CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF TEACHER EDUCATION

OBE COURSE SYLLABUS in MATH 2 (Teaching Mathematics in Intermediate Grades)
2nd Semester, S.Y. 2021-2022

VISION

CPSU as the leading technology-driven multi-disciplinary university by 2030.

MISSION

CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

CPSU as a functional higher learning institution leading in local and global development through instructions, research, extension and production with effective
and efficient frontline services.

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

1. Continually improve its Quality Management System (QMS) at par with International standards;
2. Provide timely, efficient and effective delivery of products and services;
3. Satisfy the needs and expectations of the customers and relevant Interested parties; and
4. Uphold applicable statutory, regulatory, organizational and International standard requirements.
COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.”

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OUTCOMES
a. Common to All Types of School

The graduates have the ability to:

a.1 Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
a.2 Effectively communicate in English and Filipino, both orally and in writing
a.3 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
a.4 Act in recognition of professional, social, and ethical responsibility
a.5 Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

b. Common to the discipline (Teacher Education)

b.1 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b.2 Demonstrate mastery of subject matter/discipline
b.3 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
b.4 Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
b.5 Apply skills in the development and utilization of LET to promote quality, relevant, and sustainable educational practices"
b.6 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
b.7 Practice professional and ethical teaching standards sensitive to the local, national, and global realities
b.8 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

c. Specific to the Bachelor of Elementary Education Program

c.1 Demonstrate deep understanding of the diversity of learners in various learning areas
c.2 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
c.3 Utilize appropriate assessment and evaluation tools to measure learning outcomes
c.4 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
c.5 Demonstrate positive attributes of a model teacher, both as an individual and as professional
c.6 Manifest a desire to continuously pursue personal and professional development

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OUTCOMES

Program Outcomes Performance Indicator

1. Identify and design lessons according to the stages of learner’s growth and
development and students with special needs and interest.
2. Exhibit comprehensive knowledge of various learning areas in the elementary
curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance
teaching and learning.
4. Design and implement assessment tools and procedures to measure
elementary learning outcomes.
 Data banking of the social, cultural and intellectual backgrounds of the learners
for possible remedies and actions to be initiated.
 Strengthen and enhance learner’s potentials for growth and development.
 Mastery of learning competencies
 Demonstrate and apply appropriate knowledge, skills and values.
 Design, develop and utilize appropriate instructional materials to sustain
learning.
 Apply the use of educational technology resources to support and enhance
instruction.
 Construct appropriate assessment tools in identifying the learning gaps of the
learners.
 Utilize traditional and authentic assessment tool.

PROGRAM OBJECTIVES

B- Blend the acquired art of teaching with the pupils abilities and inherent capacities under a learning atmosphere where the knowledge is enhance, skills
are develop and values are inculcated.
E- Explore and enhance learning experiences essentials to increase child’s awareness and responsiveness to the change in the society.
E- Equip individuals with the strength of character prevention of life and love of family and country.
D- Discover different aptitude and interest of pupils and sustain them to a more productive and fulfilling/ rewarding endeavor.

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

OBE COURSE SYLLABUS in MATH 2 (Teaching Mathematics in Intermediate Grades)

I. PROGRAM : BEED 2A & B

II. COURSE NUMBER : MATH 2

III. COURSE TITLE : TEACHING MATHEMATICS IN INTERMEDIATE GRADES

IV. COURSE DESCRIPTION : This course deals with the philosophical foundations of Mathematics as well as the principles and strategies in teaching mathematics. It
includes lesson planning and microteaching.

V. CREDIT : 3 units

VI. CREDIT HOURS : 3 hours per week (54 hours per semester)
VII. COURSE PREREQUISITE : None

VIII. TEACHING MATHEMATICS LEARNING PLAN

DESIRED LEARNING OUTCOMES COURSE CONTENT/ TEXTBOOKS TIME TABLE OUTCOMES-BASED ASSESSMEN RESOURCE
(DLO) SUBJECT MATTER REFERENCES TEACHING AND T OF MATERIALS
LEARNING LEARNING
ACTIVITIES OUTCOMES
(ALO)

At the end of the chapter, the Unit 0: Course Orientation

students must have: and the Institutional Vision,
Mission, Core, Values, and Lecture/Demonstration
Outcomes Oral Participation

1. Gained full understanding of the 1. Course Description,  University Code 1 hr. Group Discussion Samples of Rubric to
nature and the general desired General Desired  Student’s Manual the measure
outcomes of the course Elementary Objectives, Class  Bulletin of Information University’s students’

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Statistics, including the class policy, Policies  Syllabus and Course institutional proposed
and institutional grading criteria 2. The University Vision, Outline vision, activities.
2. Internalized and demonstrated the Mission, Values,  QMS Manual mission, core
vision, mission, core values of the Outcomes, and Quality values and
University and the institutional, Policy
college, degree, course outcomes, outcomes
and quality policy

At the end of the chapter, the Chapter 1 – TEACHING 9 hrs. - Differentiate Pencil and - Paper and
students must have: MATHEMATICS the function of Paper Test pencil
FOUNDATIONS AND SAYSAY,
 Discuss the nature of mathematics PERSPECTIVES HUSAY, Activities/ - Activity sheets
and its importance; SARILI in the Exercises
 State the goals of mathematics 1.1 Foundation of development of
education; Mathematics: Teaching Assignment
the students in
 Compare and contrast behaviorism and Learning
the K – 12 Quizzes
and cognitivism; Mathematics and you
curriculum.
 Reflect on the theory of  Nature of
- Discussion
constructivism and its implications mathematics
to mathematics teaching and  Mathematics and
learning. education
 Compare the direct instructional  Competing
approach to the interactive, learner influences on the
centeredapproaches mathematics
 Discuss various strategies in curriculum
teaching mathematics with focus in 1.2 Strategies in Teaching
the roles of the teacher and the Mathematics
learners, and the procedure  Research-based
 Apply the Rathmell-triangle in strategies
developing concept  9 categories of
 Construct sample lessons using good instructional
concept attainment strategies
 Explain the purposes of  Two main
assessment. Methods:
 Describe the different types of Deductive and

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

assessment and communicate the Inductive

benefits of each type.  Strategies in
 Understand the advantages of using teaching Paper and pencil
performance assessment and of mathematics
- Differentiate Pencil and - Activity sheets
using portfolio assessment.  Convergent and
the function of Paper Test
 Describe some of the factors that Divergent
SAYSAY,
influence the teaching of questions Activities/
HUSAY,
mathematics Exercises
1.3. Assessment SARILI in the
 Discuss some of the current
 Assessment, development of
directions in teaching mathematics Assignment
Evaluation, the students in
 Explain how national, state, and
Testing the K – 12 Quizzes
local mathematics curriculum
standards influence classroom  What is curriculum.
teaching performance - Discussion
 Describe how the behaviorist Assessment
approach to teaching differs from 1.4 Teaching Mathematics:
the constructivist approach to Influences and Directions
teaching.  Influences in
 List and give examples of the five mathematics
different modes in which a education
mathematics concept may be  The Diversity of
represented. Our World:
 Discuss the importance of Learner
communication in the mathematics Influences
classroom.  Directions in
 Compare and contrast conceptual Mathematics
knowledge with procedural Education
knowledge, and give an example of 1.5 Learning and Teaching
each of these types of knowledge. Mathematics
 Describe what constitutes a true  Learning Theories
problem.  Pre-teaching
 Describe four different types of Activities
problems and discuss how they 1.6 Developing Mathematical
differ from each other. Thinking and Problem-

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

 List and describe the four steps Solving Ability

involved in the problem-solving  Problem Solving:
process. An Integral Part of
 Discuss why problem solving is Mathematics
integral to mathematics instruction. Instruction
 Discuss several problem-solving  The Problem-
strategies and give an example of Solving Process
each.  Problem-Solving
 Explain the purposes of Strategies
assessment. 1.7 Assessing Mathematics
 Describe the different types of Understanding
assessment and communicate the  What is
benefits of each type. assessment
 Understand the advantages of using  Purpose of
performance assessment and of Assessment
using portfolio assessment.  Phases of
Assessment
 Assessment
Choices

At the end of the chapter, the CHAPTER 2:

students must have: DEVELOPMENT OF
MATHEMATICAL
CONCEPTS AND
PROCEDURES

 Describe ways to connect 2.1 Algebraic Thinking, 6 hrs. Discussion Pencil and Activity
number and algebraic thinking, Equations and Functions - Paper Test sheets
including using properties of the  What is Algebra?
operations to build number Lecture/Demonstration Activities/ Paper and pencil
 Integers
sense and procedural fluency. Exercises
 Arithmetic Properties Oral Participation
 Illustrate and describe how to Assignment
infuse teaching of patterns and 2.2 Linear Inequality

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

functions in K-8.  Inequality in Math

 Identify strategies that can build
 Operations on
strong understanding of
equivalence, recognizing the Inequality
challenges students have with 2.3 Relation and Function
symbols  What is relation?
 Define mathematical modeling Quizzes
and describe grade-appropriate  What is Function?
examples of it.  Cartesian Products
 Solve linear inequalities and Mappings
 Show concepts of inequalities
using a number line 2.4 Developing Fraction Pencil and
 Apply the concept of inequality Computation Paper Test
in solving related real-life Discussion
problems  What is Fraction? Activities/
 Determine the relations  Types of Fractions Exercises
between sets Lecture/Demonstration
 Arrange elements according to  Word Problem for Assignment
their classification. Oral Participation
Fraction
 Differentiate relation from Quizzes Activity
function  Modeling Addition of
sheets
 Explain the prerequisites for Fractions
operations on fractions. Paper and pencil
 Discuss what it means to help
children develop operation
sense.
 Describe the meaning of each
operation on fractions and give
an example of a real-world
situation that exemplifies each
operation on fractions.
 List and discuss models that
help children understand
operations on fractions

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

MIDTERM
 Chapter 1  References from Summative Pencil and  Summative
At the end of the Midterm chapter 1 1.5 hrs for Examination
Examination Paper test
Examination, the students must have the written  TOS
answered correctly at least 60 exam
percent of the written exam.

FINAL
 Chapter 2  References from Summative Pencil and  Summative
At the end of the Final Examination, chapter 2 1.5 hrs for Examination
Examination Paper test
the students must have answered the written  TOS
correctly at least 60 percent of the exam
written exam.

Note: This course design is flexible in may include additional topics and activities deemed necessary by the teacher and students.

IX. COURSE REQUIREMENTS :

1. Quizzes and Exams
2. Course Output/Projects
3. Problem Sets

X. GRADING SYSTEM :

Knowledge : 40%
60% - Written Examination
40% - Summative Test
Skills : 50%
40 % - Output (Projects, Portfolio and others)
30 % - Class Participation
15 % - Activities
15% - Assignments
Attitude : 10%
50% - Class Behavior
50% - Participation, Awareness, Interest
Total 100%

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

XI. Other Course Requirements : Class Policy

1. Students must attend class regularly. A student is allowed a maximum of six excused and unexcused absences. A student is automatically
dropped once he/she exceeds six absences.
2. Be punctual. Students arriving 15 minutes after the scheduled start of class will be marked “late”. Three consecutive “late” is equivalent to 1
absence.
3. Submit all requirements (assignments, problem sets, etc) on time. There will be a 5-point deduction per day for late submission.
4. Compile all corrected assignments/problem sets in long brown envelope. This will serve as your portfolio and will be checked after the final
exam.
5. There will be two exams –midterm and final exam.
6. Strictly NO CHEATING. Anyone caught cheating will be automatically given a grade of 5.0
7. Always bring your scientific calculator. Strictly no sharing during quizzes and exams.
8. There will be no special projects to compensate for low grades.

Note : To all students: This portion signifies your commitment to the course in terms of your individual performance. As such, you are expected to
perform academically to the best of your ability and to comply diligently the requirements set forth by the course.

____________________________________
Student’s Signature over Printed Name/ Date
____________________________________
Parent’s Signature over Printed Name/ Date

XII. RESOURCE MATERIALS :

A. Rubrics for Lesson Planning (points possible: 100)

Exceeds Expectation Meets Expectations Needs Improvement Does Not Meet Points
Expectations Earned

Purpose-Goals Matched and clearly connected Matched but not clearly Not adequately matched or Not matched or connected
to KS Standards; Major connected to KS Standards; connected to KS Standards; to KS Standards;
concepts and assumptions of Most concepts and assumptions Concepts and assumptions of Concepts and assumptions
learning are developmentally of learning are developmentally learning are sometimes not of learning are not clear or

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 CENTRAL PHILIPPINES STATE UNIVERSITY
appropriate
(10-9 points)
10 points
Objectives* Objectives are obviously
Subject matter knowledge, observable and measurable:
skills and application Clearly stated application of
subject matter knowledge and
Reasoning ability skills; Includes the three
domains; Cognitive, Affective,
Psychomotor – across all
reasoning levels; lower, middle,
and high
20 points
(20-18 points)
Anticipatory Set Lesson is creatively opened by
tapping interest and prior
knowledge, and procedures are
described
5 points (5-4 points)
Procedures Detailed all content and
resources required for
instructions; Includes a variety
of teaching strategies using
20 points Multiple; Intelligences Theory;
Used Multiple methods or
inquiry for student learning
incorporating Bloom’s
taxonomy; effective use of
technology
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appropriate clear or not listed not listed
(8-6 points) (5-3 points) (2-0 points)
Objectives are somewhat Objectives are either not Objectives are not
observable and measurable; observable or not measurable; observable and also are
Stated application of subject Minimal application of subject not measurable;
matter knowledge and skills; matter knowledge and skills; Application of subject
Some domains are included, but Domains and levels are address matter knowledge and
not all three or not across all limitedly skills not evident;
levels (14-8 points) Domains and levels are
(17-15 points) not addressed
(7-0 points)
Some attempt to open lesson by Limited attempt to tap interest Does not tap interest and
tapping interest and prior and prior knowledge, and prior knowledge, and
knowledge, and describe describe procedures describe procedures
procedures (1 point) (0)
(3-2 points)
Detailed some content required Limited details provided to Details are not provided to
for instruction; Some teaching teach content; Teaching teach content; Teaching
strategies included with use of strategy not clear or MI theory strategy not clear or MI
MI theory; Some methods of not evident; Limited methods of theory not evident;
student inquiry listed; some student inquiry used; lower Methods of student
open ended questions included; level questioning; some use of inquiry not evident, lower
appropriate use of technology technology level questioning; limited
(17-15 points) (14-12 points) use of technology
(11-0 points)
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 CENTRAL PHILIPPINES STATE UNIVERSITY
(20-18 points)
Special Accommodations Specific strategies designed to
promote success for all students
based on Time-Circumstances,
Tasks, Communication,
Response Modes; Differentiated
Instruction clearly evident
20 points
(20-18 points)
Closure Summary provided to reinforce
learning and link to future
learning
(5-4 points)
5 points
Assessment Appropriate and connected to
all objectives Specific
description of both formative
and summative assessment;
Details at least two different
ways to represent learning; e.g.
20 points
concept map, quiz, reflective
response
(20-18 points)
*Objectives are evaluated in each education course as specific to requirement and content.
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Strategies designed to allow
success for most students based
on Time-Circumstances, Tasks,
Communication, Response
Modes; Some Differentiated
Instruction evident
(17-15 points)
Some summary provided to
reinforce learning
(3- points)
Appropriate; connected to some
objectives, Plans for both
formative and summative
assessment; States at least two
different ways to represent
learning; e.g. concept map,
quiz, reflective response
(17-15 points)
Effective Date: 09/12/18
Some strategies are not specific
enough to support student
learning based on Time-
Circumstances, Tasks,
Communication, Response
Modes; limited evidence of
Differentiated Instruction
(14-12 points)
Limited use of summary to
reinforce learning
(1 point)
Connected to objectives to a
limited degree; Plans for either
formative or summative
assessment; States one way to
represent learning; e.g. concept
map, quiz, reflective response
(14-12 points)
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Strategies not specific
enough to support student
learning based on Time-
Circumstances, Tasks,
Communication, Response
Modes; no evidence of
Differentiated Instruction
(11-0 points)
Summary not evident or
does not reinforce learning
(0)
Not connected to
objectives or not
appropriate; Does not
include plans for either
formative or summative
assessment; Does not
include any ways to
represent learning
(11-0 points)
Total Points Earned:
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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

B. Course Mapping

COURSE OUTCOMES PROGRAM OUTCOMES

RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.3 b.4 b.5 b.6 b.7 b.8
1. Discuss occupational health and safety procedures in caregiving; I I P D D

Legend:

L - Learned
P- Practice
O- Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)

Designed by : NICEA EUNICE D. SERVENTO Date: ______________________________

Part-Time Instructor

Reviewed by : MANELYN L. MANANAP Date: _____________________________

Program Head, College of Teacher Education

Noted by : KARLA C. SALVALLON, Ph.D. Date: _____________________________

Dean of Instruction

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Approved by : FERNANDO D. ABELLO, Ph.D. Date: _____________________________

Vice President for Academic Affairs

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