Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
ISO CERTIFIED

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning
experiences.
2. Generate and utilize new knowledge and technologies.
VISION 3. Engage and empower communities.
4. Intensify internationalization and resource generation
An Agricultural Research University of Global Standards initiatives.
5. Establish one e-governance system.
6. Enhance management of university resources.
MISSION
GUIDING VALUES
Leading innovations, building resilient and sustainable communities
 Quality and Excellence Teamwork and Unity
QUALITY POLICY  Professionalism Liberalism
 Institutional Pride
Central Bicol State University of Agriculture committed to lead innovations in
instruction, research, extension, and resource generation for clients’ CORE VALUES
satisfaction, uphold its core values and principles and satisfy all applicable
requirements and standards through continual improvement of its quality  Discipline
management system.  Respect
 Care
 UNIVERSITY
COLLEGE GOALS GOALS
1 2 3 4
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of instruction,
research and publication, and extension;
2. Promote quality teacher education programs that prepare world-class teachers;
3. Develop relevant and responsive educational technologies through research;
4. Catalyze development through community engagement; and
5. Improve human and physical resources.

PROGRAM OUTCOMES COLLEGE GOALS

After four years, the graduates of the BSE and shall: 1 2 3 4 5
1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environments.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and
educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.
 COURSE SYLLABUS

1. Course No. Math 102

2. Course Name Trigonometry
3. Course Description 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 the 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.
4. Credit Units 3
5. Contact Hours 3 hours per week
6. Pre-requisite Math 101

7. Course Learning Outcomes: PROGRAM OUTCOMES*

After completing this course, the student must be able to: 1 2 3 4
1. Demonstrate critical thinking through finding solutions to application and/or real-life problems that
I I I E
require trigonometric concepts and computations;
2. Show skills in using appropriate computer application/software and graphing calculators to carry out
I I E E
computations and explorations of trigonometric problems;
3. Exhibit competence in proving trigonometric identities I E E E
*Level: I – Introductory, E – Enabling, D – Demonstrative

8. Course Coverage
Time Intended Learning Outcomes
Allotment (ILO)
In this learning experience, the
students are expected to:
• Inculcate the sense of
pride on CBSUA
Philosophy, Vision,
Week 1 Mission, Quality Policy
and Goals, and College
Objectives
• Understand the subject
coverage, requirements
and policies
Teaching and Learning
Topics Assessment Task
Activities
CLASS ORIENTATION
1. Review on CBSUA Philosophy,  Lecture Discussion
Vision, Mission, Quality Policy,  Slide Presentation
Goals, Core Values, and College  Open Forum
Objectives.
Open-ended
2. The new normal environment in
questions
the academe through blended
learning approach in delivering
the lessons
3. Course requirements and grading
system.
 Time Intended Learning Outcomes
Allotment (ILO)
Week • Use correct mathematical
2-3 notation and terminology.
• Perfectly define and draw a
unit circle and identify the
coordinates of trigonometric
points of special angles.
• Correctly identify the 6
trigonometric/circular
functions and their value
limits based on this unit
circle.
 Accurately solve problems
involving arc length and
area of circular sector.
Week 4 • Assessment 3
Teaching and Learning
Topics Assessment Task
Activities
4. Course policies and other
guidelines implemented in
CBSUA
Chapter 1 – Introductions to 1. Interactive Discussion Formative
Trigonometry 2. Individual and Group Assessment:
Activity 3. Pen and Paper
a.. Trigonometric points a. The students are quiz
a. Angles and its parts asked to make a 4. Seatwork 3.
b. Triangles and its Parts Concept Map. Class
c. Angle Measures b. The students are participation
c. asked to answer
some drills Performance
3. Points outside the unit circle individually or by pair. Assessment:
3. Online drill and practice. Reflection Paper
The students are asked
1. Arc length to go to the websites
below and choose
problem/s to solve:
2. Area of a circular sector 1. 4. Formative
Assessment:
2. Pen and Paper quiz
3. Seatwork 3. Class
4. participation
4.
 Time Intended Learning Outcomes Teaching and Learning
Topics Assessment Task
Allotment (ILO) Activities

• Properly sketch the graph of 1. Interactive Discussion Formative

trigonometric functions 2. Drill and Practice (Group Assessment:
based on its periodicity and and Individual) 1. Reflection
Trigonometry the use online 3. Online drill and practice 2. Pen and Paper
trigonometry games / a. The students are asked quiz
graphing calculator / to go to the website 3. Seatwork
computer graphing below and choose 4. Class
applications and pen and problem/s to solve: participation
paper activity. 5. Performance

Chapter II - Trigonometric Assessment:

• Analyze the general
behavior of the
Week trigonometric function
5-7 graphs.
• State the appropriate
domain, range, amplitude
and period for each graph
of
Sine, Cosine, Tangent,
Cosecant, Secant and
Cotangent functions.
• Point out and properly
explain the effect of a
change in period and
amplitude
Functions and its graph b. The students are asked Reflection Paper
to graph the different
1. Sine Function trigonometric functions
2. Cosine Function using geo - gebra or any
3. Tangent Function computer graphing
4. Cotangent Function applications.
5. Cosecant Function
6. Secant Function 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.
 Time Intended Learning Outcomes Teaching and Learning
Topics Assessment Task
Allotment (ILO) Activities
Week 6 Assessment 1. Test coverage are the topics from week 1 – 5

• Properly apply basic
trigonometric identities
and algebraic properties
to express one Chapter III – Trigonometric
trigonometric function in
terms of the other
trigonometric functions.
• Write a proof which
verifies the validity of a
Week stated identity.
9 - 11 • Solve the values of
trigonometric functions
using identities.
Formative
1. Interactive Discussion Assessment:
2. Drill and Practice (Group
and Individual) 1. Pen and Paper
3. Online drill and practice. quiz
Identities The students are asked to 2. Seatwork
go to the website below and 3. Class
1. Fundamental Identities choose problem/s to solve: participation
2. Sum and Difference of
2. Two Angles Identities
3. Double Angle Identities 4. Reflection Activity: The
4. Half Angle Identities students are asked to write Performance
down 3 things they learned Assessment:
about the lesson on Reflection Paper
trigonometric identities,
anything the students find
difficult, and questions that
they have for this topic.

• Properly sketch the graph Chapter IV- Inverse of the 1. Interactive Discussion Formative
for each basic Trigonometric Functions 2. Drill and Practice (Group Assessment:
inverse and Individual) 1. Pen and Paper
trigonometric function 1. Inverse trigonometric functions 3. Online drill and practice: quiz
and state the correct 2. Solving trigonometric equations The students are asked to 2. Seatwork
domain and range. go to the website below and 3. Class
• Explain well how inverse choose problem/s to solve: participation
trigonometric functions
Week facilitate the solving of http://www.onlinemathlear
9 - 11 trigonometric functions. ning.com/trigonometryga Performance
• Apply inverse mes.html Assessment:
trigonometric and Reflection Paper
 Time Intended Learning Outcomes
Allotment (ILO)
algebraic solving
techniques on
trigonometric functions
to correctly solve
a. numerical problems
on inverse
trigonometric
functions.
b. problems involving
inverse
trigonometric
equations.
Week 12 Assessment 1. Test coverage are the topics from week 7 – 11
• Accurately distinguish the
difference between right Chapter V - Solutions of Triangles
triangle and oblique
triangle. 1. Solving Right Triangles
• Use the trigonometric
functions to solve
problems involving right 2. Solving Oblique Triangles
triangles.
• Correctly specify the
conditions when to use
the law of sines and law
of cosines.
Week 13 - 15 • Solve oblique triangle
problems using the law of
sines and the law of
cosines.
• Use the ambiguous case
of the law of sines to
solve oblique triangles
where more than one
solution exists.
• apply the laws of sines
and cosines to find
Teaching and Learning
Topics Assessment Task
Activities
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.
1. Interactive Discussion
2. Drill and Practice (Group
and Individual)
3. Online drill and practice:
The students are asked to
go to the website below
- Law of Sines and choose problem/s to
solve Formative
- Law of Cosines Assessment:
1. Pen and Paper
4. Reflection Activity: The
quiz
students are asked to write
2. Seatwork
down 3 things they learned
3. Class participation
about the lesson inverse of
trigonometric functions,
anything the students find Performance
difficult, and questions that Assessment:
they have for this topic. Reflection Paper
 Time Intended Learning Outcomes Teaching and Learning
Topics Assessment Task
Allotment (ILO) Activities
missing angles and sides
for any given triangle.
• Solve story problems
involving triangles.

• Distinguish the difference Chapter VI - Polar Coordinate 1. Interactive Discussion

between a Cartesian System 2. Drill and Practice (Group
Coordinate and Polar and Individual)
Coordinate. 1. Converting from Cartesian 3. Online drill and practice:
• Convert Cartesian Coordinates to Polar Coordinates The students are asked Formative
Coordinates to Polar to graph the different Assessment:
Coordinates. 2. Converting from Polar Coordinates polar functions using 1. Pen and Paper
• Convert Polar to Cartesian geogebra or any quiz
Coordinates to Cartesian Coordinates computer graphing 2. Seatwork
Week
Coordinates. 3. Plotting a Point in Polar Coordinate applications 3. Class
16 - 17
• Plot points in a Polar System participation
coordinate system. 4. Distance between to Polar Points 4. Reflection Activity: The
• Properly graph 5. Graphing Polar functions students are asked to Performance
polar functions. write down 3 things they Assessment:
learned about the lesson Reflection Paper
on polar coordinate
system, anything the
students find difficult, and
questions that they have
for this topic.
Assessment 3: Final Exam. Test coverage are the topics from week 2-17
Week 18
Output: Written Exam

9. Course Assessment

Assessment 1. Test coverage are the topics from week 1 – 5

Assessment 2. Test coverage are the topics from week 7 – 11

Assessment 3. Final Exam. Test coverage are the topics from week 13 – 17

10. Resources Needed

 A. Textbooks/References
[1] Larson, R. (2012). Trigonometry. Philippines: Cengage Learning.
[2] Lial, M, Hornsby, J., Schneider, D., Daniels, C. (2014). Trigonometry. Philippines: Cengage Learning. [3]
McKeague, C., & Turner, M. (2014), Trigonometry. Cengage Learning.
[4] Stewart, J., Redin, L., & Watson, S. (2012). Stewart’s algebra and trigonometry. Hiyas Press, Inc

B. Online Sources
[1] https://www.britannica.com/science/trigonometry
[2] https://www.khanacademy.org/math/trigonometry
[3] https://www.google.com/search?q=solution+of+right+triangle&oq=Solution+of+Right+Triangle&aqs=chrome.
0.0i512l3j0i22i30l7.21074j0j9&sourceid=chrome&ie=UTF-
[4] https://www.google.com/search?q=Oblique+Triangle&oq=Oblique+Triangle&aqs=chrome..69i57j0i512l9.
11897j0j9&sourceid=chrome&ie=UTF-8

C. Teaching – Learning Facilities/Equipment

• Cellphone
• Calculator
• Laptop & Protractor
• Ruler & Triangle
Course Title: Prepared by: Reviewed by: Approved by:

Math 102 - Trigonometry

Date Effective: SALVACION A. EJE

1st Semester 2023 - 2024 Assistant Professor III
Date Signed: