6MathematicsSyllabiCompendium PDF

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Table of Contents
1. History of Mathematics……………………………..………..….…… 21
Acknowledgments..............................................................................................1
2. College and Advanced Algebra………………….….……….……... 26
List of Acronyms.................................................................................................5
3. Trigonometry ……………………..…..………….………...….…....... 34
Project Background ...........................................................................................6
4. Plane and Solid Geometry…………………….………………...….. 40
Partner Institutions in the Development of the PPST-based Prototype
5. Logic and Set Theory ……………………………..………..………. 49
Syllabi ..................................................................................................................8 6. Elementary Statistics and Probability………………….…….…….. 56
PPST-based Prototype Syllabi Priority Programs ...................................... 10 7. Calculus I with Analytic Geometry …………..…………....……...... 67
PPST-based Prototype Syllabi Intended Audience ................................... 10 8. Calculus II ….…………..…………….……………...……...…........... 72
Guide to the Prototype Syllabi Compendium ............................................. 11 9. Calculus III …….…………..……..…..……………..………..…….… 77
Guide to Reading and Understanding the PPST-based Prototype Syllabi 10. Modern Geometry ……………..………………..………….…….…. 81
11. Mathematics of Investment…….……………………….…...……… 86

........................................................................................................................... 13
12. Number Theory ……………………………………..…...…...……… 92
The PPST-based Prototype Syllabi .............................................................. 13
13. Linear Algebra ………………………..………………...…….…….. 100
Features of the Prototype Syllabi ................................................................. 16
14. Advanced Statistics …………………………..….......…….………. 107
References ....................................................................................................... 17
15. Problem Solving, Mathematical Investigations and Modeling …. 117
The Beginning Teacher Indicators ............................................................... 18 16. Principles and Strategies in Teaching Mathematics ………….... 125
The PPST-based Mathematics Specialization Courses Prototype Syllabi 17. Abstract Algebra ………………………………………………….. 133
........................................................................................................................... 20 18. Research in Mathematics ……………………………………...…. 142
19. Technology for Teaching and Learning 2 ……............................. 150
20. Assessment and Evaluation in Mathematics …....……................ 160
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© 2020. Teacher Education Council and Research Center for Teacher Quality
ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center for University of New England - Teacher Education Council Secretariat
Teacher Education Council
Teacher Quality (RCTQ) SiMERR National Research Center (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Education Executive Director II
Deputy Director and Project Leader
Joy Hardy, PhD Allan B. De Guzman, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Luzon Zonal Representative Senior Education Program Specialist
Senior Research Officer
Ken Vine, PhD Rita May P. Tagalog, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Visayas Zonal Representative Education Program Specialist II
Research Officer
RCTQ Support Staff Evelyn G. Chavez, PhD Rosanna Marie B. Balbuena
Academic Staff Mindanao Zonal Representative Administrative Officer II
Dyna Mariel B. Bade
Gina O. Gonong, PhD Gerald P. Santos Lourdes R. Baetiong, PhD Maricel B. Flores
Director Donnadette S. Belza Language Subject Representative Rex Augus M. Fernandez
Part-time Research Officers Administrative Assistants
Allan S. Reyes, PhD Myrna B. Libutaque, PhD
Beverly E. Estocapio Mathematics Subject Representative
Senior Program Manager Executive Assistant
Philip Jay N. Alcoberes, PhD Pamela L. Lamparas Lorina Y. Calingasan, PhD

Senior Program Manager Executive Officer Social Studies Subject Representative
Emille Christianne B. Magbanua

PPST-based Prototype Syllabi
Nikki Boie B. Pino
Technical Working Group
Sarah Joy T. Alimboyong
Rosario I. Alonzo, PhD Administrative Assistants
Allen U. Bautista, PhD
Corazon B. Sigua, PhD Ruby Ann G. Gantalao
Twila G. Punsalan, PhD Emil Marco A. Munar
Administrative Officers - Finance
Stella Marie M. Urbiztondo, PhD
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Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University
Professional Education
Southern Leyte State University Pangasinan State University Fr. Karel S. San Juan, SJ, PhD
Lead Writer for Professional Education President
Analiza M. Nares, PhD Belinda S. Velasquez, PhD
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac Vice President for Higher Education
State University
Leyte Normal University University of the Cordilleras Evelyn G. Chavez, PhD
Bukidnon State University
Gilbert C. Galit David Y. Camiwet, PhD Dean, School of Education
Ann Sheila C. Del Rosario, PhD
Janet P. Espada, PhD
Ritchelle B. Alugar
Rowena N. Ariaso, EdD Values Education Benguet State University
Rachel Joan T. Toledo, PhD
Benguet State University Dr. Feliciano G. Calora Jr., PhD
Philippine Normal University-Manila Mathematics President
Arnulfo C. Capili, PhD
Celia M. Ilanan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, PhD Dr. Kenneth A. Laruan, PhD
Nancy S. Ramores, PhD
Anita R. Tagadiad, PhD Erlyn Honeylette C. Marquez Vice President for Academic Affairs
Evelyn G. Chavez, PhD Saint Louis University - Baguio Dr. Imelda G. Parcasio, EdD
Western Mindanao State University
Daisy M. Quisel Maureen Jane O. Bandoc, PhD Dean, College of Teacher Education
Bernardita G. Bacang, PhD
Marjorie S. Emmanuel, PhD Carmelita B. Caramto, PhD
Early Childhood Education Xavier University-Ateneo de Cagayan Geraldine S. Wakat, PhD Bicol University
Melpe J. Cavales, PhD Arnulfo M. Mascariñas, PhD
Centro Escolar University
Maria Rita D. Lucas, PhD
Pejie C. Santillan, PhD
Ronald M. Quileste
Partner Institution President
Helen M. Llenaresas, EdD
Rose Aira Mae R. Tayag
Milagros L. Borabo, PhD
Administrators Vice President for Academic Affairs
Physical Education
University of Asia and the Pacific Angeles University Foundation Lorna M. Miña, PhD
Angeles University Foundation Dean, College of Education
Angelito Z. Antonio, PhD Joseph Emmanuel L. Angeles, PhD
Jennifer P. Santillan, PhD
Jonar T. Martin, PhD President
Elementary Education Bukidnon State University
Joel G. Tubera, PhD Archimedes T. David, PhD Oscar B. Cabaňelez, PhD
Ateneo de Naga University Vice President for Academic Affairs
Philippine Normal University-Manila President
Paolo Jose R. Silang
Lordinio A. Vergara, PhD Elvira S. Balinas, PhD Estela C. Itaas, PhD
Bicol University Salve A. Favila, PhD Dean, College of Education Vice President for Academic Affairs
Marcia Corazon P. Rico, PhD
Sixto O. Orzales, PhD Science Mercidita S. Villamayor, PhD
Ateneo de Naga University
Dean, College of Teacher Education
De La Salle University - Manila Fr. Roberto Exequiel N. Rivera, SJ
English President
Voltaire C. Mistades, PhD Cebu Normal University
Cebu Normal University Alfredo C. Fabay, PhD
Saint Mary's University - Bayombong Filomena T. Dayagbil, PhD
Lelani C. Dapat, PhD Vice President for Higher Education
Arlene L. Tabaquero, PhD President
Remedios C. Bacus, PhD
Gloria Vicky A. Antonio, PhD Maria Luz T. Badiola, MA Daisy R. Palompon, PhD
Rivika C. Alda, PhD
Zayda S. Asuncion, PhD Dean, College of Education Vice President for Academic Affairs
University of San Jose - Recoletos
Helmae E. Tapanan, EdD Ethel L. Abao, PhD
Ionell Jay R. Terogo Dean, College of Teacher Education
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Centro Escolar University Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State University
Ma. Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, DA Winston Conrad B. Padojinog, DBA Milabel Enriquez-Ho, RN, EdD
President OIC- Office of the President President President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Research, Planning and Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Quality Assurance Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Arts- Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Manila Saint Louis University – Baguio University of the Cordilleras
Br. Raymundo B. Suplido FSC, Rev. Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
Other Partners in Pre-service
President President President
Projects
Roberto M. Arguelles, PhD Nancy M. Flores
Robert C. Roleda, PhD Vice President for Academic Affairs Executive Vice President
Vice Chancellor for Academics Adamson University
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD Don Mariano Marcos Memorial State University
Raymund C. Sison, PhD Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs Negros Oriental State University
College of Education (BAGCED)
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD Tarlac Agricultural University
Leyte Normal University Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
Jude A. Duarte, DPA President
President University of San Jose – Recoletos TEC and RCTQ also acknowledge all
Moises Alexander T. Asuncion, PhD
Evelyn B. Aguirre, DA Vice President for Academic Affairs Rev. Fr. Cristopher C. Maspara, OAR, course teachers, deans,
Vice President for Academic Affairs President administrators and personnel from
Dr. Ma. Teresa B. Tayaban
Prof. Lina G. Fabian Dean, School of Teacher Education and teacher education institutions,
Dean, College of Education Rev. Fr. Leo G. Alaras, OAR
Humanities Vice President for Academics DepEd teachers, principals/school
Pangasinan State University heads, supervisors, superintendents
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Dexter R. Buted, DBA Prose Ivy G. Yepes, EdD
and educators who took part in the
Dean, College of Education
President President development and validation works.
Paulo V. Cenas, EdD Juanita M. Costillas, PhD Xavier University – Ateneo de Cagayan We also acknowledge the Basic
Former OIC-Office of the President Vice President for Academic Affairs Fr. Roberto C. Yap, SJ Education Sector Transformation
Manolito C. Manuel, EdD President (BEST) program for funding
Frederick C. Aniga, PhD
Vice President for Academic Affairs Dean, College of Teacher Education
Fr. Rene Tacastacas, SJ
activities that supported the project.
Roy C. Ferrer PhD .
Vice President of Higher Education
Dean, College of Education (Bayambang)
Jovelyn G Delosa, PhD
Rosario DL. Valencerina EdD
Dean, School of Education
Dean, College of Education (Lingayen)
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List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in
Pre-service Teacher Education developed through the Philippine National Research Center "Teacher
for Teacher Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in partnership qualifications,
with select Centers of Excellence and Centers of Development in Teacher Education. The teacher's
Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher
Education Project aims to further align current teacher education curricula with the Philippine
knowledge and
Professional Standards for Teachers (PPST) to ensure that the future educators are geared skills, make more
towards educating students for a long term and sustainable nation building. difference for
student learning
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt
to enhance their curricula. This promotes shared understanding and expectations of quality
than any other
pre-service training throughout the country. single factor."
(Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)
The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order No.
42, S. 2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates PPST in
all its professional development programs, learning and delivery systems, and HR systems. The DepEd adoption and
integration of the PPST necessitate that Teacher Education Institutions (TEIs) align their curricula with what the department
needs. The new CHED-issued PSGs on teacher education (2017) are based on PPST to ensure that every graduate of pre-
service teacher education programs can cope with the demands of DepEd. The development of prototype syllabi supports
new pre-service teacher education curriculum based on CHED requirements and DepEd needs.
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Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key
feature of the syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into
practice. This supports international studies on linking theory to practice. According to Darling-Hammond (George Lucas
Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to student
teaching, and then all of sudden be put in a situation where you're supposed to implement something
you've never seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training
(PSTePT) framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this
framework, practice-based teacher education training is described as experiential, developmental, formative, integrative and
system-based. It is an attempt to integrate practicum into the course work of pre-service teachers starting from their
professional education courses, by recommending the inclusion of experiential activities in the field like observations,
interviews, and other opportunities to demonstrate their understanding of theories to actual practice.
Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype
syllabi. Two to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution
were sent to attend a series of writeshops, reviews and validation to finalize the outputs.
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Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE REGION I
REGION Pangasinan State
Benguet State University of the Saint Louis
University University
Cordilleras University
Values Education Social Studies Values Social Studies

Education
REGION II REGION III
Saint Mary's Angeles University

University Foundation
Science Physical Education
REGION V
Ateneo De Naga Bicol University

University
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Elementary Education Elementary Education 8
*Priority Program in which the institution served as lead writer
REGION VIII
Leyte Normal Southern Leyte

University State University
Filipino Filipino
REGION VII REGION IX
University of San Cebu Normal Ateneo De Zamboanga Western Mindanao

Jose-Recoletos University University State University
English English Mathematics Professional Education
REGION X
Bukidnon State Xavier

University University
Professional Education Mathematics
NATIONAL
CAPITAL
REGION Philippine Normal
Centro Escolar De La Salle University of Asia
University University - Manila University and the Pacific 9
Early Childhood Education Science Professional Education 9
Early Childhood Education
Physical Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
• Early Childhood Education • Physical Education

• Elementary Education • Science
• English • Social Studies
• Filipino • Values Education
• Mathematics
PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in the
country. Specifically, they were developed to assist community
colleges, colleges in remote areas, and other teacher education
institutions to have further guidance in enhancing their teacher
education curriculum.
Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher
Education Council, the continuity of the usability and impact of the
the PPST-based prototype syllabi is ensured.
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
The development followed three key phases:
Activities
• Develop the key features of the prototype syllabi
• Benchmark the syllabi template
Planning • Select partner institutions and syllabi writers
• Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling the enhancement
Writers • Writeshops
• Review and validation of interim outputs (though the TWG, the writing
group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education Council
Review and Convention
Validation of • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
Outputs - December 6, 2018 - Review of interim outputs during the Teacher
Education Council Convention with representatives from COEs and CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization Courses
Compendium 3: Elementary Education Specialization Courses
Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses
Compendium 6: Mathematics Specialization Courses
Compendium 7: Physical Education Specialization Courses
Compendium 8: Science Specialization Courses
Compendium 9: Social Studies Specialization Courses
Compendium 10: Values Education Specialization Courses
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the
prototype syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working
Group and partner institutions.
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GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
• Institutional Logo and other information
• Vision, Mission and College Goals
• Class Information/Schedule
• Instructor's Information
• Course Information
These parts were intentionally left blank and will be up to the

teacher education institution, college of education and/or the
faculty handling the course to fill in.
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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be adopted
or to serve as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or the faculty
handling the course.
Course Description
The course descriptions are enhanced versions of the
course descriptions in the Policies, Standards and
Guidelines (PSGs). Enhancements include additional inputs
and/or elaboration using the language of the PPST to clarify
the intent of the course and make the alignment to the PPST
more explicit.
Course Learning Outcomes

The course outcomes use the language of the standards to
make alignment to the standards more explicit. The course
outcomes are constructively aligned with the course
description, content and assessment.
Beginning Teacher Indicator (BTI) coverage
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs are
addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning outcomes,
content and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional alignment of
course content, assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011). Examining
alignment of outcomes, content and assessment supports constructive alignment in outcomes-based pre-service teacher
education.
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Time Allotment
The Time Allotment column indicates
the recommended duration to cover
the content.
Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes
which are specific to the content
covered. It presents what pre-service
teachers should be able to know or do
after covering the topics.
The ILOs are learner-centered rather

than content-centered. They provide
guidance on the focus and intent of the
content to be covered.
Content
The Content column outlines topics to

be covered. Suggested Teaching Learning Suggested Assessment
Mapping to the CLOs Activities (TLAs)
The Suggested Assessment column
Aside from the BTI coverage, the The Suggested TLAs column indicates indicates recommended formative or
prototype syllabi also map ILOs and recommended activities to deliver the summative activities to measure the
the Suggested Assessment to the content and help facilitate the pre- achievement of the ILOs and/or mastery of
corresponsing CLO/s, to ensure service teachers’ achievement of the the content covered.
constructive alignment. ILOs.
Example:1.1.1 [2]
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education
Philippine Qualifications Framework
ASEAN Qualifications Reference

Framework
PROTOTYPE SYLLABI
• Outcome-based
• PPST-aligned
• 21st Century
Learning grounded
• PQF- and AQF-
compliant
COMPETENCIES
Beginning Teacher Indicators from the

Philippine Professional Standards for CONTENT KNOWLEDGE
Teachers
K to 12 Curricula
Program Outcomes and Performance
Indicators from the CHED Policies,
Standards and Guidelines on Teacher
Education Programs
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REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood Education
(BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).
Department of Education. (2017). Philippine Professional Standards for Teachers.
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda-darling-hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their Thoughts.
https://www.edutopia.org/what-it-means-be-skillful-teacher
Readings on constructive alignment:
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
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THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research-based 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of

verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
sequenced teaching and learning design, selection, organization and knowledge of learning environments teaching that is learner-centered.
processes to meet curriculum use of diagnostic, formative and that are responsive to community
requirements. summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
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THE PPST-BASED MATHEMATICS SPECIALIZATION COURSES
PROTOTYPE SYLLABI
Document Bases:
CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education (BSEd)
K to 12 Curriculum Guide Mathematics (Grade 1 to Grade 10) [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course
Specialization Courses Course Outputs Elective Courses Outputs
20 20 0 0
Lead Writers:
Secondary Writers/ Reviewers:
,,
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History of Mathematics
Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission
College Goals
Program Outcomes (from CMO No. 75, s. 2017, p. 3 and 5):
6.2.b. Demonstrate mastery of subject matter/discipline
6.3.3.a. Exhibit competence in mathematical concepts and procedures

6.3.3.b. Exhibit proficiency in relating mathematics to other curricular areas
Class Information Instructor's Information
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
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Course Information
Course Name History of Mathematics Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Course Description BTIs covered
The course presents the humanistic aspects of mathematics which provides the historical context and timeline that led to the
present understanding and applications of the different branches of mathematics Topics included in this course are not very 1.1.1
technical and rigid aspects of mathematics; rather they are early, interesting, and light developments of the field. They are intended
to enrich the background of the students in the hope that the students find value and inspiration in the historical approach to the
mathematical concepts.
Course Learning Outcomes BTIs covered
At the end of the course, the pre-service teachers should be able to:
A. Demonstrate knowledge and understanding of the historical facts and landmarks that led to the development of the 1.1.1
different branches and schools of thought in mathematics;
B. Show critical and creative thinking in analyzing popular problems involving foundational concepts in mathematics; and 1.1.1
C. Manifest appreciation for mathematics as a dynamic field through sharing of personal experiences of enlightenment 1.1.1
relative to the evolution of the different branches of mathematics.
History of Mathematics 22
Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1-3 At the end of the week, the pre- Unit 1. The Development of 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teacher (PST) should be mathematics: ancient period 2. Library work 1. Pen and Paper quiz
able to: 3. Book reports 2. Seatwork
a. Origins of Mathematics: 3. Class participation
• Discuss the development of 1.1.1 Egypt and Babylonia
mathematics in the ancient [A] b. Mathematics of Ancient
period Greece
• Show the evolution of c. Islamic, Hindu and
numeration systems in Chinese Mathematics
ancient times
• Recognize the symbols and
notations used
• Perform the mathematical
operations used in this
period.
Week 4-6 At the end of the week, the pre- Unit 2. The Development of 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teacher (PST) should be mathematics: a historical 2. Library work 1. Pen and Paper quiz
able to: overview: Medieval Period 3. Book reports 2. Seatwork
3. Class participation
• Discuss the development of 1.1.1 a. Medieval period and
mathematics in the medieval [A] the Renaissance
and renaissance period b. Birth of the Calculus
• Discuss the birth of the c. Euler, Fermat and
calculus: Newton and Leibniz Descartes
• Identify the giants of
mathematics in this period
and discuss their
contributions.
Week At the end of the week, the pre- Unit 3. The Development of 1. Content Focus / Discussion Formative Assessment: 1.1.1
7-10 service teacher (PST) should be mathematics: a historical 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: overview: Modern Period Practice 2. Seatwork
3. Library work 3. Class participation
• Discuss the origin of non- 1.1.1 a. Non-Euclidean 4. Book reports
Euclidean geometries [A,B] Geometries
• Identify the personalities b. Modern algebra and
associated with non- number theory
Euclidean geometries c. Birth of set theory and
• Present a timeline of these problems in the
geometries from the time of foundations of
their conception mathematics
• Examine the origins of
modern algebra and number
theory and set theory
• Identify the personalities
associated with these
branches of mathematics
• Discuss the problems in the
foundations of mathematics
Week At the end of the week, the pre- Unit 4. The Nature of 1. Content Focus / Discussion Formative Assessment: 1.1.1
11-13 service teacher (PST) should be Mathematics 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: Practice 2. Seatwork
a. What is mathematics? 3. Problem Solving 3. Class participation
• Discuss what is mathematics 1.1.1 b. What do
from a variety of points of [B,C] mathematicians do
view c. Is mathematics
• Discuss and describe what invented or created?
mathematicians do.
• Discuss and debate the origin
of mathematics
Week At the end of the week, the pre- UNIT 5. Issues and Aspects 1. Content Focus / Discussion Formative Assessment: 1.1.1
14-18 service teacher (PST) should be 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: a. The concepts and role Practice 2. Seatwork
of the proof 3. Individual/Group 3. Class participation
• Discuss the foundations and 1.1.1 b. Infallibility and certainty demonstrations
formalism of mathematics [A,C] in mathematics
• Discuss the relationship c. Mathematics and
between mathematics and technology: the role of
emergence of technology computers
Suggested References
Burton, D. M. (2010). The history of mathematics: An introduction (7th ed). McGraw-Hill Education
Davis, P., Hersh, R., & Marchisotto, E. A. (2011). The mathematical experience. Springer Science & Business Media.
Dunham, W. (1991). Journey through genius: The great theorems of mathematics . Wiley.
Hodgkin, L. (2005). A history of mathematics: from Mesopotamia to modernity. Oxford University Press on Demand.
Katz, V. J. (2009). The History of Mathematics: An (3rd ed). Pearson Addison-Wesley.
College and Advanced Algebra

Vision Mission
College Goals
Program Outcomes (from CMO No. 75, s. 2017, p. 3 and 5:

6.3.3.f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools
6.3.3.g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
26
Term E-mail Address
Course Information
Course Name College and Advanced Algebra Course Code
Course Requirements:
Grading System
The course builds upon the students’ knowledge on properties of the real number system, operations on different types of
algebraic expressions, and the solution of various types of equations and inequalities. The course also covers the prerequisites to 1.1.1
trigonometry and calculus, specifically transcendental and non-transcendental functions, including the characteristics of their 1.3.1
graphs and applications. It serves as a foundation for future study in various fields in mathematics. Students of this course will use
hands-on materials, calculators and computer applications/ software when needed in solving problems where the algebra concepts
are applied.
A. Show mastery in college and advanced algebra through identifying patterns, finding solutions to mathematical equations, 1.1.1
interpreting and discussing results and applying mathematical concepts to real life problems; and
B. Demonstrate skills in factoring and simplifying rational expressions, solving equations, formulating and graphing functions 1.1.1
and using appropriate computer applications/ software and calculators in solving and graphing.
College and Advanced Algebra 27

Week 1-2 At the end of the week, the pre- Unit I – Algebraic Expressions 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teacher (PST) should be 1. Constants, variables, 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: terms, monomial, Practice 2. Seatwork
multinomial (binomial, 3. Problem Solving 3. Class participation
• define the following: 1.1.1 trinomial…),
constants, variables, [A,B] polynomials,
expressions, terms, coefficients, factors,
monomial, multinomial ( degree of a term
binomial, trinomial…), 2. The fundamental
polynomials, coefficients, operations of algebraic
factors, degree of a term/ expressions;
polynomial, 3. Factoring and Algebraic
• perform the fundamental Fractions
operations on polynomials
• identify and to factor
polynomials with common
factors with special
products (difference of
two squares, perfect
square trinomial, sum and
difference of two cubes)of
the general quadratic
trinomial form, by adding
and subtracting the same
expression
• perform the fundamental
operations on algebraic
fractions;
operations on algebraic
fractions;
• simplify a complex
fraction.

Week 3-5 At the end of the week, the pre- Unit II- Exponents and 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teacher (PST) should be Radicals 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: 1. Laws of Exponents Practice 2. Seatwork
(integral and rational 3. Problem Solving 3. Class participation
• evaluate and simplify an 1.1.1 exponents)
expression with integral [A,B] 2. Simplifying exponential
exponents; expressions;
• evaluate and simplify 3. Fundamental
expressions with rational operations on
exponents exponential expressions
• perform the four 4. Transforming
fundamental operations exponential expressions
on exponential to radicals and vice
expressions versa
• define the principal nth 5. Simplifying radical
root of a real number expressions
• identify the index and 6. Fundamental
radicand of a radical operations on radicals
expression; expressions
• transform an expression
with a fractional exponent
to radical form and vice
versa;
• evaluate and simplify
radical expressions
• do the four fundamental
operations on radicals
(including rationalization).
Week 6-7 At the end of the week, the pre- Unit V- Relations and 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teacher (PST) should be Functions and Their Graphs 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Definition of a Relation 3. Problem Solving 3. Class participation
• define relation and 1.1.1 2. Definition of a Function
function and their graph; [A,B] 3. Domain & Range of a
• differentiate relations from Function
functions 4. Algebra of Functions
5. Inverse of a Function

• determine the domain and 6. The Rectangular
range of a function Coordinate System
• perform algebra of 7. Graph of Linear Functions
functions; and Quadratic Functions
• define the inverse of a
function;
• determine the inverse of a
function
• graph functions and their
inverses
Week 8- At the end of the week, the pre- Unit III- EQUATIONS and 1. Content Focus / Discussion Formative Assessment: 1.1.1
10 service teacher (PST) should be INEQUALITIES 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Properties of Equality 3. Problem Solving 3. Class participation
• define equality/equation 1.1.1 2. Basic concepts of
• enumerate the properties [A,B] equations
of equality 3. Solution set of linear,
• classify equations in one quadratic equations in
variable according to their one variable; other
types; forms of equations
• find the solution set of the leading to either linear
linear and quadratic or quadratic (radical,
equations in one variable rational and
• reduce other forms of exponential)
equations into linear or 4. Introduction of
quadratic and find the inequalities; ordering of
solution set numbers; basic
• define inequality properties of
• find solution set of linear inequalities
inequalities in one variable 5. Solution of Linear
• solve quadratic, fractional inequalities (with
and radical inequalities in solutions expressed in
one variable interval notation, set
• solve linear inequalities notation and graphical);
involving absolute value

6. Solution of quadratic,
fractional and radical
inequalities
7. Linear inequalities
involving absolute
value
Week 11- At the end of the week, the pre- Unit IV System of Linear 1. Content Focus / Discussion Formative Assessment: 1.1.1
13 service teacher (PST) should be Equations and Inequalities 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Solution of system of 3. Problem Solving 3. Class participation
• define system of 1.1.1 linear equations in two
equations in two [A,B] variables (using
unknowns graphical, substitution
• find the solution set of a and elimination
system of linear equations methods and other
in two unknowns. methods)
• define inequlity in two 2. System of linear
unknowns equations in three
• find solution set of linear unknowns;
inequalities in one 3. Verbal problems
unknown involving one, two, or
• solve system of linear three unknowns
inequalities in two 4. Solution linear
unknowns inequalities in two
variables
• solve verbal problems 5. Solution of system of
involving one, two and
inequalities in two
three unknowns
variables
Week 14- At the end of the week, the pre- Unit VI - Exponential and 1. Content Focus / Discussion Formative Assessment: 1.1.1
16 service teacher (PST) should be Logarithmic Function 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Exponents and the Number e 3. Problem Solving 3. Class participation
• define an exponential 1.1.1 2. Exponential Function 4. Reflection Writing
function and natural [A,B] 3. Logarithmic Function
exponential function 4. Natural Logarithmic Function

• graph of an exponential 5. Properties of Logarithmic
function Functions
• evaluate exponential 6. Exponential and Logarithmic
functions Equations
• define logarithmic
function
• graph logarithmic function
• enumerate the properties
of logarithmic functions
• convert exponential
expressions into
logarithmic expressions
and vice versa
• compute the common
and natural logarithm of a
number apply the
properties of logarithm
• compute the common anti
log of a given number
• solve exponential and
logarithmic equations
Week 17- At the end of the week, the pre- Unit VII - Polynomial 1. Content Focus / Discussion Formative Assessment: 1.1.1
18 service teacher (PST) should be Functions and Polynomial 2. Individual / Group Drill and 1. Pen and Paper quiz
able to: Equations Practice 2. Seatwork
3. Problem Solving 3. Class participation
• define a polynomial 1.1.1 1. The Remainder Theorem, The 4. Reflection Writing
function [A,B] Factor Theorem, and Synthetic
• find the remainder of Division
polynomial function when 2. Rational Zeros of Polynomial
divided by a linear Functions
function of the form x – r; 3. Real Roots of Polynomial
• find all possible roots of Functions
polynomial functions 4. Complex Zeros of Polynomial
Functions

Leithold, L. (1992). College algebra and trigonometry. Addison-Wesley.

Stewart, J., Redlin, L., & Watson, S. (2015). Algebra and trigonometry. Cengage Learning.
Vance, E. P. (1962). Modern algebra and trigonometry. Addison-Wesley.

Trigonometry

Vision Mission
College Goals

world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
34
Term E-mail Address
Course Information
Course Name Trigonometry Course Code
Grading System
The course aims to enable students to achieve thorough grasp of circular and trigonometric functions, solutions to triangles,
trigonometric identities and the polar coordinate system that will translate into proficient application of these concepts in problem 1.1.1
solving and readiness for higher mathematics. Students of this course will engage in inquiry learning and problem-solving using
computer applications/software and other technological devices.
A. Demonstrate critical thinking through finding solutions to application and/or real life problems that require trigonometric 1.1.1
concepts and computations;
B. Show skills in using appropriate computer application/software and graphing calculators to carry out computations and 1.1.1
explorations of trigonometric problems;
C. Exhibit competence in proving trigonometric identities 1.1.1
Trigonometry 35
Week 1-3 At the end of the week, the pre-service Chapter 1: 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: 1. Trigonometric points 2. Individual and Group Activity 4. Pen and Paper quiz
2. Trigonometric functions a. The students are asked 5. Seatwork
• Use correct mathematical 1.1.1 3. Points outside the unit to make a Concept Map. 6. Class participation
notation and terminology. [A] circle b. The students are asked
• Perfectly define and draw a 4. Arc length to answer some drills Performance Assessment:
unit circle and identify the 5. Area of a circular sector individually or by pair. Reflection Paper
coordinates of trigonometric 3. Online drill and practice The
points of special angles. students are asked to go to
• Correctly identify the 6 the websites below and
trigonometric/circular choose problem/s to solve:
functions and their value http://www.onlinemathlearnin
limits based on this unit g.com/trigonometry-
circle. games.html
• Properly/correctly convert
degree measure to radian http://www.purposegames.co
measure and vice versa and m/game/unit-circle-test-quiz
use the radian measure
appropriately when solving 4. Reflection Activity:
problems The students are asked to
• Accurately solve problems write down 3 things they
involving arc length and area learned about trigonometry
of circular sector. (after the discussion of each
main subtopic: unit circle,
finding coordinates of special
trigonometric points,
trigonometric functions, arc
length and area of circular
sector), what they find
difficult in the topics
presented, and questions that
they can generate from the
discussion.
teacher (PST) should be able to: Graph of Trigonometric 2. Drill and Practice (Group and 1. Pen and Paper quiz
Functions Individual) 2. Seatwork
• Properly sketch the graph of 1.1.1 1. Sine Function 3. Online drill and practice 3. Class participation
trigonometric functions [A,B] 2. Cosine Function a. The students are asked
based on its periodicity and 3. Tangent Function to go to the website Performance Assessment:
amplitude with (or without) 4. Cotangent Function Reflection Paper
Trigonometry 36
the use online trigonometry 5. Cosecant Function below and choose
games /graphing calculator/ 6. Secant Function problem/s to solve:
computer graphing http://www.onlinemathlearnin
applications and pen and g.com/trigonometry-
paper activity. games.html
• Analyze the general behavior b. The students are asked
of the trigonometric function to graph the different
graphs. trigonometric functions
• State the appropriate using geogebra or any
domain, range, amplitude computer graphing
and period for each graph of applications.
Sine, Cosine, Tangent,
Cosecant, Secant and 4. Reflection Activity
Cotangent functions. The students are asked to
• Point out and properly write down 3 things they
explain the effect of a change learned about the lesson on
in period and amplitude. trigonometric functions,
anything the students find
difficult, and questions that
they have for this topic.
teacher (PST) should be able to: Trigonometric identities 2. Drill and Practice (Group and 1. Pen and Paper quiz
1. Fundamental Identities Individual) 2. Seatwork
• Properly apply basic 1.1.1 2. Sum and Difference of 3. Online drill and practice The 3. Class participation
trigonometric identities and [A] Two Angles Identities students are asked to go to
algebraic properties to 3. Double Angle Identities the website below and Performance Assessment:
express one trigonometric 4. Half Angle Identities choose problem/s to solve: Reflection Paper
function in terms of the other http://www.onlinemathlearnin
trigonometric functions. g.com/trigonometry-
• Write a proof which verifies games.html
the validity of a stated
identity. 4. Reflection Activity
• Solve the values of The students are asked to
trigonometric functions using write down 3 things they
identities. learned about the lesson on
trigonometric identities,
anything the students find
Trigonometry 37
Week At the end of the week, the pre-service Chapter 4: 1. Interactive Discussion Formative Assessment: 1.1.1
10-11 teacher (PST) should be able to: Inverse of the Trigonometric 2. Drill and Practice (Group and 1. Pen and Paper quiz
Functions Individual) 2. Seatwork
• Properly sketch the graph for 1.1.1 1. Inverse trigonometric 3. Online drill and practice The 3. Class participation
each basic inverse [A] functions students are asked to go to the
trigonometric function and 2. Solving trigonometric website below and choose Performance Assessment:
state the correct domain and equations problem/s to solve: Reflection Paper
range. http://www.onlinemathlearnin
• Explain well how inverse g.com/trigonometry-
trigonometric functions games.html
facilitate the solving of
trigonometric functions. 4. Reflection Activity
• Apply inverse trigonometric The students are asked to
and algebraic solving write down 3 things they
techniques on trigonometric learned about the lesson
functions to correctly solve inverse of trigonometric
a. numerical problems on functions, anything the
inverse trigonometric students find difficult, and
functions. questions that they have for
b. problems involving this topic.
inverse trigonometric
equations.
12-14 teacher (PST) should be able to: Solutions of Triangles 2. Drill and Practice (Group and 1. Pen and Paper quiz
1. Solving Right Triangles Individual) 2. Seatwork
• Accurately distinguish the 1.1.1 2. Solving Oblique Triangles 3. Online drill and practice The 3. Class participation
difference between right [A] - Law of Sines students are asked to go to the
triangle and oblique triangle. - Law of Cosines website below and choose Performance Assessment:
• Use the trigonometric problem/s to solve: Reflection Paper
functions to solve problems http://www.onlinemathlearnin
involving right triangles. g.com/trigonometry-
• Correctly specify the games.html
conditions when to use the
law of sines and law of 4. Reflection Activity
cosines. The students are asked to
• Solve oblique triangle write down 3 things they
problems using the law of learned about the lesson on
sines and the law of cosines. solutions of triangles,
• Use the ambiguous case of anything the students find
the law of sines to solve difficult, and questions that
Trigonometry 38
oblique triangles where more
than one solution exists.
• Apply the laws of Sines and
Cosines to find missing
angles and sides for any
given triangle.
• Solve story problems
involving triangles.
15-18 teacher (PST) should be able to: Polar Coordinate system 2. Drill and Practice (Group and 1. Pen and Paper quiz
1. Converting from Cartesian Individual) 2. Seatwork
• Distinguish the difference 1.1.1 Coordinates to Polar 3. Online drill and practice 3. Class participation
between a Cartesian [A] Coordinates The students are asked to
Coordinate and Polar 2. Converting from Polar graph the different polar Performance Assessment:
Coordinate. Coordinates to Cartesian functions using geogebra or Reflection Paper
• Convert Cartesian Coordinates any computer graphing
Coordinates to Polar 3. Plotting a Point in Polar applications
Coordinates. Coordinate System
• Convert Polar Coordinates to 4. Distance between to Polar 4. Reflection Activity
Cartesian Coordinates. Points The students are asked to
• Plot points in a Polar 5. Graphing Polar functions write down 3 things they
coordinate system. learned about the lesson on
• Properly graph polar polar coordinate system,
functions. anything the students find
Larson, R. (2012). Trigonometry. Philippines: Cengage Learning.

Lial, M, Hornsby, J., Schneider, D., Daniels, C. (2014). Trigonometry. Philippines: Cengage Learning.
McKeague, C., & Turner, M. (2014).Trigonometry. Cengage Learning.
Stewart, J., Redin, L., & Watson, S. (2012). Stewart’s algebra and trigonometry. Hiyas Press, Inc
Trigonometry 39
Plane and Solid Geometry

Vision Mission
College Goals


6.3.3.e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of
complexity
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
40
Course Information
Course Name Plane and Solid Geometry Course Code
Grading System
The course seeks to deepen BSED Math students’ understanding of Euclidean geometry and to sharpen reasoning skills in 1.1.1
preparation for mathematics teaching and readiness for higher mathematics. Learning of concepts, postulates, and theorems will 1.2.1
be through inductive and deductive methods of reasoning with emphases on mathematical investigation, use of ICT and 1.3.1
research-based knowledge on learning and teaching. Topics will cover the following: triangle congruence and similarity, circles, 1.5.1
polygons, prisms, cylinders, pyramids, and cones.
A. Use critical thinking in proving geometric propositions, solving routine and non-routine problems in geometry; 1.1.1
B. Formulate conjectures through individual/group explorations and investigations using digital technology applying 1.1.1, 1.2.1
concepts and skills in geometry and other related disciplines;
C. Design and implement appropriate learning episodes and assessment methods incorporating the use of digital 1.2.1, 1.3.1
technology and research-based teaching and learning practices; and
D. Express curiosity, enjoyment, and perseverance when engaging in learning and teaching tasks. 7.5.1
Plane and Solid Geometry 41

Week 1 At the end of the week, the pre-service The Modern Axiomatic System Interactive Discussion Quiz 1.1.1
teacher (PST) should be able to: • Undefined Terms Assignment
• Initial Postulates Group Activity Seatwork
• discuss the three undefined 1.1.1 • Initial Postulates and -the students are asked to discuss Boardwork
terms and underlying [A] Theorems among themselves the real life cases
postulates and theorems exhibiting characteristics of the three
undefined terms in Geometry
Week 2 At the end of the week, the pre-service Introduction to Proving Interactive Discussion Quiz 1.1.1
teacher (PST) should be able to: • Review of Algebra Concepts Assignment
• Properties of Equality Group Activity Seatwork
• compare and contrast the 1.1.1 • Properties if Inequality -the students are asked to solve Boardwork
properties of equality and 1.2.1 • Absolute Value exercises involving the properties of
inequality [A] equality and inequality
• apply the properties and
axioms of real number
numbers, equality and
inequality in solving
problems related to it
• explain the steps of formal
proof
• do geometric interpretation
of the absolute value
Week 3
At the end of the week, the pre-service
teacher (PST) should be able to:
• make representations of 1.1.1 Segments and Rays Lecture and Group Activity 1.1.1
Quiz
lines, segments, and rays [A] • Line Measurement
Assignment
• explain the basic theorems by • Line Segments -The students are asked to list down
Boardwork
proving them • Rays real life cases exhibiting characteristics
• apply the concepts of union of lines, segments, and rays
and intersections on lines, Digital Technology Integration
segments and rays
• point out the importance of Integration of Digital Technology
using digital technology in
Geometry

• use geometric software
(Geogebra) to draw lines and
rays
• use geometric software
(Geogebra) to get line
measurements
Week 4 At the end of the week, the pre-service
teacher (PST) should be able to: Discussion
Group Activity
• make representations of 1.1.1 1.1.1
Angles and Perpendicular Lines Quiz
angles 1.3.1 -The students are asked to solve 1.3.1
• Angles Assignment
• compare and contrast the [A] exercises
• Angle Measurement Seatwork
different kinds of angles
• Angle Pairs
• state the basic theorems Integration of Digital Technology
• Perpendicular Lines Product-based output in digital form:
concerning angles and angle
Students will submit output using
pairs
Digital Integration Technology geometric software
• discuss perpendicularity for
lines
• do proofs on perpendiculars
• solve angle measurements
using geometric software
Week 5 Lecture 1.1.1

Group Activity
a. The students are asked to
1.1.1 complete a proof involving
• discuss the conditions which
[A] parallel lines
guarantees parallelism Parallel Lines
b. They are to solve for the
• enumerate ways of showing • Parallel Lines
measurements of angles Quiz
that lines are parallel • Properties of Parallel Lines
using the postulates and Seatwork
• classify angles formed by • Proving involving Parallel
theorems governing parallel Boardwork
parallel lines and transversal Lines
lines and transversals
line
• examine the relationship
between parallel lines and
transversal line

Polygons
• Definition of Polygons Lecture
• define Polygon
1.1.1 • Angles of a Triangles Group Activity
• classify the different kinds of 1.1.1
1.2.1 • Angles of a Polygon - The students are to discuss Product-based output in digital form:
Polygons 7.5.1
[A,B, • Proving involving possible real life situations Students will submit output using
• prove theorems involving
D] Polygons where the concepts of geometric software
polygons
polygons are exhibited
• state the postulates and
theorems governing their
Integration of Digital Technology Integration of Digital Technology
interior angles and diagonals
• construct polygons using
geometric software
Week 7 Group Activity:

- Students are to bring 2 sheets 1.1.1
Lecture
Triangles and Congruent of paper (construction paper) 7.5.1
Group Activity
At the end of the week, the pre-service Triangles and scissors and cut out two
• The students are to discuss
teacher (PST) should be able to: • Introduction to triangles triangles. They are to
possible real life situation
and Triangle Congruence compare the two triangles.
where the concepts of
• classify angles according to 1.1.1 • Proving Congruent
triangles are exhibited
sides and angles [A,D] Triangles - Geometry in the Real World:
• The students are asked to
• discuss congruence between • Triangle Congruence Students will be asked to
solve for the measurements
two geometric figures Theorems compare the four triangular
of angles involving triangles
• state the postulate and • Proving theorems panes of the octagonal
• The students are to solve
theorems on congruency of involving Triangles and window, whether they are
exercises on proving using
triangles congruent Triangles congruent triangles or not.
the triangle congruence
• do formal proofs of
postulates, and right triangle
congruency of triangles Integration of Digital Technology - Activity integrating digital
congruence theorems
technology
- Problem Sets
Week 8 At the end of the week, the pre-service Quadrilaterals 1.1.1

- Geometry in the Real World:
teacher (PST) should be able to: • Properties of Lecture
Students are asked to name
Quadrilaterals Group Activity
things they see that
• classify the different kinds of 1.1.1 • Classifications of - The students are to discuss
resembles to a quadrilaterals
quadrilaterals [A] Quadrilaterals possible real life situation
or quadrilateral in shape
• solve the area of the different 1. Parallelograms where the concepts of
- Exam and Problem Set
types of polygonal regions 2. Trapezoids quadrilaterals are exhibited
• prove theorems involving 3. Trapeziums - The students are to ask to
Technology Exploration Example:
quadrilaterals 4. Kite solve for the measurements

• classification and of angles involving - Construct triangle ABC where
properties of quadrilaterals M is the midpoint of segment
Parallelograms Example: Take two straws and cut AB and N is the midpoint of
• classification and each straw into two pieces so that segment AC, draw segment
properties of Trapezoid the lengths of the pieces of one MN.
• Proving theorems straw match those of the second. - Measure angle AMN and
involving quadrilaterals Now form a quadrilateral by angle B.
placing the pieces end to end so - Show that measure angle
Integration of Digital Technology that congruent sides lie in AMN = measure angle B,
opposite positions. What type of which shows that segment
quadrilateral is always formed? MN // segment BC.
A Parallelogram - Measure segment MN and
segment BC
Take two straws and cut them into - Show that MN = ½ (BC)
pieces so that the lengths match.
Now form a quadrilateral by
placing congruent pieces
together. What type of
quadrilateral is always formed?
A Kite
From a sheet of construction

paper, cut out kite ABCD so that
AB=AD and BC = DC.
a. Fold kite ABCD along the
diagonal segment AC. Are two
congruent triangles formed? Yes
b. Fold kite ABCD along diagonal
segment BD. Are two congruent
triangles formed? No
Week 9 Summative Examination
Week 10 At the end of the week, the pre-service 1.1.1

Long Examination
teacher (PST) should be able to: Circles
Lecture
• Definition
Group Activity Problem Sets
• differentiate a circle and a 1.1.1 • Tangent Lines
- The students are to construct
sphere and the lines having a [A] • Arcs of Circles
circles and list down Output from the technology
relationship to a sphere or a • Inscribed and Intercepted
important concepts involving exploration
circle Arcs
circles and arcs
• list down the theorems about • Congruent Arcs
circles and

• prove theorems concerning • Inscribed and The students are to discover the value
spheres and circles Circumscribed Polygon of pie using real life circular objects in
• solve areas of a circle and/or • Proving theorems different sizes by measuring the
polygons having relations involving circles and diameter and circumference of these
with a circle or a sphere spehres objects.
• use geometric software in
solving areas of a circle Integration of Digital Technology
and/or polygons
Week 11 At the end of the week, the pre-service Lecture 1.1.1

teacher (PST) should be able to: Perimeter, Area, and Solids and Group Activity
Basic Geometric Constructions - The student are to discuss
• compare and contrast the 1.1.1 • Perimeter possible real life situation
different types of solids [A] • Area where the concepts of Solids
• solve problems involving • Measurements and are exhibited
areas and volumes of basic Conversions - The students are given a task
geometric polygons • Definition of Basic Solids to bring any household
• do geometric construction • Volumes objects that can represent
with the use of • Geometric Constructions different basic geometric
1. compass and any solids
Integration of Digital Technology Long Examination
straight edge - The students are to solve
2. digital technology problems involving areas and
Output from technology exploration
volumes of basic geometric
polygons and solids
- The students are also asked
to do geometric
constructions with the use of
the compass and any straight
edges.
- The students are asked to use
digital technology when
doing geometric
constructions
Week 12 At the end of the week, the pre-service Three Dimensional Figures and
teacher (PST) should be able to: their Properties Groupwork output and output from 1.1.1
• Prism Interactive Lecture the technology explorations
• classify 3-dimensional figures 1.1.1 • Cylinder Visual Representations
according to their properties [A] • Pyramid Long Examination
• use nets and cross sections • Cone
to analyze 3-dimensional
figures Integration of Digital Technology

Week 13 Representations of Three-
At the end of the week, the pre-service dimensional Figures
teacher (PST) should be able to: • Orthographic Drawing
• Isometric Drawing
• draw representations of 3- 1.1.1 • Perspective Drawing
dimensional figures [A]
• point-out a 3-dimensional Formula in Three Dimensions Socratic Discussion Long Examination 1.1.1
figure from a given • Polyhedron Interactive Lecture
representation • Euler’s Formula Visual Representation
• apply Euler’s formula to find
the vertices, edges, and faces Integration of Digital Technology
of a polyhedron
Week 14 Formula in Three Dimensions

(cont.)
At the end of the week, the pre-service • Diagonal of a Right
teacher (PST) should be able to: Rectangular Prism
• Distance and Midpoint Plenary Investigation 1.1.1
Long Examination
• apply the distance and 1.1.1 formula in Three Interactive Lecture
midpoint formula to solve 3- [A] Dimensions Visual Representation
Output using digital technology
dimensional figures
Integration of Digital Technology
Week 15 Surface Area of Prisms and

Cylinders
• Prisms
1. Lateral Face and
Lateral Edge
• Define the following: lateral
1.1.1 2. Right and Oblique
face, lateral edge, right and
[A] Prisms
oblique prisms, altitude,
3. Altitude Interactive Lecture
surface area, lateral and
4. Surface Area Creative Presentation Long Examination 1.1.1
surface area of a right prism
5. Lateral and Surface
• Derive and apply the formula
Area of a Right Prism Output using in digital technology
for the lateral and surface
• Cylinder
areas of prism and cylinder
1. Lateral Surface
2. Axis of Cylinder
3. Right and Oblique
Cylinders

4. Lateral and Surface
Area of a Right
Cylinder
Week 16 Surface Area of Pyramids and 1.1.1

At the end of the week, the pre-service Cones
teacher (PST) should be able to: • Pyramid
1. Regular Pyramid
Interactive Lecture
• differentiate regular and and 1.1.1 2. Non-Regular Pyramid Group Problem and solution
non-regular pyramids [A] 3. Lateral and Surface Presentation
• derive and apply the formula Area of a Regular
Dyadic Seatwork
for the lateral and surface Pyramid Output using digital technology
areas of a pyramid in
problem solving Integration of Digital Technology
Week 17 Surface Area of Pyramids and 1.1.1

Cones (cont.)
• Cone
1.1.1 1. Right and Oblique
• differentiate right and
[A] Cones Interactive Lecture
oblique cones
2. Lateral and Surface Long Examination
• derive and apply the formula
Area of a Right Cone Solve-Group-Share
for the lateral and surface
3. Output using digital technology
areas of a cone in problem
solving
Week 18 Final Summative Examination

Alexander and Koeberlein (2015). Elementary Geometry for College Students, 6th Edition.Cengage Learning.
Greig, Jo(2012). Tutor In A Book’s Geometry. The Geometry Store.

Logic and Set Theory

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
49
Course Information
Course Name Logic and Set Theory Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Grading System
The course is a study of mathematical logic which covers topics such as propositions, logical operators, rules of replacement, 1.1.1
rules of inference, algebra of logic and quantifiers, and methods of proof. It also includes a discussion of elementary theory of
sets such as fundamental concepts of sets, set theorems, set operations, functions and relations. It prepares the students for
higher/advanced mathematics (Number theory, Linear Algebra, Abstract Algebra)
A. Exhibit mastery in logic and set theory by constructing truth tables, formulating logical arguments, identifying valid 1.1.1
mathematical arguments, interpreting set notation correctly and determining whether a given function is injective,
surjective or bijective.
B. Show proficiency in logic and set theory by constructing and understanding proofs of mathematical propositions which 1.1.1
use some standard proof techniques.
Logic and Set Theory 50

Week 1-3 At the end of the week, the pre-service Logic 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: 1. Sentencial connectives 2. Individual and Group Activity 1. Pen and Paper quiz
2. Truth values of arguments a. The students are asked 2. Seatwork
• discuss and apply the 1.1.1 and truth table to make a Concept Map. 3. Class participation
sentencial connectives [A] 3. Existence, qualification b. The students are asked
• use mathematical symbols and validation conditions to answer some drills Performance Assessment:
and discern truth values of 4. Tautology individually or by pair. Problem Set
arguments 3. Reflection Activity:
• construct truth tables The students are asked to
• work with existence, write down 3 things they
qualification and validation learned about logic (after the
conditions discussion of each main
• determine whether the given subtopic: sentencial
proposition is a tautology connectives, truth values of
arguments and truth table,
existence, qualification and
conditions, tautology), what
they find difficult in the topics
discussion.
Week 4 At the end of the week, the pre-service Cantor’s Algebra of Sets 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: 1. Class construction axiom 2. Individual and Group Activity 1. Pen and Paper quiz
2. Class operations a. The students are asked 2. Seatwork
• discuss the class construction 1.1.1 3. Russel’s Paradox to make a Concept Map. 3. Class participation
axiom [A] b. The students are asked
• discuss class operations to answer some drills Performance Assessment:
• discuss and – Russel’s individually or by pair. Problem Set
Paradox 3. Reflection Activity:
The students are asked to
write down 3 things they
learned about Cantor’s
algebra of sets (after the
discussion of each main
subtopic: class construction
axiom, class operations,
Russel’s Paradox), what they
find difficult in the topics

discussion.
Week 5 At the end of the week, the pre-service Zermelo-Fraenkel Axioms 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: 1. Zermelo-Fraenkel Axioms 2. Individual and Group Activity 1. Pen and Paper quiz
2. Empty Sets a. The students are asked 2. Seatwork
• explain the Zermelo- 1.1.1 3. Power set of a set to make a Concept Map. 3. Class participation
Fraenkel Axioms [A] b. The students are asked
• identify sets which are empty to answer some drills Performance Assessment:
• determine the power individually or by pair. Problem Set
set of a set 3. Reflection Activity:
learned about Zermelo-
Fraenkel Axioms (after the
discussion of each main
subtopic: Zermelo-Fraenkel
Axioms, empty sets, power
set of a set), what they find
discussion.
Week 6 At the end of the week, the pre-service Algebra of Sets 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: 1. Operations on sets 2. Individual and Group Activity 1. Pen and Paper quiz
2. The axiom of replacement a. The students are asked 2. Seatwork
• define and perform the 1.1.1 to make a Concept Map. 3. Class participation
operations on sets [A,B] b. The students are asked
• discuss and prove the to answer some drills Performance Assessment:
theorems on sets individually or by pair. Problem Set
3. Reflection Activity:
learned about algebra of sets
(after the discussion of each
main subtopic: operations on
sets, the axiom of
replacement), what they find
discussion.

Week 7-9 At the end of the week, the pre-service Relations and 1. Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: Functions 2. Individual and Group Activity 1. Pen and Paper quiz
1. Relations and a. The students are asked 2. Seatwork
• define and give examples of 1.1.1 functions between sets to make a Concept Map. 3. Class participation
relations [A,B] 2. Image and inverse image b. The students are asked
• define a function between 3. Domain and range of a to answer some drills Performance Assessment:
sets and the image and relation/function individually or by pair. Problem Set
inverse image of subsets of 4. Equivalence relations, 3. Reflection Activity:
the domain and codomain, order relations, strict order The students are asked to
resp. relations, and partitions write down 3 things they
• determine domain and range 5. Inclusion, restriction maps learned about relations and
of a relation/function and characteristic functions (after the discussion
• define and give examples of functions of each main subtopic:
equivalence relations and 6. Composition of functions relations and functions
partitions 7. Injective, surjective, and between sets, image and
• discuss the inclusion, bijective functions inverse image, domain and
restriction maps and range of a relation/function,
characteristic functions equivalence relations, order
• prove statements combining relations, strict order
the concepts of the image relations, and partitions,
and inverse image of subsets inclusion, restriction maps,
of the domain and codomain, characteristic functions,
and composition of, or injective, surjective and
injective, surjective, or bijective functions), what they
bijective functions find difficult in the topics
discussion.
Week At the end of the week, the pre-service Natural Numbers 1. Interactive Discussion Formative Assessment: 1.1.1
10-11 teacher (PST) should be able to: 1. Successor sets, inductive 2. Individual and Group Activity 1. Pen and Paper quiz
sets, induction principle a. The students are asked 2. Seatwork
• define successor sets, 1.1.1 2. Axiom of infinity and to make a Concept Map. 3. Class participation
inductive sets, induction [A] successor sets b. The students are asked
principle 3. Peano’s axiom and to answer some drills Performance Assessment:
• discuss the axiom of infinity recursion theorem individually or by pair. Problem Set
and successor sets 4. Transitive sets 3. Reflection Activity:
• discuss Peano’s 5. Arithmetic and The students are asked to
axiom and the recursion ordering of natural write down 3 things they
theorem numbers learned about natural
• define and give numbers (after the discussion
examples of transitive sets of each main subtopic:
successor sets, inductive sets,

• discuss the arithmetic induction principle, Axiom of
and ordering of natural infinity and successor sets,
numbers Peano’s axiom and recursion
theorem, transitive sets,
arithmetic and ordering of
natural numbers), what they
discussion.
Week At the end of the week, the pre-service Cardinal Numbers 1. Interactive Discussion Formative Assessment: 1.1.1
12-13 teacher (PST) should be able to: 1. Equinumerosity 2. Individual and Group Activity 1. Pen and Paper quiz
2. Cardinality of sets, a. The students are asked 2. Seatwork
• define an equinumerosity 1.1.1 countability, infinite, finite, to make a Concept Map. 3. Class participation
• understand cardinality of [A] uncountable sets b. The students are asked
sets, countability, infinite, 3. Arithmetic and ordering of to answer some drills Performance Assessment:
finite, uncountable sets cardinal numbers individually or by pair. Problem Set
• discuss the arithmetic 3. Reflection Activity:
and ordering of cardinal The students are asked to
numbers write down 3 things they
learned about cardinal
numbers (after the discussion
of each main subtopic:
equinumerosity, cardinality of
sets, countability, infinite,
finite, and infinite sets,
arithmetic and ordering of
cardinal numbers), what they
discussion.
Week At the end of the week, the pre-service Axiom of Choice 1. Interactive Discussion Formative Assessment: 1.1.1
14-15 teacher (PST) should be able to: 1. Continuum hypothesis 2. Individual and Group Activity 1. Pen and Paper quiz
2. Construction of the Real a. The students are asked 2. Seatwork
• discuss the continuum 1.1.1 Numbers, set of integers, set of to make a Concept Map. 3. Class participation
hypothesis and Construction [A] rational numbers b. The students are asked
of the Real Numbers to answer some drills Performance Assessment:
• construct the set of integers, individually or by pair. Problem Set
the set of rational numbers, 3. Reflection Activity:
and the set of real numbers The students are asked to

learned about axiom of
choice (after the discussion of
each main subtopic:
continuum hypothesis,
construction of the real
numbers, set of integers, set
of rational numbers), what
discussion.
Week At the end of the week, the pre-service Ordering and Ordinals 1. Interactive Discussion Formative Assessment: 1.1.1
16-18 teacher (PST) should be able to: 1. Ordinal number 2. Individual and Group Activity 1. Pen and Paper quiz
2. Transfinite induction a. The students are asked 2. Seatwork
• define and ordinal number 1.1.1 to make a Concept Map. 3. Class participation
• discuss and apply transfinite [A] b. The students are asked
induction to answer some drills Performance Assessment:
individually or by pair. Problem Set
3. Reflection Activity:
learned about ordering and
ordinals (after the discussion
of each main subtopic:
ordinal number, transfinite
induction), what they find
discussion.
Rosen, K. (2019). Discrete Mathematics and its application. McGrawHill.

Stoll, R. (2017). Logic and set theory. McGrawHill.

Elementary Statistics and Probability

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
56
Course Information
Course Name Elementary Statistics and Probability Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System
This course introduces statistical techniques that are essential to data analysis in educational researches. The main goal in this 1.1.1
exploration is statistical literacy – the ability to understand and apply a variety of parametric statistical operations. Topics will cover
descriptive statistics, probability, inferential statistics, regression and correlation. Students will be required to conduct a mini-
research related to teaching and learning that will showcase the use of both descriptive and inferential statistics. Moreover, this
course will enhance students’ ability in using statistical software such as SPSS to automate data processing.

A. Demonstrate knowledge and skills in data gathering, processing, and communication; 1.1.1
B. Use appropriate statistical measures to describe and compare data sets; ; 1.1.1
C. Run appropriate inferential statistical tests to verify hypotheses and formulate data-driven conclusions and decisions; 1.1.1
D. Use appropriate statistical treatments to analyze a teacher-made summative test, profile students’ performance, and 5.2.1
generate recommendations for enhancement; 5.5.1
E. Exhibit competence in the use of statistical software in data processing as entailed by an actual mini-research relating to 1.3.1
teaching and learning;
F. Manifest accuracy in data handling for evidence-based decisions. 1.1.1
Elementary Statistics and Probability 57

Week 1 At the end of the week, the pre-service The Nature of Statistics Round Table Discussion Written Work: 1.1.1
teacher (PST) should be able to: • Description and history of - Prior knowledge probing Concept Note from the Round Table
statistical science - Follow-up questioning Discussion
• discuss the contributions of 1.1.1 • Descriptive and Inferential
the different [A] Statistics Concept Mapping Product-based:
statisticians/mathematicians • Population and Sample T-Chart or Venn Diagram Completed T-Chart or Venn Diagram:
in the continuous • Variables and types of Students are to compare and contrast
improvement of statistical Data the different terms like Descriptive and
knowledge and concepts • Data Collection and Interactive Lecture Inferential statistics and the like.
Sampling Techniques -students are presented with names of
• differentiate between • Uses and Misuses of variables and are asked to give the Hands Signal
a. Descriptive and Statistics best answer (get responses from the class through
Inferential Statistics • The use of computers and “thumbs up/down” signal to determine
b. Population and Sample calculator Visualization Activity students understanding of a concept
• Identify the types of data and or process.
the level of measurement for
each variable Interactive Lecture Product-based Illustration: Tree
• describe the different data Diagram
collection methods and Oral Recitation
sampling techniques
• create a tree diagram
illustrating data and their
levels of measurement
• Explain how Statistics can be
used and misused
• Point out the importance of
using digital technology in
Statistics

Collection and Sampling
Techniques Written Works and digital technology
Multiple Visual Representation 1.1.1
• Data Collection application:
• identify the type of data 1.1.1
➢ Interview Method Frequency Distribution Table
collection method to be used [A] Cooperative Learning Structure:
➢ Questionnaire Histograms
in different
Method Charts and other graphs
studies/researches With another student or two from the
➢ Observation
• apply the appropriate class, the students are asked to
Methods
sampling technique during interview thirty or more students at
➢ Test Methods
data collection their college/school, get some

➢ Registration information from them like name,
Method course and year, and determine the
➢ Other methods answers to the questions listed below.
• Sampling Techniques
➢ Sampling Error 1. What is your height?
➢ Random 2. What is your birth date?
Sampling 3. How many semesters have
➢ Systematics you attended this college,
Random including this semester?
Sampling 4. How many units have you
➢ Stratified completed?
Random 5. What is your Grade Point
Sampling Average?
➢ Cluster Sampling 6. What is your gender?
➢ Purposive 7. What is the color of your hair?
Sampling 8. What is the color of your eyes?
➢ Quota Sampling 9. What is your blood type?
➢ Convenience 10. How many different
Sampling cellphones have you/family
➢ Other sampling owned, including your present
techniques one?
11. How much do you expect your
annual income to be in your
first job after you have
completed your formal
education?
Note:
These are sample questions only. The
teacher can modify this to make it more
relevant and timely.
The students are to decide to what data

collection method to use and what
sampling technique to employ.
After doing so, the students are to

answer several questions like
- Which are
discrete/continuous
Qualitative/quantitative,
among others

The students are also asked to include
in their output the reason/s of choosing
the data collection method and the
sampling method.
Note:
The teacher should also emphasize that
the data gathered could also be used in
their mini research as their terminal
output.
Week 3 At the end of the week, the pre-service Presentation of Data Multiple Visual Representation Written Works: 1.1.1
teacher (PST) should be able to: - using the information Charts and other graphs
• Data Presentation gathered from their activity
• present data through texts, 1.1.1 ➢ Tabular Method on collection of data, the Product-based output in digital form:
tables, and graphs [A,B] ➢ Graphical students are to present using Students are given data set and would
• organize data sets using Method the different forms of data ask them to use the suitable graph for
frequency distribution table ➢ Textual Method presentation a given data set through the
• represent data in frequency • Organizing Data application of digital technology.
distributions graphically ➢ Frequency Integration of Digital Technology
using histograms, frequency Distribution
polygons, and ogives Table
• use appropriate digital • Histograms, Frequency
technology in organizing Polygons, and Ogives
data
• represent data using graphs, • Other types of Graphs
Pareto charts, time series ➢ Pareto Charts
graphs, and pie graphs ➢ Time Series
• draw a stem and leaf plot Graphs
and scatter plot ➢ Pie Charts
• interpret a stem and leaf plot ➢ Stem-Leaf Plot
and scatter plot ➢ Box Plot
• use appropriate digital • Paired Data and Scatter
technology in organizing Plots
data

Week 4 At the end of the week, the pre-service Data Descriptions (Grouped and Socratic Method on Inferencing and Written Work: Long Quiz 1.1.1
teacher (PST) should be able to: Ungrouped Data) Interpreting and One-sentence summary
1.1.1 • Measures of Central
• summarize data using [A,B] Tendency Cooperative Learning Structure: Performance Task: Problem Set
measures of central tendency • Measures of Variation Think-Pair-Share- students thinking
• decide the appropriate about a question, pairing off and
measure of central tendency discussing the question with a
to be used given a data set classmate, and then sharing their
• interpret numerical output to answers with the whole class
describe the distribution of
data set in terms of its Note:
variability The teacher may also use the data
collected by the students to do data
descriptions and the succeeding
lectures
Week 5 At the end of the week, the pre-service Data Descriptions (Grouped and Socratic Method on Inferencing and Written Work: Long Quiz 1.1.1
teacher (PST) should be able to: Ungrouped Data) Interpreting and One-sentence summary
• Measures of Position
• identify the position of a data 1.1.1 • Exploratory Data Analysis Performance Task: Problem Set
value using various measures [A,B] Cooperative Learning Structure:
of positions such as Think-Pair-Share- students thinking
percentiles, deciles, and about a question, pairing off and
quartiles, median, and Z- discussing the question with a
Scores classmate, and then sharing their
• Interpret the values of answers with the whole class
quantiles
• Use the techniques of
exploratory analysis, like
Boxplot and five-Number
summaries to summarize
data
• Use digital technology to
describe and compare data
sets
Week 6 Visual Representation 1.1.1

At the end of the week, the pre-service Probability and Counting Rules
4-Square Graphic Map
teacher (PST) should be able to: • Sample Spaces and
Group Problem Solving:
Probability
1.1.1 Students are paired with another Written Works:
• define Probability and • Union and Intersection of
[A,B] student and will be given different Problem-Solution
Sample Space sets/events
tasks to work on. After some time,

• differentiate between union • The Addition Rules for they will be asked to exchange paper
and intersection of events Probability and answer the problem after which
• find the probability of union • The Multiplication Rules they are now asked to compare and
and intersection of events and Conditional explain their solutions and answer to
sets Probability the problems.
• find the probability of an
event using classical
probability and empirical
probability
• find the probability of
compound events using
addition rules and
multiplication rules
Week 7 At the end of the week, the pre-service Probability and Counting Group Problem Solving: Written Work : Summative Test 1.1.1
teacher (PST) should be able to: Rules/Probability Distributions Students are paired with another
• Counting Rules student and will be given different
• find the total number of 1.1.1 • Probability and Counting tasks to work on. After some time,
outcomes in a sequence of [A,B] Rules they will be asked to exchange paper
events using the fundamental • Random Variables and answer the problem after which
counting rule • Discrete and Continuous they are now asked to compare and
• use permutation or Variables explain their solutions and answer to
combination in finding the • Probability Distribution the problems.
number of ways an r objects
can be selected from n
objects with or without
regard to order
• define random variable
• differentiate discrete random
variable from continuous
random variable
• describe the distributions
graphically
Week 8 At the end of the week, the pre-service The Normal Distribution Socratic Method Oral Discussion 1.1.1
teacher (PST) should be able to: • Normal Distribution
• Applications of the Learning Log
• discuss the properties of a 1.1.1 Normal Distribution
Normal Distribution [A,B] • The Central Limit Theorem
• identify distributions as Sample Size Determination
symmetric or skewed Confidence Interval

• apply concepts and principles
of normal distribution to real
life problems
• apply the Central Limit
Theorem to solve problems
involving sample means for
large samples
• compute for the sample size
needed
• construct and interpret 95%
and 99% confidence intervals
for means and proportions
• use digital technology in
finding the probability of an
event and the number of
ways an r objects can be
selected from n objects with
or without regard to order
Week 10 Hypothesis Testing Problem Solving Activities Written Works: 1.1.1

At the end of the week, the pre-service • Steps in Hypothesis Hypothesis Formulation and decision
teacher (PST) should be able to: Testing Students are given different making
• Hypothesis Testing using situations/problems and ask them to
• differentiate between null 1.1.1 the traditional method use the correct statistical test in
and alternative hypotheses 1.2.1 and the p-value method hypothesis testing.
• formulate null and alternative [A,B, • Z Test for the Mean
hypotheses based on the C,F] • T Test for a Mean
given problem • Z Test for a Proportion Note:
• make statistically-based The students may retrieve their data
decisions regarding and are asked to formulate null and
populations through alternative hypotheses. These may
hypothesis testing procedure also be used in their mini-research
using the traditional method presentation later on.
and/or p-value method
Week 11 Hypothesis Testing Written Works: 1.1.1

Hands-on Activities:
At the end of the week, the pre-service Hypothesis Formulation and decision
Students is to use the correct test in
teacher (PST) should be able to: • Z Test for the Mean making
hypothesis testing employing digital
• T Test for a Mean Outputs in digital form
technology
• Z Test for a Proportion

• utilize digital technology to 1.1.1
automate data processing 1.3.1 Introduction of Digital technology
and interpretation [A,E] to process data
Week 12 Hands-on Activity using digital Product-based: 1.1.1

Testing the Difference Between technology • Test of difference
Two Means, Two Proportions, One-sentence summary to interpret
and Two Variances results using z-test, t-test
• Testing the Difference
Between Two Means:
• use appropriate statistical
1.1.1 Using the z Test
test in testing the difference
1.3.1 • Testing the Difference
between means, proportions,
Between Two Means of
and variances
[A,B,C Independent Samples:
• interpret the result of the
,E,F] Using the t Test
different statistical tests
• utilize digital technology in
Between Two Means:
data processing
Dependent Samples
• produce the interpretation of
results in digital outputs
Proportions
Between Two variances
Week 13 At the end of the week, the pre-service Testing the differences among Hands-on Activity: Product-based Assessment: 1.1.1
teacher (PST) should be able to: more than two means Interpreting and Analyzing data Analysis of Variance of a group data 1.3.1
• Analysis of Variance
• Identify the number of 1.1.1 (ANOVA) Interpretation of digital results
groups or classification to be 1.3.1
tested
• Use the ANOVA technique to [A,B,C
determine if there is a ,E,F]
significant difference among
three or more means.
data processing

Week 14 Visualization Activity Product-based: 1.1.1
At the end of the week, the pre-service Correlation and Regression Interpreting Graphs • drawing of the scatter plot
teacher (PST) should be able to: • Correlation • Answers to problem sets
• Regression Problem Solving and Interpretation • Mathematical Models
• draw and interpret scatter 1.1.1 • Coefficient of Activities
plot for a set of ordered pairs 1.3.1 Determination and
• compute the correlation Standard Error of the
coefficient [A,B Estimate
• test the hypothesis Ho: p=0 C,E,F]
• compute the equation of the
regression line
• compute the coefficient of
determination and the
standard error of estimate
• create mathematical models
showing the relationship
between one or more
independent variables.
data processing
Week 15 At the end of the week, the pre-service Applying Statistical Procedures Hands-on Activity: Written Work: 1.1.1
teacher (PST) should be able to: to Problems Students are given sample teacher • Interpretation of the teacher- 1.2.1
made tests and ask them to compute made test
• investigate several teacher- 1.1.1 the different measures like mean, • Profile of students’ academic
made tests, profile of 5.5.1 median, mode, and the like and ask achievement
students’ performance and them to interpret these values. One-sentence summary of
choose appropriate statistical [A,B, recommendation
treatments to analyze the C,D]
data
• generate recommendations
for the enhancement of the
teacher-made tests and
profiling of students’
performance
Week 16 At the end of the week, the pre-service Mini-Research Project Punctuated Lecture Product-based: 1.1.1
teacher (PST) should be able to: 5.2.1
Inquiry Method Mini Research 5.5.1
• conduct a mini-research
related to teaching and 1.1.1
learning that showcases the 1.3.1

use of both descriptive and 5.2.1
inferential statistics 5.5.1
• manifest accuracy in data
handling [A,B,
C,D,E
,F]
Week 17 Presentation of Mini-Research Individual/Group Presentation : 1.1.1
At the end of the week, the pre-service Proposal Learning Walk 1.2.1
teacher (PST) should be able to: • Posting of Outputs 5.2.1
1.1.1 • Presentation and demo 5.5.1
• present and discuss results of 5.2.1 • Modifying Works to integrate
their research 5.5.1 comments and suggestions
• Finalizing Results
[A,B, • Scoring Rubric
C,D]
Bluman, A.G. (2013). Elementary Statistics: A Step by Step Approach, 6th Edition. McGraw Hill International.
Supe et. Al.,(2012).Elementary Statistics. Central Book Supply Inc.

Calculus I with Analytic Geometry

Vision Mission
College Goals


Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
67
Course Information
Course Name Calculus I with Analytic Geometry Course Code
Pre-requisite Subject Course Credit
Course Requirements
Grading System
The course equips the students with knowledge and skills about lines and conic sections, limits and continuity of functions,
differentiating and integrating algebraic, exponential, logarithmic, and trigonometric functions in one variable needed in higher
calculus. The course emphasizes the enhancement of critical thinking and problem-solving skills related to analytic geometry and 1.1.1
calculus. Students of this course are expected to employ computer applications/software and other technological devices as tools
in learning and problem solving.
A. Demonstrate understanding of core analytic geometry concepts by relating these to calculus concepts of limits, 1.1.1
continuity, derivatives, and antiderivatives;
B. Demonstrate higher order thinking by applying concepts and skills in carrying out computations and explorations of 1.1.1
analytic geometry and calculus problems with or without the use of ICT tools;
Calculus I with Analytic Geometry 68

Week 1-3 At the end of the week, the pre-service Analytic Geometry Punctuated lecture (a short lecture Formative Assessment: 1.1.1
teacher (PST) should be able to: followed by an activity) 4. Pen and Paper quiz
a. Ordered pairs of real 5. Seatwork
• plot points on the Cartesian 1.1.1 numbers; 6. Class participation
plane; [A] b. distance formula; Cooperative Learning Activity: Think-
• compute the distance c. Slopes; different forms Aloud Pair Problem Solving or Pairs
between two points; of the equation of a line;
Check
d. parallel and
• identify and compute the
perpendicular lines;
slope of a line;
e. conic sections (circle,
• determine the equation of a
parabola, ellipse,
line given certain conditions; hyperbola)
• identify whether two lines are
parallel or perpendicular
through their slopes;
• determine the equation of
conic sections satisfying
given conditions; and
• graph conic sections.
Week 4 At the end of the week, the pre-service Functions Punctuated lecture (a short lecture Formative Assessment: 1.1.1
a. Functions; 5. Seatwork
• state the definition of a 1.1.1 b. domain and range; 6. Class participation
function; [A] c. algebra of functions; Cooperative Learning Activity: Think-
• determine the domain and d. composite functions; Aloud Pair Problem Solving or Pairs
e. even and odd functions;
range of a function; Check
f. absolute value functions;
g. rational function;
operations, including
h. algebraic function;
composition, of functions;
i. greatest integer
• determine whether a function;
function is odd or even; and j. graphs of function.
• identify and graph absolute
value functions; rational
functions; algebraic functions;
greatest integer functions
with or without the use of
technology.

Week 5-7 At the end of the week, the pre-service Limits Punctuated lecture (a short lecture Formative Assessment: 1.1.1
a. Limits (intuitive); 5. Seatwork
• state and illustrate the 1.1.1 b. definition of a limit; 6. Class participation
intuitive definition of a limit; [A,B] c. limit theorems; Cooperative Learning Activity: Think-
• state the epsilon-delta d. limit of a function; Aloud Pair Problem Solving or Pairs
definition of a limit e. one-sided limits;
Check
f. Infinite limits;
• use the epsilon-delta
g. limits at infinity
definition of a limit in
evaluating limits of functions;
• Evaluate limits of functions
using theorems on limits; and
• Compute limits of
indeterminate form using
L’Hopital’s Rule.
Week 8 At the end of the week, the pre-service Continuity Punctuated lecture (a short lecture Formative Assessment: 1.1.1
a. Definition of continuity; 5. Seatwork
• Determine whether a 1.1.1 b. types of discontinuity; 6. Class participation
function is continuous or not; [A] c. theorems on discontinuity; Cooperative Learning Activity: Think-
d. continuity of a composite
classify the type of Aloud Pair Problem Solving or Pairs
function and continuity on an
discontinuity of functions Check
interval;
e. intermediate value theorem;
f. continuity of trigonometric
functions;
g. squeeze theorem.
Week 9-14 At the end of the week, the pre-service The Derivative Punctuated lecture (a short lecture Formative Assessment: 1.1.1
a. Definition of Derivatives; 5. Seatwork
• state and use the definition 1.1.1 b. Derivatives of 6. Class participation
of derivative to differentiate [A] Polynomials & Cooperative Learning Activity: Think-
functions; Exponential Functions; Aloud Pair Problem Solving or Pairs
c. Product and Quotient
• differentiate functions by Check
Rules;
using the rules for
d. Derivatives of
differentiation, i.e., the power,
Trigonometric
product, quotient and chain
Functions;
rules; e. Chain Rule,
• determine the higher f. Implicit Differentiation,
derivatives of functions g. Higher Derivatives;

• differentiate functions h. Derivatives of
implicitly; and Logarithmic Functions;
• solve derivative-related i. Rates of Change
problems (rates of change (Applications); Related
and related rates). Rates
Week At the end of the week, the pre-service Graphing Functions, Extreme Punctuated lecture (a short lecture Formative Assessment: 1.1.1
15-16 teacher (PST) should be able to: Function Values and followed by an activity) 4. Pen and Paper quiz
Optimization 5. Seatwork
• Determine the intervals 1.1.1 6. Class participation
where the graph of the [A] a. Mean-Value Theorem; Cooperative Learning Activity: Think-
function is increasing or b. Relative extreme Aloud Pair Problem Solving or Pairs
function values;
decreasing, concave upward Check
c. Increasing and
or concave downward;
decreasing functions and
• locate extreme values, points
the first derivative test;
of inflections, and
d. Concavity and Graphing
asymptotes of the graph of functions analytically;
the function; and e. Absolute extreme and
• sketch the graph of a optimization
function using the first
derivative and second
derivative tests
• solve application problems
on relative and absolute
extreme.
Week At the end of the week, the pre-service Introduction to antiderivative Punctuated lecture (a short lecture Formative Assessment: 1.1.1
17-18 teacher (PST) should be able to: followed by an activity) 4. Pen and Paper quiz
• determine indefinite integrals 1.1.1 a. Antiderivatives; 5. Seatwork
of functions using theorems [A,B] b. Fundamental Theorem 6. Class participation
of integration; of Calculus; Cooperative Learning Activity: Think-
c. Indefinite Integral;
• find approximate area under Aloud Pair Problem Solving or Pairs
d. The Definite Integral;
the curve using Riemann Check
e. Areas and Distance
sum; and
• evaluate definite integrals
using the Fundamental
Theorem of Calculus; find
area under the curve using
definite integrals
Leithold, L. (1996). The Calculus 7. Harper Collins.
Stewart, J.( 2016). Calculus: Early Transcendentals (8 th Ed.).Cengage Learning

Calculus II

Vision Mission
College Goals

world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
72
Course Information
Course Name Calculus II Course Code
Course Requirements
Grading System
Calculus II is the continuation of Calculus I with Analytic Geometry - the second of a series of three calculus courses. The 1.1.1
course aims to further develop and strengthen the students’ understanding of differential and integral calculus. Topics include
the applications of definite integrals, techniques of integration, indeterminate forms, improper integrals of algebraic and
transcendental functions.
A. Select and use appropriate models and techniques of integration for finding solutions to integral-related problems with 1.1.1
and without the use of technology.
Calculus II 73
Week 1 to At the end of the session/s, the pre- Integration concepts and 1. Content Focus / Discussion Formative Assessment: 1.1.1
Week 3 service teachers should be able to: formulas 2. Individual / Group Drill and 1. Oral Recitation.
Practice 2. Pen and paper quiz
• Integrate using power 1.1.1 1. Review on Anti-differentiation 3. Boardwork 3. Seatwork
formula [A] 2. Review on Indefinite integrals 4. Problem Solving 4. Class participation
• Integrate trigonometric 3. Simple Power formula
functions, logarithmic, 4. Simple trigonometric functions
exponential, inverse 5. Logarithmic functions
trigonometric and 6. Exponential functions
hyperbolic functions 7. Inverse Trigonometric functions
8. Hyperbolic functions
9. General power formula
Week 4-7 At the end of the session/s, the pre- Techniques of Integration 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teachers should be able to: 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Integration by Parts Practice 2. Seatwork
• perform integration by parts 1.1.1 2. Integration of Powers 3. Boardwork 3. Class participation
• perform integration of [A] of Trigonometric 4. Problem Solving
powers Functions
of trigonometric 3. Integration by Trigonometric
functions Substitution
• perform integration by 4. Integration of
trigonometric substitution Rational Functions by
• integrate rational functions Partial Fractions
using partial fractions 5. Miscellaneous
• perform integration using Substitution
miscellaneous substitution
Week 8 Definite Integrals 1. Content Focus / Discussion Formative Assessment: 1.1.1

At the end of the session/s, the pre- 2. Individual / Group Drill and 1. Pen and Paper quiz
service teachers should be able to: 1. Summation Notation& Riemann Practice 2. Seatwork
1.1.1 Sum 3. Boardwork 3. Class participation
• Write and compute long [A] 2. Definition of Definite Integrals 4. Problem Solving
sums using sigma notation 3. Properties of Definite Integrals
• Define and evaluate definite 4. The Mean Value Theorem for
integrals; Integrals
• Identify and apply the 5. The Fundamental
properties of definite Theorem of Calculus
integrals;
Calculus II 74
• Discuss and verify/prove the
Mean Value Theorem for
Integrals; and
• Discuss and verify/prove the
Fundamental Theorem of
Calculus.
Week 9-13 At the end of the session/s, the pre- Applications of 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teachers should be able to: the Definite Integral 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Area of a Region Practice 2. Seatwork
• Find the area of the region 1.1.1 in a Plane 3. Boardwork 3. Class participation
bounded by curves using [A] 2. Volume of a Solid of 4. Problem Solving
Riemann sum and definite Revolution
integrals; 3. Work
• Find the volume of a solid of 4. Length of Arc of a Plane Curve
revolution using different 5. Other miscellaneous application
methods; topic (free topic)
• Apply definite integrals in
solving work problems and
finding the length of arc of a
plane curve.
Week 14 At the end of the session/s, the pre- Indeterminate Forms 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teachers should be able to: 1. Definition 2. Individual / Group Drill and 1. Pen and Paper quiz
2. L’ Hospital’s Rule Practice 2. Seatwork
• enumerate the different 1.1.1 3. Boardwork 3. Class participation
indeterminate forms [A] 4. Problem Solving
• evaluate limits of rational
functions at a point where
the limit is indeterminate
Week At the end of the session/s, the pre- Improper Integrals 1. Content Focus / Discussion Formative Assessment: 1.1.1
15-16 service teachers should be able to: 1. Definition of Improper Integrals 2. Individual / Group Drill and 1. Pen and Paper quiz
2. Improper Integrals: Practice 2. Seatwork
• evaluate improper integrals 1.1.1 a. with Infinite 3. Boardwork 3. Class participation
with infinite upper limit [A] Upper Limit 4. Problem Solving
• evaluate improper integrals b. with Infinite
with infinite lower limit Lower Limit
c. with Both Upper &
Calculus II 75
• evaluate improper integrals Lower Limits Infinite
with infinite upper and lower 3. Improper Integrals
limits with Infinite
• evaluate improper integrals Discontinuities of the
with infinite discontinuities of Integrand
the Integrand
Week At the end of the session/s, the pre- Polar Coordinate 1. Content Focus / Discussion Formative Assessment: 1.1.1
17-18 service teachers should be able to: System 2. Individual / Group Drill and 1. Pen and Paper quiz
1. Polar Functions Practice 2. Seatwork
• draw the graph of a polar 1.1.1 2. Polar Graphs 3. Boardwork 3. Class participation
function [A] Polar Curves 4. Problem Solving Formative Assessment:
• find the area of the region 3. Area of Regions in 5. 1. Pen and Paper quiz
bounded by the polar curve Polar Coordinates 2. Seatwork
• find the area of the region 3. Class participation
bounded by 2 polar curves

Stewart, J.( 2016). Calculus: Early Transcendentals (8th Ed.). Cengage Learning
Calculus II 76
Calculus III

Vision Mission
College Goals
6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.b. Demonstrate mastery of subject matter discipline

6.3.3.g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discover and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
77
Course Information
Course Name Calculus III Course Code
Course Requirements
Grading System
Calculus III is the continuation of Calculus II – the last of a series of three calculus courses. The course aims to provide students 1.1.1
with a deeper understanding of differentiation and integration of sequences, infinite series, power series, as well as of multiple 1.2.1
integration for multivariable functions.
A. Select and use appropriate models and techniques of differentiation and integration for finding solutions to series 1.1.1
and integral-related problems with and without the use of technology.
Calculus III 78
Week 1-5 At the end of the session/s, the pre- I – Sequences and Infinite Series 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teachers should be able to: 1. Pen and Paper quiz
1. Sequences 2. Individual / Group Drill and 2. Seatwork
• Define sequences and series 1.1.1 Practice 3. Class participation
[A] 2. Monotonic and bounded
• determine whether the sequences
sequence is increasing, 3. Problem Solving (may use
decreasing or not monotonic 3. Series of constant terms graphing calculators or Graphing
and nth-term test for mobile application)
• determine whether the series divergence
is bounded
4. The integral, Comparison,
• determine whether the series and Limit Comparison
is convergent or divergent Tests
5. The alternating series,

ratio, and root test
Week 6-10 At the end of the session/s, the pre- II. Power series 1. Content Focus / Discussion Formative Assessment: 1.1.1
service teachers should be able to: 1. Pen and Paper quiz
1. Power series and radius 2. Individual / Group Drill and 2. Seatwork
a. Determine the interval 1.1.1 and interval of Practice 3. Class participation
convergence of the power [A] convergence of power
series series
3. Problem Solving (may use
b. Compute for the radius of 2. Differentiation and graphing calculators or Graphing
convergence of the power integration of power mobile application)
series series
c. Identify the power series 3. Taylor, Maclaurin and

representation of the integral binomial series
d. Use a power series to 4. Approximation using

compute the indicated Taylor polynomials
accuracy the value of given
quantity
Calculus III 79
Week At the end of the session/s, the pre- III. Multiple Integration 1. Content Focus / Discussion Formative Assessment: 1.1.1
11-18 service teachers should be able to: 1. Pen and Paper quiz
1. double integrals 2. Individual / Group Drill and 2. Seatwork
• Find an approximate value of 1.1.1 Practice 3. Class participation
the double integrals 2. double integrals in polar
• Evaluate the iterated integral coordinates
(double and triple integral) 3. Problem Solving (may use
• Compute for the mass and 3. applications of double graphing calculators or Graphing
center of mass of the lamina integrals (area, volume, mobile application)
• Compute for the surface area, mass, surface area)
mass and volume using
double integral 4. triple Integrals
• Compute for the surface area,
mass and volume using triple 5. Triple Integrals in
integral cylindrical and spherical
coordinates
6. Applications of triple
integrals (volume and
mass)
Anton, H., Bivens, I.C. & Davis, S. (2011). Calculus Early Transcendentals (10th Ed.). Wiley.
Anton, H., Bivens, I.C. & Davis, S. (2012). Calculus (10th Ed.). Wiley.
Edwards, Jr., C.H. & Penney, E. (2007). Calculus, Early Transcendentals (7th Ed.). Prentice Hall.
Etgen, G., S. Salas & Hille, E. (2003). Calculus : One and Several Variables (9th Ed.) John Wiley and Sons.
Stewart, J. (2017). Calculus: Early Transcendentals (8th Ed.). Brooks/Cole.
Thomas, G.B., Weir, M.D. & Hass, J.L. (2009). Thomas’ Calculus (12th Ed.). Pearson.
Thomas, G.B., Weir, M.D. & Hass, J.L. (2009). Thomas’ Calculus Early Transcendentals (12th Ed.). Pearson.
Varberg, D., Purcell, E.J., & Rigdon, S.E. (2006). Calculus Early Transcendentals. Pearson.
Varberg, D., Purcell, E.J., & Rigdon, S.E. (2006). Calculus (9th Ed.). Pearson.
Calculus III 80
Modern Geometry

Vision Mission
College Goals


Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
81
Course Information
Course Name Modern Geometry Course Code
Pre-requisite Subject Course Credit 3 Units
Course Requirements
Grading System
This course seeks to enrich students’ knowledge of Euclidean Geometry. It discusses the properties and applications of other 1.1.1
types of geometries such as hyperbolic and elliptical geometries, finite geometry, and projective geometry. Students will advance
their skills in the use of the axiomatic method and in writing proofs which are both important in higher mathematics.
A. Demonstrate understanding of the 5th Postulate and how it led to the emergence of other types of geometry; 1.1.1
B. Demonstrate knowledge of the similarities and differences among the different geometric types in terms of concepts, 1.1.1
models, and properties with or without the use of ICT tools ;
C. Show critical thinking and logical reasoning in using the axiomatic method when constructing proofs for non-Euclidean 1.1.1
geometric propositions;
1.1.1
D. Demonstrate understanding of mathematics as a dynamic field relative to the emergence of the different types of
geometries.
Modern Geometry 82
Week 1-3 At the end of the session/s, the pre- Unit 1. CLASSICAL EUCLIDEAN 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: GEOMETRY 2. Problem-solving (Individual) 1. Oral Recitation
A. Given some figures, students 2. Pen and paper quiz
• Discuss theorems familiar 1.1.1 1. The origins of geometry are asked to solve the 3. Class participation
from high school geometry [A] 2. Undefined terms problem using the postulates 4. Seatwork
the traditional viewpoint 3. Euclid's first four postulates presented.
• Discover any hidden 4. The parallel postulate B. The students are asked to
assumptions that are made 5. Attempts to prove the parallel prove some postulates
by Euclid in his axioms and postulate discussed.
proofs , or appeals to 3. Boardwork
intuition instead of logic. A. Some students are asked to
write the solutions of the
problems on the board and
then explain it.
Week 4-7 At the end of the session/s, the pre- Unit 2 MODERN APPROACH TO 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: AXIOMATICS 2. Problem-solving (Individual) 1. Oral Recitation
A. The students are asked to 2. Pen and paper quiz
• discuss the different methods 1.1.1 1. Informal logic prove some problems related 3. Class participation
of proving mathematical [A,B, 2. Theorems and proofs to the topics discussed. 4. Seatwork
statements D] 3. RAA proofs 3. Boardwork
• develop the idea of non- 4. Negation A. Some students are asked to
traditional models and types 5. Quantifiers write the solutions of the
of geometry 6. Implication Law of excluded problems on the board and
middle and proof by cases then explain it.
7. Incidence geometry
Models
8. Isomorphism of models
Week 8-10 At the end of the session/s, the pre- Unit 3 HILBERT’S AXIOMS 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: 2. Problem-solving (Individual) 1. Oral Recitation
1. Flaws in Euclid A. The students are asked to 2. Pen and paper quiz
• Discuss a version of Hilbert's 1.1.1 2. Axioms of betweenness prove some problems related 3. Class participation
axioms of incidence and [A,C, 3. Axioms of congruence to the topics discussed. 4. Seatwork
betweenness and prove many of D] 4. Axioms of continuity 3. Boardwork
the theorems that were taken for 5. Axiom of parallelism A. Some students are asked to
granted by Euclid in his Elements write the solutions of the problems on
the board and then explain it.
Modern Geometry 83
• Show how the notions of
incidence and betweeness can
be developed without appealing
to geometric intuitions.
Week At the end of the session/s, the pre- Unit 4 NEUTRAL GEOMETRY 1. Interactive Discussion Formative assessment: 1.1.1
11-13 service teachers should be able to: 2. Problem-solving (Individual) 1. Oral Recitation
1. Geometry without the parallel A. The students are asked to 2. Pen and paper quiz
• define neutral geometry 1.1.1 axiom prove some problems related 3. Class participation
• prove the rest of Hilbert's [A,C, 2. Alternate interior angle theorem to the topics discussed. 4. Seatwork
axioms, and develop (some D] 3. Exterior angle theorem 3. Boardwork
of) Euclidean geometry from 4. Measure of angles and segments A. Some students are asked to
the modern point of view 5. Saccheri-Legendre theorem write the solutions of the
6. Equivalence of parallel postulates problems on the board and
7. Angle sum of a triangle then explain it.
Week At the end of the session/s, the pre- UNIT 5 HISTORY OF THE 1. Interactive Discussion Formative assessment: 1.1.1
14-15 service teachers should be able to: PARALLEL POSTULATE 2. Problem-solving (Individual) 1. Oral Recitation
• discuss the role of the 1.1.1 1. Proclus prove some problems related 3. Class participation
parallel postulate in [A,D] 2. Wallis to the topics discussed. 4. Seatwork
Euclidean geometry 3. Saccheri 3. Boardwork
• investigate the question of 4. Clairaut A. Some students are asked
whether or not the parallel 5. Legendre to write the solutions of
postulate is necessary for 6. Lambert and Taurinus the problems on the
geometry 7. Farkas Bolyai board and then explain it.
• discuss statements in
geometry that are equivalent
to the parallel postulate
Week At the end of the session/s, the pre- UNIT 6 HYPERBOLIC AND NON- 1. Interactive Discussion Formative assessment: 1.1.1
16-18 service teachers should be able to: EUCLIDEAN GEOMETRY 2. Problem-solving (Individual) 1. Oral Recitation
• differentiate hyperbolic and 1.1.1 1. Janos Bolyai prove some problems related 3. Class participation
Euclidean geometry. [A,B, 2. Gauss to the topics discussed. 4. Seatwork
• discuss some of the important C] 3. Lobachevsky 3. Boardwork
theorems in hyperbolic 4. Subsequent developments A. Some students are asked
geometry. 5. Hyperbolic geometry to write the solutions of
6. Angle sums (again)
Modern Geometry 84
• discuss models of hyperbolic 7. Similar triangles the problems on the
geometry 8. Consistency of hyperbolic board and then explain it.
• justify the (relative) consistency geometry
of hyperbolic geometry. 9. The Beltrami-Klein model
• explain how non-Euclidean 10. The Poincare models
geometry led to revolutionary 11. Perpendicularity in the 12.
ideas such as Einstein's theory of Beltrami-Klein model
relativity, or new fields such as
differential geometry.
Batten, L. (1997). Combinatorics of Finite Geometries. Cambridge University Press.

Greenberg, M. (1974). Euclidean and Non-Euclidean Geometries: Development and Histories. W.H. Freeman.
Ryan, P. (1986). Euclidean and Non-Euclidean Geometry. Cambridge University Press.
Smart, J. (1998). Modern Geometries. Brooks/ Cole.
Modern Geometry 85
Mathematics of Investment

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
86
Course Information
Course Name Mathematics of Investment Course Code
Course Requirements
Grading System
This course offers the students a basic mathematical concepts and skills applicable to economics, business and accounting. It
will enhance the student’s mathematical understanding of investment. Topics covered in this course includes determining the 1.1.1
time value of money using simple and compound interest and discounting, variation of annuities, amortization, stocks and bonds,
and sinking fund. The students are to employ mathematics as the main tool in solving investment-related problems and in making
good investment calculations and decisions.
A. Select and apply appropriate formulas, concepts and procedures in solving various problems related to investment and 1.1.1
interpret investment numerical results.
Mathematics of Investment 87
Week 1-3 At the end of the session/s, the pre- I. SIMPLE INTEREST AND 4. Interactive Discussion Formative Assessment: 1.1.1
service teachers should be able to: DISCOUNT 5. Individual and Group Activity
c. The students are asked 7. Pen and Paper quiz
• Analyze and distinguish 1.1.1 1. Simple Interest to make a Concept Map. 8. Seatwork
between interest and [A] 2. Approximate & Actual d. The students are asked 9. Class participation
discount formula: Number of days to answer some drills
F = P (1+rt) and 3. Ordinary & Exact Interest individually or by pair.
4. Simple Discount Performance Assessment:
P = F (1-dt); 6. Reflection Activity:
• Distinguish between the use 5. Equivalent rates
Reflection Paper
of interest rate and discount 6. Discounting Promissory The students are asked to write
rate; notes down 3 things they learned about
• Compute for equivalent simple interest and discount (after
interest and discount rates. the discussion of each main
subtopic: Simple Interest,
approximate & actual number of
days, ordinary & exact interest,
simple discount, equivalent rates,
discounting promissory notes),
what they find difficult in the
topics presented, and questions
that they can generate from the
discussion..
Week 4-6 At the end of the session/s, the pre- II. COMPOUND INTEREST 1. Interactive Discussion Formative Assessment: 1.1.1
service teachers should be able to: 2. Individual and Group Activity
1. Compound Interest a. The students are asked 10. Pen and Paper quiz
• Differentiate simple from 1.1.1 2. Effective & Nominal rates to make a Concept Map. 11. Seatwork
compound interest; [A] 3. Equivalent rates b. The students are asked 12. Class participation
• Solve compound interest 4. Equation of values to answer some drills
problems where either F, P, T individually or by pair.
Performance Assessment:
or i is unknown; 3. Reflection Activity:
• Set-up and solve equations Reflection Paper
of value; The students are asked to write down
• Discuss current bank 3 things they learned about compound
practices and be able to solve interest (after the discussion of each
problems on savings account main subtopic: compound interest,
deposit. effective & nominal rates, equivalent
rates and equation of values), what
presented, and questions that they can
generate from the discussion..
Week 7-8 At the end of the session/s, the pre- III. SIMPLE ANNUITIES 1. Interactive Discussion Formative Assessment: 1.1.1
service teachers should be able to: Ordinary Annuities 2. Individual and Group Activity
1. Finding the present value and a. The students are asked 13. Pen and Paper quiz
• Define ordinary annuity, its 1.1.1 amount at the end of the term to make a Concept Map. 14. Seatwork
present value and compound [A] 2. Finding the term of the ordinary b. The students are asked 15. Class participation
amount; annuity to answer some drills
• Derive formulas for the individually or by pair.
present value and compound 3. Reflection Activity:
amount of an ordinary Reflection Paper
annuity; The students are asked to write down
• Solve annuity problems 3 things they learned about simple
where either Present value, annuities (finding the present value
Amount/future value, term or and amount at the end of the term),
interest is unknown. what they find difficult in the topics
Week 9-10 At the end of the session/s, the pre- IV. SPECIAL ANNUITIES 1. Interactive Discussion Formative Assessment: 1.1.1
service teachers should be able to: 2. Individual and Group Activity
1. Annuity Due a. The students are asked 16. Pen and Paper quiz
• Differentiate ordinary from 1.1.1 2. Deferred Annuity to make a Concept Map. 17. Seatwork
special annuities; [A] b. The students are asked 18. Class participation
• Define the different special to answer some drills
annuities individually or by pair.
• Derive the formula for each 3. Reflection Activity:
type of special annuity; Reflection Paper
• Compute special annuity The students are asked to write down
problems. 3 things they learned about special
annuities (after the discussion of each
main subtopic: annuity due, deferred
annuity), what they find difficult in the
topics presented, and questions that
they can generate from the discussion..
Week 11- At the end of the session/s, the pre- V. AMORTIZATION AND 1. Interactive Discussion Formative Assessment: 1.1.1
12 service teachers should be able to: SINKING FUND 2. Individual and Group Activity
a. The students are asked 19. Pen and Paper quiz
• Construct an amortization 1.1.1 1. Extinction of Debt to make a Concept Map. 20. Seatwork
schedule; [A] 2. Computation of the 21. Class participation
outstanding balance
3. Amortization method
• Solve the problems on 4. Sinking fund method b. The students are asked Performance Assessment:
amortization where Present to answer some drills
Value, Amount/Future value, individually or by pair. Reflection Paper
rate, terms, or time is 3. Reflection Activity:
unknown;
• Compute the outstanding The students are asked to write down
liability for any desired time 3 things they learned about
• Determine the periodic amortization and sinking fund (after
expense and book value of a the discussion of each main subtopic:
sinking fund. extinction of debt, computation of the
outstanding balance, amortization
method, sinking fund method), what
Week 13- At the end of the session/s, the pre- VI. GENERAL ANNUITIES 1. Interactive Discussion Formative Assessment: 1.1.1
14 service teachers should be able to: AND PERPETUITIES 2. Individual and Group Activity
1. General annuities a. The students are asked 22. Pen and Paper quiz
• Define a general annuity and 1.1.1 2. Perpetuities to make a Concept Map. 23. Seatwork
a perpetuity; [A] b. The students are asked 24. Class participation
• Relate a general annuity and to answer some drills
ordinary annuity; individually or by pair.
• Derive the formulas for the 3. Reflection Activity:
present value and compound Reflection Paper
amount of a general annuity; The students are asked to write down
• Compute for the present 3 things they learned about general
value and compound amount annuities (after the discussion of each
of a general annuity. main subtopic: general annuities,
perpetuities), what they find difficult in
the topics presented, and questions
that they can generate from the
discussion..
Week 15- At the end of the session/s, the pre- VII. Bond and securities 1. Interactive Discussion Formative Assessment: 1.1.1
18 service teachers should be able to: 2. Individual and Group Activity
1. Basic financial a. The students are asked 25. Pen and Paper quiz
• Define bonds and stocks 1.1.1 securities to make a Concept Map. 26. Seatwork
• Compute the price of [A] 2. Bonds and stocks b. The students are asked 27. Class participation
different types of bonds 3. Price of a bond to answer some drills
and stocks 4. Other formulas for individually or by pair.
the bond 3. Reflection Activity:
5. Premium and Reflection Paper
discount The students are asked to write down
6. Valuation between 3 things they learned about bond and
coupon payment securities (after the discussion of each
dates main subtopic: basic financial
7. Yield rates and the securities, bonds and stocks, other
Bond Salesman’s formulas for the bond, premium and
Formula discount, valuation between coupon
8. Callable bonds payment dates, yield rates and the
9. Serial bonds and Bond Salesman’s formula, callable
stocks bonds and serial bonds and stocks),
what they find difficult in the topics
generate from the discussion.
Hart, W. (1924). The Mathematics of Investment. D.C. Heath & Co.

Kellison, S. (2008). Theory of Interest. McGraw-Hill.
Shao, P & Shao, S. (1997). Mathematics of Management and Finance. CENGAGE Learning.
Number Theory

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
92
Course Information
Course Name Number Theory Course Code
Course Requirements
Grading System
This course intends to facilitate understanding of number theoretic concepts and properties as well as enhance skills in 1.1.1
employing different proving techniques which are useful in most areas in mathematics. Generally, it entails exploration, seeking
of patterns, generating and proving conjectures as students engage in mathematical investigations. Topics include divisibility,
prime numbers, unique factorization, Diophantine equations, linear congruences, and multiplicative functions.

A. Prove and solve number theoretic propositions and problems by applying fundamental concepts and principles in number 1.1.1
theory;
B. Recognize and or generate number theory concepts and properties from inferring patterns embedded in problems and 1.1.1
real-world phenomena;
C. Generate and communicate results of a mathematical investigation on a number theoretic conjecture carried out using 1.1.1
ICT and research;
D. Design and use activity sheets for selected number theory topics in a teaching demonstration. 1.1.1
4.5.1
Number Theory 93
Week 1 At the end of the week, the pre-service I. The Integers Interactive Discussion with Oral Presentation of Proofs and 1.1.1
teacher (PST) should be able to: a. Numbers and Sequences - Background Knowledge Probe Problem Solutions
b. Sums and Products where students answer a short
• explain the definitions and 1.1.1 diagnostic test K-U-L Graphic Organizer outlining
properties of basic concepts [B] - Guided Reciprocal Peer what students know, unsure about,
related to numbers and Questioning where students form and learned
sequences by producing and pose questions based on
examples and non-examples; 1.1.1 question-stems provided by the Pen and Paper Tests that engage
• use the Well-Ordering Property [A] teacher students in problem solving and
in proving propositions about - Think-Pair-Share problem solving proving mathematical propositions
the integers; and proving activities where
• prove the properties on sums 1.1.1 students write initial
and products and other related [A] solutions/proofs, then are paired
propositions; off to consolidate
• apply appropriate properties in 1.1.1 solutions/proofs with a peer, and
solving problems involving sums [A] share consolidated work to the
and products. whole class
• delineate and solve problems 1.1.1 - K-U-L Graphic Organizer where
involving arithmetic, geometric, [A] students describe what they
and harmonic sequences and know, unsure about, and learned
series. from the discussion
Week 2-3 At the end of the week, the pre-service c. Mathematical Induction Interactive Discussion with (Videotaped) Oral Presentation of 1.1.1
teacher (PST) should be able to: d. Fibonacci Sequence - Follow-up questioning where the Proofs and Problem Solutions
teacher uses Q & A as a strategy
• prove the first and second 1.1.1 to engage students in critical Student-generated Videos of numeric
principles of Mathematical [A] thinking and deepen students patterns and sequences in real life
Induction (PMI); conception
• conjecture formulae based on 1.1.1 - Think-Pair-Share problem solving Pen and Paper Test that engage
tabulated data gathered from [B] and proving activities students in problem solving and
explorations; - Student Video where students proving mathematical propositions
• apply the principles of 1.1.1 prepare a video recording of their
mathematical induction in [A] oral discussion of solutions/proofs
proving formulae and other - Team Project where students
claims related to the integers; search for numeric patterns and
• produce counterexamples to 1.1.1 sequences reflected in real-life and
show falsity of statements; [A] prepare a mini video lecture on
the chosen sequence (e.g. the
Number Theory 94
• generate actual sequences for 1.1.1 Fibonacci sequence reflected in
given recursive functions; [A] real life)
• prove claims on the Fibonacci 1.1.1

sequence and other similar [A]
recursive functions
Week 4 At the end of the week, the pre-service d. Binomial Coefficients Interactive Discussion with Pattern Recognition Activity Sheet 1.1.1
teacher (PST) should be able to: e. Divisibility - Study Session (Homework) where
students are asked to view video- Oral Presentation of Group Output
• prove the properties of binomial 1.1.1 lectures on the binomial
coefficients; [A] coefficients and divisibility. Pen and Paper Test that engage
Students are asked to write one students in problem solving and
• apply the Binomial Theorem in 1.1.1 question on a note card intended proving mathematical propositions
writing the expansions of [A] to clarify a Muddiest Point.
binomial powers; - Think-Pair-Share where the
• use definitions and theorems in 1.1.1 teacher distributes an activity
proving propositions on [A] sheet and students are asked to
divisibility; construct the Pascal Triangle, and
• recognize and describe number 1.1.1 then search for number patterns
patterns on the Pascal Triangle. [B] which they will share to a partner
and then to the whole class
- Group Problem Solving and
Proving activity where students
work collaboratively to solve
problems and prove claims on the
divisibility concept
Week 5-6 At the end of the week, the pre-service II. Primes and Greatest Interactive Discussion and Punctuated Oral Presentation of Proofs and 1.1.1
teacher (PST) should be able to: Common Divisors and Prime Lectures with Problem Solutions
Factorization - Solve First - Before Discussion
• express relatively large positive 1.1.1 a. Prime Numbers Activity where students are asked Student-Generated End of Class
integers in canonical or prime- [A] b. Greatest Common Divisor to answer a short diagnostic test Summary
factored form. c. The Euclidean Algorithm on prime numbers and greatest
• use different methods in finding 1.1.1 d. The Fundamental common divisors. Questions and 15-Minute Teaching Demonstration
the greatest common divisor and [A] Theorem of Arithmetic responses will be processed using student-designed activity sheets
least common multiple of given during discussion. intended to foster meaningful
integers;
Number Theory 95
• prove theorems concerning the 1.1.1 - One-Discussion-Question per exploration and discovery
prime numbers, greatest [A,B] Student where students are (Performance Task with Rubrics)
common divisor and least required to write and pose one
common multiple of integers; question to the whole class Pen and Paper Test that engage
• design and use an activity sheet, 1.1.1 - Think-Pair-Share Problem Solving students in problem solving and
and implement an activity-based 4.5.1 and Proving sessions proving mathematical propositions
learning episode for meaningful [D] - Student-Generated End of Class
exploration and discovery. Summary where students write a
summary of learning points on a
note card to be shared to the
whole class within a 2-minute
time-frame
- Performance Task where students
are asked to choose a property,
prepare an activity sheet, and do a
15-minute demo teaching
covering the property
Week 7 At the end of the week, the pre-service e. Linear Diophantine Interactive Discussion and Punctuated Double Entry Learning Logs: Problem 1.1.1
teacher (PST) should be able to: Equations Lectures with Solutions with explanations (including
- Guided Reciprocal Peer Non-routine Problems and Math
• prove the Linear Diophantine Questioning where students are Olympiad Problems)
Equation Theorem; 1.1.1 asked to write questions to ask
• solve Linear Diophantine [A] each other for the purpose of Oral Presentation of Problem Solutions
Equations; appraising understanding of the
• solve word problems including proof of the Linear Diophantine Pen and Paper Test that engage
non-routine problems involving Equation Theorem students in problem solving
Linear Diophantine Equations. - Think-Pair-Share Problem Solving
session
- Homework Problem Set where
students are asked to submit a
Double Entry Learning Log, that is,
a solution script with explanation
or reasons
Week 8 At the end of the week, the pre-service III. Congruences Interactive Discussion and Punctuated Four-Square Graphic Organizer 1.1.1
teacher (PST) should be able to: a. Introduction to Lectures with (definition, example, non-example,
Congruences - Four-Square Graphic Organizer application in real life)
where the students are to illustrate
the definition and provide
Number Theory 96
• Illustrate the definition of examples, non-examples and Oral Presentation of Proofs and
congruence through examples application in real life. A video Problem Solutions
and non-examples; 1.1.1 lecture (or advanced
• recognize the application of [A] reading/study session) is given
congruence in real world prior to class session (Flipped Pen and Paper Test that engage
contexts; Learning) students in problem solving and
• construct proofs for the basic - Muddiest Point Discussion proving mathematical propositions
properties of congruence; - Guided Reciprocal Peer
• solve non-routine problems Questioning to give the students
using properties of congruence. the opportunity to explore and
enhance their understanding of
the concept of congruence
- Think-Pair-Share Problem Solving
and Proving activity
Week At the end of the week, the pre-service c. Linear Congruence Interactive Discussion and Punctuated Double Entry Learning Log that 1.1.1
10-11 teacher (PST) should be able to: d. The Chinese Remainder Lectures with outlines annotated solutions to a
Theorem - Study Session with Video Lectures problem set
• apply appropriate properties in e. Systems of Linear made accessible to students in
solving linear congruences; Congruence advance. Students are asked to Oral Presentation of Problem Solutions
• use the Chinese Remainder submit a Double Entry Learning
Theorem to solve the ancient 1.1.1 Log outlining annotated solutions Pen and Paper Test that engage
Chinese remainder problem and [A] to a problem set students in problem solving
other similar problems; - Muddiest Point Discussion
• solve systems of simultaneous - Group Problem Solving session
linear congruences;
• construct and solve linear
congruence derived from word
problems with real world contexts.
Week At the end of the week, the pre-service IV. Some Applications of Interactive Lectures with Oral Presentation of Problem Solutions 1.1.1
12-13 teacher (PST) should be able to: Congruences - Videotaped Lectures (or advanced from Gallery Walk (with Grading
a. Divisibility Test reading/study session) given to Rubric)
• apply the concept of congruence b. Perpetual Calendar students prior to class session
in proving the different c. Round-Robin (Flipped Learning) Oral Presentation of Think-Pair-Share
divisibility tests; Tournaments - Gallery Walk (by team) with Output
• solve problems applying the 1.1.1 application problems posted on
perpetual calendar concept [A] the stations.
-
Number Theory 97
• construct a round-robin schedule - Think-Pair-Share Proving session Pen and Paper Test that engage
for a given number of teams on the divisibility tests students in problem solving and
proving
Week At the end of the week, the pre-service V. Some Special Congruences Interactive Lectures with Double Entry Learning Log from Think- 1.1.1
14-15 teacher (PST) should be able to: a. Wilson’s Theorem - Videotaped Lectures (or advanced Pair-Share proving activity
b. Euler’s Theorem reading/study session) given to
• prove Wilson’s Theorem, students prior to class session Oral Presentation of Proofs and
Fermat’s Little Theorem, and (Flipped learning) Problem Solutions (with grading
Euler’s Theorem - Muddiest Point Discussion rubric)
• apply the Wilson’s Theorem and - Think-Pair-Share Proving activity
Fermat’s Little Theorem in where each pair is to submit a Pen and Paper Test that engage
solving congruence application 1.1.1 Double Entry Learning Log students in problem solving and
problems and other related [A] outlining the proof of an assigned proving mathematical propositions
problems; theorem
• use the Euler’s Theorem in - X Games where students solve
solving linear congruences; extreme problems (Math
• use the Wilson’s Theorem, Olympiad Problems) by groups in
Fermat’s Little Theorem, and class
Euler’s Theorem in establishing
other related propositions.
Week At the end of the week, the pre-service VI. Multiplicative Functions Interactive Lectures with Pen and Paper Tests that engage 1.1.1
16-17 teacher (PST) should be able to: a. The Euler-Phi Function - Solve First-Before Discussion students in problem solving and
b. The Sum and Number of Activity proving mathematical propositions
• prove theorems on multiplicative 1.1.1 Divisors - Directed Paraphrasing of
functions; [A] Definitions and Properties Oral Presentation of Problem Solutions
• use appropriate theorems in 1.1.1 - Collaborative Activity: Problem Three-Minute Write-Up (Summary of
determining the values of the [A] Sending and Problem Solving Points)
Euler-Phi Function, Number of - Inquiry-based project
Divisors and Sum of Divisors (mathematical investigation) One-Problem Mathematical
functions; where students engage in Investigation Project
• conduct a mathematical 1.1.1 mathematical exploration using
investigation on selected [A,B, ICT tools and research
arithmetic functions using ICT C]
tools and research.
Number Theory 98
Burton, D.M. (2010). Elementary number theory (7th Edition). New York, USA: McGraw-Hill Education.
Rosen, K.H. (2011). Elementary number theory and its applications (6th Edition). Boston, USA: Pearson.
Tattersal, J.J. (1999). Elementary number theory in nine chapters. New York, USA: Cambridge University Press.
Number Theory 99
Linear Algebra

Vision Mission
College Goals

Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
100
Course Information
Course Name Linear Algebra Course Code
Course Requirements
Grading System
This course provides a basic understanding of vector spaces and matrix algebra; with application to solutions of systems of
linear equations and linear transformation. Students of this course are expected to employ computer applications/software and 1.1.1
other technological devices as tools in learning and problem solving.
A. Determine and use appropriate techniques for solving systems of linear equation-related problems/models with 1.1.1
and/or without the use of technology.
Linear Algebra 101

Week 1-3 At the end of the session/s, the pre- I. LINEAR EQUATIONS 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: AND MATRICES 2. Problem-solving (Group 1. Oral Recitation
Activity) 2. Pen and paper quiz
• solve different kinds of linear 1. Linear Systems A. The students are asked to 3. Class participation
systems using elimination 2. Matrices solve different kinds of 4. Seatwork
method 3. Matrix Addition and Matrix linear systems (no. of
• correctly identify different Multiplication equations =, > or < no.
kinds of matrices 4. Transpose of a matrix of variables) using
• add and multiply matrices 1.1.1 5. Solutions of Linear Systems of Equations elimination method.
• prove the different properties [A] (Gauss- Jordan Reduction Method) B. The students are asked to
of matrix addition and matrix 6. The Inverse of a Matrix give examples of the
multiplication different kind of matrices.
• solve linear systems using C. The students are asked to
Gauss-Jordan Reduction solve different linear
Method systems using Gauss-
• find the inverse of the matrix Jordan Reduction
using different methods Method.
D. The students are asked to
formulate real-life
situation problems where
they can apply linear
systems.
3. Boardwork
Some groups are asked
to write on the board the
solutions to the problems
they have solved and let
somebody from the
group explain it.
Week 4-5 At the end of the session/s, the pre- II. DETERMINANTS 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: 2. Problem-solving (Individual) 1. Oral Recitation
1. Definition and Properties C. Given some matrices, 2. Pen and paper quiz
• correctly determine the 2. Cofactor Expansion and Applications students are asked to 3. Class participation
determinant of a matrix using 3. Determinants from a Computational Point of compute the 4. Seatwork
different methods 1.1.1 View determinants of these
• show detailed proofs of [A] matrices using the
properties of determinants different methods.
Linear Algebra 102

D. The students are asked to
prove some properties of
determinants.
3. Boardwork
Some students are asked
to write the solutions of
the problems on the
board and then explain it.
Week 6 At the end of the session/s, the pre- III. VECTORS AND VECTOR 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: SPACES 2. Problem-solving (Individual) 1. Oral Recitation
• relate the connection 1. Definition of a Vector in a Plane represent graphically 2- 3. Class participation
between points in a plane 2. Graphical Representation of Vector in vectors in the Cartesian 4. Seatwork
and vectors in a plane a Plane plane.
• graph a 2-vector in the 1.1.1 3. Operations involving Vectors in a Plane B. The students are asked to
Cartesian plane [A] perform operations on
• perform operations on vectors.
vectors accurately and can 3. Boardwork
properly represent sum and Some students are asked
difference vectors graphically to write the solutions of
the problems on the
Week 7-9 At the end of the session/s, the pre- IV. REAL VECTOR SPACES AND SUBSPACES 1. Interactive Discussion Formative assessment: 1.1.1
service teachers should be able to: 2. Problem-solving (Group) 1. Oral Recitation
• Correctly identify sets which 1. Definition of a Real Vector A. Given some sets, the 2. Pen and paper quiz
are real vector spaces and Space and Subspaces students are asked to 3. Class participation
subsets which are subspaces 1.1.1 2. Linear Independence prove or verify that the 4. Seatwork
• Prove properties of real [A] 3. Basis and Dimension given sets are real vector
vector spaces and subspaces 4. Rank of a Matrix spaces or
• Determine bases of vector not.
spaces and subspaces B. The students are asked to
determine bases for
some given vector
spaces.
3. Boardwork
Some students are asked
to write the solutions of
the problems on the
Linear Algebra 103

Week 10- At the end of the program, the V. LINEAR TRANSFORMATION 1. Interactive Discussion Formative assessment: 1.1.1
12 graduates should be able to: 2. Problem-solving (Group) 1. Oral Recitation
• Determine whether two 1. Isomorphism of vector spaces 3. Boardwork 2. Pen and paper quiz
vector spaces are isomorphic 2. Linear transformation • Some students are asked 3. Class participation
• Determine whether a 3. Kernel of a linear transformation to write the solutions of 4. Seatwork
function from one vector 4. Range, nullity and rank the problems on the
space to another is a linear 5. Dimension theorem board and then explain it.
transformation 6. Nonsingular Linear transformation
• find the kernel and range, find the 7. Matrix of a linear transformation
basis for the kernel and range, and 8. Similarity
determine the nullity and 1.1.1
rank [A]
• Determine whether a given
linear transformation is
one-to-one or onto
• Find the standard matrix for
a given linear transformation and the
composition of linear transformations
linear transformation is
invertible and find its inverse if it
exists
• Know and use the
properties of similar matrices
Week 13- At the end of the session/s, the pre- VII. EIGENVALUES AND EIGENVECTORS 1. Interactive Discussion Formative assessment: 1.1.1
14 service teachers should be able to: 2. Problem-solving (Group) 1. Oral Recitation
1. Eigenvectors and eigenvalues 3. Boardwork 2. Pen and paper quiz
• Verify an eigenvalue and an 2. Characteristic polynomial Some students are asked to write 3. Class participation
eigenvector of a given matrix 3. Hamilton-cayley theorem the solutions of the problems on 4. Seatwork
• Explain the geometrical interpretation 4. Diagonalization the board and then explain it.
of the
eigenvalue and eigenvector
of a given matrix.
• Find the characteristic
equation and the
eigenvalues and 1.1.1
corresponding eigenvectors [A]
of a given matrix.
Linear Algebra 104

matrix is diagonalizable, symmetric, or
orthogonal
• Find a basis B (if possible)
for the domain of a linear
transformation L such that
the matrix of L relative to B
is diagonal.
• Find the eigenvalues of a
given symmetric matrix and determine
the dimension of the
corresponding eigenspace.
• Find an orthogonal matrix
that diagonalizes a given
matrix
Week 15- At the end of the session/s, the pre- VIII INNER PRODUCT SPACES 1. Interactive Discussion Formative assessment: 1.1.1
16 service teachers should be able to: 1. Length and Dot Product in R^{n} 2. Problem-solving (Group) 1. Oral Recitation
2. Inner Product Spaces 3. Boardwork 2. Pen and paper quiz
• For a given vector v , find its 3. Orthonormal Bases: Gram-Schmidt Process Some students are asked to write 3. Class participation
length, a unit vector in the 4. Mathematical Models and Least Squares the solutions of the problems on 4. Seatwork
same or opposite direction, all Analysis the board and then explain it.
vectors that are orthogonal to
v , and the projection of v
onto a given vector or vector
space.
• Find the distance, the dot
product, the inner product,
the cross product and the 1.1.1
angle between any two given [A]
vectors in a Euclidian space. .
• Verify and use the Cauchy-
Schwarz Inequality, the
Triangle Inequality and the
Pythagorean Theorem for
vectors.
• Determine whether any two
given vectors are orthogonal,
parallel, or neither.
• Determine whether a given set
of vectors is orthogonal,
orthonormal, or neither.
Linear Algebra 105

• Determine whether given
subspaces are orthogonal
• Solve problems involving
mathematical models and
least squares analysis
Finkbeiner, D. (1960). Introduction to Matrices and Linear Transformation. D.B. Taraporevala.

Herstein, H. (1964). Topics in Algebra. Wiley.
Kolman, B. (1970). Elementary Linear Algebra. Pearson.
Lang, S. (1971). Linear Algebra. Springer.
Linear Algebra 106

Advanced Statistics

Vision Mission
College Goals
6.2.e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices

complexity
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
107
Course Information
Course Name Advanced Statistics Course Code
Course Requirements
Grading System
This course is designed to deepen students’ concepts and techniques that are essential to data processing and analysis. Topics
will cover non-parametric statistics such as Rank Tests for one sample, two samples, and k samples, test for randomness, association 1.1.1
tests, distribution tests, and tests for independence. This course will enhance students’ ability in using statistical software such as
SPSS to automate data processing.

A. Exhibit mastery of basic concepts and procedures of non-parametric statistics by illustrating examples that apply statistical 1.1.1
concepts;
B. Exhibit proficiency in analyzing data by using appropriate technology for informed decision-making; 1.3.1
C. Display competence in the correct usage of statistical tests by conducting investigations and researches to formulate 1.2.1
data-driven conclusions and decisions;
D. Demonstrate competence in utilizing appropriate statistical tests to analyze teacher-made test results, students’ 5.2.1, 5.3.1
performance, and provide feedback for improvement;
E. Demonstrate proficiency in problem solving by giving appropriate examples that can be solved using non-parametric 1.1.1
statistics;
F. Appreciate statistics by advocating the use of statistical data in making important decisions in everyday life. 1.1.1
Advanced Statistics 108

Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Week 1 At the end of the week, the pre- Introduction to Round Table Discussion Written Work: 1.1.1
service teacher (PST) should be Nonparametric Statistics - Prior knowledge probing Concept Note from the Round
able to: • Introduction to - Follow-up questioning Table Discussion
1.1.1 Research
• discuss the basic [A] • Overview of
principles of research and Nonparametric Product-based:
planning for research Statistics Completed T-Chart or Venn
• explain the various types • Importance of Diagram: Students are to compare
of research designs Nonparametric and contrast Parametric Statistics
• explain the importance of Statistics and Nonparametric Statistic
using Nonparametric
Statistics
Hands Signal
(get responses from the class
through “thumbs up/down” signal
to determine students’
understanding of a concept or
process.
Oral Recitation
Week 2 Introduction to 1.1.1

At the end of the week, the pre- Nonparametric Statistics Written Work:
service teacher (PST) should be • Uses of Nonparametric Concept Note from the Round
Round Table Discussion
able to: Statistics Table Discussion
- Prior knowledge probing
• Levels of Measurement
- Follow-up questioning
• Enumerate the uses of 1.1.1 and types of data used
Nonparametric tests [A] in Nonparametric tests Hands Signal
Concept Mapping
• identify the types of data (get responses from the class
T-Chart or Venn Diagram
and the level of through “thumbs up/down” signal
measurement for each to determine students’
variable understanding of a concept or
Interactive Lecture
process.

• create a tree diagram -students are presented with
illustrating data and their names of variables and are asked
levels of measurement to give the best answer Product-based Illustration: Tree
Diagram
Visualization Activity Oral Recitation
Interactive Lecture
Round Table Discussion
- Prior knowledge probing
- Follow-up questioning
Week 3 At the end of the week, the pre- The Use of Statistical Tests in 1.1.1
service teacher (PST) should be Research
able to: • The Null and
Alternative Hypothesis
• differentiate between Null 1.1.1 • The Choice of Statistical
Product-based:
and Alternative [A] Nonparametric tests
Completed T-Chart or Venn
Hypotheses
Round Table Discussion Diagram: Students are to compare
• state the Null and
- Prior knowledge probing and contrast the different
Alternative Hypotheses
- Follow-up questioning Nonparametric tests
given a problem
• list down the different
Nonparametric statistical
test for testing the Null
hypothesis
• Compare and contrast the
different Nonparametric
statistical test
Week 4 At the end of the week, the pre- The One-Sample Test 1.1.1
service teacher (PST) should be • Binomial Test
able to: • 𝑥 2 One-sample Test
• Kolmogorov-Smirnov
• enumerate the different 1.1.1 One-sample Test
One-sample tests 1.3.1 • One-sample Runs Test Written Work: Long Quiz

• decide what One-sample [A,B] and One-sentence summary
test to use given a data Digital Technology Cooperative Learning Structure:
set and its hypotheses Application Think-Pair-Share- students Performance Task: Problem Set
• examine the chance thinking about a specific problem, Students are given different
occurrences of outcomes pairing off and discussing the kind situations that call the use of One-
on repeated trials for a of One-sample test to use with a sample test and ask the students
binary variable classmate, and then sharing their to run the analysis and use the
• test whether a series of answers to the whole class correct One-sample test.
values is random in a
population Results and interpretation in digital
• examine the difference output
between an observed
sample distribution and an
assumed distribution in a
population
• Run the analysis using
digital technology
• interpret the result of the
analysis
Week 5 At the end of the week, the pre- The Case of Two Related 1.1.1
service teacher (PST) should be Samples
able to: • McNemar Test for the
Significance of Changes
• explain when a 1.1.1 • Sign Test
nonparametric test for two [A] Wilcoxon Matched-
Socratic Method on Inferencing
related samples be used pairs Signed-ranks Test Written Work: Long Quiz
and Interpreting
• enumerate the and One-sentence summary
assumptions for two
related samples Performance Task: Problem Set
• test the null hypothesis
that the distributions of
the before and after
responses are equally
likely
• test whether two related
or dependent

observations for
treatments are different or
not
• test whether the medians
or means of related
samples differ or not.
• use digital technology to
produce results
• interpret the results of the
analysis
Week 6 At the end of the week, the pre- The Case of Two Independent Visual Representation Written Works: 1.1.1
service teacher (PST) should be Samples Problem-Solution
able to: • Fisher Exact Probability Group Problem Solving:
Test Students are paired with another Performance Task: Problem Set
• explain when a 1.1.1 • 𝑥 2 Test for Two student and will be given different Students are given different
nonparametric test for two 1.3.1 Independent Samples tasks to work on. After some time, situations that call the use of One-
independent samples be [A,B] • Median Test they will be asked to exchange sample test and ask the students
used paper and answer the problem to run the analysis and use the
• test the assumptions for after which they are now asked to correct One-sample test.
two independent samples compare and explain their
• determine the degree or solutions and answer to the Results and interpretation in digital
extent to which the problems. output
unrelated groups differ on
some variable Socratic Method on Inferencing
• assess the differences and Interpreting
between two discrete
dichotomous variables
• examine equality of two
population medians
• determine differences
between frequencies of
responses on discrete
variables for two
independent groups.
produce results

analysis
Week 7 At the end of the week, the pre- Group Problem Solving: Written Work : Summative Test 1.1.1
service teacher (PST) should be Students are paired with another
able to: student and will be given different Performance Task: Problem Set
tasks to work on. After some time, Students are given different
The Case of Two Independent
• determine whether the 1.1.1 they will be asked to exchange situations that call the use of One-
Samples (cont.)
medians of one sample is 1.3.1 paper and answer the problem sample test and ask the students
larger (or smaller) than the [A,B] after which they are now asked to to run the analysis and use the
• Mann-Whitney U Test
median of the other compare and explain their correct One-sample test.
• Kolmogorov-Smirnov
sample solutions and answer to the
Two-samples Test
• assess the difference in problems. Results and interpretation in digital
• Wald-Wolfowitz Runs
the median value of two output
Test
independent samples Socratic Method on Inferencing
• use digital technology to and Interpreting
produce results
analysis
Week 8 At the end of the week, the pre- Socratic Method on Inferencing 1.1.1
service teacher (PST) should be and interpreting
able to: Oral Discussion
The Case of k Related
Samples
• evaluate differences 1.1.1
• Cochran Q Test
among multiple 1.3.1
distributions when the [A,B]
• Friedman Two-way
response variable is Learning Log
analysis of Variance by
dichotomous or ranks
Ranks
produce results
analysis

Week 10 At the end of the week, the pre- The Case of k Independent Problem Solving Activities Written Works: 1.1.1
service teacher (PST) should be Samples Hypothesis testing and decision
able to: • 𝑥 2 Test for k Students are given different making
Independent Samples situations/problems and ask them
• compare the medians of 1.1.1 • Extension of the to use the correct statistical test. Outputs in digital form
multiple independent 1.3.1 Median Test Students will be asked to produced
samples [A,B] output with interpretation in digital
• analyze differences among form
multiple samples
produce results
analysis
Week 11 At the end of the week, the pre- The Case of k Independent Hands-on Activities: Written Works: 1.1.1
service teacher (PST) should be Samples (cont.) Students is to use the correct test Hypothesis Formulation and
able to: • Kruskal-Wallis One-way in hypothesis testing employing decision making
Analysis of Variance by digital technology Outputs in digital form
• Test differences in three or 1.1.1 Ranks
more independent groups 1.3.1
• use digital technology to [A,B]
produce results
analysis
Week 12 At the end of the week, the pre- Hands-on Activity: Product-based Assessment: 1.1.1
service teacher (PST) should be Measures of Correlation and Interpreting and Analyzing data Analysis of data and result
able to: Their Tests of Significance interpretation (digital results)
• Contingency
• determine whether there 1.1.1 Coefficient: C
is relationship between 1.2.1 • Spearman Rank
variables that are of rank 1.3.1 Correlation Coefficient:
order rs
• design own research [A,B,
questions to test C.E]
association or agreement

automate results
• write a hypothetical
results and concluding
statement about a posted
problem
Week 13 At the end of the week, the pre- Measures of Correlation and Visualization Activity Written Work : Summative Test 1.1.1
service teacher (PST) should be Their Tests of Significance Interpreting results
able to: (cont.) Performance Task: Problem Set
• Kendall Rank Problem Solving and Interpretation
• determine whether there 1.1.1 Correlation Coefficient: Activities
is relationship between 1.2.1 r
variables that are of rank 1.3.1 • Kendall Partial Rank
order Correlation Coefficent:
• design own research [A,B, rxy.s
automate results
• write hypothetical results
and concluding statement
about a posted problem
Week 14 At the end of the week, the pre- Measures of Correlation and Visualization Activity Written Work : Summative Test 1.1.1
service teacher (PST) should be Their Tests of Significance Interpreting results
able to: (cont.) Performance Task: Problem Set
• Kendall Coefficent of Problem Solving and Interpretation
• determine whether there 1.1.1 Concordance:W Activities
is relationship between 1.2.1
variables that are of rank 1.3.1
order
• design own research [A,B,

automate results
• write hypothetical results
and concluding statement
about a posted problem
Week At the end of the week, the pre- Mini-Research Project Collection and Analysis of data Mini Research 1.1.1
15-16 service teacher (PST) should be - the mini research would
able to: The students are given two (2) include research designs
1.1.1 weeks to do data collection and procedures, research
• conduct a mini-research 1.2.1 applying the use of nonparametric questions and hypotheses,
choosing one 1.3.1 statistics. Students are expected to digital output and
nonparametric test 5.2.1 produce results with it interpretation. Sample
• manifest accuracy in data 5.3.1 interpretations. data gotten by the
handling students should also be
submitted. Prior to the
[A,B, mini-research project, a
C.E] short discussion on how to
go about the mini-
research should be given
by the teacher.
Week 17 At the end of the week, the pre- Presentation of Mini- Paper presentation Individual/Group Presentation : 1.1.1
service teacher (PST) should be Research Learning Walk
able to: 1.1.1 • Posting of Outputs
1.2.1 • Presentation and demo
• present and discuss results 1.3.1 • Modifying Works to
of their research 5.2.1 integrate comments and
5.3.1 suggestions
• Finalizing Results
[A,B, Scoring Rubric
C.E]

Suggested Reference
Kraska-Miller M.(2014). Nonparametric Statistics for Social and Behavioral Sciences. Taylor & Francis Group, LLC.

Problem Solving, Mathematical Investigation and Modeling

Vision Mission
College Goals
6.1.b. Effectively communicate in English and Filipino, both orally and in writing
6.1.c. Work effectively and collaboratively with a substantial degree of independence in multidisciplinary and multicultural teams
6.3.3.e. Demonstrate proficiency in problem solving by solving and creating routine and non-routine problems with different levels of
complexity
6.3.3.g Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery, and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
117
Course Information
Course Name Problem Solving, Mathematical Course Code
Investigation and Modeling
Course Requirements
Grading System
This course intends to enhance the students’ knowledge and skills in dealing with real-life and/or non-routine applications of 1.1.1
mathematics. Students will have the opportunity to explore the use of problem solving strategies or heuristics as they engage in
mathematical investigations, formulate and justify conjectures, make generalizations, and communicate mathematical ideas.

1.1.1
A. Demonstrate understanding of the role of problem solving and mathematical investigation and modelling in mathematics
education; 1.1.1
B. Demonstrate knowledge and skills in the use of problem solving heuristics when analyzing and solving real life and non-
routine problems; 1.1.1
C. Demonstrate creative and critical thinking in exploring, inventing problem solving strategies, and posing new problems in
collaboration with other students 1.1.1
D. Exhibit problem solving competence by engaging in mathematical investigations anchored on real-life and/or non-routine
problems; 1.1.1
E. Reflect, reason, and argue critically when communicating results of mathematical investigations.
Problem Solving, Mathematical Investigation and Modeling 118

Week 1 At the end of the week, the pre-service I. Problem Solving and Interactive Discussion and Punctuated Pen and Paper Problem Solving Test 1.1.1
teacher (PST) should be able to: Mathematics Education Lectures with (Pre-conception check)
a. Problem Solving: − Pre-conception Check where the
1.1.1 Definition and Process teacher administers a written Graphic Organizer: Flow Chart of the
• articulate a definition of problem
[A] b. Problem Solving and assessment to get baseline data Problem Solving Steps with
solving;
Mathematics Education about students’ knowledge and annotations
• differentiate between routine and
c. Problem Solving and the skills in problem solving;
non-routine problems;
Conceptual Framework of − Definition Web where the students KWL Activity Output
• outline the steps in problem
the K to 12 Mathematics are asked to create a definition
solving from personal practice vis
Curriculum web for “problem solving” by
a vis those outlined by Polya and
others; putting together ideas about what
• explain the significance of problem solving means and what
problem solving in mathematics the process entails
education. − Graphic Organizer where students
are asked to capture in a flow
chart the steps in problem solving
based on their actual problem
solving during the Preconception
Check
− KWL activity sheet where students
outline what they know about the
role of problem solving in the
Kto12 Mathematics Framework,
what they want to know, and what
they learned
Week 2-3 At the end of the week, the pre-service d. Factors Affecting Problem Interactive Discussion with 10-Minute Summary Group Report 1.1.1
teacher (PST) should be able to: Solving − 10-Minute Summary Report of Big
e. Lessons from Research Ideas where students are grouped Graphic Organizer: Personal Problem
• describe factors that affect the 1.1.1 Studies on Implementing and each group is asked to find a Solving Framework (process and
problem solving process culled [A] Problem Solving recent journal article on problem factors)
from personal experience and solving and to harvest from the
journal articles; article Reflection Paper where students are to
• explain important pedagogical • assertions about the factors write a one-page paper describing the
elements in the implementation affecting problem solving insights they gained from the
problem solving in the classroom; • research findings on discussions
• reflect on their experiences of implementing problem
problem solving and articulate solving in the classroom
− Graphic Organizer where students
are asked to reflect on their actual

personal problem solving problem solving experiences and
frameworks. prepare a one-page personal
Problem Solving Framework
depicting both the process and
the factors affecting problem
solving with brief explanatory
annotations
Week 4 At the end of the week, the pre-service II. Mathematical Investigation Interactive Discussion and Punctuated Analogy Graphic Organizer 1.1.1
teacher (PST) should be able to: and Modelling Lectures with
a. closed versus open- − Study Session where the students Open-ended Questions with
1.1.1 ended problems are asked read the article conjectures
• contrast and compare problem
[A] b. problem posing “Mathematical Investigation: Task,
solving and mathematical
c. mathematical Process and Activity” by Yeo & Har Mathematical Investigation Project
investigation and modelling;
1.1.1 investigation: process Yeap (2009) (students are instructed to start
• explain what constitutes a
[A] versus activity − Analogy Graphic Organizer where working on a mathematical
mathematical investigation;
d. mathematical modelling students delineate problem investigation project which shall be the
1.1.1 and the real-world solving, mathematical capstone requirement of the course to
• formulate open-ended
mathematical questions or [C,D] investigation, and mathematical be submitted before the final
problems at the start of open modelling examination)
investigative tasks; − Guided Reciprocal Peer
• formulate and refine conjectures 1.1.1 Questioning where students are
based on data from investigative [B,D] asked to write questions to ask
tasks involving searching for a each other for the purpose of
pattern clarifying understanding
− Group mathematical investigative
activity where students are asked
to work on a mathematical
investigative task and to formulate
open-ended questions/problems
and conjectures
Week 5-6 At the end of the week, the pre-service III. Problem Solving Heuristics Interactive Discussion with Double Entry Journal Log where 1.1.1
teacher (PST) should be able to: a. Search for a Pattern and − Problem Stations (similar to the students outline the solution to a
formulate conjectures concept of learning stations) problem in one column and describes
1.1.1 b. Make a Diagram where students are grouped into his/her reasoning in the other column
• identify patterns from a
[B] c. Organize Data and Use teams and tasked to solve
systematic exploration of a
Logic problems rotating through the Oral Presentation of consolidated
problem situation and formulate
conjectures; problem stations, spending at solution scripts including diagrams and
most 15 minutes at each station; tabulated data to be evaluated using a
grading rubric

• can make a diagram to clarify 1.1.1 − Think-Pair-Share problem solving
understanding of non-routine [B] activity where students are given
problems; problems to solve. Students write Pen and Paper Test
• collect and record data 1.1.1 initial solutions/proofs as a
systematically and use logic in [B] Double Entry Journal Log, then are
solving a problem; paired off to consolidate
• verify the correctness of a 1.1.1 solutions/proofs with a peer for
solution; [B] sharing to the whole class
• produce alternative solutions and 1.1.1

make connections among [B,C]
concepts;
• solve advanced (Olympiad level) 1.1.1
multi-step problems in various [B]
topics from the secondary
curriculum
Week 7-8 At the end of the week, the pre-service d. Modify the Problem Interactive Discussion with Oral Presentations of consolidated 1.1.1
teacher (PST) should be able to: e. Divide into Cases − Think-Interview-Solve-Share solution scripts to be evaluated using a
f. Consider Extreme Cases where students are asked to read grading rubric
1.1.1 g. Look for Symmetry and understand the problems
• break a problem into cases and
[B] individually Problem Posing Output
consider extreme cases when
a. pair up with a classmate and
appropriate;
1.1.1 take turns in interviewing Pen and Paper Test
• modify a problem, look for
[B] each other using questions
symmetry, or make it simpler;
intended to clarify his/her
1.1.1 understanding of the
• explain the requirements of a
[B,E] problems
problem and its solution;
b. solve the problems
1.1.1 independently
• check solutions using alternative
[B,C] c. pair up with the same
(or invented) solution methods;
classmate to contrast and
1.1.1 compare solutions, evaluate
• generate a new problem as an
[C] answers and prepare
extension of a problem-solving
consolidated solutions for oral
task.
presentation
− Group Problem Solving activity
where students are asked to work
cooperatively in understanding
problems, generating solutions,

and checking solutions through
alternative or invented solution
methods
− Problem Posing activity where
students are asked to generate a
new problem as an extension of a
given problem-solving task
Week 10- At the end of the week, the pre-service e. Choose Effective Interactive Discussion with Oral Presentation of consolidated 1.1.1
11 teacher (PST) should be able to: Notation − Think-Interview-Solve-Share solution scripts to be evaluated using a
f. Work Backward where students are asked to read grading rubric
1.1.1 g. Pursue Parity and understand the problems
• work backwards by reversing
[B] h. Color and Prove individually Analogy Organizer
operations (or drawing
a. pair up with a classmate and
deductions) after assuming the
take turns in interviewing Pen and Paper Test
conclusion in solving certain
each other to solicit/share
problems;
1.1.1 ideas on what two possible
• set and effectively use notations
[B] heuristics to use in solving the
in problems solving or proving;
problems
1.1.1 b. agree as to who will use what
• justify solutions using the pursue
[B] heuristic and solve the
parity technique and coloring
problems differently and
proof;
1.1.1 independently
• contrast and compare multiple
[B,C] c. pair up with the same
solutions to a problem;
classmate to contrast and
compare solutions, evaluate
answers and prepare final
multiple solutions for oral
presentation
− Analogy Organizer where students
contrast and compare two
different methods (e.g. working
backward versus use of effective
notation) that are both applicable
in solving certain problems

Week At the end of the week, the pre-service IV. Some Important Principles Interactive Discussion with Double Entry Journal Log where 1.1.1
12-13 teacher (PST) should be able to: a. Pigeonhole Principle − Three-stay, One-stray problem students outline the solution to a
b. Invariant principle solving activity where students problem in one column and describes
are grouped with 4 members his/her reasoning in the other column
• identify what serves as pigeons 1.1.1
each and are asked to:
and what serves as pigeonholes [B]
a. cooperatively solve a Oral Presentation of solution/proof
and apply the Pigeonhole problem or prove a scripts to be evaluated using a grading
Principle in proving existence proposition;
propositions; rubric
b. send one member (to stray)
• recognize invariants in problems 1.1.1 to another group to
involving algorithms or repeated [B] describe their progress so
tasks and reason accordingly Pen and Paper Test
the receiving group can
toward a conclusion gain alternative
perspectives from the work
of another group
c. finalize solutions taking into
considerations the inputs
from the other groups
− Think-Pair-Share problem solving
activity with Double Entry Journal
Log
Week At the end of the week, the pre-service c. Principle of Mathematical Interactive Discussion with Oral Presentation of proof scripts to be 1.1.1
14-16 teacher (PST) should be able to: Induction − Three-stay, One-stray proving evaluated using a grading rubric
d. Argue by Contradiction activity
1.1.1 − Think-Pair-Share proving activity Double Entry Journal Log where
• articulate induction arguments to
[B] with Double Entry Journal Log students outline the solution to a
prove universal propositions;
problem in one column and describes
• formulate universal propositions 1.1.1 his/her reasoning in the other column
based on tabulated data from [B,D]
mathematical exploration; Pen and Paper Test
• prove propositions by assuming 1.1.1

the falsity of the conclusion and in [B]
the process derive a contradiction.
Week 17 At the end of the week, the pre-service 1.1.1 V. Reporting Results of a Interactive Discussion with Written Report of Mathematical 1.1.1
teacher (PST) should be able to: Mathematical Investigation − Follow-up Questioning where the Investigation Project
teacher uses Q and A to probe
• use technology in finding and 1.1.1 into students’ quality of reasoning Oral Presentation of Mathematical
presenting results of a [B,E] − Peer Questioning Investigation
mathematical investigation
activity;

• derive and prove results of a 1.1.1
mathematical investigation [B,D]
activity;
• describe the processes and results 1.1.1
of a mathematical investigation [B,D,
activity, in writing and orally, E]
clearly and coherently.
Engel, A. (1998). Problem solving strategies. New York, USA: Springer-Verlag.

Larson, L.C. (1983). Problem solving through problems. New York, USA: Springer-Verlag.
Lester, Frank K. Jr. (2013). Thoughts about research on mathematical problem- solving instruction," The Mathematics Enthusiast: Vol. 10 : No. 1,
Article 12.
Nivera, G.C. (2017). What happens when teachers and students are introduced to Mathematical investigations: An exploratory study.
International Journal for Mathematics Teaching and Learning, (18)3, 333 – 345.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws
(Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: MacMillan.
Sinay, E., & Nahornick, A. (2016). Teaching and learning mathematics research series l: Effective instructional strategies. (Research Report No.
16/17-08). Toronto, Ontario, Canada: Toronto District School Board.
Yeo, Joseph & Har Yeap, Ban. (2009). Mathematical Investigation: Task, Process and Activity.
Zeits, P (2007). The art and craft of problem solving (2nd Edition). USA: John Wiley & Sons.

Principles and Strategies in Teaching Mathematics

Vision Mission
College Goals
6.2.c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
6.2.d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
6.3.3.b. Exhibit the proficiency in relating mathematics to other curricular areas
6.3.3.c. Manifest meaningful and comprehensive pedagogical content knowledge of mathematics
complexity
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
125
Course Information
Course Name Principles and Strategies in Teaching Course Code
Mathematics
Course Requirements
Grading System
This course deals with the application of current principles, methods, philosophical foundations, and strategies of teaching 1.1.1
Mathematics that are learner-centered and research-based. This is anchored on the Conceptual Framework of Math K to 12 1.3.1
Education. It aims to equip students with the knowledge and skills on how to design appropriate learning activities, and create 1.5.1
ICT-driven instructional materials that they can utilize for lesson planning and microteaching. 4.1.1
4.5.1
A. Display deeper knowledge and understanding on the principles and strategies in teaching mathematics using various 1.1.1
teaching methods (e.g. inquiry method, integrative method, etc.) through demonstration teaching; 1.5.1
B. Display competence in designing, constructing, implementing and managing classroom structures and different teaching 2.3.1, 3.1.1
strategies to suit learners’ needs and the available physical learning environment;
1.4.1
C. Demonstrate pedagogical content and technological knowledge in Math to implement teaching strategies that develop 4.1.1
21st century skills and promote literacy and numeracy, using varied and appropriate Mathematical tools and software; 4.5.1
D. Manifest positive attitude towards learning by engaging in every exploratory and expository activities in Math classes. 1.1.1
Abstract Algebra 126

WEEK 1 At the end of the week, the pre-service I. Conceptual Framework of Math
teacher (PST) should be able to: Education
Session 1 1.1a. discuss how critical thinking 1.1.1 1.1 Goals in Mathematics Round Robin Discussion Filled-out graphic organizer (T-chart) 1.1.1
skill is developed in Mathematics 1.5.1 Education
teaching [A]
1.1b. discuss how problem-based
strategy enhances learning
Mathematics
Think-Pair-Share Filled-out graphic organizer (Venn 1.1.1
Session 2 1.1c. distinguish the key features of 1.1.1 Diagram)
Problem Solving and Problem-based 1.5.1
strategy [A]
Session 3 1.2a. cite examples of: 1.1.1 1.2 Critical Thinking Skills Punctuated Lecture Filled-out graphic organizer 1.1.1
a. Argumentation and 1.5.1 The teacher will provide input to (Spider Map)
b. Conflict Resolution [A] students; the teacher will pause and
c. Conjecture reasons elicit questions/ clarifications from the
d. Patterning students. The teacher continues after
providing answers to
questions/clarifications.
WEEK 2 At the end of the week, the pre-service II. Underlying principles and
teacher (PST) should be able to: strategies Socratic Method (Students will Student formulated questions 1.1.1
formulate questions and discuss the
Session 1 2.1a. describe how constructivism 1.1.1 2.1 Constructivism in answers. The teacher facilitate the
as a strategy works in the [A] Mathematics teaching question-answer in class)
teaching of Mathematics
2.2 Teaching for understanding

Session 2 2.2a. describe how teaching for 1.1.1 Reciprocal Teaching (small team of 4 Concept notes as a result of 1.1.1
in Mathematics teaching
understanding can be used in [A] where Reciprocal Teaching
mathematics teaching. 1- Clarifies
1- Asks questions
1- Predicts
1- Summarizes
Session 3 2.3a. describe how Dale’s Cone of 1.1.1 2.3 a. Dale’s Cone of experience Interactive Lecture Summary Sheet 1.1.1
Experience is applicable in [A] (The teacher will provide input to (Students will write a summary
students; the teacher will pause and describing how Dale’s Cone of

Mathematics teaching and 2.3b.Various constructivism asks questions to draw out answers experience and various constructivism
learning strategies in Teaching that will lead to deeper discussion of strategies enhance Mathematics
2.3b. describe how other 1.1.1 Mathematics the lesson.) teaching and learning)
constructivism strategies can [A]
improve teaching and enhance
learning in Mathematics
WEEK 3 At the end of the week, the pre-service III. Understanding Cooperative 1.1.1
teacher (PST) should be able to: Learning Structures (CLS)
Session 1 3.1a. identify different cooperative 2.3.1 3.1 Cooperative Learning Writeshop of the different Written works
learning strategies (CLS) used in 3.1.1 Structures instructions for a certain CLS - CLS Instructions
Mathematics teaching and [B]
learning
3.1b. construct instructions for a
selected appropriate
Mathematics teaching
Session 2 3.2a. demonstrate how these CLS 2.3.1 Simulation Activity Scoring Rubric on Demonstration
3.2 CLS in Mathematics Teaching
are utilized in teaching 3.1.1 Teaching
Mathematics [B]
Session 3 3.3a. identify various classroom 2.3.1 3.3 Production of classroom Construction Activity on Classroom Product-based performance:
management routines to be used 3.1.1 management routine and Management Materials that facilitates Rule Markers
during CLS. [B] materials to be used during CLS team learning (e.g. Rule 1: All eyes and ears on me.
3.3b. select appropriate classroom Incentive Package
management routines and Scoring Board)
materials to be used during CLS.
3.3c. develop materials (markers,
incentive board, etc.) to be used
during CLS.
WEEK 4 At the end of the week, the pre-service IV. Reflective Teaching 5.1.1
4.1. Reflective Teaching and its Interactive Lecture Filled-out Graphic Organizer: T-
Session 1 4.1a. define what is reflective 1.1.1 significance Chart
teaching [A]
4.1b. describe the significance of
reflective teaching
4.2. Different Critical Reflection Double Entry Journal
Session 2 4.2a. identify the different critical 2.3.1 Think-Pair-Share
Techniques
reflection techniques that can be 3.1.1

utilized in Mathematics teaching and [B] • Reflective Journal
learning Writing
4.3a. design a lesson worksheet on • Learning Log Writeshop: Reflective Teaching Written Work: Lesson Worksheet on
reflective teaching in Mathematics • Learning Journal Worksheet Reflective Teaching
4.3. Reflective Teaching Lesson
Worksheet Written Work: Formulated Questions
Writeshop: Constructing Processing that Process Experience
Session 3 4.4a. construct processing 4.1.1
4.4. Processing Questions for Questions
questions for the lesson worksheet on [C]
Reflective Teaching
reflective teaching in Mathematics
WEEK 5 At the end of the week, the pre-service V. Inquiry-based Teaching 1.1.1
5.3.1
Session 1 5.1a. identify the components of 5.1 The 5E’s Model Interactive Lecture Summary Sheet
5E’s teaching model
5.1b. describe how 5E’s model is 1.1.1
appropriate in Mathematics 4.1.1
teaching and learning 1.5.1
[A,C]
Session 2 5.2a. design a lesson plan using Small Group Discussion and Product-based Assessment: 5 E’s plan
5.2 Lesson planning using 5E’s in
5E’s model planning of Instruction
Mathematics
Session 3 Simulation Activity Scoring Rubric on 5E’s Instructions

5.3a. demonstrate the designed 5.3 Execution of the 5 E’s
lesson plan using 5E’s model Micro-teaching
WEEK 6 At the end of the week, the pre-service VI. Direct Instructions Cooperative Learning Structure: Circle Exit card on Significant Learning and 1.1.1
teacher (PST) should be able to: the sage (The teacher will assign Most Confusing Ideas
students to be sages who will be
Session 1 6.1a. discuss the effective ways of 1.1.1 6.1. Direct Instructions as a responsible with giving inputs to their
using direct instructions as a 2.3.1 strategy classmates. The rest of the classmates
strategy 3.1.1 6.2. Punctuated Lecture vs will surround the sage, and the sage
6.2a. differentiate punctuated [A,B] Interactive Lecture will explain what they know about the
lecture from interactive lecture topic.
Round Robin Discussion Filled-out T-Chart
Session 2 6.3a. formulate appropriate 4.1.1 6.3 Asking Appropriate

questions to be asked during [C] Writeshop: Formulation of Written Script on Question-Answer
Questions
lecture and/or discussion Appropriate Questions showing probing, prompting,
redirecting questions

Session 3 7.1a. discuss what is blended 1.1.1 VII. Flipping the Classroom:
classroom learning 2.3.1 7.1 Blended Classroom Brainstorming Activity Written Work: Word wall on
7.1b. discuss how blended 3.1.1 Instruction blended classroom Instruction
classroom instruction can be [A,B] Quiz
effective in teaching and
learning Mathematics
WEEK 7 At the end of the week, the pre-service 7.2 Writing to Learn Strategies Socratic Method Hand Signals (The teacher will instruct 1.1.1
Session 1 teacher (PST) should be able to: a) Descriptive Writing the students to raise and do hand 5.1.1
and b) Expository Writing signals to assess if they have 5.2.1
Session 2 7.2a. discuss how Writing to Learn 1.1.1 c) Cause and Effect Writing questions, clarifications, and additional
Techniques facilitate learning in 2.3.1 d) Persuasive Writing inputs)
e) Narrative Writing
Mathematics teaching 3.1.1
[A,B]
7.3. Construction of sample of Product-based: Writing to Learn
Session 3 7.3a. construct Writing to Learn 1.4.1 Writeshop: Construction Activity
the different Writing to Learn Samples
worksheet 4.1.1 Strategies
[C]
WEEK 8 At the end of the week, the pre-service VIII. Integrating ICT in 1.1.1
teacher (PST) should be able to: Mathematics Teaching 1.3.1
4.5.1
Session 1 8.1a. identify the different types of 1.1.1 8.1 Asynchronous Communication Socratic Method Oral Response Card (The students will
Asynchronous Communication 1.4.1 System (Wikis and Blogs) write their response to the question
System 4.1.1 during discussion on a meta card)
8.1b. discuss how Asynchronous [A,C]
Communication System facilitate
learning in Mathematics teaching
Session 2 8.2a. identify the different types of 1.1.1 8.2 Synchronous Communication Round Robin Discussion Written Work:
Synchronous Communication 1.4.1 System (Instant Messaging, twitter, Concept Notes
System 4.1.1 FB and Instagram)
8.2b. discuss how Synchronous [A,C] 8.3 Other Digital Tools Brainstorming Activity Oral Response Card
Communication System facilitate
learning in Mathematics teaching
Session 3 8.4a. utilize digital tools to construct 1.1.1 8.4 Application of the different Product-based Assessment: Sample
Practical Works on Hands-on
communication text samples 1.4.1 Digital tools for Communication Communication Text using digital
Activities tools
4.1.1

[A,C] Skills Development in Mathematics
Learning
Week 9
IX. Summative Examination
WEEK 10 At the end of the week, the pre-service X. Instructional Planning Punctuated Lecture Written Work: on Alignment 5.1.1
teacher (PST) should be able to: 10.1 Writing Learning Outcomes Writeshop: Articulating of learning Learning Outcomes and Strategies 5.4.1
• Revised Bloom’s competencies and learning activities
Session 1 10.1a. articulate learning Taxonomy
competencies and learning 1.1.1 • Solo Taxonomy
activities 1.4.1 • Kendall’s Taxonomy
4.1.1 • Marzano’s New Taxonomy
[A,C]
Session 2 10.2a. articulate learning intent for a 10.2 Articulating K to 12
specific learning competency competencies in Mathematics Write shop: Articulating learning Written Work:
Learning with success indicators intent for a certain learning Assessment Grid
(Enabling Skills) competency (Alignment of competencies with
enabling skills and strategies)
Week 11 At the end of the week, the pre-service XI. Designing Learning Activities Interactive Lecture and Written Work: 5.1.1
teacher (PST) should be able to: in Mathematics by applying the Write-shop Lesson activity on Constructivism
1.1.1 following: and Discovery Learning
11.1a. design learning activities 1.4.1 11.1 Constructivism and
utilizing Constructivism and 4.1.1 Discovery Learning
Discovery Learning 4.5.1
[A,C]
Week 12 At the end of the week, the pre-service 11.2 Inquiry-based Learning Interactive Lecture and Written Work: 5.1.1
teacher (PST) should be able to: with Reflective Teaching Write-shop Lesson activity on Inquiry-based
1.1.1 integrating Reflective Teaching
11.2a. design learning activities 1.4.1
utilizing Inquiry-based Learning 4.1.1
with Reflective Teaching 4.5.1
[A,C]
Week 13 At the end of the week, the pre-service 11.3 Cooperative Learning with Interactive Lecture and Written Work: 5..1.1
teacher (PST) should be able to: Writing to Learn Write-shop Lesson Activity on Cooperative
1.1.1 integrating “Writing to Learn”
11.3a. design learning activities 1.4.1
utilizing Cooperative Learning 4.1.1
Structure with Writing to Learn 4.5.1
[A,C]

Week 14 At the end of the week, the pre-service 1.1.1 11.4 Blended Teaching Interactive Lecture and Written Work: 5.1.1
teacher (PST) should be able to: 1.4.1 Approach (Flipping Classroom) Write-shop Activity Description on the
4.1.1 implementation of Flipped
11.4a. design learning activities 4.5.1 Classroom
utilizing Blended Teaching [A,C]
Approach
Week 15 At the end of the week, the pre-service XII. Managing students’ Interactive Simulation Activity Product-based Assessment: 5.2.1
teacher (PST) should be able to: behaviors in the classroom Non-verbal instructional materials
12.1. Instructional Materials on intervention for students with low
12.1a. design instructional 1.1.1 managing students’ behaviors profile (The pre-service teachers will
materials to facilitate and manage 1.4.1 in the classroom design instructional materials for
students’ behaviors in the 2.3.1 students who are developing and
classroom 4.1.1 beginners to facilitate a more positive
4.5.1 behavior towards learning
[A,B, Mathematics)
C]
Non-verbal instructional materials
on reward system
Week At the end of the week, the pre-service 1.1.1 Learning Walk Activities ▪ Exhibit of Lesson Plans and Individual Learning Space 5.3.1
16-18 teacher (PST) should be able to: 1.4.1 Instructional Materials 5.4.1
2.3.1 ▪ Presentation Demonstration 20-minute Micro-skill Demo
12.1a. conduct a demonstration 4.1.1 ▪ Consolidation of comments and
teaching instructional materials to 4.5.1 recommendations
▪ Finalizing lesson design
facilitate and manage students’ [A,B,
behaviors in the classroom C,D]
Anderson, L. W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of
educational objectives. (Abridge edition) New York: Longman.
Arends, R.I. (2011). Learning to teach (9th Ed.). Boston, MA: McGraw Hill.
Atkins, A.T. (2010). Collaborating online: Digital strategies for group work. Retrieved January 15, 2012, from
http://wac.colostate.edu/books/writingspaces1/atkins--collaborating-online.pdf
Bean, J.C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking and active learning in the classroom (2nd Ed.).
San Francisco: John Wiley and Sons.

Abstract Algebra

Vision Mission
College Goals
6.1.b. effectively communicate in English and Filipino, both orally and in writing
6.2.b. demonstrate mastery of subject matter/discipline
6.3.3.a exhibit competence in mathematical concepts and procedures

6.3.3.g appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
133
Course Information
Course Name Abstract Algebra Course Code
Course Requirements
Grading System
This course is designed to facilitate understanding of basic concepts and properties of algebraic structures. The topics include 1.1.1
Groups, Subgroups, Cyclic Groups, Permutation Groups, Cosets, Isomorphism, Normal and Factor Groups, Homomorphism, and
introduction to rings. It aims to develop symbolic thinking, enhance skills in writing proofs, and foster appreciation for
mathematical structures which are all helpful in dealing with higher mathematics.
A. Demonstrate critical thinking in interpreting and applying fundamental concepts and proving claims concerning basic 1.1.1
algebraic structures (e.g. groups, subgroups, homomorphisms)
B. Exhibit competence in identifying as well as producing examples and non-examples of particular algebraic structures 1.1.1
using their properties and relevant mathematical concepts;
C. Show skills in working with functions to relate seemingly dissimilar algebraic structures; 1.1.1
D. Reconstruct algebraic concepts and reformulate principles based on mathematical investigations; 1.1.1
E. Communicate abstract algebra ideas in both written and oral form; 1.1.1
F. Design classroom activities and materials on selected abstract algebra concepts with the use of ICT. 4.5.1

Week 1-2 At the end of the week, the pre-service II. Preliminary Topics Punctuated Lecture and Interactive Double Entry Journal Log where 1.1.1
teacher (PST) should be able to: a. Modular Arithmetic Discussion with: students outline the solution to a
b. Functions - Misconception/Preconception problem in one column and describes
• use modulo concepts and 1.1.1 c. Equivalence Relations Check activity where students his/her reasoning in the other column
properties to solve modular [A] answer a teacher-made
arithmetic problems and diagnostic test to check on Oral Presentation of consolidated
compose proofs; students’ knowledge of the solution scripts and/or proof scripts to
• Illustrate the concept of function, 1.1.1 preliminary concepts and be evaluated using a rubric
one-to-one function, onto [A] uncover misconceptions and
function, one-to-one quality of preconception
correspondence, inverse of a - Think Breaks where each Pen and Paper Tests with items that
function, and equivalence student is asked to write require students to prove
relation; question/s to be answered by mathematical propositions on the
• Evaluate a function and identify 1.1.1 the class to clarify preliminary topics
its domain and range; [A] understanding of the
preliminary topics
• formulate proofs for propositions 1.1.1 - Think-Pair-Share problem
related to functions, function [A,E] solving and proving activities
composition, and equivalence where students are given
relations. problems to solve and
• work with peers to propositions to prove. Students
collaboratively solve problems 1.1.1 write initial solutions/proofs,
and present solutions; [A] then are paired off to
consolidate solutions/proofs
with a peer for sharing to the
whole class
Week 3-4 At the end of the week, the pre-service III. Groups Interactive Discussion and Punctuated Four - Square Graphic Organizer 1.1.1
teacher (PST) should be able to: a. Binary operations Lectures with: Output
b. Groups - Study Session using a Four-
• explain the definition of a group 1.1.1 c. Elementary Properties of Square Graphic Organizer Paraphrasing of Properties of Groups
and identify as well as produce [B] Groups assigned in advance where
examples and non-examples; students are asked to give the Performance Task: Video of Oral
• prove the elementary properties 1.1.1 definition of a group and Presentation of Solution/Proof
of a group; [A,E] provide examples and non-
examples
• construct and/or complete 1.1.1 - Follow-up Questioning where Pen and Paper Test with items that
Cayley tables for finite groups; [A] the teacher uses Q and A to require students to prove
probe into students’ quality of mathematical propositions

• use the elementary properties of 1.1.1 understanding of the concepts
a group in proving related [A,E] and properties of groups
propositions. - Writing-to-Learn activity where
• use technology to communicate 1.1.1 students are directed to
solutions and proofs to whole [A,E] paraphrase the elementary
class properties of groups to check
for understanding
- Group Problem Solving
involving pattern seeking and
formulating of conjectures
where students are asked to
creatively prepare a video
showing their discussion of
solutions/proofs and other
output for viewing by the whole
class
Week 5-6 At the end of the week, the pre-service IV. Subgroups Interactive Discussion and Punctuated Graphic Organizer: Cerebral Chart 1.1.1
teacher (PST) should be able to: a. Order of a Group and Lectures with:
Order of an Element - Study Session using a Cerebral Oral Presentation of Solution/Proof to
• illustrate the order of a group, 1.1.1 b. Subgroups Chart Graphic Organizer be graded with a rubric
order of an element, and the [A,B] c. Cyclic Subgroups (assigned in advance) where
subgroup concept by producing students are asked to show
examples and non-examples; connection between concepts Pen and Paper Test with items that
• explain the structures and 1.1.1 from group, subgroup, to cyclic, require students to prove
characteristics of different [A,] and other related concepts mathematical propositions
subgroups like cyclic subgroup, - Guided Reciprocal Peer
center of a group and centralizer Questioning where students are
of an element; asked to write questions to ask
• assess and justify whether a 1.1.1 each other for the purpose of
given set of elements together [A,] clarifying understanding
with a binary operation is a - Group Problem Solving and
subgroup; Proving where students are
• compose proofs for related 1.1.1 grouped and assigned to work
propositions using previous [A,E] on different problems including
theorems proving problems. Solutions and
proofs are to be communicated
to the whole class for discussion
and ratification.

Week 7-8 At the end of the week, the pre-service V. Cyclic Groups Interactive Discussion and Punctuated Graphic Organizer: Cerebral Chart 1.1.1
teacher (PST) should be able to: a. Definition and PropertiesLectures with:
of Cyclic Groups - Graphic Organizer (cerebral Double Entry Journal Log where
• explain the structure of a cyclic 1.1.1 b. Finite Cyclic Groups chart) where students are asked students outline the solution to a
group and determine examples [B] to depict the relationship of the problem in one column and describes
and non-examples; cyclic group concept to previous his/her reasoning in the other column
• derive properties of cyclic based 1.1.1 concepts.
on exploration; [D] - Follow-up Questioning where Oral Presentation of Solution/Proof to
the teacher uses Q and A to be graded with rubrics
• prove the properties of cyclic 1.1.1 probe into students’ quality of
groups; [A,E] understanding of the concepts Pen and Paper Test with items that
and properties of cyclic groups require students to prove
• apply relevant theorems to 1.1.1 and their ability to identify mathematical propositions
determine the subgroups of a [A] examples and non-examples
given cyclic group and draw its - Think-Pair-Share problem
subgroup lattice. solving/proving activity where
pairs of students are tasked to
produce consolidated
solutions/proofs for oral
presentation to the whole class.
Week 9 Midterm Summative Exam
Week At the end of the week, the pre-service VI. Permutation Groups Interactive Discussion and Punctuated Graphic Organizer: Cerebral Chart 1.1.1
10-11 teacher (PST) should be able to: a. Permutations and the Lectures with:
Symmetric Groups - Guided Reciprocal Peer Double Entry Journal Log where
• transform permutations from 1.1.1 b. Orbits and Cycles Questioning where students students outline the solution to a
array form to cycle form and the [A] c. Properties of write questions to ask each other problem in one column and describes
other way around; Permutations for the purpose of clarifying his/her reasoning in the other column
• express permutations as 1.1.1 understanding
products of disjoint cycles or [A] - Graphic Organizer (cerebral Oral Presentation of Solution/Proof to
products of transpositions; chart) where students show their be graded with rubrics
• determine the order, inverse, 1.1.1 understanding of the
product of permutations; [A] relationships between and Pen and Paper Test with items that
among the concepts of – require students to prove
• write solutions and proofs to 1.1.1 permutation, permutation mathematical propositions
problems involving the [A,E] groups, symmetric groups,
permutation groups. dihedral groups, alternating
groups through concept
mapping;
- Think-Pair-Share problem
solving and proving activities

where students are given
problems to solve and
propositions to prove. Students
write initial solutions/proofs,
then are paired off to
consolidate solutions/proofs with
a peer for sharing to the whole
class.
Week 12 At the end of the week, the pre-service VII. Cosets and Lagrange’s Interactive Discussion and Punctuated Double Entry Journal Log where 1.1.1
teacher (PST) should be able to: Theorem Lectures with: students outline the solution to a
a. Cosets - Guided Reciprocal Peer problem in one column and describes
• explain the definition of a coset 1.1.1 b. Lagrange’s Theorem Questioning where students are his/her reasoning in the other column
and illustrate through examples; [A,B] asked to write questions to ask
each other for the purpose of Oral Presentation of Solution/Proof to
• express in words and elucidate 1.1.1 clarifying understanding be graded with rubrics
theorems written in symbolic [A] - Think-Group-Share activity
form; where students are tasked Pen and Paper Test with items that
• use the Lagrange’s theorem to 1.1.1 produce solutions/proofs, then require students to prove
determine the subgroups of a [A,B] consolidate individual output in mathematical propositions
given group; a group, and communicate
• apply properties of cosets in 1.1.1 results to the whole class
solving problems and composing [A,E] - Exit Card where students provide
proofs involving the coset responses to questions or
concept. prompts provided by the teacher
at the end of a session to check
for understanding
Week 13 At the end of the week, the pre-service VIII. Isomorphisms Interactive Discussion and Punctuated Four-Square Graphic Organizer 1.1.1
teacher (PST) should be able to: a. Isomorphisms Lectures with:
b. Automorphisms - Study Session using a Four- Double Entry Journal Log where
• explain the definition of an 1.1.1 Square Graphic Organizer students outline the solution to a
isomorphism and recognize [A,B] assigned in advance where problem in one column and describes
examples and non-examples of students are asked to give the his/her reasoning in the other column
isomorphism; definition of an isomorphism and
• use function concepts to 1.1.1 provide examples and non- Oral Presentation of Solution/Proof to
establish isomorphism between [A,C] examples be graded with rubrics
two groups; - Follow-up Questioning where
• prove theorems on isomorphism; 1.1.1 the teacher uses Q and A to Pen and Paper Test with items that
[A,E] probe into students’ quality of require students to prove
mathematical propositions

• produce proofs of new 1.1.1 understanding of the concepts
propositions arising from [A,E] and properties of isomorphism
theorems about isomorphism; - Think-Pair-Share problem
solving/proving activity where
students produce
presentation to the whole group.
Week At the end of the week, the pre-service IX. Normal Subgroups and Interactive Discussion and Punctuated Double Entry Journal Log where 1.1.1
14-15 teacher (PST) should be able to: Factor Groups Lectures with: students outline the solution to a
a. Normal Subgroup - Video Lecture where students are problem in one column and describes
• explain the definition and 1.1.1 b. Factor Groups given access to a video lecture his/her reasoning in the other column
significance of a normal [A] (option: study session using a (Homework)
subgroup; printed reference) and a short
• use the definition and theorems 1.1.1 problem set as homework; Cerebral Chart Graphic Organizer
to appraise whether a given [A,B] - Guided Reciprocal Peer
subgroup is normal; Questioning where students are Oral Presentation of Solution/Proof to
• construct the Cayley table of a 1.1.1 asked to write questions to ask be graded with rubrics
Factor Group [A] each other for the purpose of
clarifying understanding Pen and Paper Test with items that
• compose proofs for propositions 1.1.1 - Graphic Organizer (cerebral require students to prove
about normal subgroups and [A,E] chart) where students show their mathematical propositions
factor groups understanding of the
relationships between and
among the concepts of – group,
subgroup, cosets, normal
subgroups, factor groups and
other related concepts;
students produce
presentation to the whole class.
Week 16 At the end of the week, the pre-service X. Group Homomorphism Interactive Discussion and Punctuated Analogy Graphic Organizer 1.1.1
teacher (PST) should be able to: a. Group Homorphisms Lectures with: 4.5.1
b. Properties of - Analogy Graphic Organizer Performance Task: Teaching
• delineate between isomorphism, 1.1.1 Homomorphisms where students delineate Demonstration
homomorphism, and [A,C] between a new concept and a
automorphism; prior concept in terms of Oral Presentation of Solution/Proof to
similarities and differences be graded with rubrics

• write solutions to problems 1.1.1 - Follow-up Questioning where Pen and Paper Test with items that
involving homomorphism; [A,C, the teacher uses Q and A to require students to prove
E] probe into students’ quality of mathematical propositions
understanding of the concept
• articulate proofs for theorems 1.1.1 and properties of
and other claims about [A,E] homomorphism and its
homomorphism; relationship with the concept of
• use ICT in designing materials 1.1.1 isomorphism
and in implementing a mini- [A,E] - Think-Pair-Share problem
teaching episode on an assigned solving/proving activity where
property of homomorphism students produce
• implement a mini teaching 1.1.1 solutions/proofs for oral
episode covering a 4.5.1 presentation to the whole group.
homomorphism property [A,E,
F]
Week 17 At the end of the week, the pre-service XI. Introduction to Rings Interactive Discussion and Punctuated Analogy Graphic Organizer 1.1.1
teacher (PST) should be able to: a. Definition and Examples Lectures with:
of Rings - Analogy Graphic Organizer
• explain the definition of a ring 1.1.1 b. Properties of Rings where students contrast and Oral Presentation of Solution/Proof to
and a subring and produce [A,B] c. Subrings compare the concepts - group be graded with rubrics
examples; versus ring and subgroup versus
• prove the properties of a ring; 1.1.1 subring Pen and Paper Test with items that
[A,E] - Follow-up Questioning where require students to prove
the teacher uses Q and A to mathematical propositions
• use the properties of a ring to 1.1.1 ensure that students see the
prove arising propositions about [A,E] connection between the group
a ring. concept and the ring concept
students produce
presentation to the whole class
Week 18 Summative Final Exam

Fraleigh, J.B. (2014). A first course in abstract algebra, (7th Edition). USA: Pearson.
Gallian, J.A. (2016). Contemporary abstract algebra, (9th Edition). USA: Cengage.Learning.
Jaisingh, L.R. & Ayres, F. (2003). Schaum’s outline of theory and problems of abstract algebra (2nd Edition). USA: McGraw-Hill.
Malik, D.S. (1997). Fundamentals of abstract algebra. Singapore: McGraw-Hill Companies.
Rotman, J.J (2005). A first course in abstract algebra with applications, (3rd Edition). New Jersey, USA: Prentice-Hall

Research in Mathematics

Vision Mission
College Goals
6.1.d. Act in recognition of professional, social, and ethical responsibility
6.2.b. Demonstrate mastery of subject matter discipline

6.3.3.g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discover and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
142
Course Information
Course Name Research in Mathematics Course Code
Course Requirements
Grading System
The course aims to prepare prospective mathematics teachers to undertake an undergraduate research project. It entails 1.1.1
exposure to various theories and trends in Mathematics education and research culled from actual action research projects. It gives 1.2.1
students the opportunity to conduct researches that address problems, issues, and concerns in mathematics teaching and learning
showcasing research skills, knowledge of research ethical standards, as well as mathematical content and processes.
A. Demonstrate analytical skills in critiquing reported action research with respect to research processes and teaching 1.1.1
and learning issues and trends embedded therein;
B. Show insightful understanding of the role of research in improving mathematics education by evaluating and 1.1.1
reflecting current learning and teaching practices/issues in the Philippines and conceptualizing a relevant research 1.2.1
project;
C. Show competence in the application of research skills and ethical standards in carrying out an action research project 1.1.1
intended to improve teaching and learning mathematics; 1.2.1
D. Use ICT tools and basic principles of oral presentation in communicating action research results. 1.3.1, 4.5.1
Research in Mathematics 143

Week 1 At the end of the lesson/s, the 1. The Purposes of Educational Punctuated Lecture Filled-out Concept Map / 1.1.1
graduates should be able to: Research The teacher will provide input to Spider Map 1.2.1
students; the teacher will pause and
• identify various purposes of 1.1.1 2. Types of Educational Research elicit questions/ clarifications from the
writing a research [A] Designs students. The teacher continues after
providing answers to
• discuss the importance of 1.1.1 questions/clarifications.
research in educational setting 1.2.1
[A,B]
• identify different types of research 1.1.1

designs [A]
Week 2 At the end of the lesson/s, the 3. The use of research in Research critiquing of journal article Application Card 1.1.1
graduates should be able to: validating theories and in Mathematics education (In the application card, the students
establishing trends in addressing will write down at least one real-world
• identify various theories 1.1.1 issues in Mathematics Education Placemat Consensus application for what they have just
Mathematics teaching and [A] The students (in each group) will learned. This will determine how well
learning (these theories can be discuss and each will write their the students can apply the theory to
utilized as anchor theories for answers in their individual writing address the issue/problem, --- In this
writing a research) space (placemat). The students will context, application card will be
• identify trends and issues in 1.2.1 discuss what they have written to the used as an assessment rather than a
reported action research [B] group, if there is a consensus that the TLA. The students’ outputs (cards)
answer is important, the student- are the evidence of students
• identify trends and issues in 1.1.1 recorder will record the answer using learning.
Mathematics teaching and [A] an application card
learning
Week 3 At the end of the lesson/s, the 11. Ethical Issues in Educational Punctuated Lecture Retrieval Information Chart 1.1.1
graduates should be able to: Research
• identify basic ethical 1.1.1

considerations in educational [C]
research
• discuss ethical considerations and 1.1.1
issues in research in Mathematics 1.2.1
teaching and/or learning [C]
Mathematics

Week 4 At the end of the lesson/s, the 4. Fundamental research process Learning Station/Walk Similarities and Differences T-Chart 1.1.1
graduates should be able to: and Action research process Each group will present one step in
conducting fundamental research vs
• discuss the basic framework of 1.1.1 action research
fundamental/basic research [B]
process vs. action research
process
• identify the procedure done in 1.1.1
each step based on the sample [B]
reported action research article
• differentiate research process 1.1.1
between conducting [B]
fundamental/basic research and
action research 5. Identifying Research Rally Table Double Entry Chart
Phenomenon The students will take turns passing a
• identify research phenomena in 1.1.1 paper and pen, each student will write
the current teaching and learning 1.2.1 phenomenon, issue, and/or problem in
practices in Mathematics [B] teaching and learning Mathematics
• discuss the phenomena 1.1.1 Project-based Learning: Research

(issues/problems/practices) that 1.2.1 Paper
can be addressed by conducting [B,C]
research to improve teaching and
Week 5-6 At the end of the lesson/s, the 6. Research Question/s Round Robin Discussion Set of Research Questions 1.1.1
graduates should be able to: Development 1.2.1
• generate possible research 1.1.1

questions from the research [B]
phenomenon identified
• select relevant and appropriate 1.1.1
research questions that can be 1.2.1
interest of study [B]
• develop research questions 1.1.1

[A,B] 7. Theoretical Framework Placemat Consensus Theoretical Framework Outline
Development
• discuss the relevance and 1.1.1 Student Reporting (Students with
appropriateness of the theoretical [B] report updates of their research paper)
perspectives the researchers

(students) hold relating to the
research phenomenon identified
• evaluate the theory to be used as 1.1.1
anchor theory of the research [B]
study
Week 7 At the end of the lesson/s, the 8. Literature Reviews Rally Table Literature Review Outline 1.1.1
graduates should be able to:
• identify relevant and appropriate

literature and studies on the 1.1.1
research problem/s identified [B]
• collect literature and studies
relevant to the research
problem/s identified
Week 8 At the end of the lesson/s, the
graduates should be able to:
1.1.1
• synthesize relevant and
[B] 9. Literature Review Writing Library Work Literature Review Manuscript 1.1.1
appropriate literature and studies
on the research problem/s
identified
Week 9 10. Summative Assessment Concept Paper Presentation Research Concept Paper
(Midterm Exam) Suggestion: The teacher may ask each 1.1.1
group to have a 10-minute 1.2.1
presentation of their concept paper.
Week 10 At the end of the lesson/s, the 12. Samples, Validity and Rally Table Research Methodology Outline 1.1.1
graduates should be able to: Reliability
• identify samples, sampling 1.1.1

technique that is appropriate to [C]
the research study
• discuss validity and reliability 1.1.1
[C]
13. Data gathering procedure Punctuated Lecture Data Gathering Procedure
Matrix
• identify data to be gathered 1.1.1
[C]
• identify sources of data 1.1.1

[C]

• identify appropriate procedure of 1.1.1
data gathering (based on the data [C]
to be gathered)
• utilize appropriate ICT tools in 1.3.1
gathering data 4.5.1
[D]
Week 11 At the end of the lesson/s, the 14. Research Instrument Interactive Lecture Developed Research Instrument 1.1.1
graduates should be able to: Development The teacher will provide input to
students; the teacher will pause and
• identify appropriate research asks questions to draw out answers
instrument to be utilized to that will lead to deeper discussion of
gather data the lesson.
• identify the appropriateness of 1.1.1
adapting and/or adopting [C]
research instrument
• discuss the characteristics of good
research instrument
• develop research instrument
appropriate to their research
study
Week At the end of the lesson/s, the

12-13 graduates should be able to:
15. Collecting Data Actual data gathering Gathered data 1.1.1
• gather relevant information / data 1.1.1
with intellectual honesty [C]
Week 14 At the end of the lesson/s, the 16. The use of statistical tools Hands-on activity Generated data from the software 1.1.1
graduates should be able to: used 1.3.1
4.5.1
• identify various statistical tools
used in data analysis
• select statistical tool appropriate 1.1.1
to be used [C]
• utilize a software (SPSS, JASP,
PSPP, etc) to run the data
gathered

Week At the end of the lesson/s, the 17. Data Analysis Rally Table Analyzed data 1.1.1
15-16 graduates should be able to:
• identify trends and patterns in 1.1.1

action research data [B]
• examine the data under 1.1.1

study/investigation [B,C]
• analyze results of data 1.1.1

1.2.1
[C]
Draft of the full-report of the
• write a clear research report 1.1.1 18. Report Writing Action Research Paper 1.1.1
[B,C]
Week 17 At the end of the lesson/s, the Summative Assessment Action Research Presentation Full-Blown Action Research Paper 1.1.1
graduates should be able to: Reporting Results
1.1.1 (Presentation of the action
• present a clear research report [C,D] research paper)
Week 18 At the end of the lesson/s, the Action Planning Action Planning Action Plan Report 1.1.1
graduates should be able to: *The students will present their 1.2.1
action plan based on the results
• present their action plan based on 1.1.1 reported during the presentation.
the results reported during the [A,C] Students must learn that Action
presentation. Researches are done in order to
address specific problem in the area of
concern; thus, a plan of action must be
done – “taking informed action”.
Teachers will take part in the planning
and/or implementation of the actions
identified.

Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (2012). Research methods and methodologies in education. California: Sage Publications.
Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. California: Wadsworth Cengage Learning.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research . Boston: Pearson
Education.
Martella, R.C., Nelson, J.R., Morgan, R.L., & Martella-Marchand, N. (2013). Understanding and interpreting educational research. New York: The
Guilford Press.
McMillan, J.H. (1996). Educational research: Fundamentals for the consumer. New York: Harper Collins Publishers.
Opie, C. (2011). Doing educational research. Retrieved from eric.ed.gov
Postlethwaite, T.N. (2005). Educational research: basic concepts and terminology . Retrieved from www.sacmeq.org DOI: iiep/web doc/2005.01

Technology for Teaching and Learning 2 - Mathematics

Vision Mission
College Goals
6.1.b. Articulate and discuss the latest developments in the specific filed of practice
6.1.c. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams
6.1.d. Act in recognition of professional, social, and ethical responsibility
6.3.3.f. Use effectively appropriate approaches, methods, and techniques in teaching (mathematics including technological tools
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
150
Course Information
Course Name Technology for Teaching and Learning 2 Course Code
- Mathematics
Course Requirements
Grading System
This is a 3-unit course that focuses on the application, design, production, utilization and evaluation of Information and 1.1.1
Communications Technology (ICT) materials for teaching and learning Mathematics. This is in support of constructivist 4.5.1
pedagogies for the 21st century learners. The major requirement for this course is an ICT-integrated and project-based learning
plan aligned with the K to 12 curriculum. All the learning activities and course requirements will revolve around the student-
teacher developed Learning Plan.

A. Use ICT tools and other ICT-based materials to develop 21st century skills in Mathematics – critical thinking, problem 1.3.1, 1.5.1
solving, reasoning, and communication skills (viewing, listening, speaking, reading, and writing);
1.3.1
B. Develop projects/ problem-based /inquiry-based collaborative plans and activities using technology tools;
C. Use mathematical software and other open-ended tools to support the development of the project-based collaborative- 1.3.1, 4.5.1
based activities in Mathematics specific application;
D. Produce learning resources using technology tools in various mathematics areas; 4.5.1
1.1.1
E. Evaluate the relevance and appropriateness of ICT tools and resources based on the learning contexts;
1.3.1, 4.5.1
F. Use technology tools to collaborate and share resources among communities of practice;
G. Exhibit responsible use of ICT tools and ICT-based materials in Mathematics teaching and learning by making informed 1.3.1, 4.5.1
professional decisions.
Technology for Teaching and Learning 2 - Mathematics 151

Week 1 At the end of the week, the pre-service 1. ICT utilization in developing Placemat Consensus Repertory Grid 1.1.1
teacher (PST) should be able to: 21st century skills The students (in each group) will Each group will come up with a 4.5.1
A. Collaboration Skills discuss and each will write their Repertory Grid from the consolidated
1.1. identify different educational 1.1.1 B. Communication Skills answers in their individual writing answers on placemat consensus
sites in Mathematics learning space (placemat). The students will activity.
1.2. discuss the various ICT tools in 1.1.1 discuss what they have written to the
Mathematics that develops group, if there is a consensus that the
collaborative and communication answer is important, the student- Learning Plan Outline (emphasizing
skills recorder will record the answer. the use of ICT tool in a specific
1.3. select appropriate ICT tools to 4.5.1 learning activity that develops
be used to develop collaborative collaborative and communication
and communication skills skills)
1.4. utilize ICT tools in different 1.1.1
learning activities that develops 1.3.1
collaborative and communication 4.5.1
skills [A]
Week 2 At the end of the week, the pre-service 2. ICT utilization in developing Round Robin Discussion Repertory Grid 1.1.1
teacher (PST) should be able to: 21st century skills (cont.) (The teacher may utilize the same 1.5.1
C. Critical Thinking Skills grouping as that of the Placemat 4.5.1
2.1. discuss the various ICT tools in 1.1.1 D. Problem-Solving Skills Consensus activity) Learning Plan Outline
Mathematics that develops critical (emphasizing the use of ICT tool in a
thinking and problem-solving skills specific learning activity that develops
2.3. select appropriate ICT tools to 4.5.1 critical thinking and problem-solving
be used to develop critical thinking skills )
and problem-solving skills
2.4. utilize ICT tools in different 1.1.1
learning activities that develops 1.3.1
critical thinking and problem-
solving skills
Week 3 At the end of the week, the pre-service 3. Enhancement of Mathematics Think-Pair-Share Annotations (on how some ICT tools 1.1.1
teacher (PST) should be able to: Learning Plan may enhance sample unit plans in 1.3.1
A. Various learning activities for Mathematics) 4.5.1
3.1. identify the different learning 1.1.1 technology-driven lessons
activities in Mathematics using ICT in Mathematics Learning Plan (that integrates learning
3.2. select appropriate learning 4.5.1 B. Integration of ICT in activities and ICT tools that develops
activities and ICT tools to enhance developing the 21st century 21st century skills)
Mathematics learning skills in Mathematics
teaching and learning

3.3. integrate ICT tools in 1.1.1
developing the 21st century skills
(collaborative, communication,
critical thinking and problem-
solving) in Mathematics learning
plan
Week 4 At the end of the week, the pre-service 4. Problem-based Instructional Gallery Walk Developed Checklist (of the ICT tools 1.1.1
teacher (PST) should be able to: Plan Development Each group will present different ICT that can be utilized in the Problem- 4.5.1
A. Problem-based and Project- tools that can be utilized in Problem- based learning)
4.1. discuss the Problem-based and 1.1.1 based approaches based learning. After the activity, the
Project-based approaches B. ICT tools in Problem-based students will discuss which of the Problem-based instructional plan
4.2. identify different ICT tools that 1.1.1 learning various ICT tools are appropriate and outline
can be utilized in Problem-based can be used in the context of the
learning learners
4.3. select ICT tools appropriate for 1.3.1
Problem-based learning
4.4. integrate appropriate ICT tools 1.1.1
in the Problem-based instructional
plan
4.5. develop an outline of Problem- 1.1.1
based instructional plan 4.5.1
[B,E,
G]
Week 5 At the end of the week, the pre-service 5. Developing Project-based Three Stray, One Stay Developed Checklist (of the ICT tools 1.1.1
teacher (PST) should be able to: Instructional Plan Three students from each group stray that can be utilized in the Project- 4.5.1
A. ICT tools in Project-based to different groups to share various ICT based learning)
5.1. identify different ICT tools that 1.1.1 learning tools utilized in Project-based learning.
can be utilized in Project-based Also, they will gather information from Project-based instructional plan
learning (according to research the “stay” in the group. outline
articles) The student who stayed in the group
5.2. select ICT tools appropriate for 4.5.1 will also share and gather information
Project-based learning from the “strays”.
5.3. integrate appropriate ICT tools 1.1.1
in the Project-based instructional
plan
5.4. develop an outline of Project- 1.1.1
based instructional plan 4.5.1

[B,E,
G]
Week 6 At the end of the week, the pre-service 6. Problem-based and project- Write-shop Problem-based and Project-based 1.1.1
teacher (PST) should be able to: based instructional plans instructional plans 4.5.1
A. Problem-based and project-
6.1. develop intended learning 1.1.1 based instructional plans
outcomes/objectives from the development/write-shop
identified Mathematics
competencies (from the DepEd
Curriculum Guide) in the chosen
unit that best require ICT
integration
6.2. select ICT tools that are 1.1.1
aligned to Mathematics 4.5.1
competencies, outcomes, and
assessment with teaching and
learning activities
6.3. develop problem-based and 1.1.1
project-based instructional plans 4.5.1
[B,E,
G]
Week 7 At the end of the week, the pre-service 7. Characteristics of Three-minute Review Criteria Checklist (to determine the 1.1.1
teacher (PST) should be able to: Good/Appropriate IMs and (hands-on activity) appropriateness of IMs and technology
Technology tools Teachers stop any time during a tools)
7.1. discuss the characteristics of 1.1.1 A. Online software/apps lecture or discussion and give students
appropriate IMs and ICT B. Offline software/apps three minutes to review what has been
resources for Mathematics said by using the mathematical
learning software integrated in the discussion.
7.2. identify the different types 1.1.1 *The students are also given the
of educational IMs and opportunity to ask clarifying
technology tools for questions/instructions in utilizing of
Mathematics teaching and the software/s.
learning *The teacher can also do a
7.3. identify relevant and 1.1.1 demonstration on the utilization of
appropriate educational IMs and software.
technology tools to be used in [E,G]

Mathematics
Week 8 At the end of the week, the pre-service 8. Learning Resources (Digital Scavenger Hunt Developed learning resources 1.1.1
teacher (PST) should be able to: and Non-digital) Production The students will have to collect (digital and non-digital IMs) 1.3.1
A. Digital Learning Resources materials that can be used as learning 4.5.1
8.1. differentiate digital and non- 1.1.1 B. Non-digital Learning materials in learning and teaching
digital learning resources that Resources Mathematics
can be appropriately used in
Mathematics 1.1.1
8.2. identify various digital and
non-digital learning resources
that can be used in teaching and
learning Mathematics 1.1.1
8.3. select appropriate learning 4.5.1
resources using digital and non-
digital resources to improve
Mathematics
8.4. develop digital and non- 1.1.1
digital resources that are 1.3.1
appropriate in teaching and 4.5.1
[D,E,
G]
Week 9 9. Summative Examination (Midterm)

Week 10 At the end of the week, the pre-service 10. Productivity Software Punctuated Lecture Sample output using Microsoft 1.1.1
teacher (PST) should be able to: Applications/Tools for teaching The teacher will provide inputs to Word, Spreadsheets, Publisher, 1.3.1
and learning students; the teacher will pause and Powerpoint and Prezi 4.5.1
10.1. identify various productivity A. Word solicit questions/ clarifications from
software application/tools for B. Spreadsheets the students. The teacher continues
teaching and learning 1.1.1 C. Publisher after providing answers to
Mathematics 1.3.1 D. Power point and Prezi questions/clarifications.
10.2. create sample outputs 4.5.1
using Microsoft Word, Workshop
Spreadsheets, and Publisher [C,D,
10.3. create sample outputs G]
using Powerpoint and Prezi

Week 11 At the end of the week, the pre-service 11. Open-ended tools in Punctuated Lecture and Sample output using Podcast, 1.1.1
teacher (PST) should be able to: Mathematics teaching and Workshop Social Networking Sites, and Mobile 1.3.1
learning Technology in teaching 4.5.1
11.1. create materials using 1.1.1 A. Podcast Mathematics
Podcast, Social Networking Sites 1.3.1 B. Social Networking Sites
in teaching Mathematics 4.5.1 C. Mobile Technology
11.2. create materials using
Mobile Technology/ Educational [C,D,
apps for mobile phones for G]
Teachers
Week 12 At the end of the week, the pre-service 12. Open-ended tools in Punctuated Lecture and Sample output using Gaming in 1.1.1
teacher (PST) should be able to: Mathematics teaching and Workshop Mathematics teaching 1.3.1
learning (cont.) 4.5.1
12.1. create materials using 1.3.1 A. Gaming (Kahoot, Socrative,
Gaming in Mathematics teaching 4.5.1 Quizlet, etc.)
[C,D,
E,G]
Week 13 At the end of the week, the pre-service 13. Assessment ICT resources in Placemat Consensus Assessment Tool (that can evaluate 1.1.1
teacher (PST) should be able to: Mathematics teaching and the relevance and appropriateness of
learning ICT resources to the learning context)
13.1. discuss the relevance and A. Assessment of ICT
appropriateness of ICT resources resources in Mathematics
in Mathematics teaching and teaching and learning
learning to the learning context
13.2. generate appropriate 1.1.1
criteria to ICT resources in
Mathematics teaching and [E,G]
13.3. develop assessment tool to
evaluate relevant and
appropriate ICT resources in
Mathematics teaching and
Week 14 At the end of the week, the pre-service 14. Evaluation of ICT resources in Think-Pair-Share Accomplished Assessment Tool 1.1.1
teacher (PST) should be able to: Mathematics teaching and
learning
14.3. discuss the observed 1.1.1 A. Evaluation of ICT resources
consistencies that match the [E,G] in Mathematics teaching and
learning

identified standards/criteria on
the assessment tool and the ICT
resources in Mathematics
teaching and learning to the
learning context
14.4. evaluate the relevance and
appropriateness of ICT resources
using the assessment tool
Week 15 At the end of the week, the pre-service 15. Technology tools for Rally Table Double-Entry Journal 1.1.1
teacher (PST) should be able to: collaboration The students will take turns passing a Each student will choose one ICT tool
A. ICT tools for collaboration paper and pen, each student will write suitable for collaboration to enhance
15.1. identify the features and 1.1.1 and sharing resources one answer (features and uses of ICT Mathematics teaching and learning.
uses of ICT tools for tools for collaboration in teaching and The student will be asked to utilize the
collaboration and sharing learning Mathematics) ICT tool he/she has chosen.
resources to enhance The student will write a double-entry
Mathematics teaching and journal on the advantages of using ICT
learning tool for collaboration (he/she has
15.2. discuss how to promote 1.1.1 chosen) juxtapose his/her experiences
collaborative and transformative in using the ICT tool.
learning in cyberspace
15.3. select appropriate ICT tools 1.1.1
suitable for collaboration in 4.5.1
Mathematics
15.4. utilize ICT tools for 1.1.1
collaboration in teaching and 1.3.1
[E,F]
Week 16 At the end of the week, the pre-service 16. Educational sites and portals Gallery Walk Retrieval Information Chart 1.1.1
teacher (PST) should be able to: A. Educational sites and The students will gather information
portals suitable for from each group’s output, and write it
16.1. discuss various educational 1.1.1 Mathematics teaching and in the Retrieval Information Chart.
sites and portals suitable to [E] learning After the discussion with their own
Mathematics teaching and group, the students will describe how
learning the various educational sites and
16.2. identify appropriate 1.1.1 portals are suitable to teaching and
educational sites and portals to [E] learning specific content/concept in
be utilized in teaching and Mathematics

learning specific Mathematics
content/concept
Week 17 At the end of the week, the pre-service 17. Learning Plan Development Learning Plan Write shop Developed Learning Plan 1.1.1
17.1 discuss the integration of

collaborative activities using
appropriate technology tools
17.2. develop learning outcomes
from the identified Mathematics
competencies (from the DepEd
Curriculum Guide) in the chosen
unit that best require integration 1.1.1
of collaborative activities using 4.5.1
appropriate technology tools
17.3. select collaborative [C,E,
activities and appropriate ICT G]
tools that are aligned to
Mathematics competencies,
outcomes, and assessment with
teaching and learning activities
17.4. develop learning plan
incorporating collaborative
activities using appropriate
technology tools
Week 18 FINAL EXAM Microteaching E-portfolio (blog)
a. Demonstration of designed
learning plans Project-based Learning
b. Showcase of Electronic Portfolio

Bitter, G.G & Legacy, J.M. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
Dash, B.C. (2011) A textbook of educational technology. New Delhi: Wisdom Press.
Lebaron, J.F. & Collier, C. (2001). Technology in its place: Successful technology infusion in schools. California: Jossey-Bass, Inc.
Norton, P. & Wiburg K. M. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.
Palloff, R.M. & Prat, K. (2001). Building learning communities in cyberspace. California: Jossey-Bass, Inc.
Trentin, G. & Repetto, M. (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos Publishing.
UNESCO (2016). Supporting competency-based teacher training reforms to facilitate ICT-pedagogy integration. Retrieved from
https://ictcompetenciesforteachers.wikispace.com/About+the+Project.
Way, J & Beardon, T. (2003). ICT and primary mathematics. USA: Open University Press.
Wiliams, M.D. (200). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.

Assessment and Evaluation in Mathematics

Vision Mission
College Goals

6.3.3.b exhibit the proficiency in relating mathematics to other curricular areas
6.3.3.c manifest meaningful and comprehensive pedagogical content knowledge of mathematics
6.3.3.d demonstrate competence in designing, constructing, and utilizing different forms of assessment in mathematics
6.3.3.g appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the
world
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
160
Course Information
Course Name Assessment and Evaluation in Course Code
Mathematics
Course Requirements
Grading System
This course is designed to provide students an in-depth knowledge and understanding of the principles of valid and 1.1.1
useful assessment and evaluation practices and their role in the educative process. The course gives emphasis on the use and 5.1.1
development of modified traditional type of assessment, authentic and alternative assessment strategies to gauge the extent of 5.5.1
learning in Mathematics. Moreover, it discusses issues and trends in assessment in mathematics teaching. As a requirement, the 5.2.1
students are to construct test types aligned with the competencies and performance standards of K to 12 as well as construct
evaluation tools for performance-based assessment.

A. Exhibit knowledge and skills in designing formative and summative assessment on mathematics concepts and problem solving. 5.1.1
B. Display proficiency in integrating assessment practices in Mathematics with other subject area or disciplines. 1.1.1
C. Demonstrate understanding of meaningful assessment by aligning assessment with learning competencies and learning 4.2.1, 5.5.1
experiences.
D. Demonstrate competence and skills in implementing different assessment techniques to facilitate student success in learning 5.1.1, 5.2.1
Mathematics using learner attainment data;
E. Show appreciation in using authentic and alternative assessment methods in Mathematics learning. 1.1.1
Assessment and Evaluation in Mathematics 161

WEEK 1 At the end of the week, the pre-service I. Outcomes-based Assessment Interactive Lecture Oral Response 1.1.1
teacher (PST) should be able to: 1.1 Assessment and Evaluation (Traffic Lights Cards)
of Learning in Mathematics • Yellow- teacher is going fast
Session 1 1.1a. discuss the significance of • Red- student ask questions
assessment and evaluation of learning • Green – student would like to
in Mathematics answer the question
1.1.1
1.2a. discuss the DepEd policies on 6.3.1 Cooperative Learning Activity: Recall, Short Quiz: Select-Response Type
Session 2 1.2 DepEd Policies on
assessment of learning in Mathematics [E] Summarizing, Questioning, Comment
Assessment especially on
Mathematics K-12 (RSQC)
Session 3 1.3a. describe the skills and attitudes 1.3 Skills and Attitudes in K-12 Cooperative Learning Activity: Short Quiz: Select-Response Type
to be achieved in K to 12 Mathematics Mathematics Learning Outcomes Numbered Head (Identifying Skills
learning outcomes from Attitude Learning Outcomes
WEEK 2 At the end of the week, the pre-service II. Program Course and Intended Write-shop: Written Work: 4.2.1
teacher (PST) should be able to: Learning Outcomes Construction of Learning Outcomes Assessment Grid
2.1 Construction of: (Mapping Course Learning
2.1a. construct program learning ▪ Program Learning Outcomes competencies with Intended Learning
outcomes, course learning outcomes, ▪ Course Learning Outcomes Outcomes)
and intended learning outcomes ▪ Intended Learning Outcomes
2.2a. map the program learning 4.2.1
outcomes with course learning [C] 2.2 Mapping Program Learning
outcomes Outcomes with Course Learning
2.3. map the course learning Outcomes based on the DepEd
outcomes with intended learning Mathematics Curriculum Guide
outcomes
2.3 Mapping Course Learning
Outcomes with Intended Learning
Outcomes based on the DepEd
Mathematics Curriculum Guide
WEEK 3 At the end of the week, the pre-service III. Performance Standards, Writeshop: Written Work: 5.5.1
teacher (PST) should be able to: Competencies, and Learning Articulations of Standards into Performance Standards into
Targets in Mathematics Competencies and Learning Targets Competencies;
3.1a. articulate performance 3.1 Performance Standards, Competencies into Learning Targets
standards into competencies 5.5.1 Competencies, and Objectives
3.2a. articulate competencies into [C] 3.1 Articulation of Performance
learning targets Standards into Competencies
3.2 Articulation of Competencies
into Learning Targets

WEEK 4 At the end of the week, the pre-service IV. Authentic Assessment Punctuated Learning Sample Authentic Assessment 5.1.1
teacher (PST) should be able to: Methods in Mathematics Strategies
4.1. identify various authentic Education
assessment methods in Mathematics 4.1 Designing Authentic Assessment tool: Observation-based
education Assessment Assessment tools
4.2. select appropriate authentic ▪ Project-based Learning Oral Response
assessment method that can be 5.1.1 ▪ GRASPS Framework
utilized in Mathematics teaching and [A] ▪ Three modes of Authentic
learning Assessment (Observation,
4.3. design authentic assessment Performance Tasks, Actual
method that integrates other Performance)
discipline (Sciences, Social Studies,
etc.) in Mathematics project
WEEK 5 At the end of the week, the pre-service V. Summative Tests Gallery Walk Written Work: GRASPS Analytical 4.2.1
teacher (PST) should be able to: (Performance-based) Rubric
Session 3.1a. design a project-based using 5.1. Writing of Project-based in a

1-2 GRASPS framework 4.2.1 GRASPS Framework
1.1.1
[A,C]
3.2a. present real life issues and 5.2. Presentation of Real-life
Session 3
concerns in GRASPS Problems in GRASPS
WEEK 6 At the end of the week, the pre-service VI. Evaluation Tools Used in Interactive Lecture Color Cards: Raising 5.2.1
teacher (PST) should be able to: Authentic Assessment Green- Keep Going
6.1 Individual or Group Checklist in Write shop: Yellow –I’m a little bit confused
6.1. discuss how individual or group Problem-Solving in Mathematics Assessment Tool
checklist is utilized in problem-solving 6.2 Interview Sheet Written Work
in Mathematics 1.1.1 6.3 Assessment Tools Sample Assessment Tools
6.2. describe how interview sheet can 5.2.1
be utilized in enhancing Mathematics [D]
learning
6.3. construct assessment tools
appropriate in assessing students’
learning in Mathematics
WEEK 7 At the end of the week, the pre-service VII. Other formative Assessment Mind Mapping Written Work Concept Note on 5.1.1
teacher (PST) should be able to: 7.1 Process-oriented Assessment Visual Mapping: T-Chart or Venn Process-Oriented Assessment 5.2.1
7.2 Analytical Scoring Rubric vs. Diagram
Holistic Rubric
Writeshop: Samples: Holistic Rubric

7.1. discuss process-oriented 7.3 Construction of Holistic and Construction Activity Analytical Rubric
assessment is utilized Mathematics 5.2.1 Analytical Scoring Rubric
teaching and learning [D]
7.2. differentiate analytical scoring
rubric and holistic rubric
7.3. construct holistic and analytical
scoring rubric
WEEK 8 VIII. Exhibit of the Students Written 1.1.1 Learning Walk : Posting Presentations Written Work: 1.1.1
Works on Authentic Assessment [B] and Editing Works Authentic Assessment
and Tools Strategies Designs
Process-oriented:
Performance Assessment
Checklist
Week 9
IX. Summative Examination
WEEK 10 At the end of the week, the pre-service X. Development of Varied Paper Workshop: Constructing TOS Written Work: 5.1.1
teacher (PST) should be able to: and Pencil Tests in Mathematics Sample Table of Specification for a
Quarter
Session 1 10.1a. Identify the learning 10.1 Planning and Constructing of
outcomes of a quarter in certain grade Table of Specification for a Quarter
level 1.1.1
10.1b. decide on the type of 5.1.1
objective test
10.1c. identify total number of [A]
sessions
10.1d. compute for the number of
items per learning outcome.
Session At the end of the week, the pre-service XI. Test Items in Mathematics Interactive Lecture Written Work: 5.1.1
2-3 teacher (PST) should be able to: assessment Sample Multiple Choice Test Items
11.1. Multiple Choice Write-shop 1: Constructing Traditional Written Work
11.1a. identify what needs to be i. Traditional Multiple Choice Multiple Choice Test Items Sample 1: Multiple Choice (Traditional)
improved given a simple multiple- ii. Modified Multiple Choice
choice test item in Mathematics 1.1.1 Write-shop 2 Constructing Modified Written Work Sample 2: Modified
(in reference with guidelines in 5.1.1 Multiple Choice Multiple Choice
multiple choice instructions [A]
11.2b. construct a multiple choice
item

11.2c. construct a modified
multiple choice (2 or 3 tiered
questions)
First- Applications of Concepts
Second- Reason for the Choice
Third- if possible the principle or
concepts that support the answer
WEEK 11 At the end of the week, the pre-service 11.2. True or False Items Interactive Lecture Written Work: 5.1.1
teacher (PST) should be able to: i. Traditional True or False Sample 1:True-False Items (Traditional)
ii. Modified True or False Write-shop 1: Constructing True or
11.2a. identify what needs to be False items Sample 2: True-False Items (Modified)
improved in True or False Items
given a sample Teacher- Write-shop 2: Construction of
constructed test items (in reference 1.1.1 Modified True or False Items using If-
from the guidelines in True or False 5.1.1 then Prompt
Constructions [A]
11.2b construct True-False Items
(traditional)
11.2c construct Modified True or
False Items using If-then Prompt
WEEK 12 At the end of the week, the pre-service 11.3. Supply Type or Constructed Interactive Lecture Written Work: 5.1.1
teacher (PST) should be able to: Response Type Sample Completion Type of Test
Write-shop: Constructing Completion
11.3a. discuss the formulation of 1.1.1 Type of Test in Problem Solving
Completion type of test 5.1.1
11.3b. construct completion type of [A]
test in Problem-Solving
WEEK 13 At the end of the week, the pre-service 11.4. Supply Type of Test: Essay Interactive Lecture Visual Map: Tchart/ Venn Diagram 1.1.1
teacher (PST) should be able to: i. Restricted Essay 5.1.1
11.4a. describe the two types of ii. Non-restricted Essay Write-shop: Constructing Students
essay Constructed Response Type Oral Response Type
11.4b. discuss the different higher- Written Work: Sample Student
order thinking skills assessed in essay 1.1.1 Constructed Response Type
and the question prompt for each 5.1.1
thinking skill (e.g. Application [A]
Question- Using the given
mathematical model, solve for its
discriminant and explain why the
discriminant is real, rational, or
irrational)

11.4c. construct sample essay test
in Mathematics
WEEK 14 At the end of the week, the pre-service XII. Construction of Test Draft of Write-shop: Written Works: 5.1.1
teacher (PST) should be able to: 5.1.1 12. TOS and test draft Test Item Construction in reference • TOS with test item Location
12.1a. construct a test draft of a [A] construction with their TOS • Sample Test Items
quarter
WEEK 15 At the end of the week, the pre-service XIII. Interpreting Formative and 5.2.1
teacher (PST) should be able to: Summative Results 5.5.1
13.1a. discuss the significance of
validation rate instructional 13.1. Validation Rate for Direct Instruction Written Work
decision in formative assessment 5.5.1 Instructional Decision in Formative Student Profile of an Exam Result
13.1b. profile student’s Assessment Workshop: Profiling Students Written Work:
performance based on the results [C] Performance in a formative assessment • Student’s Performance in
utilizing appropriate ICT tools E.g. Q1 : 50-50 (50% of the class Formative Exam
got 50% of the items • One Sentence summary
(describing the instructional
Decision: Proceed to the next decision of the teacher based
lesson on the result)
Q2: 60-40 (60% of the class got

60% of the items
Decision: Proceed to the next

Lesson
WEEK 16 At the end of the week, the pre-service XIII. Interpreting Formative and 5.5.1
teacher (PST) should be able to: Summative Results (cont.) Direct Instruction Written Work
13.2a. profile students’ 13.2 Students’ Performance in Students’ Achievement Profile in
performance based on the summative Summative Examination into: Workshop Summative Examination
examination result 5.5.1 • Beginner (79 and below) Profiling students’ performance given
16.4 generate some instructional [C] • Developing (80 to 84) data of examination result (Summative
decision regarding the result • Approaching Proficiency Test)
(85-89)
• Proficient (90-94) Brainstorming of ideas for intervention Written Work
• Outstanding (95 -100) in instructions Concept Notes

WEEK 17 At the end of the week, the pre-service XIV. Grade Computations Hands-on Activity: Sample of Grade Computation 5.2.1
teacher (PST) should be able to: ▪ Computation for Written Work
14.1. show steps in grade 1.1.1 14.1. Grade Computations Score Computation
computation using 5.2.1 following the DepEd policy ▪ Performance Task Quarter Exam
spreadsheet [D] ▪ Final Grades
WEEK 18 XV. Culminating Activity 1.1.1 Performance-based Exhibit of Assessment Strategies and Product-based assessment: Sample 5.1.1
[E] Examination: Exhibit of Techniques Assessment strategies 5.3.1
Sample Assessment Round Robin Discussion on the
Strategies insights and reflections on learning
episodes on assessment and
Capstone Project: evaluation
Exhibit of the validated TOS
and Quarter Exam
(The student will exhibit the
TOS and Quarter Exam
validated and administered to
JHS students. Also, a report of
the ‘test analysis’ of the
summative exam will be
included.)
Cartwright, R. et al. (2009). Student Learning Outcomes Assessment Handbook. Maryland: Montgomery College.
Darling – Hammond, L. & Bransford, J. (2005) Preparing teachers for changing world. San Francisco: John Willey & Sons.
Department of Education Order No. 8, s. 2015
If then statement. (2019). Retrieved March 4, 2019 from https://www.mathplanet.com/education/geometry/proof/if-then-statement
Logic and Mathematics (2019). Retrieved March 4, 2019 from http://www.math.toronto.edu/preparing-for-calculus/3_logic/we_2_if_then.html
Mueller, J. (2011). Authentic Assessment. Nashville, III.: Northcentral Colleges.
Navarro, R.L & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes. Quezon City: Lorimar Publishing Inc.
Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon City: Lorimar Publishing Inc.
Wiggins, G. & McTighe, M. (1998). Understanding by Design. New Jersey: Prentice Hall.

© 2020. Teacher Education Council and Research Center for Teacher Quality
168
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
(COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.

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11. Mathematics of Investment…….……………………….…...……… 86

........................................................................................................................... 20 18. Research in Mathematics ……………………………………...…. 142

19. Technology for Teaching and Learning 2 ……............................. 150

20. Assessment and Evaluation in Mathematics …....……................ 160

Philip Jay N. Alcoberes, PhD Pamela L. Lamparas Lorina Y. Calingasan, PhD

Emille Christianne B. Magbanua

Partnerships Towards Quality Pre-service Teacher Education

Values Education Social Studies Values Social Studies

REGION II REGION III

Saint Mary's Angeles University

Ateneo De Naga Bicol University

Leyte Normal Southern Leyte

REGION VII REGION IX

University of San Cebu Normal Ateneo De Zamboanga Western Mindanao

Bukidnon State Xavier

• Early Childhood Education • Physical Education

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

Through established partnerships with COEs and CODs in teacher

The development followed three key phases:

Compendium 1: Professional Education Courses

• Institutional Logo and other information

• Vision, Mission and College Goals

These parts were intentionally left blank and will be up to the

Course Learning Outcomes

Beginning Teacher Indicator (BTI) coverage

Intended Learning Outcomes (ILOs)

The ILOs are learner-centered rather

The Content column outlines topics to

Philippine Qualifications Framework

ASEAN Qualifications Reference

Beginning Teacher Indicators from the

Department of Education. (2017). Philippine Professional Standards for Teachers.

Readings on constructive alignment:

1.7.1 Demonstrate an understanding of the range of

Secondary Writers/ Reviewers:

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 75, s. 2017, p. 3 and 5):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.3.a. Exhibit competence in mathematical concepts and procedures

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 75, s. 2017, p. 3 and 5:

6.2.b. Demonstrate mastery of subject matter/discipline

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered

College and Advanced Algebra 27

College and Advanced Algebra 28

College and Advanced Algebra 29

College and Advanced Algebra 30

College and Advanced Algebra 31

College and Advanced Algebra 32

Leithold, L. (1992). College algebra and trigonometry. Addison-Wesley.

College and Advanced Algebra 33

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 75, s. 2017, p. 3 and 5):