PAMANTASAN NG CABUYAO Date Last Revised: _______________

College of Education, Arts and Sciences Revision Date: __________________

Semester Adopted: ______________
Mathematics Department

VISION CORE VALUES

A premier educational institution of higher learning, developing globally-competitive and value-laden professionals and leaders instrumental to P – ersonal Dignity
community development and nation building. N – urturing Community
C – ommitment to Excellence
MISSION

As an institution of higher learning, PnC is committed to equip individuals with knowledge, skills, and values that will enable them to achieve
their professional goals and provide leadership and service for national development.

PnC Graduate Attributes

1. Professional Competence
2. Communication Skills
3. Analytical and Problem-Solving Skills
4. Lifelong Learning Skills
5. Interpersonal Skills
6. Productivity
7. Social and Ethical Responsibility

College of Education, Arts and Sciences Program Educational Objectives

Within five years after graduation, BSE/BEED graduates shall be:

1. productive professionals committed to improving society and upholding the standards of ethical behavior
2. strive to be excellent in their discipline through continuous upgrading of their knowledge, skills, and attitudes
3. assume progressively supervisory, leading, and influential roles in their organizations and communities
4. pursue further studies for professional growth and development

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 1 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
Bachelor of Secondary Education Major in Mathematics Program Outcomes

a. Exhibit competence in mathematical concepts and procedures

b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content (PCK) of mathematics
d. Demonstrate competence in designing, constructing, and utilizing different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity
f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world

1. Course Title TRIGONOMETRY 3. Course Code SMM102

2. Credit units/Hours per
week
5. Course Description
3 units, 3 hrs./wk. (18 weeks, 54 hrs. total) 4. Course Prerequisite SMM101 – COLLEGE AND ADVANCED ALGEBRA
The course aims to enable students to achieve thorough grasp of circular and trigonometric functions, solutions to triangles, trigonometric identities
and the polar coordinate system that will translate into proficient application of these concepts in problem solving and readiness for higher
mathematics. Students of this course will engage in inquiry learning and problem-solving using computer applications/software and other
technological devices.

6. Program Outcomes
(from CMO No. 75, s. 2017, p. 3 and 5):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.3.a. Exhibit competence in mathematical concepts and procedures

7. Course Intended
Learning Outcomes
(CILO)
6.3.3.b. Exhibit proficiency in relating mathematics to other curricular areas
6.3.3.f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools
6.3.3.g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world
At the end of the course, the students should be able to:
A. Demonstrate critical thinking through finding solutions to application and/or real life problems that require trigonometric concepts and
computations;

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 2 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
 B. Show skills in using appropriate computer application/software and graphing calculators to carry out computations and explorations of
trigonometric problems;
C. Exhibit competence in proving trigonometric identities

8. LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan:

Week Topics Course Intended Learning Outcomes (ILO) Suggested Teaching Learning Activities Suggested Assessment Tasks
(TLA) (AT)

1–3 Chapter 1: Introduction 1. Use correct mathematical notation 1. Interactive Discussion Formative Assessment:
1. Trigonometric points and terminology. 2. Individual and Group Activity 1. Pen and Paper quiz
2. Trigonometric functions 2. Perfectly define and draw a unit circle a. The students are asked 2. Seatwork
3. Points outside the unit circle and identify the coordinates of to make a Concept 3. Class participation
4. Arc length trigonometric points of special angles. Map.
5. Area of a circular sector 3. Correctly identify the 6 b. The students are Performance Assessment:
trigonometric/circular functions and asked to answer some Reflection Paper
their value limits based on this unit drills individually or
circle. by pair.
4. Properly/correctly convert degree 3. Online drill and practice The
measure to radian measure and vice students are asked to go to
versa and use the radian measure the websites below and
appropriately when solving problems choose problem/s to solve:
5. Accurately solve problems involving arc http://www.onlinemathlearnin
length and area of circular sector. g.com/trigonometry-
games.html

http://
www.purposegames.co
m/game/unit-circle-test-quiz

4. Reflection Activity:

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 3 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
Week Topics Course Intended Learning Outcomes (ILO) Suggested Teaching Learning Activities Suggested Assessment Tasks
(TLA) (AT)

The students are asked to

write down 3 things they
learned about trigonometry
(after the discussion of each
main subtopic: unit circle,
finding coordinates of
special trigonometric points,
trigonometric functions, arc
length and area of circular
sector), what they find
difficult in the topics
presented, and questions
that they can generate from
the discussion.
4–5 Chapter 2: Graph of Trigonometric Functions 1. Properly sketch the graph of 1. Interactive Discussion Formative Assessment:
1. Sine Function trigonometric functions 2. Drill and Practice (Group and 1. Pen and Paper quiz
2. Cosine Function based on its periodicity and amplitude with Individual) 2. Seatwork
3. Tangent Function (or without) the use online trigonometry 3. Online drill and practice 3. Class participation
4. Cotangent Function games /graphing calculator/ computer a. The students are asked to go
5. Cosecant Function graphing applications and pen and to the website below and Performance Assessment:
6. Secant Function paper activity. choose problem/s to solve: Reflection Paper
2. Analyze the general behavior of the http://www.onlinemathlearnin
trigonometric function graphs. g.com/trigonometry-
3. State the appropriate domain, range, games.html
amplitude and period for each graph of b. The students are
Sine, Cosine, Tangent, Cosecant, Secant asked to graph the
and Cotangent functions. different trigonometric
4. Point out and properly explain the effect of functions using
a change in period and amplitude. geogebra or any
computer graphing
applications.

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 4 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
Week Topics Course Intended Learning Outcomes (ILO) Suggested Teaching Learning Activities Suggested Assessment Tasks
(TLA) (AT)

4. Reflection Activity
The students are asked to
write down 3 things they
learned about the lesson on
trigonometric functions,
anything the students find
difficult, and questions that
they have for this topic.
6 PRELIMINARY EXAMINATION
7–9 Chapter 3: Trigonometric identities 1. Properly apply basic trigonometric 1. Interactive Discussion Formative Assessment:
1. Fundamental Identities identities and algebraic properties to 2. Drill and Practice (Group 1. Pen and Paper quiz
2. Sum and Difference of Two Angles express one trigonometric function in and Individual) 2. Seatwork
Identities terms of the other trigonometric 3. Online drill and practice The 3. Class participation
3. Double Angle Identities functions. students are asked to go to
4. Half Angle Identities 2. Write proof that verifies the validity of a the website below and Performance Assessment:
stated identity. choose problem/s to solve: Reflection Paper
3. Solve the values of trigonometric http://www.onlinemathlearnin
functions using identities. g.com/trigonometry-
games.html

4. Reflection Activity
The students are asked to
write down 3 things they
learned about the lesson on
trigonometric identities,
anything the students find
difficult, and questions that
they have for this topic.
10 – 11 Chapter 4: Inverse of the Trigonometric 1. Properly sketch the graph for each basic 1. Interactive Discussion Formative Assessment:
Functions inverse trigonometric function and state 2. Drill and Practice (Group 1. Pen and Paper quiz
1. Inverse trigonometric functions the correct domain and range. and Individual) 2. Seatwork
2. Solving trigonometric equations 2. Explain well how inverse 3. Online drill and practice The 3. Class participation

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 5 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
Week Topics Course Intended Learning Outcomes (ILO) Suggested Teaching Learning Activities Suggested Assessment Tasks
(TLA) (AT)

trigonometric functions facilitate the students are asked to go to

solving of trigonometric functions. the website below and choose Performance Assessment:
3. Apply inverse trigonometric and problem/s to solve: Reflection Paper
algebraic solving techniques on http://www.onlinemathlearnin
trigonometric functions to correctly solve g.com/trigonometry-
a. numerical problems on inverse games.html
trigonometric functions.
problems involving inverse trigonometric equations. 4. Reflection Activity
The students are asked to write
down 3 things they learned
about the lesson inverse of
trigonometric functions,
anything the students find
difficult, and questions that
they have for this topic.
12 MIDTERM EXAMINATION
13 – 14 Chapter 5: Solutions of Triangles 1. Accurately distinguish the difference 1. Interactive Discussion Formative Assessment:
1. Solving Right Triangles between right triangle and oblique 2. Drill and Practice (Group 1. Pen and Paper quiz
2. Solving Oblique Triangles triangle. and Individual) 2. Seatwork
- Law of Sines 2. Use the trigonometric functions to 3. Online drill and practice The 3. Class participation
- Law of Cosines solve problems involving right students are asked to go to
triangles. the website below and Performance Assessment:
3. Correctly specify the conditions when choose problem/s to solve: Reflection Paper
to use the law of sines and law of http://www.onlinemathlearnin
cosines. g.com/trigonometry-
4. Solve oblique triangle problems using games.html
the law of sines and the law of cosines.
Use the ambiguous case of the law of sines to 4. Reflection Activity
solve oblique triangles where more than The students are asked to
one solution exists. write down 3 things they
5. Apply the laws of Sines and Cosines to learned about the lesson on
find missing angles and sides for any solutions of triangles,

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 6 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
Week Topics Course Intended Learning Outcomes (ILO) Suggested Teaching Learning Activities Suggested Assessment Tasks
(TLA) (AT)

given triangle. anything the students find

6. Solve story problems involving difficult, and questions that
triangles. they have for this topic.
15 – 17 Chapter 6: Polar Coordinate system 1. Distinguish the difference between a 1. Interactive Discussion Formative Assessment:
1. Converting from Cartesian Coordinates Cartesian Coordinate and Polar 2. Drill and Practice (Group 1. Pen and Paper quiz
to Polar Coordinates Coordinate. and Individual) 2. Seatwork
2. Converting from Polar Coordinates to 2. Convert Cartesian Coordinates to 3. Online drill and practice 3. Class participation
Cartesian Coordinates Polar Coordinates. The students are asked
3. Plotting a Point in Polar Coordinate 3. Convert Polar Coordinates to Cartesian to graph the different Performance Assessment:
System Coordinates. polar Reflection Paper
4. Distance between to Polar Points 4. Plot points in a Polar coordinate functions using geogebra or
5. Graphing Polar functions system. any computer graphing
5. Properly graph polar functions. applications

4. Reflection Activity
The students are asked to
write down 3 things they
learned about the lesson on
polar coordinate system,
anything the students find
difficult, and questions that
they have for this topic.
18 FINAL EXAMINATION

9. Textbook
10. Suggested Readings and References

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 7 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
11. Course Assessment CILO
As evidence of attaining the above CILO, the student has to do and submit the following:

Assessment Activity Description and other details



GRADING SYSTEM:
12. Grading System
The final grade in this course will be composed of the following items and their weights in the final grade computation

Assessment Item Grade Source Percentage

Prelim Major Examination 50%
Quizzes/Exercises 20% 30%
Class Participation (Attendance and Participation) 10%
Others (homework, seatwork, Drills, projects, portfolio, etc.) 20%
Midterm Major Examination 50%
Quizzes/Exercises 20% 30%
Class Participation (Attendance and Participation) 10%
Others (homework, seatwork, Drills, projects, portfolio, etc.) 20%
Finals Major Examination 50%
Quizzes/Exercises 20% 40%
Class Participation (Attendance and Participation) 10%
Others (homework, seatwork, Drills, projects, portfolio, etc.) 20%
Passing: 60%
13. Course Policies Class Attendance
As per CHED policy on attendance, a student who misses a maximum of 20% of the total contact hours will be given a grade of failure due to absences.
Academic Dishonesty – is a deliberate attempt to misrepresent, fabricate or otherwise tamper with data, information, records, or any other material that is relevant to the
student’s participation in any course, laboratory, or other academic exercise or function. These may include but may not be limited to:
a. Falsification, forgery, alteration, unauthorized possession, or misuse of school official documents, records, or identification, or knowingly furnishing false
information to the university or to a university official.
b. Unauthorized accessing of electronic information of the university and securing, soliciting, and holding a copy of an examination or a portion thereof, that is
yet to be administered
c. Plagiarism or copyright infringement

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 8 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS
 Submission of Course Requirements
Course requirements must be submitted on-time.
Course Cluster Chairman:
14. Committee Members
Members:

Write consultation hours here

15. Consultation Hours
Each time this course is offered, the class is initially informed of the course outcomes listed in this document, and they are included in the syllabus. Survey will be conducted
at the end of semester for each student to rate how well the outcome was achieved. The choices provided use a 5-point Likert scale. The course instructor takes the result of
16. Assessment Plan for this Course
the survey, combined with the sample student responses to activities and term exams corresponding to the course outcomes, and reports these result to the concerned
course cluster committee.

Class Information Instructor's Information

Section Instructor's Name

Schedule Office Designation

Time Office Hours

Venue Office Telephone

Term E-mail Address

Course Title: Date Effective Prepared by: Reviewed by: Recommended by: Approved by:
Page 9 of 9

Faculty, CEAS Cluster Head Program Head, Secondary, CEAS College Dean, CEAS