West Visayas State University

JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National
Comp. High School, Janiuay Nat’l Comp. High School, Janiuay
National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 317-1894 *Telefax No:
* Website: www.wvsu.edu.ph*Email Address: janiuay@wvsu.edu.ph

OUTCOMES-BASED EDUCATION (OBE) COURSE DESIGN/SYLLABUS IN MTH 101 (MATHEMATICS IN THE MODERN WORLD)

Date Revised/Enhanced: January 5, 2024

I. University

Vision: A research university advancing quality education towards societal transformation and global recognition.

Mission: WVSU commits to develop lifelong learners empowered to generate knowledge and technology, and transform communities as agent of
change.

Core Values: Excellence, Creativity and Innovation and Service Hashtag: #WVSUexcels Branding: At WVSU, Excellence is a way of life.

Institutional Outcomes for Instruction (BOR Resolution 97-2020) :

A taga WEST…
1. is a creative and critical thinker
2. is an effective and responsible communicator
3. is technologically skilled
4. has the capability to engage in research
5. has teaming and collaborative skills
6. is socially responsible and has strong national identity
7. is globally competitive
8. is self-directed, competent, and accountable professionals
9. has uncompromising personal and professional ethical standards
10. can utilize lifelong learning skills or personal development and excellence in professional practice
1

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
II. The Campus
Campus Outcomes:
1. Innovative, responsible and committed individuals
2. Possess efficient communication skills
3. Educationally adaptable to the changing demands of time
4. Excellent in teacher education program and other areas of specialization

III. Program/Degree: Bachelor of Science in Hospitality Management

IV. General Education Outcomes : Based on CMO 20, series 2013

Intellectual Competencies
a. Higher levels of comprehension (textual, visual, etc.)
b. Proficient and effective communication (writing, speaking, and use of technologies)
c. Understanding of basic concepts across the domains of knowledge.
d. Critical, analytical, and creative thinking
e. Application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental observations, etc.) in
tackling problems methodically.

Personal and Civil Responsibilities

a. Appreciation of human condition
b. Capacity to personally interpret the human experience.
c. Ability to view the contemporary world from both Philippine and global perspectives.
d. Self-assuredness in knowing and being Filipino.
e. Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards.
f. Ability to reflect on moral norms/imperatives as they affect individuals and society.
g. Ability to appreciate and contribute to artistic beauty.
h. Understanding and respect for human rights
i. Ability to contribute personally and meaningfully to the country’s development.

Practical Skills
a. Working effectively in group
b. Application of computing and information technology to assist and facilitate research.
2

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 c. Ability to negotiate the world of technology responsibly.
d. Problem-Solving (including real-life problems)
e. Basic work-related skills and knowledge

V. Course No. and Title: MTH101 (Mathematics in the Modern World)

Prerequisites: None

VI. School Year/Semester Offered: 2023-2024 / 2nd Semester

VII. Course Description: CMO # 20, Series 2013

This course deals with the nature of mathematics, appreciation of its practical, intellectual, 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 bunch
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. Theses 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.

VIII. Course Credit/Unit : Three (3) units lecture

IX. Course Outcome: CMO # 20, Series 2013

At the end of the course the students must have:

1. discussed and appreciated the nature of mathematics, what it is now, how it is expressed, represented and used.
2. applied different types of reasoning to justify statements, arguments and solved problems made about by mathematics and mathematical concepts.
3. discussed the language and symbols of mathematics.
4. used a variety of statistical tools to process and manage numerical data.
5. used mathematics in other areas such as finance and business, codes and coding schemes, networks, voting, health and medicine, environment, arts and
design, and recreation.
6. appreciate the nature of mathematics and affirmed honesty and integrity in its application to various human endeavors.

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
X. Course Design Matrix

TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
At end of the unit, the Unit 0: Orientation
students must have:
1. explained and 1. The University’s 2013 University Code Course Outline 1 Week
internalized the vision, Vision, Mission, Core Discussion Discussion
mission, core values of Values, and 2014 WVSU Student Powerpoint
the University and the Outcomes Handbook presentations
institutional, 2. The College of Arts CMO #49 s.2017
college/campus, degree and Sciences Internet
and course outcomes; Outcomes CMO # 20, s. 2013 (website)
and 3. The General College Brochures
2. understood and Education Outcomes
committed to the rules 4. The Course
and regulations Description
stipulated in the 5. The Course Outcomes
University Code, and 6. The Course Content
Student Handbook and and Grading System
set rules in the
classroom.
Part I – The Nature of Mathematics
At end of the unit, the Unit I: Mathematics in
students must have: Our World Nature’s Numbers by Ian
1. identified patterns in Stewart or Mathematics in Video- Short response Videos Week 2
Module
nature and regularities 1. Patterns and Nature: Modeling Patterns in watching
reading
in the world; Numbers in Nature the Natural World by John A. Books
Essay writing
2. articulated the and the World Adam or A Mathematical
importance of 2. Getting to Know Nature Walk by John A Adam Video- PowerPoint
mathematics in one’s Mathematics Journal Two-to three-page presentations
4

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
life; a. What is or any book of same level, writing watching synthesis paper
3. argued about the nature Mathematics? intent and approach (2) module
of mathematics, what it b. Where is https://vimeo.com/9953368 Whole class Poster presentation
is, how it is expressed, Mathematics? Activity sheets
discussion Journal
represented, and used; c. What is
Aufmann, R., et al. (2017) writing Rubric/Criteria
and Mathematics Laptop
4. expressed appreciation About? Mathematics in the Modern Performanc
for mathematics as a d. How is World. Philippine ed. Rex e Task Performa
human endeavour. Mathematics Book Store (Cengage) (Poster nce Task
done? (Chapter 1) making and (Poster
e. Who uses presentatio
making
Mathematics? n)
Tannenbaum, P. (2007) and
3. Importance of
Excursions in Modern presentati
Mathematics
Mathematics. 6th ed. New on)
a. What is
Jersey: Pearson Education
Mathematics
Inc. (Chapters 9 & 12)
for?
b. Why is
Daigdig, R. (2019).
Mathematics
Mathematics in the Modern
Important to
Word. Philippines: Lorimar
Learn or Know?
Publishing Inc. (Chapter 1)
4. Various Applications
of Mathematics
At the end of the unit, the Unit II: Mathematical Aufmann, R., et al. (2017)
student must have: Language and Mathematics in the Modern
Symbols World. Philippine ed. Rex
1. discussed the language, Individual Module Written Books Weeks 3-
Book Store (Cengage) Written
symbols and 1. Importance of or small Reading Exercises 4
conventions of (Chapter 2& 5) Exercises Powerpoint
Language group
5

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
Mathematics; 2. The Mathematical exercises Quiz presentations
2. explained the nature of Language Aufman, R., et. al. (2013) including Quiz
mathematics as a a. Characteristic Mathematical Excursions. 3rd games Compilati Module
Practice
language; s of ed. Belmont, CA: Cengage on of Drill Practice Drill
3. performed operations mathematical Laerning (Chapter 3) mathema Activity sheets
on mathematical language Problem Problem
Whole class tical Sets
expressions correctly; b. Mathematical Sets Laptop
Jamison, R.E. (2000). discussions symbols
and expressions
Learning the language of of the and
4. acknowledged that c. Mathematical
mathematics. Language and comparison notations
mathematics is a useful sentences
Learning across the s between
language. 3. Translation of and their
Disciplines, 4(1), 45-54 the English
English expressions meanings
and sentences and
4. Elementary logic Discrete Mathematics and Its Mathematic
a. Logic Application (2012) al language
statements [Philippines]:McGrawHill
b. Logic Compilation
(Chapter 1)
connectives, of
symbols, and mathematic
negation Epp, S. (2012). Discrete al symbols
c. Quantifiers Mathematics. Andover: and
5. Equivalent Cengage Learning (Chapter notations
Statements, and 2) and their
Tautologies meanings
Daigdig, R. (2019).
Mathematics in the Modern
Word. Philippines: Lorimar
Publishing Inc. (Chapter 2)

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
At the end of the unit, the Unit III: Problem Aufmann, R., et al. (2017)
student must have: Solving and Reasoning Mathematics in the Modern
1. used different types of 1. Mathematical World. Philippine ed. Rex Books Weeks 5-
Small-group Problem Problem set
reasoning to justify Reasoning Module 6
Book Store (Cengage) problem set
statements and a. Inductive Reading Powerpoint
(Chapter 3) solving
arguments made about Reasoning Practice Drill presentations
mathematics and b. Deductive Practice
mathematical concepts; Reasoning Aufman, R., et. al. (2013) Whole class Drill Quiz Module
Quiz
2. solved problems 2. Problem Solving Mathematical Excursions. 3rd discussions
involving patterns and a. Problem ed. Belmont, CA: Cengage of key Activity sheets
recreational problems Solving Laerning (Chapter 1) problems
following Polya’s four involving and Laptop
steps; and Patterns Long, C. T., De Temple, solutions
3. organized his/her b. Polya’s Problem D.W., Millman, R. S. (2012)
methods and approaches Solving Mathematical Reasoning for
for proving and solving Strategy Elementary Teachers. 6th ed.
problems. c. Recreational Boston: Addison Wesley
Problem (Chapter 1)
Solving
Bass, L., et al. (2004).
Prentice Hall Mathematics:
Geometry. Needham,
Massachusetts: Pearson
Printice Hall (Chapter 2)

Daigdig, R. (2019).
Mathematics in the Modern
Word. Philippines: Lorimar
Publishing Inc. (Chapter 3)

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
Part II – Mathematics as a Tool
At the end of the unit, the Unit IV. Data Daigdig, R. (2019).
student must have: Management Mathematics in the Modern Lectures Module Quiz Quiz
1. used a variety of Word. Philippines: Lorimar reading Books
statistical tools to 1. Review: Descriptive Publishing Inc. (Chapter 4)
Work with Practice Practice Drill Powerpoint
process and manage Statistics (Measures
statistical Work Drill Group presentations
numerical data; of Central Tendecy, Bluman, A. G. (2013)
software with Group project
2. used the methods of Location and Elementary Statistics: A Brief
using statistical
linear regression and Dispersion), and Version. 6th ed. New York, NY: project proposal for Module
MCGraw Hill (Chapters 3, 8, 9, computer software proposal a
correlations to predict Inferential Statistics
10 and 11) or using for a quantitative Activity sheets
the value of a variable (Normal Distribution
calculator computer quantitativ study
given certain conditions; and Hypothesis
Larsen, Richard J., Marx, Morris or e study Laptop
and Testing) L. (2012) An Introduction to calculator Weeks 7-
3. advocated the use of 2. Chi-Square, Mathematical Statistics and Its Planning or
statistical data in making Correlation, and Applications. 5th ed. Boston Conducting 8
important decisions. Regression (Chapters 6, 7, 9, 11 & 12) a Study Planning
or
Walpole, R., Myers, R., Myers, Conductin
S., & Ye, R. (2012) Probability Class
g a Study
and statistics for engineers and discussions
scientists. 9th ed. Pearson (small
Education Inc. group
discussion)
Tannenbaum, P. (2007)
Excursions in Modern
Mathematics. 6th ed. New Jersey:
Pearson Education Inc.
(Chapters 13, 14 and 16)

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
At the end of units I to Unit I. Mathematics in
IV, the students must our World Midterm Midterm Test Paper/ Week 9
have achieved at least Unit II. Mathematical Exam Exam Test Booklet
75% mastery of the Language and Symbols
principles, concepts and Unit III. Problem
skills included in the Solving and Reasoning
corresponding units Unit IV. Data
Management

Units V, VI and VII and 1(one) unit to be chosen among Unit VIII, IX and X as an elective topic will cover the whole duration of the Finals.

The course facilitator have chosen Unit X (Geometric Design) as an elective topic since his students are BSHM students.

At the end of the unit, the Unit V: Linear Beezer, R. A. (2012). A First Course in Lecture- Module Quiz Books
Linear Algebra Version 3.40.
student must have: Programming Washington, USA: Congruent Press.
Discussion Reading Quiz Week
1. Linear Inequalities Problem Set PowerPoint 10-11
1. Showed understanding of ICT Practice Problem presentations
the characteristics of 2. Geometry of Linear Daigdig, R. (2019). Set Group
Integration Drill
different types of decision- programming Mathematics in the Modern Reporting/ Module
making environments and 3. Linear Programming Word. Philippines: Lorimar Group Presentation
Publishing Inc. (Chapter 7) Group Work ICT
the appropriate decision- Problems Reporting/ s via online Activity sheets
Activity Integratio
making approaches. Presentatio flatforms
Robertson, D. (2013). Linear n ns Laptop
Group
2. Formulated the graphical Programming: Solving Systems of
Presentatio
representation and solution Linear Inequalities. Retrieved from:
http://www.mshartleysroom.weebl n
of real-life word problems
y.com/uploads/2/7/3/6/27360631/l
involving linear
inearprog
programming. rammingrealworldproblems.pdf

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face

At the end of the unit, the Unit VI:

student must have: Apportionment and Lecture- Module Quiz Quiz Books
1. used mathematical Voting Aufman, R., et. al. (2013) Discussion Reading
concepts and tools in 1. Introduction to Mathematical Excursions. 3rd Problem Problem Set PowerPoint
other areas such as apportionment ed. Belmont, CA: Cengage Practice Set presentations
apportionment and Laerning (Chapter 4) Student-led Drill Group
a. The Hamilton
voting; Discussion Group Reporting/ Module
Plan
2. explained the different Tannenbaum, P. (2007) Reporting/ Presentation
b. The Jefferson
apportionment and Excursions in Modern Brain Presentatio s via online Activity sheets
Plan
voting methods; and Mathematics. 6th ed. New Storming ns flatforms
c. Fairness in Jersey: Pearson Education and Laptop
3. supported the use of Apportionment
Inc. (Chapters 2 and 4) constructin
mathematics in various d. The Hungting-Hill g real life
aspects and endeavours Apportionment Daigdig, R. (2019). situation
in life. Method Weeks
Mathematics in the Modern wherein the
2. Introduction to Voting 12-13
Word. Philippines: Lorimar application
a. Plurality Method Publishing Inc. (Chapter 9) of
b. Borda Count apportionm
Method ent and
c. Plurality with voting may
Elimination be used
Method
d. Pairwise
Comparison
Voting Method
3. Weighted Voting
Systems

10

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
At the end of the unit, the Unit VII. The Aufman, R., et. al. (2013) Quiz
student must have: Mathematics of Mathematical Excursions. 3rd Interactive Module Quiz Graphing
1. defined basic concepts Graphs ed. Belmont, CA: Cengage Discussion Reading Problem Set
related to graphs; 1. Basic concepts of Laerning (Chapter5) Problem (Illustration Paper Colored
2. differentiated path and graphs ICT Practice Set of Graphs Pens
circuit e.g. Eulerian and 2. Paths and circuits Discrete Mathematics and Its Integration Drill (Illustratio and Solving)
Hamiltonian graphs; a. Euler Application (2012) n of Module
3. applied Euler and b. Hamiltonian [Philippines]:McGrawHill Graphs Graph
Hamiltonian paths and (Chapter 7) Group Work ICT and Coloring Laptop
3. Weighted graphs
circuits to solve Activity Integratio Solving) (Maps,
4. Planarity and Euler’s
problems; and Tannenbaum, P. (2007) n Cartoon Maps Weeks
formula
4. applied the concept of 5. Graph coloring Excursions in Modern Group Graph Characters, 14-15
graph in planning and Mathematics. 6th ed. New Presentatio Coloring etc)
decision making Jersey: Pearson Education n (Maps,
regarding networks and Inc. (Chapters 5, 6 & 7) Cartoon
designs Characters,
5. demonstrated patience, Daigdig, R. (2019). etc)
accuracy, and orderliness Mathematics in the Modern
in doing once task. Word. Philippines: Lorimar Practice
Publishing Inc. (Chapter 11) Drill

At the end of the unit, the Unit VIII.

student must have: Mathematical Systems Aufman, R., et. al. (2013)
1. represented Mathematical Excursions. 3rd Interactive Module Quiz Quiz Books
1. Modular Arithmetic Discussion Reading
mathematically 2. Application of ed. Belmont, CA: Cengage
Group Group Output
situations that repeats in Modular Arithmetic Laerning (Chapter8) Module
ICT Practice Output (Result of
cycles using modular (ISBN, UPC, Credit Integration (Result of Investigation)
Drill
arithmetic; Card Numbers, Aufmann, R., et al. (2017) Investigatio Laptop
2. solved arithmetic Cryptography) Mathematics in the Modern Written/Oral n) Problem Sets

11

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
operations modulo n; 3. Introduction to Group World. Philippine ed. Rex Exercises ICT
3. used codes in data Theory Book Store (Cengage) Integration Problem
transmission and Group Work Sets
(Chapter 7) Activity
security;
4. performed operations in Epp, S. (2012). Discrete Group
Group. Mathematics. Andover: Cengage Presentation
Learning (Chapter 6)
At the end of the unit, the Unit IX. Codes Discrete Mathematics and Its Power point Module Quiz Quiz Books
student must have: Application (2012) Presentation Reading
1. Binary Codes Group Group Output
1. used code schemes to 2. Integers in [Philippines]:McGrawHill Module
Lecture- Practice Output (Result of
encode and decode (Chapter 4) Laptop
Computers Discussion Drill (Result of Investigation)
different types of 3. Logic and Computer Investigatio
information for Additional References: Group n)
Addition
identification, privacy and Introduction to Contemporary Investigation ICT Paper Pencil
4. Text Data mathematics (2nd Ed.) by Integration
security purposes; Test
5. Errors and Error COMAP, Inc.
2. Exemplified honesty and Oral
Correction Presentation Oral
integrity when using
codes for security
6. Error Detecting Code A Student’s Guide to Coding Presentati
on
purposes. and Information Theory by
Moser and Chen

http://www.exploratorium
.edu/ronh/secret/secret.htm
At the end of the unit, the Unit X : Geometric Tannenbaum, P. (2007) Quiz
student must have: Design Excursions in Modern Lecture – Module Quiz Laptop
1. applied geometric Mathematics. 6th ed. New Discussion Reading Week
1. Recognizing and Individual
16-17
concepts, especially analyzing geometric Jersey: Pearson Education Group Presentation Module
ICT ICT
isometries in describing shapes Inc. (Chapters 11) Presentation Rubric/Criteri
Integration Integration
and creating designs Rubric/Criter a Group Outputs
2. Transformations
12

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
manually or with the use 3. Patterns and Venema, G (2012). Small Group Oral ia
of Geogebra or other Diagrams Foundations of Geometry. Activities Presentati
mathematical softwares; 2nded. Boston, MA: Pearson on
4. Design, Arts, & Group
and Culture Education Inc. (Chapter 10)
Presentation
2. contribute to the s of various
enrichment of the Filipino Long, C. T., De Temple, indigenous
culture and arts using D.W., Millman, R. S. (2012) designs
concepts in geometry. Mathematical Reasoning for found in
Elementary Teachers. 6th ed. one’s home
Boston: Addison Wesley community
(Chapters 9 & 11) (Integrating
Project)
Aufman, R., et. al. (2013)
Oral and
Mathematical Excursions. 3rd written
ed. Belmont, CA: Cengage exercises
Laerning (Chapter7)

Daigdig, R. (2019).
Mathematics in the Modern
Word. Philippines: Lorimar
Publishing Inc. (Chapter 5)

At the end of units V – X, Unit V. Linear

the students must have Programming Final Test Paper/
achieved at least 75% Examination Test Booklet
Unit VI. Apportionment
mastery of the principles, and Voting Week 18
concepts and skills
Unit VII. The
included in the
Mathematics of Graphs
corresponding units
13

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 TIME
OUTCOMES-BASED ASSESSMENT OF RESOURCE
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ ALLOTE
TEACHING & LEARNING OUTCOMES MATERIAL
OUTCOMES (DLO) SUBJECT MATTER REFERENCES D
LEARNING (OBTL) (ALO)
Remote Face to Remote
Face to
Face
Face
Unit IX. Codes

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

X. Criteria for Grading

Midterm/Final Examination 40%
Quizzes, Problem Set, & Long Test/Unit Test 30%
Supplementary Outputs (Assignments/ Problem Sets/ Project) 20%
Attendance and Class Participation 10%

100%
Final Grade Components : 1/3 of Midterm Grade + 2/3 of Final Term Grade = FINAL GRADE

XI. Other Requirements

Every student must have :
1. read each topic included in the course outline;
2. submitted problem sets and assignments;
3. complied with the project requirements such as poster, vignette, synthesis, research proposal, and others;
4. passed the quizzes, long tests, and major examinations; and
5. participated in class discussions, and other relevant activities e.g. University Math Day Celebration.

14

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
XII. Course Mapping

A. Course Outcomes in relation to General Education Outcomes and Institutional Outcomes

General Education Outcomes

Course Outcomes
Institutional Outcomes
Intellectual
Personal and Civic Responsibilities Practical Skills
At the end of the course, the students must have: Competencies
a b c d e a b c d e f g h i a b c d e 1 2 3 4 5 6 7 8 9 10
1. discussed and appreciated the nature of
mathematics, what it is now, how it is expressed,            
represented and used.
2. applied different types of reasoning to justify
statements and arguments made about            
mathematics and mathematical concepts.
3. discussed the language and symbols of
     
mathematics.
4. used a variety of statistical tools to process and
          
manage numerical data.
5. used mathematics in other areas such as finance
and business, codes and coding schemes,
          
networks, voting, health and medicine, 
environment, arts and design, and recreation.
6. appreciated the nature of mathematics and
affirmed honesty and integrity in its application to               
various human endeavors.

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 B . Course Outcomes in relation with Teaching Learning Activities and Assessment Strategies

Course Outcomes Teaching and Learning Activities Assessment Strategies

Lecture-discussion, think-pair-share, group-sharing,
1. discussed and appreciated the nature of mathematics, what it is now, Journal or scrapbook, synthesis paper,
video watching, oral presentation, discovery
how it is expressed, represented and used. vignette, poster presentation
method, assigned reading,
2. applied different types of reasoning to justify statements and Lecture-discussion, group-sharing, discovery Seatwork, quiz, problem set, evaluating
arguments made about mathematics and mathematical concepts. method arguments
3. discussed the language and symbols of mathematics. Lecture-discussion, group-sharing, Seatwork, quiz, problem set
Seatwork, quiz, problem set, data
4. used a variety of statistical tools to process and manage numerical Lecture-discussion, group-sharing, model-lead-test, analysis or research proposal, problem
data. think-aloud, technology-assisted instruction
solving, technology-assisted activities
5. used mathematics in other areas such as finance and business, codes Lecture-discussion, group-sharing, model-lead-test, Seatwork, quiz, problem set, problem
and coding schemes, networks, voting, health and medicine, discovery method, think-aloud, technology-assisted solving, investigatory activity, technology-
environment, arts and design, and recreation. instruction assisted activities
6. appreciated the nature of mathematics and affirmed honesty and
Lecture-discussion, group-sharing Reflection paper
integrity in its application to various human endeavors.

Prepared and Designed By: ELIZABETH A. MAGALLANES, PhD FRANCIS O. PANTINO, PhD MYRNA H. DELA SAURA ROSEMARIE M. JAVA
CAS- WVSU Main CAS –WVSU Main CAS – WVSU Main CAS – WVSU Main

DOLLY ROSE F. TEMELO,PhD JOEY JANE C. TAYCO MA. CHONA CATEDRAL ALEXIS PESCUELA
CAS – WVSU Main WVSU- Janiuay Campus WVSU –Pototan Campus WVSU –Pototan Campus

KEITH LESTER A. MALLORCA WILHELM P. CERBO, Ed.D GENEVEVE M. PARREÑO

CAS- WVSU Main CAS- WVSU Main CAS- WVSU Main

Reviewed by: Approved:

ELIZABETH A. MAGALLANES, PhD MA. ELFEDA ECUBE, PhD
Chair, Mathematics Department Dean, College of Arts and Sciences
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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
For Janiuay Campus use:

JOEY JANE C. TAYCO ROMELYN B. LAM FLORENCIO CORDURA JR

REGINA G. MAGNO LOLITA G. MANEJERO BELLA A. RETIRACION

Revised/Enhanced by:

RAMEL H. MEDIANA, MAT

Course Facilitator

Reviewed by: Approved:

JOEY JANE C. TAYCO, Ph. D. LENY A. QUINTILLA, Ed. D.

Chair, Mathematics and Science Department Director, Academic Affairs

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
ATTACHMENTS (RUBRICS)

Short Response
Point Indicator
0 The student is unable to elicit the ideas and concepts from the readings and video indicating that s/he has not read the prescribed reading or watched the video.
1 The student is able to elicit the ideas and concepts from the readings and video but shows erroneous understanding of these.
2 The student is able to elicit the ideas and concept from readings and video and shows correct understanding of these.
3 The student not only elicits the correct ideas from the reading and video but also shows evidence of internalizing these.
4 The student elicits the correct ideas from the readings and video, shows evidence of internalizing these and consistently contributes additional thoughts to the Core Idea.

Problem Solving/Set (Formative Assessment Purposes Only)

Point Indicator
0 The Students did not make any attempt to solve the problem.
1 The student attempted to answer the problem but majority of the parts of the solution are incorrect.
2 The student is able to solve most parts of the problem but with minimal error.
3 The student is able to completely solve the problem but with minimal errors.
4 The student is able to completely solve the problem without any error.

Oral Presentation
Standards/C
Weight Very Satisfactory (4) Satisfactory (3) Nearly Satisfactory (2) Poor (1)
riteria
Demonstrates full knowledge by Demonstrates full knowledge by Demonstrates knowledge by answering all
Completely unable
answering all class questions with answering all class questions but with class questions but most parts of the
Content ScoreX3 to correctly answer
comprehensive explanations and in- less comprehensive explanations and in- explanation and elaboration were
questions.
depth elaboration. depth elaboration. irrelevant.
Logically delivered thoughts and Logically delivered thoughts and ideas Thoughts and ideas were not logically
Logical Unable to answer
ScoreX2 ideas and presents facts and and but some facts and evidences cited delivered and most facts or evidence cited
Reasoning questions.
evidences in support to the ideas. do not support the ideas. were irrelevant.
Seldom looking at notes and Unable to deliver
Emphasizes key points clearly and Key points were not emphasized clearly
Delivery ScoreX1 emphasizes key points clearly and without looking at
correctly but mostly looking at notes. and correctly.
correctly. the notes.

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
Data Analysis Poster Presentation/Scrapbook
Criteria Points Description Standard/Criteria Points Description
Data Gathering  Excellent data gathered from real (or reliable)  appropriate details support main idea
Procedure and sources using appropriate sampling technique.  accurate and detailed information
10 Content 25
Quality of  Sample size is reasonable or sufficient for the  information adequately supports purpose of
Data* analysis. No missing data. visual
 Rationale is clear and grounded  topic and title clear and easily identified
Introduction 5  Statements of the problem and hypotheses are Clarity 10  main idea is clearly appropriate to topic
clearly stated  all illustrations complement purpose of visual
 Statistical measures are applied and interpreted  outstanding use of color, design, and space
correctly. Inaccuracies are not present.  original creative design
 Presentation of process and results are easy to  over-all design is pleasing and harmonious
Data Analysis 25 Visual appeal 10
follow.
 Use concepts learned in class plus concepts and
analyses beyond the scope of the discussion.
 Clearly presented the summary of the findings.  free of grammatical errors
Conclusion 10  Conclusion is comprehensively discussed. Mechanics 5  words are eligible and pertinent to topic
 Clearly answers the question
* optional
Research Paper Proposal Synthesis Paper

Criteria Points Description Criteria Points Description

 elicits the correct ideas from the readings
 importance of the study  shows evidence of internalizing these and
 substance of the theories used and literatures reviewed consistently contributes additional thoughts to
Content 25 Content 15
 correct use of method and updated use of information the Core Idea
from varied sources  offers in-depth and explicit evaluation of the
readings
Quality and  information clearly relates to the main topic
 smooth transitions among paragraphs
Organization 15 clarity of 5  ideas are clearly and thoroughly presented
 absence of gaps in the text
information  free from grammatical error
 correct use of spelling, grammar, punctuation, and
Mechanics 5 Coherence  smooth transitions among paragraphs
diction
and 5  absence of gaps in the text
 correct use of the format
Format 5 Organization  logically delivered thoughts and ideas
 completeness of the recommended parts

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.