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COLLEGE OF TECHNOLOGY
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VISION : A research university with a culture of excellence in developing globally competitive and values-oriented leaders and
professionals.

MISSION : Provide advanced higher professional, technical, and special instruction, as well as undertake innovative researches
and collaborative extension and income generating programs for the sustainable development of Sorsogon and
beyond.

CORE VALUES : S – ocial

Co – mmitment
Re – siliency

GOAL OF THE PROGRAM : The SSC technology education program aims to provide quality instruction and training in various areas of technology;
promote research, extension and production; strengthen linkages; establish and implement development programs
supportive of regional and national thrusts.

PROGRAM DESCRIPTION
: The Bachelor of Technology is comprised of nine (9) areas of specialization namely Architectural Drafting, Automotive
Technology, Civil Technology, Electrical Technology, Electronics Technology, Food Service Management, Garments
Technology, Mechanical Technology, and Welding and Fabrication. Likewise, the program consists of the general
education subjects, professional education subjects, major subjects, mandated subjects, elective subjects and on-the-
job training.

PROGRAM EDUCATIONAL OBJECTIVES:

At the end of the program, the graduate is expected to:
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1. Apply technical skills and knowledge productively that will contribute to the global economy;
2. Develop and innovate technology responsive to the needs of the community and;
3. Manifest values, effective leadership and professionalism in their field of work.
4. Integrate GAD basic concepts such as gender mainstreaming, rights-based approach and women’s empowerment in the awareness among
professionals.
5. Integrate Disaster Risk Reduction Management in reducing risks and manage the effects of hazards in their field of work or community

PROGRAM OUTCOMES IN RELATION TO PROGRAM EDUCATIONAL OBJECTIVES

Program Outcomes Program Educational Objectives

At the end of the program, the graduates should be able to: 1 2 3 4 5

(a) Articulate and discuss the latest development in the field of Industrial Technology x x x

(b) Effectively communicate orally and in written using both English and Filipino languages x x x

Work effectively and independently in multi-disciplinary

(c) x x x X
and multicultural teams

(d) Act in recognition of professional, social, and ethical responsibility x x x x X

(e) Preserve and promote Filipino historical and cultural heritage x x x X x

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Demonstrate broad and coherent knowledge and skills in the field of industrial technology for professional work and life-
(f) x x x X
long learning

(g) Strengthen skills in conducting research which could result in innovation, invention or production x x X

(h) Apply knowledge of mathematics, science, and technology x x X

(i) Identify, formulate, and solve technical/ technology problems x x

(j) Use the techniques, skills, and modern technology tools necessary for technology practices. x x X

(k) Design and conduct system components or process to meet desired needs x x

Apply knowledge of production materials and methods including products, systems, and interface issues related to
(l) x x x X
industrial organization and the selection of assembly techniques and equipment.

(m) Demonstrate knowledge of industrial design fundamentals to solve practical industrial problems. x x

(n) Design and conduct experiments in quality. x x

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(o) Evaluate alternative facility and process designs. x x x

(p) Support other team members in the effective performance of their assigned roles. x

(q) Demonstrate an awareness of contemporary issues in management, quality, production, and automation. x x x

(r) Identify the gap between current practices and state-of-the-art technology. x x

COURSE SYLLABUS

COURSE CODE: GE14

COURSE TITLE: Mathematics in the Modern World
PRE-REQUISITE: None
CREDITS UNITS 3
TERM 1st 2023-2024
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
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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)

Course Objectives in Relation to Program Outcomes

Course Objectives Program Outcomes

At the end of the course, the students should be able to:
a b c d e f g h i j k l m n o p q r

1. Discuss and argue about the nature of mathematics, what it is, how I D E E E E E E D E E I I I D D E
it is expressed, represented, and used;
2. Use different types of reasoning to justify statements and E E E E E E I D E
arguments made about mathematics and mathematical concepts;
3. Discuss the language and symbols of mathematics; E E E E E E I I I
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4. Use a variety of statistical tools to process and manage numerical E E E D D D E D E D

data;
5. Use mathematics in other areas such as finance, voting, health and E E E E E E D D D D I D I E D D E
medicine, business, environment, arts and design, and recreation;
6. Appreciate the nature and uses of mathematics in everyday life; I E E E E E D E E E I I I

7. Affirm honestly and integrity in the application of mathematics to D E E E E E E D D D D I D E D D E

various human endeavors.
LEGEND: I – Introductory E - Enabling D-Demonstrative

CONTENT OUTLINE AND TIME FRAME:

TIME FRAME COURSE CONTENT / SUBJECT MATTER

Week 1 VMGO
Course Orientation/ Introduction
Introduction on the Course Gender and Development Orientation [Gender Discrimination in the Proletarian
World]
Introduction on Disaster Risk and Reduction Management [Geo-ethics & Disaster Risk]
Week 2 Mathematics in Our World
 Patterns and Numbers in Nature and the World: the snowflake and honeycomb; tiger’s stripes and
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hyena’s spots; the sunflower; the snail’s shell, flower petals, world’s population, the weather, etc.
 The Fibonacci Sequence
 Mathematics helps organize patterns and regularities in the world.
 Mathematics helps predict the behavior of nature and phenomena in the world.
 Mathematics helps control nature and occurrences in the world for our own ends.
Mathematics has numerous applications in the world making it indispensable.
Week 3 Mathematical Language and Symbols
 Characteristics of mathematical language: precise, concise, and powerful.
 Expressions vs. sentences
 Conventions in the mathematical language.
 Four basic concepts: sets, functions, relations, binary operations.
 Elementary logic: connectives, quantifiers, negation, variables.
Formality
Week 4 - 5 Problem Solving and Reasoning
 Inductive and deductive reasoning
 Intuition, proof, and certainty
 Polya’s four steps in problem solving
 Problem solving strategies
 Mathematical problems involving patterns
 Recreational problems using mathematics
Week 6-8 Data Management
 Data: gathering and organizing data; representing data using graphs and charts; interpreting organized
data
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 Measures of central tendency: mean, median, mode, weighted mean.

 Measures of dispersion: range, standard deviation and variance
 Measures of relative position: z-scores, percentiles, quartiles, and box-and-whiskers plots
 Probabilities and normal distributions
Linear regression and correlation: least-squares line, linear correlation coefficient.
Week 9 Midterm Examination
Week 10-13 Geometric Designs
 Recognizing and analyzing geometric shapes

Week 14-15
Loqic
• Logic Statement and Quantifiers
• Truth tables and tautologies
• Conditional, Biconditional and related statements

Week 16-17 Mathematics of finance

Week 18 Final Examination

Course outcome in relation to course objectives:

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Course Outcomes Course Objectives

A student completing this course should at the minimum be able to
1 2 3 4 5 6 7
1. Apply mathematics concepts in real life projects. x x x x x x x
2. Appreciate mathematics as tool subject to other areas or x X x x
fields. X x x
3. Apply mathematical concepts in solving problems in areas of x x x X
business and other related fields. x x x

LEARNING PLAN:

Desired Learning Course Content Teaching and Learning Assessment Task (AT) Resource Materials Time Values Infused /
Outcomes (DLO) Subject Matter Activities (TLA’s) Table Competencies

1. Identify patterns Activities to do. (i) Evaluation Requirements. Week 1 Decision making
in nature and Section 1. The Books, skills, Team
Nature of video- watching (ii) pair- (i) short- response/essay
regularities in the sharing or small group writing at the end of class Computer/Laptop/ work, Critical,
world (K) Mathematics Mobile Phone, Analytical and
sharing to one question. Examples
I. Mathematics in (iii) journal writing (iv) of these questions are: Projector and Creative
our World whole class discussion what new ideas about Internet Connection Thinking.
2. Articulate the Core Idea. mathematics did you Week 2 Critical,
Questions to Pose. (i)
importance of Mathematics is a learn?; what is it about Analytical and
What is mathematics?
mathematics in Creative
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one's life (V) useful way to think (ii) Where is mathematics that might Thinking.
3. Argue about the about nature and mathematics? (iii) What have changed your Week 3 Critical,
nature of our world. role does mathematics thoughts about it?, and; Analytical and
mathematics, what The Fibonacci play in your world? what is most useful about Creative
it is, how it is Some ideas to elicit and Thinking.
Sequence encourage. (i) Many mathematics for
expressed, Mathematics helps patterns and humankind? (ii) Two- to Critical,
represented, and organize patterns and occurrences exist in three-page synthesis Analytical and
used (K) nature, in our world, in Creative
regularities in the our life. Mathematics paper focusing on one of
world Mathematics helps makes sense of the following aspects of Thinking.
4. Express helps predict the these patterns and mathematics: (a) Week 4 Critical,
appreciation for occurrences. (ii) Analytical and
behavior of nature and Mathematics is a tool to Mathematics helps
mathematics as a phenomena in the quantify, organize, and organize patterns and Creative
human endeavor world. control our world, regularities in the world. Thinking.
(V) predict phenomena, and (b) Mathematics helps
Mathematics helps Critical,
make life easier for us. predict the behavior of
control nature and Some ideas to discourage nature and phenomena Analytical and
occurrences in the or debunk or disprove. (i) in the world. (c) Creative
world for our own Mathematics is just for Mathematics helps control Thinking.
ends. the books, confined in the nature and occurrences in
Mathematics has classroom. (ii) the world for our own
numerous Mathematics has no place ends.
applications in the in my life. Standards/Basis for
world making it
Grading to Use. 0 point
indispensable.
— The student is unable to
Caution. (i) This is not
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a Philosophy of elicit the ideas and concepts

Mathematics course; from the readings and video
therefore, refrain indicating that s/he has not
from discussing at the read the prescribed reading
level of Eaves or the or watched the video. 1
like. (ii) This is not point — The student is able
simply a math to elicit the ideas and
appreciation course; concepts from the readings
therefore, refrain and video but shows
from merely showing erroneous understanding of
or telling the “beauty” these. 2 points — The student
or usefulness of is able to elicit the ideas and
mathematics alone. concepts from the readings
and video and shows correct
understanding of these. 3
points — The student not
only elicits the correct ideas
from the readings and video
but also shows evidence of
internalizing these. 4 points
— The student elicits the
correct ideas from the
readings and video, shows
evidence of internalizing
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these, and consistently

contributes additional
thoughts to the Core Idea.
5. Discuss the Expressions vs. Activities to do (i) Books, Week 5 Critical,
language, symbols, sentences Individual or small group Evaluation Requirements. Computer/Laptop/ Analytical and
exercises including (i) Writing exercise sets (ii)
and conventions of Conventions in the games (see exercises in Quiz Mobile Phone, Creative
mathematics (K) mathematical The Language of Standards/Basis for Grading Projector and Thinking.
6. Explain the language Mathematics (from One Internet Connection Week 6 Critical,
Mathematical Cat, to Use. Use numerical scores
nature of Four basic concepts: Please! by Carol Burns Analytical and
mathematics as a sets, functions, Fisher) (ii) Whole class Creative
language (K) relations, binary discussions of the Thinking.
7. Perform operations comparisons between Week 7 Critical,
operations on Elementary logic: the English language Analytical and
mathematical connectives, and Mathematical
expressions Creative
quantifiers, negation, language (iii)
correctly Thinking.
variables and Compilation of
(S) mathematical symbols
formality. Week 8 Critical,
8. Acknowledge Note. This part of the and notations and their
that course is intended to meanings Analytical and
mathematics is a be light and easy. The Creative
intention is to expose Some ideas to elicit and Thinking.
useful language (V) the students to the encourage. (i)
- Use different world of mathematics Mathematics is a
types of reasoning as a language in itself.
to justify language in order that
Hence. it is useful in
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statements and they may be able to communicating

arguments made read and write important ideas. (ii)
about mathematics mathematics texts and Mathematics as a
and mathematical communicate ideas language is clear and
concepts (K) with precision and objective. (iii) Language
conciseness. conventions are
necessary in
Section 1. The Nature
of Mathematics mathematics for it to be
understood by all.
III, Problem Solving Some ideas to
and Reasoning discouraqe or debunk or
disprove. (i)
Core Idea. Mathematics is not a
Mathematics is not language but a useless
just about set of formal rules and
numbers; much of alien symbols. (ii)
it is problem solving Mathematics confuses the
and reasoning. communication of concepts
and ideas. (iii) Mathematics
• Inductive is full of unnecessary
and symbols, rules, and
Deductiv conventions.
e
Reasonin
g
Intuition, proof,
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and certainty
Polya’s 4-steps in
Problem Solving
• Problem solving
Strategies
Mathematical
Problems involving
Patterns
Recreational Problems
using mathematics
Caution. (i) This is not
a full-fledged
problem- solving
course; therefore,
refrain from giving
problems that are
beyond the students’
abilities. (ii) While it
seems more
important to be able
to think through and
attempt to solve
problems, there is a
higher value in
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actually completing
solutions to problems.

Hence, dissuade
students from merely
attempting to solve
and encourage them
instead to complete
their solutions. (iii)
Avoid giving problems
that do not have
known solutions. Such
problems are not for
this course.

Midterm Examination
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10. Write clear andSection 2. Mathematics Activities to do. (i) Evaluation Requirements. Week 10 Critical,
logical proofs (K) as a Tool (Part 1) reading and writing (i) one take-home Analytical and
Data Management proofs (ii) small-group problem set Creative
Core Idea. Statistical problem solving (iii) (ii) quiz on proving using Thinking.
11. Solve tools derived from whole class discussions deductive or inductive Books, Week 11 Critical,
problems involving mathematics are of key problems and reasoning Computer/Laptop/ Analytical and
patterns and useful in processing solutions Standards or Basis for Mobile Phone, Creative
recreational and managing Some ideas to elicit and Grading to Use. 0 point Projector and Thinking.
problems following numerical data in encourage. (i) — The students did not Internet Connection
Polya’s four steps order to describe a Mathematics requires not make any attempt to solve
phenomenon and only facility with numbers any of the problems in the
(S) problem set or prove any of
12. Organize one’s predict values but also the ability to the statements in the quiz. Week 12 Critical,
methods and critically think through 1 point — The student Analytical and
approaches for Representing data situations, to reason and attempted to solve 50% of
proving Creative
using graphs and argue logically and to the problems in the
problem set or displayed Thinking.
and solving chañs. Interpreting creatively solve problems.
problems (V) logical reasoning 50% of
organized data (ii) the time in attempting to
• Measures of prove the statement/s in the
Central quiz. 2 points - The student
Tendency: attempted to solve all the
Méan, Median, problems in the problem set
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Mode, or displayed logical

Weighted Mean reasoning 75% of the time in
• Measures of attempting to prove the
Dispersion statement/s in the quiz. 3
Range, Standard points — The student is able
Deviation and to completely solve 50% of
v ariance. the problems in the
• Measures of problems set or completed
Relative P fan: z- 750/ of the proof/s in the
scores, quiz. 4 points — The student
Percentiles, is able to completely solve
Quartiles, and 75% of the problems in the
Box and Whiskers problem set or completed all
Plots. the proof/s in the quiz.
13. Use a variety • Probabilities Activities to do. (i) Evaluation Books, Week 13 Critical,
and Normal requirements. (i) 1 Computer/Laptop/ Analytical and
of statistical tools Distribution lectures (ii) work with
problem set (ii) 1 long test Mobile Phone, Creative
to process and appropriate computer (iii) class exhibit of created
manage numerical • Average statistical software (iii) or collected Projector and Thinking.
data (S) • Coefficient class discussions (iv) indigenous designs Internet Connection
pseudo-proposal Critical,
14. Use the Standards/Basis for
defense Week 14 Analytical and
methods of linear Grading to Use. (i)
regression and Examples of numerical scores for Creative
applications. problem set and long test Thinking.
correlations to
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predict the value 1. A brisk walk at 6.4 (ii) rubric for the class
of a variable given km/hr burns an average of exhibit (iii) peer
certain conditions 300 calories per hour. If the evaluation for the class
(S) standard deviation of the exhibit
distribution is 8 calories, Caution. The content Week 15 Critical,
15. Advocate the
find the material may prove to be a Analytical and
use of statistical
probability that a person challenge to many students Creative
data in making
who walks 1 hour at the hence there should be few Thinking.
important decisions
rate of 6.4 km/hr will assessment activities.
(V)
burn the given number of
calories. Assume the Evaluation
variable is normally requirements. (i) 3
quizzes (ii) 1 long test
distributed. (a) More
than 280 calories (b) Standards/Basis for Grading
Less than 293 calories to Use.
Numerical scores
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(c) Between 285 and 320 Books, Critical,

calories (From: Sobecki et Computer/Laptop/ Analytical and
al., Math in Our World). Mobile Phone, Creative
Interpret the result for Projector and Thinking.
each number of Internet Connection
calories.
2. Does good health
relate to education?
Below are the figures for
the Philippines:
Immunization (measles,
'/o of children ages 12- 23
months)
2005... 92
2006... 92
2007... 92
2008... 92
2009... 88
2010... 80

Primary completion rate

(total, % of
relevant age group)
2005... 94
2006... 91
2007... 91
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16. Apply geometric Section 3. Can you predict the

concepts, especially Mathematics as a Tool primary completion rate
isometries in (Part 2) for 2010?
describing and I. Geometric Desiqns
creating designs (S) Core Idea. Geometry
17. Contribute to can help enhance one’s Week 17 Critical,
the enrichment of artistic prowess as well Analytical and
the Filipino culture as enrich one’s own Creative
and arts using culture. Thinking.
concepts in Recognizing and
geometry (V); analyzing geometric
shapes
-Use mathematical
concepts and tools
The Mathematics of
in other areas
Finance
such as in finance
and logic. • Simple and
Compound
Interest

Loqic
• Logic statement
and quantifiers
• Truth tables
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Desired Learning Course Content Teaching and Learning Assessment Task (AT) Resource Materials Time Values Infused /
Outcomes (DLO) Subject Matter Activities (TLA’s) Table Competencies

and
tautologies
• Conditional,
Biconditional
and related
statements

Final Examination

REFERENCES
A. Books
a. Aufman, R. et. al. (2018). Mathematics in the Modern World. Rex Book Store, Inc., Sampaloc, Manila, Philippines
b. Baltazar, E. C., (2018). Mathematics in the Modern World. C & E Publishing, Inc.
c. Calingasan, Recto M., (2018). Mathematics in the Modern World. C & E Publishing, Inc., Malabon City
d. Carpio, Joy N., (2018). Mathematics in the Modern World. Books Atbp. Publishing Corp., Mandaluyong
e. Sobecki, Dave, (2019). Math in our World. McGraw-Hill Education, New York
f. Almazan, Evelyn V., (2019). Mathematics in the Modern World. Jimczyville Publications, Malabon City
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B. E-Sources

a. https://vimeo.com/9953368
b. http://www.exploratorium.edu
c. https://ronh/secret/secret.html

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

 Synthesis Paper 30% - Examination
 Short Videos (Uploaded to individual tiktok account) 20% - Quizzes
 Compilation of activities 20% - Recitation
20% - Project
10% - Attendance

COURSE POLICIES  Attendance is a must

 Compliance to all the requirements reflected in the syllabus

CONSULTATION PERIOD 4:00 – 5:00 pm

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FACULTY IN-CHARGE Name: NESTOR G. GUTIZA Jr., MAM-AS

Academic Rank: Asst. Prof. 4
Mobile #: 09085495699
Email address: ngutiza@gmail.com

Name: MARJORIE F. FORMANES, Ed. D.

Academic Rank: Asso. Prof. 4
Mobile #: 09506175249
Email address: marjoriefajardoformanes@gmail.com

Name : RONALDO P. DECANO JR

Academic Rank : Asst. Prof. 1
Mobile # : 09124903889
Email address: ronaldojr.decano@gmail.com

Name: ELEANOR T. LAGCO

Academic Rank : Instructor 3
Mobile # 09076218614
Email address: Lenlagco@gmail.com

Name: IAN ANTHONY T. HAGACER

Academic Rank: Instructor 1
Mobile # 09519556598
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Email address: ianhagacer@gmail.com

Prepared by: Recommending Approval: Approved:

NESTOR G. GUTIZA Jr., MAM-AS ORLANDO D. DONCILLO, Ph. D. TELESFORO ESCOTO, Ed. D.
Academic Rank: Asst. Prof. 4 Dean / Signature Campus Administrator/ Signature
09085495699
ngutiza@gmail.com

MARJORIE F. FORMANES, Ed. D.

Asso. Prof. 1
09506175249
marjoriefajardoformanes@gmail.com

RONALDO P. DECANO JR
Asst. Prof. 1
09124903889
ronaldojr.decano@gmail.com

ELEANOR T. LAGCO
Asst. Prof. 1
09076218614
 SORSOGON STATE UNIVERSITY Document Code: FM-AAM-012
COLLEGE OF TECHNOLOGY
Revision Number: 01

Effectivity Date: August 15, 2022

BS EN 1SO 9001:2015 MATHEMATICS IN THE MODERN WORLD
Page No.: 25 of 23

Lenlagco@gmail.com

IAN ANTHONY T. HAGACER

Instructor 1
09519556598
ianhagacer@gmail.com