HOLY CROSS OF DAVAO COLLEGE, INC.

VICE PRESIDENT FOR ACADEMIC AFFAIRS OFFICE

Main Campus: Sta. Ana Avenue 8000 Davao City
Other Campuses: Camudmud (IGaCOS) and Bajada (SOS Drive)

COLLEGE OF HUMANITIES SOCIAL SCIENCES AND COMMUNICATION

GENERAL EDUCATION PROGRAM
Outcomes-Based Syllabus

I. Course Code :Math 101 III. Pre-requisites :None

II. Course Title :Mathematics in the Modern World IV. Course Credit (units) :3 units
V. Contact Hours/Week :3 Hours/Week

VI. 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 formula 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)

VII. Institutional Vision-Mission Statement:

The Holy Cross of Davao College (HCDC) envisions a fully vibrant community of believers and Christ-centered evangelizers, educated in the faith, animated by the passion for truth, and engaged in
building a more humane world.
As members of this Filipino archdiocesan educational institution, we commit ourselves to cultivate high quality Catholic education for all,
 attentive to the needs of the less fortunate;
 nurture a culture of excellence and holiness; and
 provide a human and Christian learning environment for the integral liberating formation of persons who will become effective agents of social transformation.

From faith to truth, we uphold the values of servant leadership, dialogue, justice, peace and integrity of creation, with wisdom as the underlying principle.
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VIII. Institutional Intended Learning Outcomes:
In our commitment to the “integral formation of persons who will be effective agents of social transformation”, we intend to produce graduates who are God-fearing, globally
competitive and equipped with the 21 st-century skills, namely, Life and Career, Learning and Innovation (4Cs), Information, Media and Technology skills.

Hence, an HCDC graduate is:

1) A “CROSSIAN CRITICAL THINKER”: one who insightfully discerns complex realities, accurately evaluates evidences, interpreting them truthfully based on moral standards,
and comprehensively seeks out both conventional and innovative ways to solve a variety of non-familiar problems.
2) A “CROSSIAN INNOVATOR”: one who is aware of his own creativity and how it can contribute to the community, maximizes creative efforts using a wide variety of
techniques and approaches and is responsive to constructive feedback with the eagerness to learn from mistakes.
3) A “CROSSIAN INFOTECH SAVVY”: one who competently gathers and organizes information, critically analyzes and evaluates them based on established moral criteria,
and efficiently and effectively applies them, thereby providing appropriate solutions to various needs.
4) A “CROSSIAN ‘KENOSIS’ (selfless person)”: one who embraces with conviction the Christ-like character of emptying one’s self in order to obediently follow the will of God
(Maka-Diyos), to humbly seek the welfare of others (Maka-Tao), to justly advance the interest of one’s country (Maka-Bayan) and to diligently take care of creation (Maka-
Kalikasan).
5) A “CROSSIAN TEAM PLAYER”: one who consistently commits to personal and shared responsibilities, constructively contributes ideas and resources to improve team
efforts, generously assists others in their roles, and harmoniously works with people with different viewpoints.
6) A “CROSSIAN EVANGELIZER”: one who listens reflectively, articulates thoughts and ideas effectively through appropriate media and techniques, and communicates
efficiently truths and values that are inspired by the Gospel.

IX. Program Intended Learning Outcomes:

The graduates have the ability to:

1. Effectively communicating information and ideas appropriate to the audience and purpose;
2. Demonstrate understanding of basic concept across the domains of knowledge;
3. Identify and investigate problems and develop creative, practical, and ethical solution by evaluating information using appropriate methods of reasoning;
4. View the contemporary world from both Philippine and global perspectives, grounded on their Filipino identity;
5. Apply computing and information technology to facilitate research; and
6. Work effectively in groups

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X. Course Intended Learning Outcomes (Course Objectives):

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

a. Cognitive
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.

b. Psychomotor
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.
c. Affective
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.

XI. Suggested Reading and References:

A. Textbooks
Required for students.
R1 – GEC series Outcome-Based Education, (2018). Mathematics in the Modern World, Philippine ed. Cengage, Rex Bookstore, Inc.
R2 – Earnhart, R.T., Adina, E.M., (2018). Mathematics in the Modern World, Outcome-Based Module, C & E Publishing, Inc.839 EDSA, South Triangle, Quezon City
B. Suggested References:
R3 – Adam, John A. Mathematics in Nature: Modeling Patterns in the Natural World
R4 – Adam, John A. A Mathematical Nature Walk
R5 – Aufmann, R. et al. Mathematical Excursions (Chapters 1, 3, 4, 5, 8, 11, and 13) 3rd Ed (International Edition).
R6 – COMAP Inc. For All Practical Purposes, Introduction to Contemporary Mathematics (2nd ed)
R7 – Fisher, Carol Burns. The Language of Mathematics (from One Mathematical Cat, Please! by Carol Burns Fisher)
R8 – Fisher, Carol Burns. The Language and Grammar of Mathematics
R9 – Hersh, R. What is Mathematics Really? (Chapters 4 & 5)
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 R10 – Johnson and Mowry. Mathematics, A Practical Odyssey (Chapter 12)
R11 – Moser and Chen. A Student’s Guide to Coding and Information Theory
R12 – Stewart, Ian. Nature’s Numbers
R13– 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 for teachers
R1 – GEC series Outcome-Based Education, (2018). Mathematics in the Modern World, Philippine ed. Cengage, Rex Bookstore, Inc.
R13 – Jamison, R.E. (2000). Learning the language of mathematics. Language and Learning across the Disciplines, 4(1), 45 – 54.

C. Recommended Readings
R14 – Akiyama and Ruiz. A Day’s Adventure in Math Wonderland
R15 – Aufmann et al. Mathematical Excursions (Chapter 2)
R16 – Averbach and Chein. Problem Solving Through Recreational Mathematics
R17 – Enzensberger. The Number Devil

XII. Course Requirements:

Learning Activities
 Active Class Participation
 Board work
 Seat work

Required Entries
 Examination
 Assignment
 Quizzes

Suggested Requirements (If applicable)

 Special projects
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  Portfolio
 Problem Sets
XIII. Grading System:

Prelim Grade

Quizzes, Recitation, Seat-works, Assignment etc. 50%

Prelim Exam 25%
Midterm Exam 25%
100%

Tentative Final Grade

Quizzes, Recitation, Seat-works, Assignment etc. 50%
Semi Final Exam 25%
Final Exam 25%
100%

Final Grade = Midterm Grade + Tentative Final Grade

2
XIV. Classroom Policies:

A. School Standard
 Prayer – Classes start and end with a prayer which can be led by the students who take turn by doing so.
Saying spontaneous prayers as well as reciting the HCDC Vision-Mission Statement are highly encouraged.
 Teachers’ attendance is needed in meetings, seminars, retreats and other school activities.

B. Students’ Attendance/Tardiness
 Students’ Attendance – The seat plan is used for this purpose.
 After 5 absences (MWF) and 3 absences (TTh) referral is made to the office of Student Affairs and/or Guidance Office.
 After 9 unexcused absences, a grade of dropped is given if the student was passing at the time of the allowable absence; a grade of failed is given if he was failing at the time he
was dropped.
 Allowable absence: 5-unit subject = 15 hours
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 3-unit subject = 9 hours
2-unit subject = 6 hours
 Considered excused absences (with admission slip) – illness, death in the family, retreat/recollection)
 Tardiness – 15 minutes is allowed for the students to transfer from one room to another.

C. Stewardship
 Stewardship – Classroom cleanliness, proper use of boards, energy conservation, etc.

D. School Activities
 Activities during Sundays and Holydays of Obligation – Any activity organized on Sundays and Holydays of obligation, may it be for student and faculty, needs the approval of
the school president.
 In-Campus Activities – Teachers should bring the students to the venue of any in-campus activity such ad mass, assembly, symposia and the like. Teachers should not hold
classes during this time.
 Off-Campus Activities – These should be in line with the vision-mission of the school. These activities require the endorsement of the Program Head, OSA and the approval of
the Dean of College. The parent’s consent and waiver form signed by the parents/guardian should be submitted two days before the activity. A written evaluation report of the
activity is also required.
 Internal and External activities are not allowed one week before the periodic exams (Prelim, Midterm, Semi-Final, Final). All academic activities should be done within the term.
 No class activities should be undertaken anymore at the end of the semester/summer term.
 Holding of fashion shows or beauty pageants and similar activities in the classroom, school lobby and gym is not allowed.

E. Examination
 An advance exam is NOT ALLOWED. When this could not be avoided, the teacher must secure a written approval from the Dean of College through the Program Head.
 No student should be exempted from taking the final examinations.
 Activities such as outings, parties, drama presentations, term/reaction papers and the like should not take the place of the written periodic examination.
 Midterm grades should be encoded two weeks after the midterm exam. The Guidance Office needs the grades to enable them to answer parents’ queries and to enable them to
conduct counseling more effectively.

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  Changing of final grades is allowed 30 days after the last day of the final exam. The grade changing form is available at the VPAA office and is submitted to the
Registrar’s Office by the teacher himself/herself. If the student was not able to take an exam or quiz or was not able to pass a project or a term paper or an assignment,
his rating in that particular exam or quiz, etc. should be computed as 50% (the equivalent of zero). Giving an Incomplete/No Grade is not allowed.

F. Academic Advising
 Academic Advising – The institutional academic advising (obtained at the office of the program chairperson) should be observed.

XV. Consultation Hours:

 The teacher assigned as academic adviser will rendered his/her services during their vacant time in school.

XVI. Detailed Course Outline:

Time
Specific Learning Outcomes
Frame
 Familiarize and internalize  Orientation
Prelim the VMGO of the school.
 Observe and execute
1st - 2nd proper conduct inside and
Week outside the campus.
 Get acquainted with one
4 hours another as well as with the
grading system.
 Identify patterns in nature
and regularities in the
world.(Cognitive)
 Articulate the importance
of mathematics in
one’s life. (Affective)
 Argue about the nature of
mathematics, what it is,
how it is.
Topic Teaching and Learning Activities Assessment Task Resources & Materials References
 Class discussion on the VMGO of Group Sharing College faculty manual
 VMGO of the school the school and student handbook
 School policies  Think-Pair-Share with one another Student Handbook
 Discussion the school grading
system for college department
Think, Pair & Share
Evaluation
Section 1. The Nature of Activities to do: Requirements: Books
Mathematics. 1. Video-watching; 1. Short- LCD R1 – pp. 1 – 22
I. Mathematics in our World. 2. Pair-sharing or small group response/essay Required: R2 – pp.1 - 36
sharing; writing at the end of 1. Nature’s Numbers
Core Idea. Mathematics is a 3. Journal writing; class to one by Ian Stewart or
useful way to think about nature 4. Whole class discussion. question. Examples Mathematics in Nature:
and our world. of these questions Modeling Patterns in
are the
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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
expressed, represented  Patterns and numbers in Questions to Pose: What new ideas Natural World by John R1 – pp. 2 – 12
and used. (Cognitive) Nature and the world; the 1. What is mathematics? about mathematics A. Adam or A R2 – pp. 2 – 13
snowflake and honeycomb; 2. Where is mathematics? did you learn?; what Mathematical Nature
 Express appreciation for tiger’s stripes and hyena’s 3. What role does is it about Walk by John A.
mathematics as a human spots; the sunflower; the mathematics play in your mathematics that Adam, or any book of
endeavor. (Affective) snail’s shell; flower petals; world? might have changed the same level, intent
the world population; the your thoughts about and approach.
weather, etc. Some ideas to elicit and encourage: it?; and what is most 2.
 The Fibonacci sequence. 1. Many patterns and occurrences useful about https://www.youtube.c R1 – pp. 13 – 16
 Mathematics helps organize exist in nature, in our world, in our mathematics for om R2 – pp. 5 - 25
patterns and regularities in life. Mathematics helps makes sense humankind? https://vimeo.com/
the world. of these patterns and occurrences. 2. two-to three-page 9953368
 Mathematics helps predict 2. Mathematics is a tool to quantify, synthesis paper
the behavior of nature and organize, and control our world, focusing on one of Recommended:
phenomena in the world. predict phenomena, and make life the following aspects 1. A Day’s Adventure
 Mathematics helps control easier for us. of mathematics: in Math Wonderland by
nature and occurrences in (a) Mathematics Akiyama & Ruiz; R1 – pp. 17 – 22
the world for our own ends. Some ideas to discourage or debunk helps organize 2. The Number Devil R2 – pp. 26 - 36
 Mathematics has numerous or disprove: patterns and by Enzensberger.
applications in the world 1. Mathematics is just for the books, regularities in the
making it indispensable. confined in the classroom. world. (b)
2. Mathematics has no place in my Mathematics helps
Caution. (i) This is not a life. predict the behavior
Philosophy of Mathematics of nature and
course; therefore, refrain from phenomena in the
discussing at the level of Eaves world. (c)
or the like. (ii) This is not simply Mathematics helps
a math appreciation course; control nature and
therefore, refrain from merely occurrences in the
showing or telling the “beauty” world for our own
or usefulness of mathematics ends.
alone.
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 Time
Specific Learning Outcomes Topic
Frame
 Discuss the II. Mathematical Language and
language, symbols, Symbols
and conventions of
Core Idea. Like any language,
mathematics
mathematics has its own
(Cognitive)
symbols, syntax and rules.
2nd – 3rd  Explain the nature of
Weeks mathematics as a  Characteristics of
language (Cognitive) mathematical
3 hours language, precise, concise,
 Perform operations on
powerful.
mathematical expressions
correctly (psychomotor).  Expressions vs. sentences.
 Acknowledge that  Conventions in the
mathematics is a useful mathematical language.
language (Affective).
 Four basic concepts: sets,
functions, relations, binary
operations.
 Elementary logic, connectives,
quantifiers, negation,
variables.
 Formality
Note. This part of the course is
intended to be light and easy.
The intension is to expose the
students to the world
mathematics as a language in
order that they may be able to
read and write mathematics
texts and communicate ideas
with precision and conciseness.
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Teaching and Learning Activities Assessment Task Resources & Materials References
Activities to do. Evaluation Required for R1 – pp. 23 – 54
1. Individual or small group Requirements. Instructors: R2 – pp. 37 – 76
exercises including games (see 1. Writing exercise Jamison, R. E. (2000)
exercises in The Language of sets Learning the language
Mathematics (from One Mathematical 2. Quiz. of mathematics.
Cat, Please! By Carol Burns Fisher) Language and R1 – pp. 24 – 29
2. Whole class discussions of the Standards/Basis for Learning across the R2 – 38 – 44
comparisons between the English Grading to Use. Use Disciplines, 4(1), 45 –
language and Mathematical language numerical scores. 54.
3. Compilation of mathematical
symbols and notations and their Required for Students:
meanings. 1. The Language of R1 – pp. 30 – 38
Some ideas to elicit and encourage. Mathematics (from R2 – 45 – 52
1. Mathematics is a language in itself. One Mathematical Cat,
Hence, it is useful in communicating Please! by Carol Burns
important ideas. Fisher) R1 - pp. 39 – 54
2. Mathematics as a language is clear 2. The Language and R2 – 54 – 76
and objective. Grammar of
3. Language conventions are Mathematics.
necessary in mathematics for it to be
understood by all.
Some ideas to discourage or debunk
or disprove.
1. Mathematics is not a language but
a useless set of formal rules and alien
symbols.
2. Mathematics confuses the
communication of concepts and
ideas.
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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
III. Problem Solving and 3. Mathematics is full of unnecessary
Reasoning. symbols, rules, and conventions.
Core Idea. Mathematics is not
Activities to do.
just about numbers; much of it is
 Use different types of 1. Reading and writing proofs. Evaluation Required: R1 – pp. 55 –100
problem solving and reasoning.
3rd – 4th reasoning to justify 2. Small-group problem solving. Requirements: Mathematical R2 – pp. 77 - 111
Weeks statements and arguments  Inductive and Deductive 3. Whole class discussions of key 1. One take-home Excursions (Ch.1) by
made about mathematics Reasoning. problems and solutions. problem set. R. Aufmann et al.;
Five (5) and mathematical  Intuition, proof, and certainty. 2. Quiz on proving What is Mathematics
hours concepts. (Cognitive)  Polya’s 4-steps in Problem Some ideas to elicit and encourage. using deductive or Really? (Ch. 4 & 5) by
 Write clear and logical Solving. 1. Mathematics requires not only inductive reasoning. R. Hersh.
proofs. (Cognitive) facility with numbers but also the R1 – pp. 56 – 68
 Problem Solving strategies. ability to critically think through Standards/Basis for Recommended: R2 – 78 – 87
 Solve problems involving
patterns and recreational  Mathematical Problems situations, to reason and argue Grading to Use. Use Mathematical
problems following Polya’s involving Patterns. logically and to creatively solve the specified Excursions (Ch. 2) by
four steps. (Psychomotor)  Recreational Problems using problems. Rubrics. R. Aufmann et al.;
 Organize one’s methods mathematics. 2. Mathematics is an active human Mathematics, A R1 – pp. 80 -100
and approaches for Caution. endeavor. We can create the Practical Odyssey (Ch. R2 – pp.88 – p 99
proving and solving mathematics we need to solve 1) by Johnson &
1. This is not a full-fledged problems. Mowry; The Number
problems. (Affective) problem-solving course; 3. Mathematics is for everyone and Devil by R1 – pp. 69 – 76
therefore, refrain from giving anyone who cares to learn it. Enzensberger, R2 – pp. 100 –
problems that are beyond the 4. Mathematical problem solving Professor Stewart’s p.112
students’ abilities. takes time. Solutions are not always Cabinet of
2. While it seems more important apparent to the solver. Mathematical
to be able to think through and 5. There may be more than one Curiosities by Ian
attempt to solve problems, there approach in solving mathematical Stewart; Problem
is a higher value in actually problems. Solving Through
completing solutions to Recreational
problems. Mathematics by
Averbach and Chein.
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 Time
Specific Learning Outcomes
Frame
5th – 8th  Use a variety of statistical Statistical tools derived from
Weeks tools to process and
manage numerical data.
Ten (10) (Psychomotor)
hours  Use the methods of linear describe a phenomenon and
regression and correlations predict values.
to predict the value of a
variable given certain
conditions. (Psychomotor)
 Advocate the use of
statistical data in
Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Hence, dissuade students from Some ideas to discourage or debunk
merely attempting to solve and or disprove.
encourage them instead to 1. One only needs to learn numbers
complete their solutions. and fractions to be mathematically
3. Avoid giving problems that do proficient.
not have known solutions. Such 2. Mathematics is a spectator sport.
problems are not for this course. Mathematics is just out there to be
discovered and appreciated.
3. Mathematics is only for the gifted.
4. One is dumb if she/he cannot solve
a mathematical problem right away.
5. There is only one way to solve a
Section 2. Mathematics as a mathematical problem. Required:
Tool (Part 1) Evaluation Mathematical
Data Management. Activities to do. Requirements. excursions, 3rd Edition
1. Lectures. 1. Quiz (International Edition) R1 – pp. 101-162
Core Idea.
2. Work with appropriate computer 2. Test by Aufmann et al. (Ch. R2 – pp. 297 –
statistical software. 3. problem set 13) pp.307
mathematics are useful in 3. Class discussions. 4. Project proposal
processing and managing 4. Pseudo-proposal defense. for a quantitative Recommended:
numerical data in order to study to be orally Mathematics, A
Example of applications. proposed. Practical Odyssey by
A brisk walk at 6.4 km/hr burns an Johnson & Mowry (Ch.
 Data Gathering and average of 300 calories per hour. If Standards/Basis for 4)
Organizing data; the standard deviation of the Grading to Use.
Representing Data using distribution is 8 calories, find the 1. Numerical scores Math in Our World by
graphs and charts; probability that a person who walks 1 for the quizzes, test Sobecki, Bluman, &
hour at the rate of 6.4 and problem sets Schirck-Matthews. R1 – p.101
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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
making important decisions. Interpreting organized data. km/hr will burn the given number of 2. Rubric for the R1 – pp. 102-111
(Affective)  Measures of Central calories. Assume the variable is project proposal.
Tendency: Mean, Median, normally distributed. (a) More than
Mode, Weighted Mean. 280 calories (b) Less than 293 Caution.
 Measures of Dispersion: calories (c) Between 285 and 320 1. Define the bounds
Range, standard Deviation calories (from: Sobecki et al., Math in of the project R1 – pp. 112-119
and Variance. our World). Interpret the result for proposal to ensure
 Measures of Relative Position: each number of calories. that the work R1 – pp. 120-130
Z-scores, Percentiles, required is R2 – pp. 298 – pp
Quartiles, and Box-and- commensurate to the 307
Whiskers Plots. hours allotted for this
 Probability and Normal section of the
Distributions. course.
 Linear regression and 2. The oral proposal R1 – pp. 131-142
Correlation: Least-Squares is not to be graded. R2 – pp 298-
Line, Linear Correlation pp307
Coefficient.
Note.
1. Although the concepts and R1 – pp. 143-162
skills appear to be the same as R2 – pp-308 - p.
the Statistics taught at Junior 317
and Senior High School, they are
not. Hence, the intention is to
build on the concepts and skills
learned prior to
university/college, deepen what
have been learned and highlight
skills in interpreting statistical
results.
2. Exert efforts to use technology
that are available to students
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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
Schedule  Apply geometric concepts, Section 3. Mathematics as a Activities to do. Evaluation Required:
Week for especially isometrics in Tool (Part 2) 1. Small group or large class sharing Requirements: Geometry: Shapes, R2 – pp. 162 –
Topic 1 describing and creating I. Geometric Designs of various indigenous designs found 1. one (1) problem Patterns and Designs 183
designs. (Psychomotor) in one’s home community. set (A Chapter for the new
8 – 11
th th
Core Idea. 2. one (1) long test editions of the Math 12
Weeks  Contribute to the Geometry can help enhance 2. Lectures 3. class exhibit of textbook for Ateneo de
enrichment of the Filipino one’s artistic powers as well as created or collected Manila University) by
Ten (10) culture and arts using enrich one’s own culture. 3. Written exercises. indigenous designs. Vistro-Yu.
hours concepts in geometry.  Recognizing and analyzing
(Affective) geometric shapes. Standards/Basis for Recommended: R2 – pp.163 – 168
 Transportations Grading to Use. Palaspas by R2 – pp. 165-167
 Patterns and diagrams 1. Numerical scores Nochesada R2-pp.172-pp.176
 Designs, arts, & Culture. for problem set and R2 – pp.177
long test.
2. Rubric for the
class exhibit.
3. 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.

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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
Schedule II. Codes Activities to do. Evaluation Required:
week for Core Idea. 1. Role playing. Requirements: 1. For All Practical R2-pp.259-272
Topic 2 The utility of mathematics goes 2. Lectures 1. Three (3) quizzes Purposes, Introduction
beyond the mundane. 3. written exercises 2. one (1) long test to Contemporary
11th – 14th Mathematics enables the 4. Computer exercises 3. Two (2) or three Mathematics (2nd Ed.)
Weeks development of codes and (3) assignments by COMAP, Inc.
ciphers that are useful to
Ten (10) individuals and to society. Standards/Basis for 2. A Student’s Guide to R2-pp.273-pp284
hours Binary codes Grading to Use. Coding and R2-pp.273-pp.284
Integers in computers Numerical scores. Information Theory by
Logic and computer addition Moser and Chen. R2-pp.285-pp.295
Text data
Errors and error correction Evaluation Recommended: R2– pp.278-pp280
Error detecting codes Requirements:
1. One (1) problem http://
Repetition and Hamming
set www.exploratorium.ed
codes
2. An integrating u/ronh/secret/
project secret.html R2– pp.318–
Caution.
pp.341
It is easy to get lost in the ‘fun’
Sample Integrating R2 – pp.320 – 321
that this section brings. Do not
 Use mathematical Project. (by groups) R2 – pp.322 – 325
lose the mathematics.
concepts and tools in Create a poster R2. Pp. 326 - 328
other areas such as in Activities to do: aimed at recruiting
III. Linear Programing
finance, voting, logic, 1. Lectures students to join a
 Linear Inequalities
business, networks and 2. Role playing club that promotes Johnson & Mowry,
 Geometry of Linear 3. Written exercises Ch. 12
systems
Programing
(Psychomotor)
 Simplex Method

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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
Schedule mathematics as an
Week for important tool in
Topic 3 everyday life.

15th – 18th Standards/Basis for

Weeks Grading to Use.
1. Numerical scores
Twelve for problem sets
(12) 2. Rubrics for the
Hours project.

 Support the use of IV. The Mathematics of Finance Activities to do: Aufmann et al., Ch. 11
mathematics in various  Simple and Compound 1. Lectures Evaluation
aspects and endeavors in Interest 2. Written exercises Requirements: R2 – pp 234 – 245
life.  Credit Cards and Consumer 1. Problem sets R2 –pp. 236 – 238
(Affective) Loans 2. Quizzes R2 –pp. 240 – 242
 Stocks, Bonds and Mutual 3. Assignment R2-pp.246-250
Funds
 Home ownership Standards/Basis for
V. Apportionment and Voting. Grading to Use.
 Introduction to apportionment 1. Numerical scores R2-pp.113-p161
 Introduction to Voting for problem sets, R2-pp.113-130
quizzes and R2-pp131-148
 Weighted Voting Systems
assignment. Aufmann et al., Ch. 4 R2-pp149-pp158
VI. Logic
 Logic statement and
R2-pp.54-pp.76
quantifiers
R2-pp54-pp62
 Truth tables and tautologies. R2-pp59-pp70
 Conditional, Bi-conditional and Aufmann et al., Ch. 3

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 Time
Specific Learning Outcomes Topic Teaching and Learning Activities Assessment Task Resources & Materials References
Frame
related statements. R1- pp. 184-192
 Symbolic Arguments R2 pp. 57 – 65
 Arguments and Euler R1 – pp. 199-224
diagrams.

VII. The Mathematics of Graphs. R2-pp.184-223

 Graphs and Euler Circuits Aufmann et al., Ch. 5 R2-185-202
 Weighted graphs R2-208-214
 Euler’s formula R2-198-203
 Graph coloring R2-pp.219-225

VIII. Mathematical Systems R1 – pp. 291-326

Aufmann et al., Ch. 8 R1 – pp. 292-301
 Modular Arithmetic
R1 – pp. 302-311
 Applications
R1 – pp. 312-326
 Group Theory

Prepared by: Reviewed by: Recommended for Approval by: Approved by:

MATHEMATICS FACULTY ENGR. LOLITO G. ESTRERA, PhD ENGR. LOLITO G. ESTRERA, PhD TERESA P. FABIANIA, DRDev
Faculty Core Learning Area Coordinator, Math Program Chair, General Education Dean, HUSOCOM

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