PAMANTASAN NG LUNGSOD NG VALENZUELA

COLLEGE OF EDUCATION
Department of Mathematics

COURSE SYLLABUS
PLV Vision-Mission Mission: To provide the citizens of Valenzuela an efficient and effective institution of higher learning that will make them skillful,
productive, competent, civic-minded and God-loving toward a peaceful, healthy and progressive city.

Vision: A dynamic center for the development of competent and competitive human resource as foundation for growth and advancement of
the City of Valenzuela.
Institutional Outcomes
College Vision, Mission, Goals, Mission: The College is committed to prepare outstanding educators who will inspire the lives of individuals in the complex global society
and Core Values through quality and relevant education empowered by significant researches and strong linkages and extension programs.

Vision: A center of excellence for teacher education.

College Objectives
1. Provide programs based upon sound pedagogical practice.
2. Undertake activities that will enhance instruction to develop students’ critical, reflective and creative thinking skills.
3. Provide a variety of teaching venues incorporating the latest technologies to a range of diverse student interests and backgrounds.
4. Provide avenues for the improvement of teaching and learning through research, scholarship and technology.
5. Establish collaborative, professional relationships with organizations and institutions to deliver quality service.
6. Make contributions on the frontiers of knowledge through distinctive research agendas.
7. Involve in community partnerships, service learning and volunteerism.

College Core Values

The College is committed to:
1. Academic Excellence
2. Integrity and Professional Leadership
3. Scholarly Research
4. Commitment to Service
5. Life Long Learning
Program Outcomes After finishing the program, the student shall have acquired and developed the following: knowledge, skills, aptitude, and
competencies.
1. Manifest the basic and higher level literary, communication, numeracy, critical thinking, learning skills needed for higher
learning;
2. Demonstrate deep and principled understanding of how educational processes relate to larger historical, social, cultural and
political processes;
3. Show meaningful and comprehensive knowledge of the subject matter they will teach;
4. Make use of wide range of teaching process skills (including curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches);
5. Possess direct experience in the field/classroom
6. Demonstrate and practice the professional and ethical requirements of the teaching professions; Facilitate learning of diverse types
of learners, in diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and
skills;
7. Internalize on the relationships among the teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and the broader social forces encumbering the school and educational processes in order to constantly
improve their teaching knowledge, skills and practices; and
8. Practice creatively and innovation in thinking of alternative teaching approaches, take informed risks in trying out these
innovative approaches, and evaluate the effectiveness of such approaches in improving student learning.

Course Title Mathematics in the Modern World

Course Code GE 4
Credit Unit 3 units
Course Pre-requisite none
Course Description This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of
mathematical tools in daily life.
This course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and
as an application of inductive and deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical
understanding of mathematics as merely a set of formulas but as a source of aesthetics in patterns of nature, for example, and a rich
language in itself (and of science) governed by logic and reasoning.
 The course then proceed to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of
present day living, such as managing personal finance, making social choices, appreciating geometric designs, understanding codes used in
data transmission and security, and dividing limited resources fairly. These aspects will provide opportunities for actually doing
mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and test the students’
understanding and capacity.
Course Outcomes At the end of the course, the students would be able to:
1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used;
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts;
3. Discuss the language and symbols of mathematics.
4. Use a variety of statistical tools to process and manage numerical data;
5. Analyze codes and coding schemes use for identification, privacy, and security purposes;
6. Use mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and recreation.
7. Appreciate the nature and uses of mathematics in everyday life; and
8. Affirm honesty and integrity in the application of mathematics to various human endeavors.
 Alignment of Course Outcomes with Summative Assessment Tasks
Course Outcomes Summative Assessment Tasks Details
At the end of the course, the students would be able to: 1. Chapter Test After each chapter, a chapter test will be conducted to
assess if most of the class acquired the basic skills and
1. Discuss and argue about the nature of mathematics,
2. Activities (pair/group) knowledge about the topic.
what it is, how it is expressed, represented, and used;
3. Problem Sets Group activities help the students to acquire cognitive
2. Use different types of reasoning to justify statements
and affective skills. Helping each other to achieve the
and arguments made about mathematics and 4. Research Output goal of the activity also strengthens their social skills.
Also, it is a good practice to give education students a
mathematical concepts;
5. Midterm/final-term exams wide range of assessment tasks. This will break the
3. Discuss the language and symbols of mathematics. idea of using traditional assessment in class
oftentimes.
4. Use a variety of statistical tools to process and
manage numerical data; Problem Sets are extended activities. Knowing about
the content in a superficial level is dangerous. By
5. Analyze codes and coding schemes use for
giving the students problem sets, it will help them dig
identification, privacy, and security purposes; deeper about the topic.
6. Use mathematics in other areas such as finance,
Midterm/Final exam in Mathematics in the Modern
voting, health and medicine, business, environment, World are both in written form.
arts and design, and recreation.
7. Appreciate the nature and uses of mathematics in
everyday life; and
8. Affirm honesty and integrity in the application of
mathematics to various human endeavors.
 Course Learning Plan
Modes of Instructional Delivery References/Teach
Intended
Week Ho Face-to-Face Flexible ing-Learning
Course Contents Essential Questions Learning Assessment Tasks
s urs Activities Learning Support
Outcomes
Activities Materials
1st General Orientation 1. Know the Orient the class Upload the
1. What are the policies and about the rules written
1. New GE expectations from the grading systems and policies for document of
Curriculum for the course. the whole rules and
course?
2. Mathematics in semester and policies agreed,
2. Equip enjoy the as well as, the
The Modern 2. What are the course
1.5 knowledge on democratic syllabus on the
World requirements? basic concept of process by giving Facebook group
3. Syllabus the course the class the page of the
Mathematics in the power to add class.
Modern World. some rules upon
the approval by
the teacher.
1.5 The Nature of 1. Identify
Mathematics patterns in nature Video-Watching Activity #1: Short-Response Aufmann, R.
1. What is mathematics? and regularities in (choose one) Essay Writing (2013).
1. Patterns and *Apply the Guide Question: Mathematical
the world. Group Sharing
Numbers in 2. Where can patterns concept of 1. What new ideas in Excusrion 3rd Ed.
Nature and the be observed in nature? tessellations mathematics did you Brooks Cole
2. Articulate Class Discussion through an art. learn? Cengage Learning
World
3. What is the role of importance of
2. Mathematics for mathematics in our *Apply the 2. What is most Documentary
mathematics in Readings
our World daily life? one’s life. (Topic: Nature’s concept of useful about Now. (2016,
3. Finding patterns Numbers by Ian golden ration mathematics for September 14).
in the given 4. Who uses Stewart) through humankind? BBC universe
3 Argue about the
sequence mathematics? Fibonacci art. documentary the
nature of great math
mathematics, what mystery BBC
 it is expressed, Watch the video documentary 2015.
represented, and on Youtube Retrieved from
used. https://youtu.be/Ji
BBC Universe H7lMGW60A
Documentary
4. Express
The Great Math
appreciation for
Mystery BBC
mathematics as a
Documentary
human behavior.
2015

Logic 1. How to translate 1. Use symbols in Cooperative Aufmann, R.

English statements into expressing logical Learning. The Problem Set #1 Quiz #1 (2013).
1. Logic Statements symbolic language and statements class is divided Mathematical
and Quantifiers vice versa? into 6-8 groups. Excusrion 3rd Ed.
2. Differentiate Each group shall Brooks Cole
1.1. Logic 2. What is/are the sentence from make a Cengage Learning
Statements primary considerations statement. conclusion about
1.2. Simple in determining whether the premise that Sirug, W. (2018).
Statements and the argument is true or 3. Construct will be presented Mathematics in the
2nd-3rd 6 Compound false? simple statements to them. It is a Modern World.
Statements and compound round-clock Mindshapers Co.
1.3. Compound 3. Is a statement can statements and game. One cycle Inc.
Statements and only be true or false? Or transform in ends once a
Grouping Symbols can be both? Or can be symbolic form. group fails to
1.4. Quantifiers neither? make a
and Negation 4. Construct a conclusion after a
truth table and certain period of
2. Truth Tables and identify its truth time.
Truth Values values.

4th-6th 9 1. Use different Aufmann, R.

Problem Solving and 1. What are the types of reasoning Battery Test. Problem Set #2 Quiz #2 (2013).
Reasoning importance of solving to justify Mathematical
 1. Inductive and word problems in statements and KAHOOT! Quiz #2 Chapter Test #1 Excusrion 3rd Ed.
Deductive mathematics to a real arguments made Brooks Cole
Reasoning life situation? about mathematics Problem Sets Activity #2 Cengage Learning
2. Problem Solving and mathematical
Discussion Chapter Test #1 Sirug, W. (2018).
with Patterns 2. What are the skills concepts. Mathematics in the
3. Problem- needed in solving world Modern World.
Solving problems? 2. Write clear and Mindshapers Co.
Strategies logical proofs. Inc.

3. Organize one’s
methods and
approaches for
proving and
solving problems.

4. Use the concept

of solving word
problems in real
life applications.
7th-8th 6
Mathematical Systems 1. What are the 1. Use Class discussions Submission of Quiz #3 Aufmann, R.
1. Modular applications of modular mathematical midterm (2013).
Arithmetic concepts of project. Mathematical
arithmetic in real-life Cooperative
2. Applications of modular Excursion 3rd Ed.
problems? Learning.
arithmetic. Activity #3 Brooks Cole
Modular “Finding the
Cengage Learning
Arithmetic Murderer”. The
2. How can we verify 2. Support the use
class is divided
whether a certain of mathematics in Sirug, W. (2018).
into 10 groups.
product or a card various aspects Mathematics in the
Each group is
number is legit or not and endeavors in Modern World.
given a strip of
life. Mindshapers Co.
 by manually computing paper with a Inc.
its code? question and a
clue on it. The
next strip of paper
will only be given
to a group who
answers the
questions
correctly. A group
will collect 10
strips of paper
and 10 clues. The
first group who
will find the
murderer using
the given clues
will proclaim as
the winner.
9th Midterm Examination
10th- 9 1. Use a variety
12th Data Management 1. What are the different of statistical Lectures Hand-outs will Research presentation Aufmann, R.
1. Organization, statistical tools that can tools to be distributed on current issues with (2013).
Presentation and be used in presenting Class Discussions among the the used of different Mathematical
process and
Interpretation of class. statistical tools. Excusrion 3rd Ed.
numerical data? manage Brooks Cole
Data numerical data. Work with Cengage Learning
2. Normal 2. What is the 2. Use the appropriate
Distributions importance of making methods of computer Sirug, W. (2018).
3. Linear predictions on the set of statistical software Mathematics in the
linear
Regression and data? Modern World.
regression and
Correlation Mindshapers Co.
3. How can we apply correlations to Pseudo-proposal
Inc.
the concept of data predict the defense
management in
 research? values of a
variable given
certain
conditions.
3. Advocate the
use of
statistical data
in making
important
decisions.
Aufmann, R.
Linear Programming 1. How does the use of 1. Discuss basic Small group A PPT Research output on (2013).
linear programming concepts of Linear activity on presentation practical use of Linear Mathematical
graphing will be Excursion 3rd Ed.
1. Basic Concept help in maximizing the programming. programming
uploaded on the Brooks Cole
2. Linear profit and minimizing 2. Determine the inequalities modelling using
FB group page Cengage Learning
Programming the cost of production? applications of together with graphical method
Model Linear Problem set on the guidelines Sirug, W. (2018).
Formulation 2. How the constraints programming Linear of the activity. Quiz. Mathematics in the
13th- 3. Graphical Method affect the objective 3. Use Graphical programming Modern World.
6
14th function from the linear method in Linear Mindshapers Co.
programming programming Video
Reddy, S. (2016,
modeling? modelling presentation
November 4).
4. Solve problems Linear
using graphical programming real
method in linear life 14. Retrieved
programming from
https://youtu.be/k
GDMtU6z1uu
15th- 9 Take-Home Problem Aufmann, R.
17th The Mathematics of 1. What is Eulerian 1. Use Video presentation Set (2013).
 Graphs path and circuit? mathematical Mathematical
1. Graphs and Differentiate. concepts of Discussions Puzzle Excursion 3rd Ed.
Euler Circuits graphs and Brooks Cole
2. Weighted 2. What is Hamiltonian Cengage Learning
networks. Boardworks Solving real-life
path and circuit?
Graphs 2. Support the problems involving the
Differentiate. Sirug, W. (2018).
3. Planarity and use of Activity on Graph concept of graph Mathematics in the
Euler’s formula 3. What is a planar mathematics in coloring coloring (e.g. flights, Modern World.
4. Graph Coloring graph? various aspects traffic lights, etc.) Mindshapers Co.
and endeavors Inc.
4. How can we in life. Quiz
incorporate Graph
Coloring in real-life
situation?
18th Final Term Examination

Course References
Basic Reference Aufmann, R. (2013). Mathematical Excusrion 3rd Ed. Brooks Cole Cengage Learning
 Sirug, W. (2018). Mathematics in the Modern World. Mindshapers Co. Inc.
Other References Youtube videos
Documentary Now. (2016, September 14). BBC universe documentary the great math mystery BBC documentary 2015. Retrieved
from https://youtu.be/JiH7lMGW60A
Reddy, S. (2016, November 4). Linear programming real life 14. Retrieved from https://youtu.be/kGDMtU6z1uu

Course Requirements and Policies

Requirements and Grading Major Examination 40%
System Pen-and-paper Test 30%
Quizzes 30%
Seatwork 20%
Chapter Tests 50%
Problem Set 10%
Projects/Activities 20%
TOTAL 100%

Policies (As agreed by the class)  A grade of INC is only given to a student who has a “passing” class standing, but fails to take the final examinations or complete
the requirement due to illness or valid reasons. Otherwise, the student gets a grade of “5.00”.
 Coming in late for more than 30 minutes is considered absence. When the number of absences exceeds three meetings, the
student will be advised to drop the course.
 Regular and punctual attendance (less 0.25 per absence, less 0.25 per three tardiness)
 Calculator is allowed for some topics.
 (Some policies will be included after the first meeting).
Consultation Period Appointments are scheduled. Send a SMS or a private message on Facebook.
Prepared by: Approved:
Nicko L. Tumala, Earl Genesis De Castro, Kier Baugbog and Marivic Rosini
Faculty Mrs. Marivic R. Rosini
___________________________________
Chairperson
Reference Code: To be accomplished by the Office of Curriculum Audit and Internal
Evaluation Dr. Yolanda G. Gadon
____________________________________
Revision: To be accomplished by the Office of Curriculum Audit and Internal Evaluation Dean