COURSE SYLLABUS

COURSE CAT. NO. : MATH 11

COURSE TITLE : CALCULUS I
COURSE CREDIT : 3 UNITS
COURSE PRE-REQUISITE : ANALYTIC GEOMETRY

Vision

Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and the
charism of the Brothers of the Sacred Heart.

Mission

We, the members of the Cor Jesu College community, commit ourselves to:
1.) advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2.) nurture a compassionate community that journeys as one family united at the Heart of Christ; (COMMUNITY) and
3.) strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP).

Core Value of Compassion

4.) This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.

GOALS OF THE COLLEGE DEPARTMENT

CJC MISSION/CORE
COLLEGE DEPARTMENT GOALS VALUE OF COMPASSION
1 2 3 4
1 Offer academic programs that meet local and global demands; /
2 Conduct developmental researches and productive-scholarship activities for dynamic and responsive instruction; / / /
3 Engage in community extension services for capacity building and empowerment of poor communities; / /
4 Provide research and field based instructions for a relevant and functional learning; /
5 Nurture a climate of compassionate community for personal, communitarian, and spiritual growth; / /
6 Send graduates to the field of works as God centered professionals, responsible stewards of nature, agents for cultural preservation and promotion,
/ /
initiators of social transformation and sustainable development.

Course Title: Date Effective: Date Revised: Prepared by: Endorsed by: Approved by:

Math 11 June 2014 May 2014 Dr. Maria Elena C. Morales Dr. Alex D. Niez
TEACHER EDUCATION PROGRAM OBJECTIVES

GOALS
PROGRAM EDUCATIONAL OBJECTIVES
1 2 3 4 5 6
Provide the students correct and appropriate knowledge and develop pedagogical content knowledge and competencies for effective teaching and
1 / / / / / /
nurturing the Christian spirit of dedication and commitment;
Strengthen their value and appreciation of the teaching profession and their roles in the proper formation of the mind and character of the
2 / / / / /
individuals
3 Facilitate the integral development of the spiritual, moral, intellectual and physical aspects of man; and / / / / /
Implement a well-thought and globally aligned program of studies and learning activities that are responsive to the development and needs of the
4 / / / / /
students to the signs of time.

COURSE DESCRIPTION

This is course introduces to students the fundamentals of Calculus: limits, continuity and derivatives. This course assumes a thorough understanding of concepts on analytic geometry and
trigonometry. The use of graphing calculators and computer algebra systems is highly encouraged.

PROGRAM OUTCOMES

PROGRAM
EDUCATIONAL
COMPETENCY STANDARD
OBJECTIVES
1 2 3 4
1 Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; / /
2 Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students / / / /
3 Have a deep and principled understanding of how educational processes relate to higher historical, social, cultural, and political processes; / / / /
4 Have a meaningful and comprehensive knowledge of the subject matter they will teach; / / / /
Can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and / / / /
5
teaching approaches);
6 Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching); / / / /
7 Can demonstrate and practice professional and ethical requirements of the teaching professions; / / / /
8 Can facilitate learning of diverse types of learners, in diverse types of learning environment, using a wide range of teaching knowledge skills; / / / /
Can reflect on the relations among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader / / / /
9
social force encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
10 Can be creative and innovative in thinking of alternatives approaches, and evaluate the effectiveness of such approaches in improving student learning; and / / / /
11 Are willing and capable to continue learning to better fulfill their mission as teachers / / / /
COURSE OBJECTVES
1. In-depth knowledge and understanding of the concepts of teaching and the teaching profession, principles of teaching, and instructional decision processes
2. Decision-making skills related to appropriate selection of objectives, subject matter, content, methodologies/strategies, different types of instructional materials, and instructional delivery
system
3. Competencies in applying principles of teaching/learning in contrived and if possible in actual natural situations and identifying teaching strategies for a particular teaching-learning
situations and objectives set
4. Demonstrating positive attitudes towards teaching effectively in appreciating teaching as a profession, manifesting professionalism and appropriate work ethics befitting a teacher, and
demonstrating commitment to his/her tasks assigned and capability to engage in collaborative efforts and teamwork
 COURSE COVERAGE

TIME STUDENT LEARNING VALUES

COURSE CONTENT STRATEGY/ACTIVITIES ASSESSMENT/EVALUATION
FRAME OBJECTIVES DESIRED/FORMATION

Preliminary Introduction: To help the students revisit the The teacher will initiate the game charade. Six Installation and application of the Students will be asked to create a slogan
Period 1. Vision and Mission core principles of the institution in students will be randomly picked to act out in institution’s core principles while related the vision, mission, core value,
2. Spirituality of order for them to carry these front. Whoever guesses each word correctly learning course. and three pillars of the institution.
compassion principles out during their shall have the power to call another classmate Slogans will be written in a one whole
3. Three Pillars incoming practicum to explain the word based on Cor Jesu’s core long bond paper.
 Excellence principles.
 Community
 Apostleship
To define Functions
The teacher will try and connect previous
To draw the graphs of functions descriptions, as described by the students, of
Week 1 Functions and Their what a function is, having students a make a The realization that all that nature The teacher will conduct a problem
Graphs To obtain Functions on real world formal definition from it. Compiling all the has come to offer are products of a solving exam, solving for x in both
expressions individual definitions given by the students, I function. linear and quadratic equations. They are
Functions as then give them the complete definition for also to graph these specific functions.
Mathematical Models To understand the concept of function. The students then are asked to do a Additionally the teacher will be giving
Limits thru graphs certain task with a certain rule, mirroring what an essay as to why there is such function
Graphical Introduction to a function is. This then is expanded in having in nature. Scoring will be based on a
Limits of Functions them give examples in nature which reflects rubric.
such phenomenon.
The teacher then presents a problem of how to
get the slope of a line tangent to a curve. This
inevitably introduces the limits of a function

Week 2 Definition of the Limit of To Define the Limit of a Function The teacher will illustrate how the definition of We do the actions following the The teacher will conduct a True or False
a Function and Limit the limit is derived by recapping the previous good deeds of historical man to test regarding the topic having 20 items.
Theorems To Find the limit of a function graph tackled in their last meeting. emulate them as a good role model.
A presentation is done to illustrate how limits
To indicate which theorem is being of a function behave.
One sided limits used in finding the limit The teacher presents theorems used in finding
the limit of a function.
Week 3 The Tangent line and the To express the derivative of a The teacher illustrates the graph that was Learning is not always The teacher gives the board to the
Derivative function as a limit. tackled during the first meeting to introduce the straightforward. Working students and allots a whole 30 minutes
limits of a function. He then reminds of the backwards as to learn why things for the students to brainstorm. They are
To evaluate this limit of the original question on what should be the work as they do is always viable then tasked to explain why such
Difference of the Quotient equation of the line tangent to the curve. Given and much more meaningful. phenomena happen, where each of the
algebraically the Difference of Quotient, the students are variables originate and how they interact
asked to work backwards as to why this would to form the derivative of a function as a
To write the Equation of the be the guideline in writing the equation of the limit. Computing their score will be
tangent line at a given point on a tangent line at a given point on a curve based on a rubric, they are scored as a
curve. group.

The teacher will conduct a quiz where

the students will try to find the slope of a
line at a given point on a curve.

Week 4 Theorems on To evaluate derivatives by the limit The teacher uses the Socratic method to lead Not everything is always given in The teacher will conduct and oral
Differentiation of process the students in to forming the theorems of life. The teacher is only the recitation. The students will be graded
Algebraic Functions and differentiation, in turn, proving them. facilitator of knowledge. based on the set rubrics.
Higher-Order Derivatives To memorize basic differentiation The students are then asked to apply the rules
(Constant Rule, Power rules. in finding the derivative and contrast them by
Rule for positive and using the definition of the derivative
Negative Integer Powers, To apply basic differentiation rules
Constant Multiple Rule,
Sum Rule, Product Rule
and Quotient Rule)

MidTerm
Period

Week 1 Continuation to the To apply the product, quotient, and The teacher will have a dedicated weeklong We need to realize that knowing is The teacher will conduct a solving test
Theorems on chain rules simultaneously to find mastery of skills in differentiation. not always enough. Mastery on purely to evaluate their mastery on basic
Differentiation of derivatives different ways of life is as important differentiation. They are to solve the
Algebraic Functions and as to know what are the ways of derivatives of the curve and indicate
Higher-Order Derivatives life. what theorem of differentiation they
used. Every theorem will at least have 5
items.
Week 2 Rectilinear Motion To define Instantaneous Velocity. The teacher will short recapitulate the previous Math, like everything else, is not The teacher evaluates the students by
lesson and connect it to a field of Science, confined with its own realm. As it their report. Grading them will be based
To analyze and apply Physics. There will be a brief discussion about turns out, nature is just a huge on a rubric. Further evaluation will be
differentiation techniques to Instantaneous Velocity through what they connection of cause and effect, done by solving word problems based on
instantaneous velocity already know in Physics intertwined and definitely not instantaneous velocity.
The teacher will give the students 15 to 20 simple.
minutes of time to link the commonalities of
Instantaneous Velocity (in Physics) and
differentiation (in Calculus). They are then
asked to report what they have concluded as a
group.

Week 3 Implicit differentiation To evaluate derivatives by implicit The students will be asked to share their prior
differentiation learning about implicit functions. The teacher
then asks them to differentiate the function.
The students, of course, will fail to do so. Then
the method of implicit differentiation is then
introduced.
Not everything in this world is
explicitly given. Some things are
read between the lines. The more
we understand this, the less
confusion there is.
The teacher will have quiz on finding the
derivative implicitly. The quiz will be 5
to 7 items. Scoring will be based on the
complexity of the item.

Week 4 Derivative as a Rate of To define Instantaneous Rate of
Change Change
To apply differentiation techniques
to find tangent lines, normal lines,
and rates of change
The teacher will have a lecture- discussion of
the new topic. The students will then be
divided into pairs and will have a pair work
regarding the topic.
As the same as in Rectilinear
Motion, this clearly tells us that
Math is applied every time we make
decisions. This is to say, no area of
knowledge is inferior to the other,
even if we think their usefulness is
less in some scenarios.
The teacher evaluates the students by the
pair’s work. Grading them will be based
on a rubric. Further evaluation will be
done by solving word problems based on
Derivative as a Rate of Change.

Semi-Final
Period
To Use the Limit Definition of the The graph of both sine and cosine are shown on Resourcefulness will allow us to The teacher will evaluate their written
Week 1-2 Derivatives of the Derivative to find the derivatives of the board by an overhead projector. Students flourish on a unforgiving world. report. Scoring will be based on a
Trigonometric Functions the basic sine and cosine functions. are to establish a connection between these two scoring rubric.
graphs and their respective slopes. The teacher will then evaluate their
 To apply differentiation rules to
obtain the derivatives of the other
four basic trigonometric functions.
To memorize the derivatives of the
six basic trigonometric functions
and be able to apply them in
conjunction with other
differentiation rules.
Week 3-4 Derivative of a Composite To Recognize composite functions,
Function and the Chain including their inner and outer
Rule components.
To understand the Chain Rule and
use it to differentiate composite
functions
Week 4 Derivative of a Composite To Recognize composite functions,
Function and the Chain including their inner and outer
Rule components.
To understand the Chain Rule and
use it to differentiate composite
functions
Final Period Related Rates To identify what is given in the
problem and what needs to be
Week 1 determined.
To Make a sketch summarizing this
After concluding, they are shown the standard
proof in identifying the derivative of both
trigonometric functions.
The students are then asked to research and
write a written report for the other
trigonometric function’s derivative.
The teacher will present three examples of
composite functions that could be derived using
other rules of differentiation. The students are
asked to observe the answers and how it got
there. As a group, they are asked to find the
pattern. Given adequate time, they are to
proceed and show their findings.
The teacher will present three examples of
composite functions that could be derived using
other rules of differentiation. The students are
asked to observe the answers and how it got
there. As a group, they are asked to find the
pattern. Given adequate time, they are to
proceed and show their findings.
The teacher will conduct a 30-minute lecture-
discussion regarding on the topic. The teacher
presents a word problem on related rates. The
students will then be paired and will be
assigned to find the key words and variables of
Not all things should be done
separately, there are things that
don’t mean much when it is looked
upon individually, but there is
always a pattern, Mathematics made
sure of that.
Not all things should be done
separately, there are things that
don’t mean much when it is looked
upon individually, but there is
always a pattern, Mathematics made
sure of that.
A keen eye for detail is needed in a
world of vagueness in order to
decide accordingly.
skills on differentiating trigonometric
identities by having to solve a 10 item
quiz. Scoring will be based on how
complex the item is
The teacher will evaluate their report.
Scoring will be based on a scoring
rubric.
The teacher will then evaluate the
students by letting them differentiate
composite functions. The quiz will
consist of 4 to 5 items. Scoring will be
based on how complex the item is.
The teacher will evaluate their report.
Scoring will be based on a scoring
rubric.
The teacher will then evaluate the
students by letting them differentiate
composite functions. The quiz will
consist of 4 to 5 items. Scoring will be
based on how complex the item is.
The teacher will conduct a matching
type test (10-15 items).
 information. the problem.
They are then asked to report their findings in
To Use implicit differentiation to front of the board. The teacher then later
differentiate with respect to time proceeds to have them solve the problem.

Week 2-3 Maximum and Minimum To define Relative Maximum The teacher will have a discussion of the For every low point in your life, The teacher will conduct a solving test
Function Values Value lesson using DLP. The teacher will solicit there will always be a highpoint to having 10 to 15 items. Scoring will be
ideas of the students regarding the topic. balance things out. based on the complexity of the item.
To define Relative Minimum Afterwards, the teacher will conduct seatwork
Value to be answered individually.

To define a Critical Number

To define Absolute Maximum

Value on an interval

To define Extreme Value Theorem

To determine the absolute

maximum and minimum value.

Week 4 Applications Involving an To apply theorems of Absolute The teacher will use the DLP that indicate the The teacher will grade the envoy activity
Absolute Extemum on a Minima and Maxima to solve real instructions of the lesson. The teacher will then of the pairs using the set rubrics.
Closed Interval world problems. discuss the contents of the acetate film. The Afterwards, there will be a short quiz
students will then be divided into pairs. They regarding the topic.
will brainstorm on their assigned problems.
Afterwards, every representative from every
pair will go to one pair and another to share
what they had discussed within their pair. They
are then tasked to present what the other had
discussed up front.

REFERENCES:

Liethold, L. (1990). The Calculus with Analytic Geometry. 6 th Edition. New York, USA: Harper and Row
Liethold, L. (1996). The Calculus 7. 7th Edition. New York, USA: Addison-Wesley Publishing Company, Inc.

Thomas, G.B., and Finney, R.L. (1996). Calculus and Analytic Geometry: 9 th Edition. Massachusetts, USA. Addison-Wesley Publishing Company

Sherman, K., and Barcellos, A. (1992). Calculus and Analytic Geometry: New York, USA. Mc Graw-Hill.

Khan, S. (2012). Integral Calculus. Available at https://www.khanacademy.org/math/integral-calculus. Retrieved on April 2012