DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

MTH 2 (Plane Trigonometry)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s
professional growth and development.

VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge,
attitudes, values, and skills and who are globally competitive in their chosen profession ever ready to render quality services.

MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced
research oriented learning environment that develops critical and creative thinking for maximum development of individual’s talents
and capabilities.

INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally,
emotionally, socially, spiritually and morally.

2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE
AND TECHNOLOGY scholarship grants.

3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in
life.

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 4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values
who are mature, productive, self-reliant, responsible and self-disciplined citizens.

SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower
needed for the economic development in the national and international levels.

CORE VALUES
P Professionalism
H High Spirituality
I Integrity
L Love of Humanity
C Compassionate and Competent
S Solidarity
T Transformative

Prepared by: Reviewed by: Recommended by: Approved by:

________________________ ________________________ ________________________ ________________________
College of Computer Studies Mrs. Gwen Joy C. Tandoc, Engr. Charo G. Almonte, Engr. Raul B. Gironella,
Instructor MIT MIT, DMin DMin
BSCS Department Head College Dean VP for Academic Affairs/QAM
Issue Date: June, 2016 Revision Status: 0 Revision Date: June, 2016

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 COLLEGE OF COMPUTER STUDIES
MISSION STATEMENT
In line with the Philippine College of Science and Technology Vision, Mission, and Objectives, the College of Computer Studies is
strongly committed to direct and operate its program through the following objectives.
GENERAL OBJECTIVES
To produce globally competitive Computer Science and Information Technology graduates with quality professional skills and
competencies that are imbued with high moral character in the practice of the profession within national and international
standards.
SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To enhance the training of the students on the theoretical skills in computer science and information technology.

2. To provide the students with adequate knowledge and technical skills in the conduct of research oriented application of
theories and principles in dealing with laboratory problems and exercises, computer system and design, program software
and projects.

3. To equip students with social awareness and concern with a high sense of responsibility in the conduct of research and
adoption of current and new technology to render quality services.

BACHELOR OF SCIENCE IN COMPUTER SCIENCE

PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSCS program shall produce graduates who:
1. (LEADERSHIP IN THE PRACTICE OF THE PROFESSION) IT professionals involved in the design and create
algorithmically complex software and develop new and effective algorithms for solving computer problems.

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2. (SOCIAL RESPONSIBILITY) Graduates will engage in activities that promote professional and community development.

3. (LIFE-LONG LEARNING) Engaged in lifelong learning for continuous professional development.

STUDENT / PROGRAM OUTCOMES

The graduates of the Bachelor of Science in Computer Science (BSCS) program at PhilCST should have developed the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor);
b. Effectively communicate orally and in writing;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
d. Act in recognition of professional, social, and ethical responsibilities;
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722);
f. Apply knowledge of computing fundamentals, knowledge of computing specialization, and mathematics, science, and
domain knowledge appropriate for the computing specialization to the abstraction and conceptualization of computing
models from defined problems and requirements;
g. Identify, analyze, formulate research literature and solve complex computing problems and requirements reaching
substantiated conclusions using fundamental principle of mathematics, computing sciences, and relevant domain discipline;
h. An ability to apply mathematical foundations, algorithmic principles and computer science theory in the modeling and design
of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in the design choices;
i. Knowledge and understanding of information security issues in relation to the design, development and use of information
systems;
j. Design and evaluate solutions for complex computing problems and design and evaluate systems, components, or
processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and
environmental considerations;
k. Create, select, adapt and apply appropriate techniques, resources and modern computing tools to complex computing
activities, with an understanding of the limitations to accomplish a common goal;
l. Function effectively as an individual and as a member or leader in diverse team and in multidisciplinary settings;

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m. Communicate effectively with the computing community and with society at large about complex computing activities by
being able to comprehend and write effective reports, design documentation, make effective presentations and give and
understand clear instructions;
n. An ability to recognize the legal, social, ethical, and professional issues involved in the utilization of computer technology and
be guided by the adoption of appropriate professional, ethical and legal practices; and
o. Recognize the need, and have the ability, to engage in independent learning for continual development as a computing
professional.

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

DETAILED TEACHING SYLLABUS(DTS) AND INSTRUCTOR’S GUIDE (IG’S) Academic Year 2016-2017
Form No.:BSCSIGMTH2/#12
Units 3 Program [X] BSCS [] BSIT
Issue Date: 06/2015
Course Lecture
MTH 2 3 Curriculum [X] 1st year [] 2nd year [] 3rd year [] 4th year
Code Hours
Course Plane Laboratory
0 Term [] 1st Semester [X] 2nd Semester [] Summer
Name Trigonometry Hours
Pre- Co-
College Algebra None
Requisite Requisite
COURSE DESCRIPTION:
This subject is designed and intended for BS Computer Science and BS Information Technology students. It deals with the study
of triangles such as the right triangles, and the oblique triangles.
COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES:
Course Outcomes Program Outcomes
After completion of the course, the student should
a b c d e f g h i j k l m n o p q r
be able to:
CO – 1: Trace the history and apply the basic
concept of trigonometry the IT profession;
CO – 2: Solve the different problems on plane
trigonometry in relation to computing; and
CO – 3: Solve right and oblique triangle problems.
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 Key: I – Introductory E – Enabling D – Demonstrated

INTENDED TEACHING / REFERENCES /

ASSESSMENT
COMPETENC LEARNING LEARNING EQUIPMENT / TIME
KUP / TOPICS (METHOD/TASK)
E OUTCOMES ACTIVITIES MATERIALS TABLE
(AT’s)
(ILO’s) (TLA’s) USED
 State the  Orientation;  Prelim  Plane
objectives, discussion of Recitation #1 Trigonometry
activities, and course goals which will Detailed
requirements and expected cover topics Teaching
1 Hour
of the course. outcomes; discussed in Syllabus and
discussion of the orientation. Instructional
course policies, Guide; Student
grading system Handbook
CO – 1 Part I: Plane  Trace the  Round Robin  Prelim  Lial, Margaret 8 Hours
CO – 2 Trigonometry history and discussion on Assignment #1 L.
CO – 3 Lesson 1: apply the basic the brief Research Trigonometry.
Introduction to concept of introduction of about the Addison
Trigonometry Trigonometry the subject, Nature and Wesley. 2009
1. Nature and in IT discuss the Importance of  Lial, Margaret
Importance of profession. basic concept Trigonometry L. et. al.
Trigonometry  Discuss the of trigonometry and History of Trigonometry.
2. History history of and its Trigonometry. Prentice Hall.
3. Definition trigonometry. importance to  Prelim 2013.
4. Uses of  Define the maritime Assignment #2:  Larson, Ron.
Trigonometry trigonometry. profession. Research on Trigonometry.
 Identify the  Round Robin the Definition Cengage
different uses discussion on of Terms and Learning, 2012
and application the definition of the Uses of  Stewart,
of trigonometry, Trigonometry James.
trigonometry. its origin, and  Prelim Quiz #1 Stewart’s
 Cite the persons behind Objective quiz Algebra and

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 importance of this subject. about the Trigonometry.
trigonometry to  The instructor introductory Cengage
different fields introduces the part of Learning. 2012
particularly in different uses trigonometry  Gabuyo,
IT profession. and  Prelim Quiz #2: Yonardo.
applications of Applications Plane
trigonometry in and uses of Trigonometry:
our daily lives. trigonometry A Modern
 Divide the  Check-Up Approach.
class into five Examination JIMCZYVILLE
groups and which will Publications.
make a group cover all topics 2011
discussion on Part I: Plane  White Board,
among Trigonometry White Board
students about Lesson 1: Marker,
the history of Introduction to Eraser, and
trigonometry. Trigonometry Scientific
calculator

CO – 1 Part I: Plane  Solve the  Discussion on  Prelim  Lial, Margaret 9 Hours

CO – 2 Trigonometry different the three basic Assignment #3: L.
CO – 3 Lesson 2 – problems on trigonometric Solve problems Trigonometry.
Trigonometric plane functions of an on the six Addison
Function of an trigonometry in acute angle trigonometric Wesley. 2009
Acute Angle relation to including the functions of an  Lial, Margaret
1. Angles and its navigation. reciprocal acute angle. L. et. al.
Measurement  Identify functions of the  Prelim Quiz #3: Trigonometry.
2. Kinds of different kinds three. Problems on Prentice Hall.
Angles of angles.  The students the six 2013.
3. Kinds of  Convert units familiarize the trigonometric  Larson, Ron.
Triangles of angle from different kinds functions of an Trigonometry.
4. Radian decimal of angles and acute angle. Cengage

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 Measure fraction to triangles.  Prelim Quiz #4: Learning, 2012
decimal  Discuss among Functions of an  Stewart,
degrees and students the acute angle James.
vice versa/ process of  Prelim Quiz #5 Stewart’s
degrees to converting Converting Algebra and
revolution and units of an units of an Trigonometry.
vice versa angle from angle from Cengage
 Define decimal decimal Learning. 2012
different kinds fraction to fraction to  Gabuyo,
of triangles. decimal decimal Yonardo.
 Describe the degrees or degrees or vice Plane
measurement degrees, versa. Trigonometry:
of angles in minutes and  Prelim A Modern
degrees and seconds using Examination Approach.
radians calculator which will JIMCZYVILLE
 Draw kinds of  The student cover topics on Publications.
triangles. solve problems Part I: Plane 2011
 Name the on the process Trigonometry  White Board,
parts of an of converting Lesson 2: White Board
isosceles and units of an Trigonometric Marker,
right triangle angle from Function of an Eraser, and
given its decimal Acute Angle Scientific
illustration. fraction to calculator
 Differentiate decimal
between degrees or
scalene, right degrees,
triangle and minutes and
isosceles right seconds using
triangle. calculator
 The instructor
sketches the
names of the

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 following
angles: obtuse,
right,
complementary
supplementary
and reflex.
 Discussion on
radian
measure. And
discussion on
the definition of
a degree as
1/360 of a
revolution and
a minute as
1/60 of a
degree.
 The students
solve problems
on radian
measure that
will serve as
their seatwork
to enhance
their skills in
solving
problems.

CO – 1 Part I: Plane  Defines sine,  Discussion on  Midterm  Lial, Margaret 9 Hours

CO – 2 Trigonometry cosine and right triangles, Assignment #1: L.
CO – 3 Lesson 2 – tangent from functions of Trigonometric Trigonometry.
Trigonometric trigonometric special angles, Function of an Addison

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 Function of an tables as well as the Acute Angle Wesley. 2009
Acute Angle  Differentiate methods in (Topics #1 -  Lial, Margaret
(Continuation) reciprocal solving a #2) L. et. al.
1. The Right functions from worded  Midterm Trigonometry.
Triangle co-functions. problems in Assignment #2: Prentice Hall.
2. The Six  Identify the trigonometry Trigonometric 2013.
Trigonometric reciprocal and  Demonstrate Function of an  Larson, Ron.
Function and co-function of the step by Acute Angle Trigonometry.
Their a given step procedure (Topics #3 - Cengage
Definitions function. in solving a #4) Learning, 2012
3. Reciprocal  Give the six worded  Midterm  Stewart,
Functions functions of the problem by Quiz#1: James.
4. Functions of complement of different ways Trigonometric Stewart’s
Special the given angle and technique. Function of an Algebra and
Angles (30o, if its six  The instructor Acute Angle Trigonometry.
60o and 45o) functions are solves some (Topics #1 - Cengage
5. Finding given. problems using #2) Learning. 2012
Functions of  Calculate the the six  Midterm  Gabuyo,
Any Acute value of the six trigonometric Recitation #1: Yonardo.
Angle trigonometric functions Trigonometric Plane
6. The Table of functions of:  The students Function of an Trigonometry:
Trigonometric a. Special solve some Acute Angle A Modern
Functions angles problems using (Topics #3 - Approach.
using the the six #4) JIMCZYVILLE
reference trigonometric  Midterm Publications.
triangle and functions. Assignment #3: 2011
the unit  Illustrate the Trigonometric  White Board,
triangle. uses of Function of an White Board
b. Acute theorem of Acute Angle Marker,
angles Pythagoras to (Topics #5 - Eraser, and
using the find the length #6) Scientific
calculator of one side in a  Midterm Quiz calculator

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 and the right-angled #2:
useful triangle Trigonometric
table.  Illustrate the Function of an
 Enumerate sum of angles Acute Angle
steps in inside a (Topics #5 -
calculating the triangle is 180 #6)
value of six degrees.
trigonometric  Applies
functions of an numerical
acute angle. solutions in
respect of the
side and
angles of a
right-angled
triangle
 The students
solve
problems,
given the
equations,
using the sine
rule and the
cosine rule.
 Board
work/Seatwork:
Solve
problems in
finding
functions of an
acute angle.

CO – 1 Part I: Plane  Find the  Discussion  Midterm Quiz  Lial, Margaret 9 Hours

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 CO – 2 Trigonometry measure of the about the #3: Solution of L.
CO – 3 Lesson 3 – missing side of solution of right Right Triangle Trigonometry.
Solution of Right a right triangle triangles using (Topics #1a - Addison
Triangle using the Pythagorean #1b) Wesley. 2009
1. Solving for the Pythagorean Theorem and  Midterm Quiz  Lial, Margaret
missing side theorem if the three basic #4: Solution of L. et. al.
of a right given: trigonometric Right Triangle Trigonometry.
triangle given: a. two legs functions of an (Topics #2a - Prentice Hall.
a. two legs b. a leg and a acute angle. #2d) 2013.
b. a leg and a hypotenuse  Solve problems  Midterm  Larson, Ron.
hypotenuse and get the in finding the Examination Trigonometry.
2. Solving for the value of the measure of the which will Cengage
Missing Parts 6 functions missing side of cover all topics Learning, 2012
of a Right of the acute a right triangle in  Stewart,
Triangle angle of the using the Trigonometric James.
given: right Pythagorean Function of an Stewart’s
a. an acute triangle theorem if Acute Angle Algebra and
angle and  Find the given: (a) two and in Solution Trigonometry.
its opposite measure of the legs; (b) a leg of Right Cengage
side missing parts and a Triangles. Learning. 2012
b. an acute of a right hypotenuse  Gabuyo,
angle and triangle using and get the Yonardo.
the the value of the 6 Plane
hypotenuse trigonometric functions of the Trigonometry:
c. an acute functions if acute angle of A Modern
angle and given: the right Approach.
its adjacent a. an acute triangle JIMCZYVILLE
side angle and  Brainstorming Publications.
d. a leg and its opposite among 2011
the side students in  White Board,
hypotenuse b. an acute solving White Board
of the two angle and problems given Marker,

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 legs the by their Eraser, and
hypotenuse instructor. Scientific
c. an acute  Board calculator
angle and work/Seatwork:
its adjacent Solution of
side right triangles
d. a leg and
the
hypotenuse
of the two
legs

CO – 1 Part I: Plane  Define  Discussion on  Final  Lial, Margaret 9 Hours

CO – 2 Trigonometry subtended the solution of Assignment #1: L.
CO – 3 Lesson 3 – angle, angle of right triangles Application of Trigonometry.
Solution of Right inclination, and its Solving Right Addison
Triangle angle of applications Triangle in Wesley. 2009
(Continuation) depression, through a Word Problems  Lial, Margaret
1. Application of angle of worded  Final Quiz #1: L. et. al.
Solving Right elevation and problem. Application of Trigonometry.
Triangle in bearing.  Demonstration Solving Right Prentice Hall.
Word  Illustrate on solving Triangle in 2013.
Problems accurately the problems Word Problems  Larson, Ron.
angle of pertaining to  Semi Final Trigonometry.
elevation or the solution of Examination: Cengage
depression of right triangles. Application of Learning, 2012
a given  The students Solving Right  Stewart,
problem. also solve Triangle in James.
 Give the problems Word Problems Stewart’s
bearing of a pertaining to Algebra and
line or a point the solution of Trigonometry.
given the right triangles. Cengage

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 illustration of  Discussion on Learning. 2012
its location. the difference  Gabuyo,
 Solve word between the Yonardo.
problems angle of Plane
involving elevation and Trigonometry:
solving right angle of A Modern
triangles depression. Approach.
including the  The students JIMCZYVILLE
area. solve Publications.
 Realize the miscellaneous 2011
importance of problems on  White Board,
accuracy in the solution of White Board
their field of right triangles. Marker,
work. Eraser, and
Scientific
calculator

CO – 1 Part I: Plane  Define oblique  Discussion on  Final  Lial, Margaret 9 Hours

CO – 2 Trigonometry triangle. oblique Assignment #2: L.
CO – 3 Lesson 4 –  State the laws triangles Case I and Trigonometry.
Oblique Triangle of sine and including the Case II Addison
1. The Sine and cosine and solution using  Final Quiz #2: Wesley. 2009
Cosine Laws their variation. the four cases. Case I and  Lial, Margaret
2. The Four  Identify the  Demonstration Case II L. et. al.
Cases of case and the on solving  Final Trigonometry.
Solving formula to be problems Assignment #3: Prentice Hall.
Oblique used in solving applying case I Case III and 2013.
Triangle and the given of oblique Case IV  Larson, Ron.
Their oblique triangle triangles.  Final Quiz #3: Trigonometry.
Solution based on its  The students Case III and Cengage
a. Case I given parts. also solve Case IV Learning, 2012
(Given one  Solve for the problems  Final Recitation  Stewart,

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 side and missing parts applying case I #1: Application James.
two and area of the of oblique of Solving Stewart’s
angles) given oblique triangles. Oblique Algebra and
b. Case II triangle using  Demonstration Triangle in Trigonometry.
(Given the law of sine on solving Word Problems Cengage
Two sides or cosine. problems Learning. 2012
and an  Solve word applying case  Gabuyo,
opposite problems II of oblique Yonardo.
angle) involving triangles Plane
c. Case III oblique  The students Trigonometry:
(Given triangle. also solve A Modern
Two sides problems Approach.
and the applying case JIMCZYVILLE
included II of oblique Publications.
angle) triangles. 2011
d. Case IV  Demonstration  White Board,
(Given on solving White Board
three problems Marker,
sides) applying case Eraser, and
3. Application of III of oblique Scientific
Solving triangles calculator
Oblique  The students
Triangle in also solve
Word problems
Problems applying case
III of oblique
triangles.
 Demonstration
on solving
problems
applying case
IV of oblique

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 triangles
 The students
also solve
problems
applying case
IV of oblique
triangles.
 Discussion on
the
manipulation of
formulas of
Sine law and
cosine law and
identifying what
necessary
solution to be
used to solve a
certain
problem.
 The students
solve problems
on oblique
triangles.

COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following: 
1.        Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and
Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3.      Quizzes, and;

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 4.     Assignments

The final course grade will be computed according to the following formula: 
1. Eighty percent (80%) attendance or better,
2. The passing standard shall be the grade of 75%. To get the percentile grade, the number of correct answers called
raw score shall be divided by the total number of test points and multiplied by 100. Percentage (%) is used in
determining and expressing a student’s raw scores in every examination, quiz, assignments and recitations. The table
below shows a sample of the range of percentage marks and their corresponding equivalents.
3. Percentage (%) is used in determining and expressing a student’s raw scores in every examination. The table below
shows a sample of the range of percentage marks and their corresponding equivalents.

FIVE
LETTE
PERCENTAG DESCRIPTIVE POINT
R REMARKS
E GRADE RATING GRADIN
GRADE
G
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence

COURSE POLICIES:
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every
class. Students are responsible for all material covered during any absence and assignments must be completed by the due
date for credit. The absence of more than twenty percent (<20%) of the required number of meetings in lectures and/or labs

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 will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up
consideration.

B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell
phone to discuss how you will keep up with the coursework assignments and complete the Laboratory Experiments.

C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts
and formulae of the assigned chapter. During the discussion, a quiz about the basic concepts of each chapter will be given.
The student is expected to read one chapter and solve the assigned problems each week. This will require an average of
five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and
applications of the material covered.

D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example,
to misrepresent another person’s words or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and
paste material from another document or from the internet, to accept help on a test or to obtain advanced information or
confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “ FAILED” grade,
either for the assignment, lab report, quiz, examination, or the course depending upon the severity of the offense.

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