CEBU INSTITUTE OF TECHNOLOGY – UNIVERSITY

COLLEGE OF ARTS, SCIENCES, AND EDUCATION

DEPARTMENT OF MATHEMATICS AND NATURAL SCIENCES

COURSE GUIDE

Course / Section MATH031 Credit Units 3

MATHEMATICS IN THE MODERN WORLD
Term Offered AY 2021-2022 Total Hours 54
Instructor LIBEETH B. GUEVARRA
Pre-Requisite/s None
Co-Requisite/s None
Course Description
This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic di-
mensions, 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 na-
ture and 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, and a rich language in itself (and of sci-
ence) 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 mathemat-
ics in a broad range of exercises that bring out the various dimensions of mathematics as a way of know-
ing, and test the students’ understanding and capacity.

Course Learning Outcomes

CLO1. Create and present a multimedia on the nature of mathematics based on their investigation.
CLO2. Transform mathematical statements into symbols and interpret operations involved.
CLO3. Apply the different methods of solving real life problems and non routine problems.
CLO4. Analyze codes and coding schemes used for identification, privacy, and security purposes
CLO5. Display honesty and integrity in the application of mathematics to various human endeavor.
Topics / Modules and Intended Learning Outcomes

Topic 1: Mathematics in our World

LO1: Identify patterns in nature and regularities in the world.
LO2: Argue about the nature of mathematics, what is it, how it is expressed, represented, and used.
LO3: Apply geometric concepts, especially isometries in describing and creating designs.
LO4: Articulate the importance of mathematics in one’s life.
Topic 2: Mathematical Language and Symbols
LO1: Explain the nature of mathematics as a language
LO2: Discuss the language, symbols, and conventions of mathematics
LO3: Identify truth value of statements and mathematical expressions.
Topic 3: Problem Solving and Reasoning
LO1: Use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts
LO2: Solve problems involving patterns and recreational problems following Polya’s four steps.
LO3: Organize one’s methods and approaches for solving problems
Topic 4: Data Management
LO1: Use various statistical tools to process and manage numerical data.
LO2: Use the methods of linear regression and correlations to predict a value of a variable giv- en certain
conditions.
LO3: Advocate the use of statistical data in making important decisions.






















Topic 5: Linear Programming
LO1: Graph systems of inequalities and identify solution set using various techniques
LO2: Set up linear programs of optimization problems
LO3: Solve optimization problems.
Topic 6: Codes
LO1: Use coding schemes to encode and decode different types of information for identification, privacy,
and security purposes.
LO2: Exemplify honesty and integrity when using codes for security purposes.
Topic 7: The Mathematics of Finance
LO1: Employ methods related to the concepts in a variety of financial applications.
LO2: Support the use of mathematics in various aspects and endeavors in life.

MADE4Learners FRAMEWORK

Approach Distance Blended (AP2)

Technical Re- o Hardware: PC / laptop, and/or Smartphone capable of text, call, email, ac-
quirements cess Moodle, MS Teams, and PDF reader
o Software / App: Geogebra (or any graphing app)***
o Materials, etc: Wifi connection
Communica- o MSTeams (all announcements for the course)
tion Means o LearningManagementSystem: Moodle

Reminders o It is expected that students have the maturity and discipline to do self-directed
learning and that the Instructor facilitates the learning through consultation and/or
elaboration of topics.

o The learning activities for the week will be uploaded in Moodle every Monday.

o Submission of output/s is determined based on its complexity (which will be an-

nounced to the class) and should be submitted through the designated systems
and/or platforms. Failure to submit on time would have deductions (10% of the
perfect score for every week of being late).

o It is an advantage if the student has the capability to do video conferencing via MS

Teams for the virtual face-to-face consultation/lecture. It is expected to have a vir-
tual face-to-face consultation/lecture (as a class) at least 2 hours per week
(schedule to be announced).
(FB chat can still be an option for consultation purposes.)

PLAN OF LEARNING
Topic Teaching / Learning Output / Formative Assessment
Week Learning Resources
No. Activities Assessment Tools








 1 1 - video Demonstration 1. after watching the 1. Rubric (An- 1. Teacher Made

(nature by numbers) video or reading the swering short Notes -LBGuevarra
2. E-book 1 (7.6)
- Demonstration blog: In not more questions / Es- 3. E-book 2(8.6)
-fibonacci number and than 5 sentences, say) 4. https://www.y-
golden spiral as an answer the question: outube.com/watch?
2. Multimedia v=kkGeOWYOFoA
example of a sequence What is it about presentation 5. https://www.y-
found in nature (e.g. mathematics that rubric outube.com/watch?
how the leaves are might have changed v=wTlw7fNcO-0
arranged) your thoughts about - video 6. http://www.wired.-
- Math in games it? - print (blog)
com/2011/02/turing-
patterns/
(TOWER OF HANOI) 7. https://etereaestu-
2. multi-media pre- - art
which could be an on- dios.com/works/na-
line game or they sentation of the na- ture-by-numbers/
would be the ones to ture of mathematics (video in #4 and blog)
based on the stu- 8. https://www.mathsis-
construct it. fun.com/games/
dent’s investigation towerofhanoi.htmlSup-
plementary:
1. https://www.mathsis-
fun.com/numberpat-
terns.html
2. https://math.tem-
ple.edu/~reich/Fib/
fibo.html

1 2 - Demonstration 3. exercise on truth 1. Teacher Made

values of statements Notes -LBGuevarra
Mathematics is a lan- 2. E-book 1(3.1)
Supplementary:
guage. 1. https://
Find the truth value of www.thoughtco.com/
why-mathematics-is-a-
statements (simple or language-4158142
compound)

2-3 3 - Demonstration 4. Exercise on prob- 1. Rubric for 1. Teacher Made

-different kinds of prob- lem solving. problem solv- Notes -LBGuevarra
2. E-book 1(1.1-1.3)
lems and the way to (online quiz) ing Supplementary: (inter-
solve/attack them - sequence and pat- active quiz)
a. pattern finding terns 1. https://quizizz.com/
b. modelling - word problems admin/quiz/
5c90877e76635e001b
c. trial and error 883a00/identify-pat-
Other option: prob- terns?
lems/practice exercise studentShare=true
to be answered by the 2. https://quizizz.com/
students in a paper to join/quiz/5e7cbe43fc-
be submitted as pdf or c31d001b1a70ae/
picture start?
studentShare=true
3. https://quizizz.com/
join/quiz/5d10268d-
d44a96001a9928ae/
start?
studentShare=true

4-5 4 Simulation of Data using
appropriate computer
statistical software or
calculator (least)
5. students search for Rubric for Data 1. Teacher Made
bivariate data (in a Presentation Notes -LBGuevarra
2. E-book 1(Chapter
magazine, a newspa- 13)
per, on the Internet, or Supplementary:
data available in your 1. https://quizizz.com/
household) and model join/quiz/
it with a linear equa- 5a98cb8652714b001b
tion. 75364d/start?student-
Share=true

5 Midterm Exam














 6 5 - Demonstration 7. Problem Set on Problem sets 1. Teacher Made

-how to graph (linear a) setting a linear Notes - DARomeo &
LBGuevarra
equations and inequali- program model 2. E-book 2 (12.0-12.1)
ties) - using software b) graphing lines on a Supplementary:
(geogebra or any that grapher suggested: 1. https://quizizz.com/
the student is familiar use geogebra or join/quiz/5e71b5fd-
with / or available) manually. b56b59001b20f71d/
start?
- how to set up and c) finding solutions of studentShare=true
solve linear program- the LP models and 2. https://www.geoge-
ming models optimization problems. bra.org/classic?
lang=en

7 6 -Demonstration 6. Revisit the steps in Modelling rubric 1. Teacher Made

on number conversion playing and winning Notes -LBGuevarra
the Tower of Hanoi in
2. E-book 1(6.3)
- Game WEEK 1 and apply 3. https://www.scholas-
- TOWER OF HANOI binary numbers con- tic.com/parents/school-
Apply binary number on version on setting up success/learning-tool-
the moves done in the an algorithm of solving kit-blog/writing-secret-
the TOWER OF messages-using-ci-
game. phers.html
HANOI in general.
Supplementary:
(let 0 = not moving the 1. https://www.geeks-
disc and 1= if the disc forgeeks.org/what-is-
is moved) the-importance-of-
mathematics-in-com-
puter-science/

8 7 Problem - Based Learn- 8. Compilation of 1. Teacher Made

ing Project a) savings plan Notes/lessons -
LBGuevarra
b) retirement plan 2. E-book 1(Chap-
-solve Financial prob- ter11)
lems
Supplementary:
(online Calculator)
1. https://www.msn.-
com/en-ph/money/
tools

9 Final Exam

E-books (https://tinyurl.com/mmwbooks)
1. Aufmann, R.N. (2015). Mathematical Excursions. Australia: Cengage Learning

2. Johnson, D., Mowry, T. (2012). Mathematics: A Practical Odyssey. 7th Ed.

GRADING SYSTE

Midterm Grade, MG
= 75% Formative Assessment + 25% Summative Assessmen
where:
Formative Assessment = Exercises + Short answer question
Summative Assessment = Midterm Exa

Final Grade, FG
= 40% MG + 45% Formative Assessment + 15% Summative Assessmen
where
Formative Assessment = Exercises + Short answer question
Summative Assessment = Final Exa




















M



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