Validation and Integration/ Consolidation of the NCBTS-Based TOS for LET Subic, Feb -!!

, "## NCBTS Strand *+! Teacher de,onstrates ,aster- of the Sub.ect S$B%ECT ARITHMETIC, NUMBER THEORY AND BUSINESS MATH CO&'ETENC( 'E)CEN T !/

!+ Simplify expressions involving series of operations 2. Solve problems involving a. GCF or LCM. b. prime and composite numbers c. divisibility d. inverse or partitive proportions e. compound interest f. congruence g. linear Diophantine e uation !. "pply #uler$s function % theorems& or Fermat$s theorem in solving problems !+ 'erfor, o0erations on algebraic e10ressions "+ Si,0lif- a gi2en e10ression 3ith series of o0erations 4+ Si,0lif- rational e10ressions using a+ La3s of e10onents b+ factoring *+ Identif- the do,ain and/or the range of a gi2en function /+ Identif-/ describe gra0hs of functions 5+ Sol2e for the roots of a gi2en 6uadratic e6uation 7+ $se factoring in si,0lif-ing rational e10ressions 8+ 'erfor, o0erations on rational e10ressions + 'erfor, o0erations on radical nu,bers !#+ Sol2e 0roble,s on a+ linear e6uations b+ s-ste,s of linear e6uations c+ 6uadratic e6uations !!+ Co,0ute the 2alue of a function f9n:, 3here n is a counting nu,ber !"+ ;eter,ine an e6uation gi2en a set of roots 3hich are i,aginar-/ co,0le1 nu,bers !4+ 'erfor, o0erations in2ol2ing e10onential and logarith,ic functions !*+ Sol2e for the solution set of a gi2en ine6ualit!/+ ;eter,ine the rth ter, of the e10ansion of 9a<b:n

Strand *+! Teacher de,onstrates ,aster- of the Sub.ect

BASIC AND ADVANCED ALGEBRA

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Strand *+! Teacher de,onstrates ,aster- of the Sub.ect

PLANE AND SOLID GEOMETRY

!5+ Sol2e 0roble,s in2ol2ing arith,etic and geo,etric 0rogressions !7+ Sol2e 0roble,s in2ol2ing 2ariation !8+ ;eter,ine the nu,ber of 0ositi2e and negati2e roots of a gi2en 0ol-no,ial !+ =00l- the 0ro0erties of 0lane figures such as seg,ents, angles, triangles, 6uadrilaterals and other 0ol-gons in sol2ing 0roble,s "+ $se 0ro0erties of congruence in .ustif-ing 0ro0ositions on triangle congruence 4+ Sol2e 0roble,s using definitions, 0ostulates and/or theore,s on triangles, 6uadrilaterals or circles *+ Sol2e 0roble,s in2ol2ing conce0ts on a+ solids b+ si,ilarit- and 0ro0ortionalitc+ transfor,ations !+ Sol2e 0roble,s in2ol2ing a+ trigono,etric function 2alues b+ trigono,etric identities c+ conce0ts of right and obli6ue triangles d+ la3 of cosines and sine Si,0lif- trigono,etric e10ressions using identities ;escribe gra0hs of the 5 trigono,etric functions Sol2e 0roble,s in2ol2ing a+ counting techni6ues 90er,utation and co,bination: b+ 0robabilit- conce0ts 9addition rule > conditional 0robabilit-: c+ conce0ts of bino,ial and nor,al distributions Co,0ute/ Inter0ret descri0ti2e statistical ,easures 9,easures of central tendenc- and 2ariabilit-: &a?e inference on the relationshi0 bet3een " 2ariables fro, a gi2en correlation coefficient ;eter,ine the a00ro0riate statistical test of difference 9@-test, ttest, F-test, A": needed in anal-@ing a gi2en situation ;eter,ine the e6uation of a line relati2e to gi2en conditions Sol2e 0roble,s in2ol2ing a+ ,id0oint of a line seg,ent, distance bet3een " 0oints,

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Strand *+! Teacher de,onstrates ,aster- of the Sub.ect

TRIGONOMETRY

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Strand *+! Teacher de,onstrates ,aster- of the Sub.ect PROBABILITY AND STATISTICS

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Strand *+! Teacher de,onstrates ,aster- of the Sub.ect ANALYTIC GEOMETRY

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Strand *+! Teacher de,onstrates ,aster- of the Sub.ect

CALCULUS

Strand *+! Teacher de,onstrates ,aster- of the Sub.ect

MODERN GEOMETRY, LINEAR AND ABSTRACT ALGEBRA HISTORY OF MATHEMATICS, PROBLEM SOLVING, MATHEMATICAL INVESTIGATION, INSTRUMENTATION AND ASSESSMENT

seg,ent di2ision, slo0es of lines, distance bet3een a 0oint and a line, and seg,ent di2ision b+ circle, 0arabola, elli0se and h-0erbola 4+ ;eter,ine the e6uations and gra0hs of a circle, 0arabola, elli0se and h-0erbola !+ E2aluate the li,its of gi2en e10ressions "+ ;eter,ine the deri2ati2e of a function 4+ E2aluate integrals *+ Sol2e 0roble,s in2ol2ing differentiation and integration 9,ini,u,, ,a1i,u,, area, 2olu,e: !+ Bi2e characteristics of non-Euclidean geo,etr- 3hich are not found in 0lane Euclidean geo,etr-+ "+ 'erfor, o0erations in2ol2ing ,atrices, ,odular 9cloc?: arith,etic 4+ E2aluate "1" deter,inants !+ Identif- the 0edagogical significance of different tools and de2ices utili@ed in the teaching of ,athe,atics "+ ;eter,ine the influences of different cultures and ,athe,aticians in the de2elo0,ent of different branches of ,athe,atics+ 4+ Cite differences bet3een 0roble, sol2ing and ,athe,atical in2estigations+ *+ State 0atterns obser2ed as con.ectures+ /+ Sol2e non-routine 0roble,s+

Strand 4.1 Teacher de,onstrates ,aster- of the Sub.ect Strand 5.2 Teacher de2elo0s and uses a 2ariet- of a00ro0riate assess,ent strategies to ,onitor and e2aluate learning Strand 2.3 Teacher co,,unicates higher learning e10ectations to each learner+ Strand 2.3.2 'ro2ides learners 3ith a 2riet- of learning e10eriences Strand 2.3.3 'ro2ides 2aried enrich,ent acti2ities to nurture the desire for further learning

Co,0arati2e 'ercent ;istribution

S$B%ECT ARITHMETIC, NUMBER THEORY AND BUSINESS MATH BASIC AND ADVANCED ALGEBRA PLANE AND SOLID GEOMETRY TRIGONOMETRY PROBABILITY AND STATISTICS ANALYTIC GEOMETRY CALCULUS MODERN GEOMETRY, LINEAR AND ABSTRACT ALGEBRA HISTORY OF MATHEMATICS, PROBLEM SOLVING, MATHEMATICAL INVESTIGATION, INSTRUMENTATION AND ASSESSMENT 5 / # </ /</ L$CON/VIS=(=S !/ &IN;=N=O "# S$BIC !/

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%$STIFIC=TIONSD The first strand is given the biggest weight at 25%: The biggest 0ortion of the e1a, is focused on =lgebra 9"/E: because this course is gi2en e,0hasis in the high school le2el+ This sub.ect is offered during the first -ear, second -ear and fourth -ear le2els+

The next strands are given equal weights at 15% each: Beo,etr- 9!/E: is offered during the third -ear high school le2el+ =rith,etic, Nu,ber Theor- and Business &ath 9!/E:D This strand is the focus of ele,entar- education 9four funda,ental o0erations, real nu,bers, deci,al and 0ercent: and these courses are gi2en ,uch e,0hasis during the first -ear le2el as students ,o2e fro, the ele,entar- le2el to the high school le2el+ In so,e cases, the discussion continues until the second -ear le2el, as the need arises+

The next strands are given equal weights at 10% each: Each course is offered as an electi2e course in the high school le2el+ Such being the case, the 0ros0ecti2e ,ath teacher should also be ?no3ledgeable of the to0ics co2ered in these courses+ Trigono,etr- 9!#E: + This course includes selected to0ics in =lgebra to hel0 students consolidate all conce0ts learned in 0re0aration for anal-tic geo,etr-, a 0re-calculus course+ 'robabilit- > Statistics 9!#E:+ These courses e1e,0lif- the usefulness of &athe,atics in decision ,a?ing+ =nal-tic Beo,etr- 9!#E: integrates algebra > geo,etr-, and this ser2es as the i,,ediate 0re-calculus course+

The next strands are given equal weights at 5% each: Calculus 9/E: is offered onl- b- so,e selected schools+ &odern Beo,etr-, Linear > =bstract =lgebra 9/E: are add-on courses for teacher education curriculu,+ These courses e10ose the 0ros0ecti2e teachers to different structures 0ertaining to algebra and geo,etr-+ Fistor- of &athe,atics, 'roble, Sol2ing, &athe,atical In2estigation, Instru,entation and =ssess,ent 9/E: are add-on courses and so,e to0ics are integrated in other ,ath and 0rofessional education sub.ects+ These courses e10ose the 0ros0ecti2e teachers 3ith 0edagogical content ?no3ledge, instructional de2ises utili@ed in teaching ,athe,atics as 3ell as historical bac?ground that ha2e influenced the different branches of ,athe,atics+

For a student to pass the LET, he must obtain a score of at least 75% of the test items. Note that 75% of the test items are allotted for the courses which are offered in the high school level. This will give ever prospective math teacher a fair chance to pass the speciali!ation component of the LET. "owever, since the prospective math teacher is e#pected to $now topics be ond what is offered at the high school level, pre%calculus and calculus as well as modern geometr , linear algebra and abstract algebra are also included.

&imilarl , aside from the mathematics content, the prospective mathematics teacher is e#pected to be aware of the pedagogical content $nowledge, instructional devise that would help facilitate the teaching and learning of mathematics and historical bac$ground that shapes the different branches of mathematics. "ence, this strand has been included. ')E'=)E; B(D ;r+ )osita B+ Santos - Consultant ;r+ %osefina Cunanan -Vice Chair, B'T ')C ;r+ Blad-s Ni2era, 'N$/TEC Teacher )e0 for &athe,atics ;r+ El2ira =rellano,GVS$ ;r+ )ose,arie2ic Villena-;ia@, 'N$ &anila ;r+ N-,0ha %oa6uin, $' ;ili,an