COR JESU COLLEGE

COLLEGE DEPARTMENT
Sacred Heart Avenue, Digos City, Philippines
Tel. No. (082) 553 – 2433 local 105* Fax No.: (082) 553 – 2433
Website: www.cjc.edu.ph * Email: cjccollegedepartment@yahoo.com
TEACHER EDUCATION DIVISION
COURSE CAT. NO. : MATH
COURSE TITLE : COLLEGE AND ADVANCED ALGEBRA
COURSE CREDIT : 3 units
PRE-REQUISITE : none

Vision:
Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and
the charism of the Brothers of the Sacred Heart.

Mission:

We, the members of the Cor Jesu College community, commit ourselves to:
1. Advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2. Nurture a compassionate community that journeys as one family united at the Heart of Christ; and (COMMUNITY)
3. Strengthen responsible stewardship towards social transformation, progress and sustainable development. (APOSTLESHIP)

Core Value of Compassion

The value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.
GOALS OF THE COLLEGE DEPARTMENT CJC MISSION / CORE
VALUE OF COMPASSION
1 2 3 4
1 Offer academic programs that meet local and global demands; 

2 Conduct developmental researches and productive scholarship activities for dynamic and responsive instruction; 

3 Engage in community extension services for capacity building and empowerment of poor communities; 

4 Provide a research and field based instructions for a relevant and functional learning; 

5 Nurture a climate of compassionate community of personal, communitarian and spiritual growth; 

6 Send graduates to the fields of works as God-centered professionals, responsible stewards of nature, agents of cultural preservation and promotion, 
initiators of social transformation and sustainable development.
Course Title: Date Effective: Date Revised: Prepared by Endorsed by Approved by
Chenie T. Gonzalez, MA
Abstract Algebra June 2015 May 2015 Cristian T. Camanan Anna Liza C. Cerbo, MLMed Ma. Elena C. Morales, Ph.D

INTENDED LEARNING OUTCOMES

Institutional Level

INTENDED PROGRAM EDUCATIONAL OUTCOMES CJC PILLARS

(CJC IDEAL GRADUATES)
The CJC graduates can: Excellence Community Apostleship
1. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the 
field of specialization.
2. Exercise critical and creative thinking in providing solutions to discipline-related problems. 
3. Apply effective communication skills, both orally and in writing, using the English language. 
4. Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice. 
5. Contribute to nation-building and national development through application of new technology. 
6. Work effectively in multi-disciplinary and multicultural teams. 
7. Actualize professional practices with a sense of community characterized by compassion and trustworthiness. 
8. Hold personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global 
citizen values.
9. Exhibit professional character as responsible stewards for social progress and development marked by availability and 
accountability.

PROGRAM LEVEL

A. PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

INTENDED PROGRAM EDUCATIONAL OUTCOMES Excellence Community Apostleship

(CJC—Teacher Education Graduate Attributes) 1 2 3 4 5 6 7 8 9
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and / / / / / / / / /
political contexts.
2. Demonstrate mastery of subject matter/discipline. / / / / / / / /
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific / / /
learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. / / / / / /
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable / / / / / / / /
educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning / / / / / /
processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. / / / / / / / /
8. Pursue lifelong learning personal and professional growth through varied experiential and field-based / / / / / / / / /
opportunities.

B. PROGRAM OUTCOMES/STUDENT OUTCOMES

INTENDED PROGRAM EDUCATION OUTCOMES Excellence Community Apostleship

(CJC—BSME Graduate Attributes) 1 2 3 4 5 6 7 8 9
1. Exhibit competence in mathematical concepts and procedures. / / / / / / /
2. Exhibit proficiency in relating mathematics to other curricular areas. / / / / / / / / /
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of / / / / / / /
mathematics.
4. Demonstrate competence in designing, constructing and utilizing different forms of / / / / / / / / /
assessment in mathematics.
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine / / / / / / / / /
problems with different levels of complexity.
6. Use effectively appropriate approaches, methods, and techniques in teaching mathematics / / / / / / /
including technological tools.
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, / / / / / / / /
discovery and gaining insights of the world.

MATH in the CJC BSED Curriculum Map

COURSE PROGRAM OUTCOMES PROGRAM OUTCOMES

(Common to Teacher Education) (Specific to BSME)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO1 PO2 PO3 PO4 PO5 PO6 PO7

MATH I I P I I I I I L O P P L P P

Legend: L- Facilitates learning of the competencies (input is provided and competency is evaluated)
P – Allows student to practice competencies (no input but competency is evaluated)
O – Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)
 COURSE NAME COLLEGE AND ADVANCED ALGEBRA
COURSE CREDIT 3 units
COURSE DESCRIPTION This course provides students with a basic understanding of various functions, including their characteristics, graphs and applications. It includes the
study of the real number system, and its properties, the operation on different types of algebraic expressions, and the solution of various types of equations
and inequalities.
CONTACT HOURS/WEEK 3 hours
PREREQUISITE NONE
COURSE OUTCOMES At the end of the semester, the students must have:
a. shown greater understanding and mastery of the fundamentals of calculus: The limit concepts and application of the derivatives;
b. appreciated the role of Mathematics in developing such desirable habits and attitudes as: individual honesty, curiosity, patience and perseverance in
performing assigned task;
c. developed ones analytical and problem solving techniques; develop skill in sketching graphs.

Desired Learning Outcomes Course Content/Subject Teaching and Learning Assessment Task Grading Criteria Resource Time Table
Matter Activities Materials
At the end of the lesson, the I. REAL NUMBER  Lecture/Discussion: Problem Set: The students Rubrics for checking Laptop 1st Quarter
students will be able to: SYSTEM will work on ten (10) the content of the 12 hours
problems covering the four problem set LCD Projector
 Types of Numbers (4) basic concepts of the (see attachment)
 .gain the knowledge of various and Relation  Group Discussion: subject. This task should be
types of numbers viz. natural Between Various hand-written particularly
numbers, whole numbers, Types of Numbers the process of solving. A
integers, rational numbers and  Slides Presentations: cover page is required for a
irrational numbers that good output. Designs are
constitutes the real number allowed.
system
 Problem Solving : Oral Recitation
 find out how to insert rational  Rational and
numbers between two rational Irrational Numbers Quiz
numbers
Assignment
 appreciate the fact that infinitely
 many rational numbers can be
inserted between two given
rational numbers

 recognize how to represent

irrational numbers

 find the decimal expansion of

real numbers and determine a
rational and irrational number on
this basis

 add, subtract, multiply and

divide two or more integers with  Operations with
the same or different signs Real Numbers

 identify and use commutative,

associative, and distributive
property for addition and  Properties of Real
multiplication Numbers

At the end of unit, the students CHAPTER II

should be able to: 2nd quarter
 define linear equations and
inequalities a. Linear equations and Lecture/discussion Seatwork Scores of students Collage of different 2 hrs
 translate verbal statements inequalities community
involving general or unknown b. Translation of verbal Demonstration Boardwork Scores of students scenario
quantities to equations and statements to mathematical
inequalities and vice versa statements or vice versa
 identify key elements in a
mathematical statement
 state and illustrate properties of
equality and inequality

 graph linear equations and c. Properties of Equations Think-Pair-Share Quiz Scores of students 2 hrs
inequalities. and inequalities Activity sheets
 determine the solution set of 1st d. Graphs of linear
degree equation and inequalities equations and inequalities
by applying the different e. Solution set of linear Simulation/games Group reports Rubric for the Group 2 hrs
properties equation and inequalities in Reports Colored chalk
one variable Graphing papers
 solve system of linear equations
in two variables using the
graphical method
 find solution of a system of
linear inequalities using the
graphical and algebraic methods.
f. System of linear
equations in two variables
g. System of linear
inequalities using the
graphical and algebraic
methods
Exposition or demonstration Rich task Scores of students 2 hrs.
On the algebraic solution of The world of inequalities
equation and inequalities
3 hrs.
Class and group discussions
Small group sharing
Peer assessment Rubric on rating their 3 hrs
peers Prepared lecture
notes

At the end of unit, the students 3rd Quarter

should be able to:
Colored chalk 8 hours
 explain basic ideas on Chapter III Deductive Discussion Group output
inequalities a. Basic Ideas
 write the solution set of an Rubric for Group
inequality in interval notation b. Interval Notation Drill Output
 graph linear inequalities and Graphs Graphing Activity
 solve linear inequalities Scores of Students
 solve real world problems
involving inequalities c. Solving Linear Solving Seatwork Exercises Quiz OHP
 solve compound inequalities. Inequalities Transparencies
 find the solution set of an
Written answers to assigned Scores of students
absolute value inequality and
d. Applications Envoy problems
graph the same.
 solve quadratic inequalities
Scores of students Textbook
e. Compound Small-Group Discussions and Seatwork
Inequalities Problem Solving
f. Absolute Value Scores of students
Inequalities Written Exercises

g. Quadratic Scores of students

Inequalities

At the end of unit, the students

should be able to:
 simplify exponential expression Newspaper 2 hrs.
 draw the graph of an g. Properties of Lectures/discussion Rich task output Scores of Students
exponential function Exponential Functions Magazines 2 hrs.
 describe properties of the graph h. Graphs of exponential Group Work
of an exponential function functions Worksheet
Human graph
Activity
 identify and solve certain
relationships/ problems in real-
life which are exponential such i. Application of Role playing on population Reflective writing on Rubric on Reflection Worksheets
as population growth exponential functions growth exponential functions Journal (see
attachment) Activity Guide 2 hrs.
 define logarithmic function Gathering of demographic data
2 hrs.

Lecture/discussion Boardwork/seatwork
 relate logarithms and j. Logarithmic Function Scores of students Worksheets FINALS
exponential as inverse functions
Problem solving 2 hrs.
k. Definition of Recitation Activity guide
logarithmic function Scores based on rubric
l. Relationship between
 apply laws of logarithm in exponential and
simplifying expressions logarithmic functions

Think-Pair-Share
m. Laws of logarithm Quiz Activity guide
Scores of students
2 hrs.
At the end of unit, the students
should be able to: FINALS

 graph logarithmic equations n. Graph of logarithmic Lecture Boardwork/seatwork on Scores of students Worksheets 3 hrs
functions logarithmic function
 describe properties of the graph Discussion Activity guide
of logarithmic function and its o. Solution of logarithmic
relation to exponential function equation Graphing paper

 solve logarithm equations

p. Application of Problem posing Recitation (applying Scores based on the
logarithmic functions logarithms) rubric Colored chalk
 identify and solve certain
relationships/problems in real Test Pentel pen
life as application of logarithmic
functions such as growth or Dyad output Scores on Dyad output Manila
decay paper/cartolina 3 hrs

Suggested Readings and R 1 – Brown and Robbins, D. ( 1989 ). Advance Mathematics A Pre Calculus Course. New Jersey: Houghton Mifflin Co.
References
R 2 – Capitulo, F.M. ( 1994 ). Algebra A Simplified Approach. Phil. National Book Store.

R 3 – Hersby, E.J. Jr. and Lial, M. ( 1996 ). A Graphical Approach to Pre Calculus, USA.

R 4 – Leithold, L. ( 1992 ). College Algebra and Trigonometry. Reprinted in the Phil. National Bookstore.

R 5 – Smith, k (1986) Precalculus Mathematics. Books/Cole Publishing Co.

R 6 – Steffesen, A. and Murphy, J. ( 1984 ). Intermediate Algebra. USA. Scott, Foresman and Company.

R 7 – Streeter, J.V., Hutchison, D., Bergman, B. and Hoelzle, L. ( 2001 ). International Algebra. Boston: Mc-Graw Hill Companies.

R 8 – Marcelino, D., (2011). Contemporary Mathematics. Lorimar Publishing, Inc.

R 9 – Nocon, F., Torrecampo, J., Torrecampo, L. (2001). Essentials of College Algebra. Katha Publishing Co., Inc.

R10 - Comandante, F. Jr. (2006). Calculus, Concepts and Applications Made Easy. JUNCOMS Enterprises.

R11 - Barnett, R., Ziegler, M. (2008). College Algebra, 8th ed. McGraw Hill Companies, Inc.
 R12 - Sullivan, M.(2008). College Algebra, 8th ed. Pearson Prentice Hall, Upper Saddle River, New Jersey.

Course Requirements Course Requirements: Assessment portfolio contains the following:

1. Class Attendance and Active Participation in Class
2. Submission of special project
3. Reaction Papers / Reflective Journals
4. Examination Results
5. Teaching Evaluation Results

Grading System Evaluation Criteria:

A. Midterm Grade
1. Quizzes, Assignments, Oral Recitation ………………………25%
2. First Quarter Examination …………………………………. 25%
3. Midterm Examination ……………………………………… 50%

B. Final Grade
1. Quizzes, Assignments, Oral Recitation, etc …………………. 12.5%
2. Third Quarter Examination ……………………………… 12.5%
3. Midterm Grade ………………………………………… 25%
4. Final Examination ……………………………………………………50%
100%
Classroom Policies 1. Observe punctuality
2. Observe responsibility and cooperation in doing group tasks
3. Observe deadlines
4. Strictly “No Permit No Exam” on major exams
5. No absence during Teaching demonstration
6. Cheating is not allowed. It is a ground for failure of the subject.