PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Nalsian, Calasiao, Pangasinan, Philippines, 2418

ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions
(PAMI)
SYLLABUS FOR BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY (BSIT)
(Effective School Year 2018-2019)

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

GE111(Mathematics in the Modern World)
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.
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
Issue Date June, 2018 Prepared by: Reviewed by: Recommended by: Approved by:
________________________ __________________________ __________________________ __________________________
Revision
3 College of Computer Studies Rachelle N. Noble, MIT Engr. Charo G. Almonte, MIT Engr. Raul B. Gironella, DMin
Status
Instructor Department Head College Dean VP for Academic Affairs/QAM
Revision Date June, 2018

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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 INFORMATION TECHNOLOGY
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSIT program shall produce graduates who:
1. (LEADERSHIP IN THE PRACTICE OF THE PROFESSION) IT professionals involved in the utilization of both hardware and software technologies involving planning, installing,
customizing, operating, managing and administering and maintaining information technology infrastructure that provides computing solutions to address the needs of an
organization.
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.
PROGRAM OUTCOMES (PO’s)
A Bachelor of Science in Information Technology graduates of PhilCST should be able to:
1. Integrate knowledge learned into their application of software development and networking/systems;
2. Utilizes modern coding standards and industry best practices to develop software solutions for problems facing users and organizations;
3. Designs proper network configuration, and perform network troubleshooting;
4. Manage databases for common workplace needs;
5. Install and maintain client and server operating systems and their associated network services, users, and file systems;
6. Build an interactive software application interface using iterative design methodology based on the user centered development practices;
7. Apply project management principles;
8. Communicates effectively with peers and stakeholders in oral and written modes;
9. Demonstrates collaborative problem-solving and teaming skills; and
10. Apply professionalism and the importance of ethics in the workplace
The 21st Century Skills:
11. Lead and present ideas and practical suggestions to appropriate people on how improvements could be made;
12. Evaluate the application of Critical Thinking (Higher Order Thinking Skills) and adjust Problem Solving Techniques;
13. Manage and evaluate workplace policies and procedures relevant to the workplace;
14. Develop systems in managing and maintaining information;
15. Shape and sustain strategic thinking and attitudes towards the common good;
16. Establish, manage, and sustain OHS programs relevant to the workplace;
17. Develop high-performing entrepreneurs; and
18. Demonstrate the sense of patriotism, both in the national and global milieu.

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COURSE CODE : GE111
COURSE DESCRIPTIVE TITLE : Mathematics in the Modern World PREREQUISITE : None
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : 3 Unit : 3 hours : 0 hours
HOURS / WEEK HOURS / WEEK

COURSE DESCRIPTION:
This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of mathematical tools in daily life

The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of inductive
and deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical understanding of mathematics as merely a set of formulas but as a
source of aesthetics in patterns of nature, for example, and a rich language in itself (and of science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present-day living, such as
managing personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing limited
resources fairly. These aspects will provide opportunities for actually doing mathematics in a broad range of exercises that bring out the various dimensions of
mathematics as a way of knowing, and test the students' understanding and capacity. (CMO No. 20, series of 2013)

PROGRAM OUTCOMES ADDRESSED INTRODUCTORY ENABLING DEMONSTRATIVE

PO9 Demonstrates collaborative problem-solving and teaming skills; X

At the end of the course, the students would be able to:

Knowledge
1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts.
3. Discuss the language and symbols of mathematics.
Skills
LEARNING OUTCOMES : 1. Use a variety of statistical tools to process and manage numerical data,
2. Analyze codes and coding schemes used for identification, privacy, and security purposes;
3. Use mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and
recreation.
Values
1. Appreciate the nature and uses of mathematics in everyday life
2. Affirm honesty and integrity in the application of mathematics to various human endeavors
COURSE OUTLINE : Section 1. The Nature of Mathematics
l. Mathematics in our World
a. Core Idea: Mathematics is a useful way to think about nature and our world ll. Mathematical Language and Symbols

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 b. Core Idea: Like any language, mathematics has its own symbols, syntax and rules Ill. Problem Solving and Reasoning
c. Core Idea: Mathematics is not just about numbers; much of it is problem solving and reasoning
Section 2. Mathematics as a Tool
l. Data Management
a. Core Idea: Statistical tools derived from mathematics are useful in processing and managing numerical data in order to
describe a phenomenon and predict values
ll. Part Two
1. Geometric Designs
a. Core Idea: Geometry can help enhance one's artistic prowess as well as enrich one's own culture
2. Codes
a. Core Idea: The utility of mathematics goes beyond the mundane. Mathematics enables the development of codes and
ciphers that are useful to individuals and to society
3. Linear Programming
4. The Mathematics of Finance
5. Apportionment and Voting
6. Logic
7. The Mathematics of Graphs
8. Mathematical Systems
REFERENCE/S : 1. CHED Memo #20 s. 2013 “General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies”

MATHEMATICS IN THE MODERN WORLD Learning Plan

Note: Topics that have been shaded indicate the areas for opportunities for interdisciplinary

LEARNING OUTCOME TOPIC METHODOLOGY RESOURCES ASSESSMENT

1. Identify patterns in nature Section 1. The Nature of Activities to do. Required: Evaluation Requirements.
and regularities in the world Mathematics Video watching a. Nature's Numbers by Ian a. Short response / essay
(K) l. Mathematics in our World Pair-sharing or small group Stewart or Mathematics in writing at the end of class
Schedule: Weeks 1-2 sharing Nature: Modeling Patterns to one question. Examples
Number of Hours: 4 Hours Journal writing in the Natural World by John of these questions are:
2. Articulate the importance of Core Idea. Mathematics is a Whole class discussion A. Adam or A Mathematical What new ideas about
mathematics in one's life (V) useful way to think about nature Nature Walk by John A. mathematics did you
and our world
Questions to Pose. Adam, or any book of the learn? What is it about
a. What is mathematics? same level, intent and mathematics that might
Patterns-and Numbers in
3. Argue about the nature of b. Where is mathematics? approach have changed your
Nature and the World: the
mathematics, what it is, c. What role does b. https://vimeo.com/9953368 thoughts about it? and
snowflake and honeycomb,
how it is expressed, mathematics play in your What is most useful about
tiger’s stripes and hyena’s
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 represented, and used (K) spots; the sunflower; the snail’s
shell, flower petals; the world’s
population; the weather; etc…
4. Express appreciation for
mathematics as a human a. The Fibonacci Sequence
endeavor (V)
b. Mathematics helps
organize patterns and
regularities in the world
c. Mathematics helps predict
the behavior of nature and
phenomena in the world.
d. Mathematics helps
control nature and
occurrences in the world
for our own ends.
e. Mathematics has
numerous applications in
the world making it
indispensable
Caution.
a. This is not a Philosophy of
Mathematics course,
therefore, refrain from
discussing at the level of
Eaves or the like.
b. This is not simply a math
appreciation course;
therefore, refrain from
merely showing or telling
the "beauty" or usefulness
of mathematics alone
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world?
Some ideas to elicit and
encourage.
a. Many patterns and
occurrences exist in nature,
in our world, in our life.
Mathematics helps makes
sense of these patterns and
occurrences.
b. Mathematics is a tool to
quantify, organize, and
control our world, predict
phenomena, and make life
easier for us.
Some ideas to discourage or
debunk or disprove.
a. Mathematics is just for the
books, confined in the
classroom.
b. Mathematics has no place in
my life
Recommended: mathematics for
a. A Day's Adventure in Math humankind?
Wonderland by Akiyama & b. Two- to three-page
Ruiz; synthesis paper focusing
b. The Number Devil by on one of the following
aspects of mathematics:
Enzensberger Mathematics helps
organize patterns and
regularities in the world;
Mathematics helps predict
the behavior of nature
and phenomena in the
world, and Mathematics
helps control nature and
occurrences in the world
for our own ends.
Standards/Basis for Grading to
Use.
a. 0 point: The student is
unable to elicit the ideas and
concepts from the readings
and video indicating that
s/he has not read the
prescribed reading or
watched the video.
b. 1 point: The student is able
to elicit the ideas and
concepts from the readings
and video but shows
erroneous understanding of
these.
c. 2 points: The student is able
to elicit the ideas and
concepts from the readings
and video and shows correct
understanding of these
d. 3 points: The student not
only elicits the correct ideas
FORM NO.: BSITIG#11GE111 APPROVED BY: SCHOOL PRESIDENT

5. Discuss the language, Section 1. The Nature of
symbols, and conventions of Mathematics
mathematics (K) ll. Mathematical
Language and Symbols
Schedule: Weeks 2-3
6. Explain the nature of Number of Hours: 3 Hours
mathematics as a language Core Idea.
(K) a. Like any language,
mathematics has its own
symbols, syntax and rules.
7. Perform operations on
b. Characteristics of
mathematical expressions mathematical language:
correctly (S) precise, concise,
powerful
c. Expressions vs. sentences
8. Acknowledge that d. Conventions in the
mathematical language
mathematics is a useful e. Four basic concepts: sets,
language (V) functions, relations, binary
operations
• Elementary logic:
connectives, quantifiers,
negation, variables
f. Formality
Note. This part of the course is
intended to be light and easy.
The intention is to expose the
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Activities to do.
a. Individual or small group
exercises including games
(see exercises in The
Language of Mathematics
(from One Mathematical
Cat, Please! by Carol Burns
Fisher)
b. Whole class discussions of
the comparisons between
the English language and
Mathematical language
c. Compilation of
mathematical symbols and
notations and their
meanings
Some ideas to elicit and
encourage
a. Mathematics is a language
in itself. Hence, it is useful
in communicating
important ideas.
b. Mathematics as a language
is clear and objective.
c. Language conventions are
necessary in mathematics
for it to be understood by
all.
Some ideas to discourage or
Required for Instructors.
a. Jamison, R. E. (2000).
Learning the language of
mathematics.
b. Language and Learning
across the Disciplines, 4(1),
45-54. (attached)
Required for Students.
a. The Language of
Mathematics (from One
Mathematical Cat, Please!
by Carol Burns Fisher)
b. The Language and
Grammar of Mathematics
(both attached)
FORM NO.: BSITIG#11GE111
from the readings and video
but also shows evidence of
internalizing these.
e. 4 points: The student elicits
the correct ideas from the
readings and video, shows
evidence of internalizing
these, and consistently
contributes additional
thoughts to the Core Idea
Evaluation Requirements.
a. Writing exercise sets
b. Quiz
Standards/Basis for Grading to
Use.
a. Use numerical scores.
APPROVED BY: SCHOOL PRESIDENT

students to the world of
mathematics as a language in
order that they may be able to
read and write mathematics
texts and communicate ideas
with precision and
conciseness.
9. Use different types of Section 1. The Nature of
reasoning to justify Mathematics
statements and arguments
made about mathematics III. Problem Solving and
and mathematical concepts Reasoning
Schedule: Weeks 3-4
(K)
Number of Hours: 5 Hours
Core Idea. Mathematics is not a. Mathematics requires not
10. Write clear and logical
just about numbers; much of it
proofs (K) is problem solving and
reasoning.
a. Inductive and Deductive
11. Solve problems involving
Reasoning
patterns and recreational
b. Intuition, proof, and
problems following POLYA's
certainty
four steps (S)
c. POLYA's 4-steps in Problem
Solving
12. Organize one's methods and d. Problem solving strategies
e. Mathematical Problems
approaches for proving and
involving Patterns
solving problems (V)
f. Recreational Problems using
mathematics
Caution.
a. This is not a full-fledged
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debunk or disprove.
a. Mathematics is not a
Language but a useless set
of formal rules and alien
symbols.
b. Mathematics confuses the
communication of concepts
and ideas.
c. Mathematics is full of
unnecessary symbols, rules,
and conventions.
Activities to do.
a. Reading and writing proofs
b. Small-group problem
solving
c. Whole class discussions of
key problems and solutions
Some ideas to elicit and
encourage.
only facility with numbers
but also the ability to
critically think through
situations, to reason and
argue logically and to
creatively solve problems.
b. Mathematics is an active
human endeavor. We can
create the mathematics we
need to solve problems.
c. Mathematics is for
everyone and anyone who
cares to learn it.
d. Mathematical problem
solving takes time
e. Solutions are not always
apparent to the solver.
f. There may be more than
one approach in solving
Required:
a. Mathematical Excursions
(Ch. 1) by R Aufmann et al.;
b. What is Mathematics
Really? (Ch. 4 & 5) by R.
Hersh,
Recommended:
a. Mathematical Excursions
(Ch. 2) by R. Aufmann et al.,
b. Mathematics, A Practical
Odyssey (Ch. 1) by Johnson
& Mowry;
c. The Number Devil by
Enzensberger,
d. Professor Stewart's Cabinet
of Mathematical Curiosities
by Ian Stewart;
e. Problem Solving Through
Recreational Mathematics
by Averbach and Chein.
FORM NO.: BSITIG#11GE111
Evaluation Requirements.
a. One take-home problem set
b. Quiz on proving using
deductive or inductive
reasoning
Standards/Basis for Grading to
Use.
a. 0 point: The students did not
make any attempt to solve
any of the problems in the
problem set or prove any of
the statements in the quiz.
b. 1 point: The student
attempted to solve 50% of
the problems in the problem
set or displayed logical
reasoning 50% of the time in
attempting to prove the
statement/s in the quiz.
c. 2 points: The student
attempted to solve all the
problems in the problem set
or displayed logical
reasoning 75% of the time in
APPROVED BY: SCHOOL PRESIDENT

13. Use a variety of statistical
tools to process and
manage numerical data (S)
14. Use the methods of linear
regression and correlations
to predict the value of a
variable given certain
conditions (S)
15. Advocate the use of
statistical data in making
important decisions (V)
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problem solving course;
therefore, refrain from
giving problems that are
beyond the students'
abilities.
b. While it seems more
important to be able to
think through and attempt
to solve problems, there is
a higher value in actually
completing solutions to
problems. Hence, dissuade
students from merely
attempting to solve and
encourage them instead to
complete their solutions.
c. Avoid giving problems that
do not have known
solutions. Such problems
are not for this course.
Section 2. Mathematics as a Tool Activities to do.
(Part 1)
a. Lectures
Data Management b. Work with appropriate
Schedule: Weeks 5-8
Number of Hours: 10 Hours
c. Class discussions
Core Idea. d. Pseudo-proposal defense
Statistical tools derived from
mathematics are useful in
processing and managing
numerical data in order to
describe a phenomenon and
predict values.
a. Data:-Gathering and
Organizing Data;
Representing Data using
mathematical problems.
Some ideas to discourage or
debunk or disprove.
a. One only needs to learn
numbers and fractions to
be mathematically
proficient
b. Mathematics is a spectator
sport. Mathematics is just
out there to be discovered
and appreciated.
c. Mathematics is only for the
ted.
d. One is dumb if s/he cannot
solve a mathematical
problem right away.
e. There is only one way to
solve a mathematical
problem.
Required:
a.
computer statistical
software
Recommended:
a. Mathematics, A Practical
Examples of applications.
1. A brisk walk at 6.4 km/hr.
burns an average of 300
b. Math in Our World by
calories per hour. If the
standard deviation of the
distribution is 8 calories,
find the probability that a
person who walks 1 hour at
the rate of 6.4 km/hr. will
burn the given number of
Mathematical Excursions,
3rd Edition (International
Edition) by Aufmann et al.
(Ch. 13)
Odyssey by Johnson &
Mowry (Ch. 4)
Sobecki, Blumant & Schirck-
Matthews
FORM NO.: BSITIG#11GE111 APPROVED BY: SCHOOL PRESIDENT
attempting to prove the
statement/s in the quiz.
d. 3 points: The student is able
to completely solve 50% of
the problems in the
problems set or completed
75% of the proof/s in the
quiz.
e. 4 points: The student is able
to completely solve 75% of
the problems in the problem
set or completed all the
proof/s in the quiz.
Evaluation requirements.
a. 1 quiz
b. 1 test
c. 1 problem set
d. 1 project proposal for a
quantitative study to be
orally proposed
Sample Project Proposal
You want the university to offer
free shuttle rides for students,
faculty, and staff from strategic
points outside your university
in order to improve traffic flow
in your campus. The university
chancellor asks your team to
present hard data that will
convince the administration.
 graphs and charts calories. Assume the
Interpreting organized data variable is normally
b. Measures of Central distributed.
Tendency: Mean, Median, a. More than 280 calories
b. Less than 293 calories
Mode, Weighted Mean
b) Between 285 and 320
c. Measures of Dispersion:
calories
Range, Standard Deviation
(From: Sobecki et al.
and Variance
Math in Our World) Interpret
d. Measures of Relative the result for each number of
Position: z scores, calories.
Percentiles, Quartiles and
Box-and-Whiskers Plots 2. Does good health relate to
e. Probabilities and Normal education? Below are the
figures for the Philippines:
Distributions
f. Linear Regression and Immunization (measles,
Correlation: Least Squares % of children ages 12-23
Line, Linear Correlation months)
Coefficient a. 2005...92
b. 2006...92 Prepare a proposal on how you
Note. c. 2007...92 will do this task.
a. Although the concepts and d. 2008...92 Standards/Basis for Grading to
skills appear to be the same e. 2009...88 Use.
as the Statistics taught at f. 2010...80 a. Numerical scores for the
Junior and Senior High quizzes, test and problem
Primary completion rate (total, sets
School, they are not.
% of relevant age group)
Hence, the intention is to b. Rubric for the project
2005 94 proposal
build on the concepts and
2006 91
skills learned prior to Caution.
2007 91
university/college to a. Define the bounds of the
2008 92
deepen what have been project proposal to ensure
2009 91
learned and highlight skills that the work required is
2010 no data
in interpreting statistical commensurate to the hours
results. allotted for this section of
Can you predict the primary
b. Exert efforts to use the course.
completion rate for 2010?
technology that are b. The oral proposal is not to
available to students. be graded

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Choose two or three topics for this section. The sections on Geometric Designs and Codes have been developed as samples.

Section 3. Mathematics as a Tool Activities to do. Required: Evaluation requirements.

16. Apply geometric concepts,
especially isometrics in
describing and creating
designs (S)
17. Contribute to the
enrichment of the Filipino
culture and arts using
concepts in geometry (V)
(Part 2)
Time Allocation for Topic 1
Schedule: Weeks 8-11
Number of Hours: 10 Hours
Time Allocation for Topic 2
Schedule: Weeks 11-14
Number of Hours: 10 Hours
Time Allocation for Topic 3
Schedule: Weeks 15-18
Number of Hours: 12 Hours
l. Geometric Designs Core Idea.
Geometry can help enhance
one's artistic prowess as well as
enrich one's own culture.
a. Recognizing and analyzing
geometric shapes
b. Transformations
c. Patterns-and Diagrams
d. Design, Arts and Culture
a. Small group or large class
sharing of various
indigenous designs found
in one's home community
b. Lectures
c. Written exercises
a. Geometry: Shapes, Patterns a. 1 problem set
and Designs (A Chapter for b. 1 long test
the New Editions of the c. Class exhibit of created or
collected indigenous
Math 12 Textbook for
designs
Ateneo de Manila
University) by Vistro-Yu
Recommended Standards/Basis for Grading to
Use.
a. Palaspas by Nochesada
a. Numerical scores for
problem set and long test
b. Rubric for the class
exhibit
c. Peer evaluation for the
class exhibit
Caution.
The content material may
prove to be a challenge to
many students hence there
should be few assessment
activities.

18. Use coding schemes to
encode and decode
different types of
information for
identification, privacy, and
security purposes (S)
19. Exemplify honesty and
integrity when using codes
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ll. Codes
Core Idea. The utility of
mathematics goes beyond the
mundane. Mathematics enables
the development of codes and
ciphers that are useful to
individuals and to society
a. Binary codes
b. Integers in computers
c. Logic and computer
Activities to do. Required: Evaluation requirements.
a. Role playing a. For All Practical a. 3 quizzes
b. Lectures Purposes, Introduction b. 1 long test
to Contemporary
c. Written exercises
Mathematics (2nd Ed.) by
d. Computer exercises COMAP Inc. Standards/Basis for Grading to
Use.
b. A Student's Guide to
Coding and Information a. Numerical scores
Theory by Moser and
Chen
Recommended:
FORM NO.: BSITIG#11GE111 APPROVED BY: SCHOOL PRESIDENT

for security purposes (V)
20. Use mathematical concepts
and tools in other areas
such as in finance, voting,
logic, business, networks
and systems (S)
21. Support the use of
mathematics in various
aspects and endeavors in
life (V)
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addition http://www
d. Text data exploratorium.edu/ronh/secret/s
e. Errors and Correction ecre
f. Repetition and Hamming t.html
Code
Caution. It is easy to get lost in
the "fun" that this section
brings. Do not lose the
mathematics.
III Linear Programming Activities. Required: Evaluation Requirements.
a. Linear Inequalities a. Lectures a. Mathematics, A Practical a. 1 problem set
b. Geometry of Linear b. Role playing Odyssey by Johnson & b. An integrating
c. Programming c. Written exercises Mowry (Ch. 12) project
d. Simplex Method Sample Integrating Project
(by groups)
Create a poster aimed at
recruiting students to join a club
that promotes mathematics as
an important tool in everyday
life.
Standards/Basis for
Grading to Use.
a. Numerical scores for
problem sets
b. Rubrics for the project
IV. The Mathematics of Activities. Required: Evaluation Requirements.
Finance a. Lectures Mathematical Excursions, 3rd c. 1 problem set
a. Simple and Compound b. Role playing Edition (International Edition) by d. An integrating
Written exercises Aufmann et al., (Chapter 11) project
Interest
b. Credit-Cards and Consumer Sample Integrating Project
Loans (by groups)
c. Stocks, Bonds and Mutual Create a poster aimed at
Funds recruiting students to join a club
that promotes mathematics as
d. Home Ownership an important tool in everyday
FORM NO.: BSITIG#11GE111 APPROVED BY: SCHOOL PRESIDENT
 Required: life.
rd
V. Apportionment and Voting Mathematical Excursions, 3 Standards/Basis for
a. Introduction to Edition (International Edition) by Grading to Use.
apportionment Aufmann et al., (Chapter 4) c. Numerical scores for
b. Introduction to Voting problem sets
c. Weighted-Voting Systems d. Rubrics for the project
Required:
VI. Logic Mathematical Excursions, 3rd
Edition (International Edition) by
a. Logic statement and
Aufmann et al., (Chapter 3)
quantifiers
b. Truth tables and tautologies
Required:
c. Conditional, Conditional and
Mathematical Excursions, 3rd
related statements
Edition (International Edition) by
d. Symbolic Arguments
Aufmann et al., (Chapter 5)
Arguments and-Euler
Diagrams
Required:
Mathematical Excursions, 3rd
VII. The Mathematics of
Edition (International Edition) by
Graphs
Aufmann et al., (Chapter 8)
a. Graphs and Euler circuits
b. Weighted graphs
c. Euler's formula Graph
coloring

VIII. Mathematical
Systems
a. Modular Arithmetic
Applications
b. Group Theory

GE LEARNING OUTCOMES MATHEMATICS IN THE MODERN WORLD

Knowledge Intellectual Competencies
1. Analyze "texts" (written, visual, oral, etc.) critically O
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) O

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3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking L
5. Apply different analytical models in problem solving P
Values Personal and Civic Responsibilities
1. Appreciate the complexity of the human condition L
2. Interpret the human experience from various perspectives O
3. Examine the contemporary world from both Philippine and global perspectives O
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards P
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms O
9. Contribute to aesthetics L
10. Advocate respect for human rights O
11. Contribute personally and meaningfully to the country's development P
Skills (Practical Skills)
1. Work effectively in a group O
2. Apply computing tools to process information effectively P
3. Use current technology to assist and facilitate learning and research P
4. Negotiate the world of technology responsibly P
5. Create solutions to problems in various fields P
6. Manage one's knowledge, skills, and values for responsible and productive living P
7. Organize one's self for lifelong learning L
MATHEMATICS IN THE MODERN WORLD COURSE MAP

Legend: L = Learned; P = Practiced; 0 = Opportunity to learn

MATHEMATICS IN THE MODERN WORLD ADDITIONAL COURSE MAP
MATHEMATICS IN THE LEARNING OUTCOMES
GE LEARNING OUTCOMES
MODERN WORLD MATHEMATICS IN THE MODERN WORLD
Knowledge Intellectual Competencies
1. Analyze “texts” (written, visual, oral, etc…) critically O
2. Demonstrate proficient and effective communication (writing,
O
speaking, and use of new technologies)
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 3. Use basic concepts across the domains of knowledge L Discuss the language, symbols and conventions of mathematics
Identify patterns in nature and regularities in the world

Argue about the nature of mathematics, what it is, how it is expressed,

4. Demonstrate critical, analytical, and creative thinking L represented and used

Explain the nature of mathematics as a language

5. Apply different analytical models in problem solving
Values Personal and Civic Responsibilities
Write clear and logical proofs
P Use different types of reasoning to justify statements and arguments
made about mathematics and mathematical concepts
Articulate the importance of mathematics in one's life

Express appreciation for mathematics as a human endeavor

6. Appreciate the complexity of the human condition L
Acknowledge that mathematics is a useful language

Support the use of mathematics in various aspects and endeavors in

life
7. Interpret the human experience from various perspectives O
8. Examine the contemporary world from both Philippine and global
O
perspectives
9. Take responsibility for knowing and being Filipino O
10. Reflect critically on shared concerns O
11. Generate innovative practices and solutions guided by ethical P Organize one's methods and approaches for proving and solving
standards problems

Exemplify honesty and integrity when using codes for security

purposes
12. Make decisions based on moral norms and imperatives O
13. Appreciate various art forms O
14. Contribute to aesthetics L Contribute to the enrichment of the Filipino culture and arts using
concepts in geometry
15. Advocate respect for human rights O
16. Contribute personally and meaningfully to the country's P Advocate the use of statistical data in making important decisions
development
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Skills (Practical Skills)
17. Work effectively in a group
18. Apply computing tools to process information effectively
19. Use current technology to assist and facilitate learning and research
20. Negotiate the world of technology responsibly
21. Create solutions to problems in various fields
22. Manage one's knowledge, skills, and values for responsible and
productive living
23. Organize one's self for lifelong learning
Legend: L = Learned; P = Practiced; 0 = Opportunity to learn
MATHEMATICS IN THE MODERN WORLD REQUIRED READINGS AND OTHER MATERIALS
O
P Use a variety of statistical tools to process and manage numerical data
Use the methods of linear regression and correlations to predict the
value of a variable given certain conditions
P Apply geometric concepts, especially isometrics in describing and
creating designs
P Use coding schemes to encode and decode different types of
information for identification, privacy and security purposes
P Solve problems involving patterns and recreational problems following
POLYA's four steps
P Use mathematical concepts and tools in other areas such as in finance,
voting, logic, business, networks and stems
L Perform operations on mathematical expressions correction

Required for student

Adam, John A. Mathematics in Nature: Modeling Patterns in the Natural World Adam, John A. A Mathematical Nature Walk
Aufmann, R. et al. Mathematical Excursions (Chaps. 1, 3, 4, 5, 8, 1 1, and 13) 3rd Ed (International Edition)
COMAP Inc. For All Practical Purposes, Introduction to Contemporary Mathematics (2nd Edition)
Fisher, Carol Burns. The Language of Mathematics (from One Mathematical Cat, Please! by Carol Burns Fisher)
Fisher, Carol Burns. The Language and Grammar of Mathematics
Hersht R. What is Mathematics Really? (Chaps. 4 and 5)
Johnson and Mowry. Mathematics, A Practical Odyssey (Chap. 12)
Moser and Chen. A Student's Guide to Coding and Information Theory Stewart, Ian. Nature's Numbers
Vistro-Yu, C. Geometry: Shapes, Patterns and Designs (A chapter for the new ed. of the Math 12 textbook for Ateneo de Manila University).

VIDEO • https://vimeo.com/9953368

Required only for teachers/instructors

Jamison, R E. (2000). Learning the language of mathematics. Language and Learning across the Disciplines, 4(1), Pages: 45-54
Recommended Readings
Akiyama and Ruiz. A Day's Adventure in Math Wonderland
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Aufmann et al. Mathematical Excursions (Chap. 2)
Averbach and Chein. Problem Solving Through Recreational Mathematics Enzensberger. The Number Devil
Johnson and Mowry. Mathematics, A Practical Odyssey (Chaps. 1 and 4) Nocheseda. Palaspas
Stewart, Ian. Professor Stewart's Cabinet of Mathematical Curiosities Sobecki, Bluman, and Schick-Matthews. Math in Our World

VIDEO • http://www exploratorium.edu/ronh/secret/secret.html

COURSE ASSESSMENT:
(Criteria for Grading)
The final course grade will be computed according to the following formula: 
1. The passing standard shall be the grade of 50%. 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 all assessments. The table below shows a
sample of the range of percentage marks and their corresponding equivalents.
2. The five point grading scale is use to indicate the result of the assessment as shown below.

PERCENTAGE EQUIVALENT DESCRIPTIVE FIVE POINT

LETTER GRADE REMARKS
GRADE SCORE RATING GRADING
90% – 100% 450 – 500 Points A Excellent 1.0 Meets minimum competence with exceptional score
Meets minimum competence with over and above average
80% – 89% 400 – 449 Points B Very Good 1.5
score
70% – 79% 350 – 399 Points C Good 2.0 Meets minimum competence with above average score
60% – 69% 300 – 349 Points D Satisfactory 2.5 Meets minimum competence with average score
50% – 59% 250 – 299 Points E Passed 3.0 Meets minimum competence
0% – 49% 0 – 249 Points F Failed 5.0 Does not meet the minimum competence

COURSE POLICIES: (Requirements)

A. Attendance Procedure: Attendance will be taken at the beginning of each class using the CLASS CARD which is issued to each student upon enrolment. 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 of the required number of meetings in lectures and/or laboratory 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

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 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 “F” grade, either for the assignment, laboratory
report, quiz, examination, or the course depending upon the severity of the offense.

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