, and Outliers
4.4: Data Subsetting
4.5: Analyzing Grouped Data
4.6: Proportions and Percentages
Chapter 4 Review

Chapter 5: Discovering Relationships

5.R.1: The Cartesian Coordinate System
5.R.2: Graphing Linear Equations in Two Variables: Ax + By = C
5.R.3: The Slope-Intercept Form: y = mx + b
5.1: Scatterplots and Correlation
5.2: Fitting a Linear Model
5.3: Evaluating the Fit of a Linear Model
5.4: Fitting a Linear Time Trend
5.5: Scatterplots for More Than Two Variables
Chapter 5 Review

Chapter 6: Probability, Randomness, and Uncertainty

6.R.1: Multiplication and Division with Fractions and Mixed Numbers
6.R.2: Least Common Multiple (LCM)
6.R.3: Addition and Subtraction with Fractions
6.R.4: Fractions and Percents
6.1: Introduction to Probability
6.2: Addition Rules for Probability
6.3: Multiplication Rules for Probability
6.4: Combinations and Permutations
6.5: Bayes’ Theorem
Chapter 6 Review

Chapter 7: Discrete Probability Distributions

7.R.1: Order of Operations with Real Numbers
7.R.2: Solving Linear Inequalities
7.1: Types of Random Variables
7.2: Discrete Random Variables
7.3: The Discrete Uniform Distribution
7.4: The Binomial Distribution
7.5: The Poisson Distribution
7.6: The Hypergeometric Distribution
Chapter 7 Review

Chapter 8: Continuous Probability Distributions

8.R.1: Area
8.R.2: Solving Linear Equations: ax + b = c
8.R.3: Working with Formulas
8.1: The Uniform Distribution
8.2: The Normal Distribution
8.3: The Standard Normal Distribution
8.4: Applications of the Normal Distribution
8.5: Assessing Normality
8.6: Approximation to the Binomial Distribution
Chapter 8 Review

Chapter 9: Samples and Sampling Distributions

9.R.1: Ratios and Proportions
9.1: Random Samples
9.2: Introduction to Sampling Distributions
9.3: The Distribution of the Sample Mean and the Central Limit Theorem
9.4: The Distribution of the Sample Proportion
9.5: Other Forms of Sampling
Chapter 9 Review

Chapter 10: Estimation: Single Samples

10.1: Point Estimation of the Population Mean
10.2: Interval Estimation of the Population Mean
10.3: Estimating the Population Proportion
10.4: Estimating the Population Standard Deviation or Variance
Chapter 10 Review

Chapter 11: Hypothesis Testing: Single Samples

11.R.1: Translating English Phrases and Algebraic Expressions
11.R.2: Order of Operations with Fractions and Mixed Numbers
11.1: Introduction to Hypothesis Testing
11.2a: Testing a Hypothesis about a Population Mean with Sigma Known
11.2b: Testing a Hypothesis about a Population Mean with Sigma Unknown
11.2c: Testing a Hypothesis about a Population Mean using P-values
11.3: The Relationship between Confidence Interval Estimation and Hypothesis Testing
11.4a: Testing a Hypothesis about a Population Proportion
11.4b: Testing a Hypothesis about a Population Proportion using P-values
11.5: Testing a Hypothesis about a Population Standard Deviation or Variance
11.6: Practical Significance vs. Statistical Significance
Chapter 11 Review

Chapter 12: Inferences about Two Samples

12.1a: Inference about Two Means: Independent Samples with Sigma Known
12.1b: Inference about Two Means: Independent Samples with Sigma Unknown
12.2: Inference about Two Means: Dependent Samples (Paired Difference)
12.3: Inference about Two Population Proportions
Chapter 12 Review

Chapter 13: Regression, Inference, and Model Building

13.1: Assumptions of the Simple Linear Model
13.2: Inference Concerning β1
13.3: Inference Concerning the Model’s Prediction
Chapter 13 Review

Chapter 14: Multiple Regression

14.1: The Multiple Regression Model
14.2: The Coefficient of Determination and Adjusted R2
14.3: Interpreting the Coefficients of the Multiple Regression Model
14.4: Inference Concerning the Multiple Regression Model and its Coefficients
14.5: Inference Concerning the Model’s Prediction
14.6: Multiple Regression Models with Qualitative Independent Variables
Chapter 14 Review

Chapter 15: Analysis of Variance (ANOVA)

15.1: One-Way ANOVA
15.2: Two-Way ANOVA: The Randomized Block Design
15.3: Two-Way ANOVA: The Factorial Design
Chapter 15 Review

Chapter 16: Looking for Relationships in Qualitative Data

16.1: The Chi-Square Distribution
16.2: The Chi-Square Test for Goodness of Fit
16.2: The Chi-Square Test for Association
Chapter 16 Review

Chapter 17: Nonparametric Tests

17.1: The Sign Test
17.2: The Wilcoxon Signed-Rank Test
17.3: The Wilcoxon Rank-Sum Test
17.4: The Rank Correlation Test
17.5: The Runs Test for Randomness
17.6: The Kruskal-Wallis Test
Chapter 17 Review

Interested in exploring this course?


Contact us today at or 1-800-426-9538.

Presentations from Innovative Educators

Please view the presentations from each available session of the Innovative Educators Summit below. If you have questions or need clarification, please don’t hesitate to contact us at

English Track

Opening Keynote: Innovation in Developmental Education | PowerPoint
—Peter Adams, Accelerated Learning Program (ALP)

Integrated Communication Arts in a Corequisite World | PowerPoint
—Dr. Sherry Wilson, Crowder College

Support through Print and Digital Resources in an English Classroom | PowerPoint
—Mary Kate Wilson and Mary Campbell, Greenville Technical College

Implementing Foundations of English into the Developmental Classroom | PowerPoint
—Mike Thompson and Joan Myers, North Iowa Area Community College

Additional Downloads from Mike and Joan:

  • Global/Linear Activity | PDF
  • Good Note Taking | PDF
  • Learning Style Inventory | PDF
  • Lessons |Word
  • Organization Problems Inventory | PDF

Math Track

Seven Years of Emporium: What We’ve Learned, How We’ve Adjusted, and Future Plans | PowerPoint
—Curtis Mitchell & Jim Cochran, Kirkwood Community College

Mini Session I: Boot Camp Courses Fast-Track Student Success in Math | PowerPoint
Mini Session II: Corequisite and Math Pathway Implementation | PowerPoint
—Amy Young and Brandon Ford, Navarro College

Implementing Corequisites to Support Math Pathways | PowerPoint
—Dr. Linda Goeller, Melissa Bryant, and Emily Carpenter, Seminole State College

Integrating Math Study Skills into Online and Classroom Courses | PowerPoint
—Dr. Paul Nolting, Academic Success Press

A College Algebra Success Story | PowerPoint
—Dr. John Taylor, University of North Carolina – Charlotte

An Emporium Approach to Intervention in Algebra | PowerPoint
—Jonathan Watkins and Kelly Boyd, The University of Louisville

Math Lab Setting with a Modular Curriculum | PowerPoint
—Ellen Oliver, New River Community College and Bob Parker, Rappahannock Community College

Scaling Math Pathways with Corequisite Courses | PowerPoint
—Shelley Parks, Dr. Garry Sigler, and Heather Turner, Texas State Technical College – Waco


Both Math and English

Using Data to Improve Curricula and Pedagogy | PowerPoint
—Dr. Tristan Denley, Chief Academic Officer of the University System of Georgia

Corequisite English Composition Course

English Composition with Integrated Review

We’re thrilled to announce the newest English course, English Composition with Integrated Review.

English Composition with Integrated Review encourages students to thoughtfully craft, defend, and polish arguments while offering targeted remediation of foundational reading and writing concepts. Student learning of core composition topics is supported by a contextualized review of study skills, grammar, reading, writing, and research.

Through consistent application and real-world connections, students sharpen their existing writing tools while also engaging with new and challenging ideas. Students in the corequisite classroom will learn how to tactfully communicate to a 21st century audience with awareness of purpose, tone, and genre.

Request an examination copy today.


Table of Contents

Integrated Review: Study Skills
0R.1 Understanding Different Learning Styles
0R.2 Determining Your Personal Learning Styles
0R.3 Stress Management
0R.4 Keeping Yourself Organized
0R.5 Time Management
0R.6 Study Strategies
0R.7 Test-Taking Strategies
0R.8 Taking Advantage of Campus Resources
0R.9 Writing with Technology
Chapter Review
Integrated Review: Why We Write
1R.1 Understanding Purpose
Why We Write
1.1 Writing Situations and Purposes
1.2 Writing to Respond
1.3 Writing to Summarize
1.4 Writing to Propose
1.5 Writing to Discuss
1.6 Writing to Describe
1.7 Writing to Argue
1.8 Writing to Analyze
1.9 Writing to Evaluate
Integrated Review: Modes of Writing
2R.1 Locating Key Information
2R.2 Classifying Major and Minor Details
2R.3 Identifying Organizational Patterns
Chapter Review
Modes of Writing
2.1 Descriptive Writing
2.2 Narrative Writing
2.3 Expository Writing
2.4 Persuasive Writing
Integrated Review: The Writing Process
3R.1 Writing a Paragraph
3R.2 Writing a First Draft
3R.3 Refining a Paragraph
3R.4 Strengthening Sentences
3R.5 Proofreading Strategies
3R.6 Finalizing a Paragraph
Chapter Review
The Writing Process
3.1 Pre-Writing
3.2 Drafting
3.3 Revision
3.4 Peer Review
3.5 Editing
3.6 The Final Draft
Integrated Review: Parts of the Essay
4R.1 Sorting General and Specific Information
4R.2  Determining a Paragraph Focus
4R.3 Writing a Topic Sentence
4R.4 Organizing a Paragraph
4R.5 Drafting a Paragraph
Chapter Review
Parts of the Essay
4.1 Common Essay Structures
4.2 The Introduction
4.3 Thesis and Purpose Statements
4.4 Body Paragraphs
4.5 Transitions
4.6 The Conclusion
Integrated Review: Reading Critically
5R.1 Pre-Reading Strategies
5R.2 Finding Meaning through Visual Clues
5R.3 Active Reading Strategies
5R.4 Finding Connections and Patterns
5R.5 Finding Meaning through Context
5R.6 Finding Meaning through Word Parts
5R.7 Finding Meaning through Inference
5R.8 Types of Main Ideas and Evidence
5R.9 Identifying Purpose and Tone
Chapter Review
Reading Critically
5.1 Taking Notes and Annotating Texts
5.2 Identifying the Main Idea and Supporting Details
5.3 Identifying Organizational Patterns
5.4 Understanding Purpose, Audience, and Tone
5.5 Recognizing Rhetorical Appeals
5.6 Analyzing Word Choice
5.7 Understanding the Basics of Logic
5.8 Recognizing Logical Fallacies
5.9 Evaluating Evidence
5.10 Analyzing Visuals
Integrated Review: Writing Critically
6R.1 Determining Essay Focus
6R.2 Writing a Thesis or Purpose Statement
6R.3 Organizing and Outlining an Argument
6R.4 Combining Words or Sentences
6R.5 Emphasizing Words or Phrases
6R.6 Using Inclusive Language
Chapter Review
Writing Critically
6.1 Understanding an Argument
6.2 Considering Purpose and Audience
6.3 Recognizing Your Constraints
6.4 Employing Rhetorical Appeals
6.5 Using Consistent Tone
6.6 Choosing the Right Words
6.7 Using Word and Sentence Variety
6.8 Polishing an Argument
Integrated Review: Research
7R.1 Introduction to Research
7R.2 Tools for Purposeful Research
Chapter Review
7.1 Understanding the Research Paper
7.2 Planning and Tracking Your Research
7.3 Identifying Different Types of Sources
7.4 Evaluating the Credibility of Sources
7.5 Understanding and Avoiding Plagiarism
7.6 Integrating Sources into Your Writing
7.7 The Annotated Bibliography
7.8 Basics of MLA
7.9 Basics of APA
7.10 Basics of CMS
7.11 Basics of CSE
Integrated Review: Unique Forms of Writing
8R.1 Considering Style
8R.2 Considering Visuals
Chapter Review
Unique Forms of Writing
8.1 Writing Across the Disciplines
8.2 Visual and Digital Arguments
8.3 Oral Presentations
8.4 Etiquette in Social Media
Integrated Review: Basics of Grammar & Mechanics
9R.1 Nouns
9R.2 Pronouns
9R.3 Basic Verb Types and Tenses
9R.4 Verb Forms and Functions
9R.5 Perfect and Progressive Tenses
9R.6 Adjectives and Adverbs
9R.7 Prepositions
9R.8 Clauses and Conjunctions
9R.9 Using Capitalization and Italics
9R.10 Using Abbreviations and Numbers
9R.11 Using Basic Spelling Rules
9R.12 Spelling Commonly Confused Words
Chapter Review
Basics of Grammar & Mechanics
9.1 Parts of Speech
9.2 The Characteristics of a Sentence
9.3 Using Commas
9.4 Using Semicolons and Colons
9.5 Using Quotation Marks, Parentheses, and Brackets
Integrated Review: Grammatical Sentences
10R.1 Identifying the Characteristics of Sentences
Grammatical Sentences
10.1 Common Sentence Errors
10.2 Using Consistent Subjects and Verbs
10.3 Using Consistent Pronouns and Antecedents
10.4 Using Correct Pronoun Reference and Case
10.5 Correcting Misplaced and Dangling Modifiers
10.6 Using Active and Passive Voice
10.7 Maintaining Consistency in Tense and Person
10.8 Using Parallelism, Coordination, and Subordination
10.9 Proofreading Sentences for Grammar

If you’re an instructor who’d like to see more, request an examination copy today!

Questions to Consider When Building Your Corequisite Course

On the surface, creating a corequisite course may look easy. This type of course, in a nutshell, enrolls students in remedial and college-level classes in the same subject at the same time. Students receive targeted support to help increase success in the college-level course.

However, finding out how to build this structure successfully can be difficult. After all, there’s a lot that goes into designing a course! Here are some helpful questions you can ask to make sure you’re making decisions that will be most beneficial to your students. Keep those questions flowing! The more you question, the better prepared you’ll be for this transition.


  • How are students placed into the course?
  • Will placement into a specific corequisite course be based on majors?
  • What will happen if students change their majors? Will their pathway course change?
  • Will corequisites be offered for STEM courses?
  • Will your institution continue to offer remedial, non-corequisite math for students who need more instruction before they are ready to enter a corequisite course?
  • Will your credit-level class include a mixture of both credit-level-ready students and corequisite students?


  • Will corequisite courses meet on an additional day of the week or be added on to existing class meeting blocks?
  • Will students enroll in a credit-bearing course and a separate corequisite section, or enhanced linked courses?
  • Will there be a lab component or required time spent in tutoring centers?
  • Will you schedule just-in-time remediation in anticipation of upcoming credit-level topics, or will remediation be self-paced?
  • Will attendance be required for corequisite meetings, or will students maintaining a high grade be exempt?
  • Will the same instructor teach both the credit-level and corequisite portions of a course?
  • How many credit hours are the review/credit-bearing portions?
  • Can a student pass the corequisite and fail the credit-bearing portion or vice versa?


  • Will you perform diagnostic assessments to identify individual knowledge gaps for each student?
  • Will all students cover a standard curriculum in the corequisite course, or will the curriculum be fluid and evolve based on any knowledge gaps you identify?
  • What kind of reports would be most helpful to you if you need to share data on the success of the corequisite model with your chair or with administration?
  • What kind of information would help you most effectively identify at-risk students?
  • What criteria are used to consider success or failure of the new course model?

Course Materials

  • Does every student need only one set of materials (regardless of whether they are in both the credit-level and review course or exclusively in the credit-level)?
  • What type of materials work best in your corequisite course structure (technology, supplemental assignments, etc.)?
  • How will you ensure mastery of the prerequisite skills?
  • Will you address learning strategies or study skills that focus on developing the academic mindset of your students in corequisite meetings?
  • Do you plan to cover additional review of credit content in the corequisite meeting, or focus solely on prerequisite skills?


  • Will you be given a dedicated support specialist to provide on-demand consulting as you implement changes?
  • What kind of training will you be offered? Will it be free and unlimited and walk you through customizing the courseware that you choose to fit your individual course needs?
  • Will you be connected with other users who have undergone similar redesigns for additional suggestions and best practices?
  • Will your students have equal access to technical support for their questions as they are getting started?
  • What kind of response time will you get from the company you partner with for new materials when you have questions?

Learn more about structuring corequisite courses by watching the free, on-demand webinar, “Core Principles of Implementing a Corequisite Model,” by Dr. Holly Ayers, Arkansas State University – Newport.

A noteworthy addition to your class

Two guided notes covers are shown: one for Developmental Mathematics and one for Prealgebra and Introductory Algebra.

Available for fall 2017, new Prealgebra and Introductory Algebra Guided Notes and Developmental Mathematics Guided Notes are binder-ready supplements that engage students with the Hawkes online courseware as they follow along throughout the instructional “Learn” mode.

Students answer fill-in-the-blank questions, complete charts and tables, and write down examples of each chapter’s main concepts so they can apply their knowledge immediately as they explore each lesson. They can then use the Guided Notes as a quick reference tool in subsequent math courses.

Preview a sample of the Prealgebra and Introductory Algebra Guided Notes.

Preview a sample of the Developmental Mathematics Guided Notes.

Would you like to learn more?
Contact your courseware representative today at 1-800-426-9538 or email

Guide Student Success with NEW Guided Notebooks

Package our two newest course offerings with Guided Notebooks, available for summer 2017! These notebooks are a wonderful resource to accompany the integrated review content of the online subject matter.

Get a special preview here of the Beginning Statistics Plus Integrated Review Guided Notebook.

Check out a sample of the Viewing Life Mathematically Plus Integrated Review Guided Notebook.

Check out a sample of the College Algebra Plus Integrated Review Guided Notebook.

Ideal for corequisite courses, lab settings, and students entering class with foundational knowledge gaps, these courses integrate credit-bearing material with review to target the prerequisite skills needed for curriculum-level success.

NEW Guided Notebooks, a binder-ready supplement, ensure students engage with the content as they follow along throughout the instructional “Learn” mode of the courseware and serve as reference material for review later on.

Here are a few sample questions:

A sample question from the guided notes asks students to label the parts of the fraction 5/8. It then asks students to fill in the blank in the sentence Fractions are used to indicate blank of a whole and the sentence The fraction 2/7 represents blank of blank equal parts. Another question shows a rectangle split up into four smaller rectangles, three of which are shaded. Use the picture below to write a fraction representing the shaded portion of the shape.


Would you like to learn more?
Contact your courseware representative today at 1-800-426-9538 or email