UM PANABO COLLEGE

Department of Teacher Education

MATH 14– Course Syllabus

COURSE INFORMATION
1. Course Number : MATH 14
2. Course Name :Instrumentation in Mathematics
Course Description :The course trains prospective Mathematics teachers to develop visual aids and
manipulative materials and models with accompanying activity sheets that will aid students’ understanding of
abstract or difficult concepts in Mathematics and make the study of the subject more appealing to students. It will
also enable them to improvise instructional devices using low cost materials.
3. Pre-requisite : Math 1b
4. Co-requisite : None
5. Credit : 3.0 units
6. Class schedule : 5 hours per week
7. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and training.
8. Student Outcomes (SO) of BEED/BSED and their links to PEO
PEO
Upon graduation, the BEED/BSED students are expected to:
A B C D
 SO a* Articulate the relation of education to larger historical, social, cultural and political

processes.
 SO b Facilitate learning using a wide range of teaching methodologies in various types of

environment.
 SO c Develop alternative teaching approaches for diverse learners. 
 SO d* Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and educational assessment.
 SO e Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.  
 SO f Practice professional and ethical teaching standards to respond to the demands of the
 
community.
 SO g Pursue life-long learning for personal and professional growth. 
 SO h Demonstrate in-depth understanding of the development of elementary/secondary

learners.
 SO I Exhibit comprehensive knowledge of various learning areas in the elementary/secondary

curriculum.
 SO j* Create and utilize materials appropriate to the secondary level to enhance teaching and

learning.
 SO k* Design and implement assessment tools and procedures to measure elementary/secondary

learning outcomes.
9. Course Outcomes (CO) of MATH 14 and their links to SO
SO
Upon completion of the course, the BEED/BSED students are expected to:
a b c d e f g h i j K
 CO 1 Identify the appropriate instructional materials
I I
towards learning and appreciation of the subject D D
matter.
 CO 2 Develop instructional materials of the Numbers and
E
Measurement,Algebra,Geometry,Trigonometry,Statisti D D
cs and Probability.
 CO 3 It trains students to express their arts of teaching
D
through the use of any manipulative materials that are D D
substantial in the learning and teaching process.
Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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 National Competency-Based Teacher Standards
(NCBTS)
Program Educational Objectives (PEO)

Domain 1: Social Regard for Learning

Vision: By 2022, a Globally
recognized institution providing a
quality , affordable and open
education.
Mission: To provide a dynamic and
supportive academic environment
through the highest standards of
instruction, research and extension in
a non-sectarian institution committed
to democratizing access to education.
Program Intended Learning Outcomes (PILO)
1. Demonstrate updated and deep
UM Core knowledge of the subject matter Domain 2: Learning Environment
Values they teach.
Domain 3: Diversity of Learners
2. Apply a wide range of teaching
process skills particularly on lesson Domain 4: Curriculum
planning, materials development,
Domain 5: Planning, Assessing and
approaches and ethical
Reporting
considerations.
3. Demonstrate ethical Domain 6: Community Linkages
responsibility in the teaching
profession. Domain 7: Personal Growth and
4. Engage in continuing Professional Development
professional education and
training.

Course Outcomes (CO)

a. Articulate the relationship of education to larger historical, social,

cultural and political processes;
b. Facilitate learning using a wide range of teaching methodologies in 1. Identify the appropriate instructional
various types of environment;
c. Develop alternative teaching approaches for diverse learners; materials towards learning and
d. Apply skills in curriculum development, lesson planning, materials appreciation of the subject matter.
development, instructional delivery and educational assessment;
e. Demonstrate basic and higher levels of thinking skills in planning,
2. Develop instructional materials of the
assessing and reporting;
f. Practice professional and ethical teaching standards to respond to the Numbers and Measurement, Algebra,
demands of the community; Geometry, Trigonometry, Statistics and
g. Pursue life-long learning for personal and professional growth;
Probability.
h. Demonstrate in-depth understanding of the development of
elementary/secondary learners;
i. Exhibit comprehensive knowledge of various learning areas in the 3. It trains students to express their arts
elementary/secondary curriculum; CO and Assessment task alignment of teaching through the use of any
j. Create and utilize materials appropriate to the elementary/secondary
level to enhance teaching and learning;
manipulative materials that are
k. Design and implement assessment tools and procedures to measure
Assessment Task substantial in the learning and teaching
CO
elementary/secondary learning outcomes. Theory-based Practice-based Assessment Coverage

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 Schedule
Identify the appropriate instructional Multiple Choice First Exam Part 1: Chapter
materials towards learning and Questions
appreciation of the subject matter.
Develop instructional materials of the Multiple Choice Classroom Second Exam to Part 2: Chapter
Numbers and Measurement, Algebra, Questions Presentation Third Exam
Geometry, Trigonometry Statistics and
Probability.
It trains students to express their arts of Multiple Choice Classroom Fourth Exam Part 3: Chapter
teaching through the use of any Questions Demonstration
manipulative materials that are substantial
in the learning and teaching process.

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions
Assessment Task Details (Theory-based)
Assessment Coverage Assessment Task Details
Schedule
First Exam Part 1: Chapter 1 Multiple Choice You are expected to identify the appropriate instructional materials towards
Questions learning and appreciation of the subject matter.You will have a short quiz
(80% of the exam) every end of the lesson, a group activity in the middle of the week and a
long quiz every Friday. Assessment for this period of the course is a
periodical examination.
Second Part 2: Chapter Multiple Choice You are expected to develop instructional materials of the Numbers and
Exam Questions Measurement, Algebr, and Geometry. You will have a short quiz every end
(50% of the exam) of the lesson, a group activity in the middle of the week and a long quiz
every Friday. Assessment for this period of the course is a periodical
examination.
Third Exam Part 3: Chapter Multiple Choice You are expected to develop instructional materials of the Trigonometry,
Questions Statistics and Probability. You will have a short quiz every end of the lesson,
(50% of the exam) a group activity in the middle of the week and a long quiz every Friday.
Assessment for this period of the course is a periodical examination.

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Assessment Task Details (Practice/Performance-based)
Assessment Coverage Assessment Task Details
Schedule
First Exam Part 1: Chapter Oral Recitation In this task, you are required to identify different theories and proponent of the instructional
(20% of the exam) material.
Board work  You will be graded according to the following criteria (see rubric attached) for Oral
(30% of the exam) Recitation:
1. Mastery of Reciting (30 points)
2. Unlocking of Difficulty through context (20 points)
3. Correctness of Thought (50 points)

Second Exam Part 2: Chapter (50% of the exam)  The purpose of this task is for you to develop your skills in solving trigonometry concepts.
 You are required to answer required number of worksheet on a specified time frame.
 You will be given additional task for you to work at home.
 You will be graded according to the following criteria (see rubric attached):
1. Timeliness (30 points)
2. Orderliness (20 points)
3. Accurateness (50 points)
Third Exam Part 3: Chapter  The purpose of this task is for you to demonstrate your deep understanding to
(50% of the exam) enrich your skills in solving trigonometry concepts.
 You will perform rigid practice in developing your higher order thinking skills to
enhance your mastery in learning mathematical concepts.
 The strategy of TPS (Think, Pair, Share) will help you in performing the task of
problem set activity.
 You will be graded according to the following criteria for (see rubric attached):
1. Relevance of Presentation(50 points)
2. Accurateness(50 points)
Fourth Exam Part 1-3 Classroom  In this task is to trains students to express their arts of teaching through the use of any
Demonstration manipulative materials that are substantial in the learning and teaching process.
(100% of the Exam)  The purpose of this task is to

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 10. COURSE OUTLINE AND TIME FRAME
11. TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1  Classroom orientation (University  Lecture TEXTBOOK
to Policies; PEOs, SOs, Cos; Core values;  Oral presentation .

Week 3 and G-Factor)  Board work

 Quiz
SUGGESTED REFERENCES
I. THEORETICAL CONSIDERATIONS
a. Theories and proponent of the instructional
material

II. Literature and Research Studies on the use of

teaching and learning aids

TOPICS FOR SECOND EXAMINATION

Week 4 III. Developing Instructional Devices and  Lecture TEXTBOOK

to accompanying activity sheets  Activity Worksheet SUGGESTED REFERENCES
Week 5  Quiz
a. Numbers and Measurement
b. Algebra
c. Geometry

TOPICS FOR THIRD EXAMINATION

Week 6 IV. Developing Instructional Devices and  Lecture

accompanying activity sheets
To
a. Trigonometry
b. Statistics
Week 7
c. Probability

Week 8 V. Implementation of the Instructional Devices

and accompanying activity sheets through Class  Lecture
to Demonstration
 Classroom
Demonstration
Week 9

12. TEXTBOOK
a.Kern W. F. and Bland James R. Plane and Spherical Trigonometry, McGraw-Hill Book Company, Inc.

SUGGESTED REFERENCES
a. Hart W. , Plane and Spherical Trigonometry with Applications, Philippine Copyright 1964
b. Rider P. , Plane and Spherical Trigonometry , Macmillan Company 1971

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 13. COURSE EVALUATION

Assessment Methods
Weights
EXAMINATIONS

A. Exam 1 – 3 30%

B. Final Exam
- MCQ and Performance-based 30%

CLASS PARTICIPATIONS

C. Quizzes
14. Policies and guidelines 10%
a. Attendance is counted from the first regular class meeting.
b. A validatedD. student
Research 15%
identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
E. Oral recitation 10%
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
F. Assignments 5% CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-20Totalgrading policy should be observed. Students who obtained failing100%scores in major exams are
recommended to attend the tutorial class.

Prepared by: Reviewed by:

FATIMA A. ULI, LPT JOYCE B. HERNANDO,MAED.

Faculty BSED, Program Head

JEANIL
YN TACADENA,MAEE
BEED, Program Head

References reviewed by:

LEONIDA I. JARA, MAED.

AVP – LIC Librarian

Recommending approval: Approved by:

LIEZEL V. CHAN, PhD.

Dean of College
EUGENIO S. GUHAO JR., DM
SVP for Academics Planning and Service

CELSO L. TAGADIAD, PhD.

School Director, UM Panabo

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